初中生函数概念发展的研究

本研究通过测验法对北京市六所中学的802名初一至初三的学生进行调查,考察了初中学生函数概念的发展水平。结果表明,初中生函数概念的发展存在着较为特殊的年龄特征;学生所接受的学校教育内容显著地影响其函数概念的发展水平。但是,初中学生进行正与反、肯定与否定之间相互转化的辩证思维能力还较差;还有很大一部分(将近一半)的学生不能用运动、变化的观点来看待问题;初二是学生函数概念发展的一个转折点。从初二以后,学生无论是进行文字信息、还是图形信息加工的能力都有明显的增强,但将文字信息与图形信息进行转换的能力水平还很低;考察同类问题间的联系时,学生还不能脱离开问题的实际内容,概括化地理解抽象的数量关系。     

关于学业不良学生考试焦虑及考试焦虑形成机制的研究

本研究以小学四年级学生80名、初中一年级学生157名、高中一年级学生89名,共326名学生为被试,采用实验法和测验法研究了学业不良学生的考试焦虑状况和考试焦虑形成的心理机制。研究结果表明：各学习年限段学业不良者的考试焦虑水平普遍高于学业优秀者,尤其初中学业不良者与学业优秀者之间差异极显著;来自智力与学科学习活动挫折可以导致学生焦虑水平提高。     

初中生对自己学习能力评价的研究

本研究针对城市普通中学445名初一至初三年级的青少年进行了问卷调查,以研究初中学生对自己的学习能力的评价.研究结果表明:(1)初中学生在对自己课堂学习能力的评价上,总体处于中上水平.男女生之间课堂学习能力差异不显着;初三学生的课堂学习能力低于初一、初二学生课堂上的学习能力,且存在显着差异;性别与年级之间交互作用不显着.(2)初中学生在课下学习能力上略低于课上学习能力,但仍处于中上等水平.男生与女生之间差异不显着;性别与年级之间交互作用不明显;初一与初三年级学习能力差异显着,初三女生的学习能力低于初一、初二女生的学习能力,也存在显着差异.(3)初中学生在考试焦虑上总体处于中等水平.男女生之间差异不显着;性别与年级之间相互作用不明显.     

小学生朴素热概念的发展

概念转变是认知发展与教育领域的热点话题之一,但关于小学生对于热概念的转变研究仍处于萌芽阶段。本研究抽取了某小学一、三、六年级学生共104名,采用三种任务情境考察了他们在热概念方面的认识水平。研究发现：一年级学生主要将热看作是一种物质,用物质模型理解热作为一个过程概念具有的速度属性。三年级学生热的物质概念和过程概念的认识并存,能够正确认识过程概念的速度和方向两个重要属性。六年级学生对于热作为一个过程概念所应具有属性的认知较为稳固,但未发生进一步的转变,他们还不能将热作为一个自发过程概念来理解。此研究结果部分     

关于小学四年级至初中一年级学生阅读理解能力的研究

本研究从一般性阅读理解的角度．对738名小学四年级至初中一年级学生的阅读理解能力进行研究,得出由七种成分构成的阅读理解能力结构,并初步探讨了各年级学生以及不同阅读理解能力学生的发展特点。     

重点中学与普通中学学生非智力因素的比较研究

本研究分别对重点中学与普通中学初一、初三年级学生的非智力因素状况进行调查,结果表明初一年级学生的非智力因素水平在两类学校之间不存在差异,而初三年级学生的非智力因素水平在两类学校之间存在着显著性差异（Ｐ＜０．０５）。随着年龄的增长,重点中学与普通中学学生的非智力因素水平都有所发展,但重点中学的学生发展得更好。本研究表明学校的教育环境影响着学生非智力因素的发展。     

呼伦贝尔盟汉族 蒙族 达斡尔族 鄂温克族初中生数学推理能力的比较研究

一、研究目的与意义目前国内已经有不少地区开展了对少数民族青少年学生学习能力的跨文化研究。数学推理能力又是学生学习能力的主要因素之一。这一研究工作不仅具有重大的理论意义,而且可以为发展少数民族教育提供科学依据。二、研究对象研究对象为内蒙古自治区呼伦贝尔盟的蒙族、达斡尔族、鄂温克族和居住本地区的汉族等四个民族的初中一年级至三年级的学生。用随机抽样     

关于中小学生无意注意发展的研究

本研究表明,无意注意在小学二年级已有较高水平的发展。对于认知过程中需要“排除”的材料的无意注意,在小学二年级或更早一些已有完善的发展;而对于认知过程中需要“组织”的材料的无意注意,到初中二年级才达到高峰。同时还发现,在我们的实验条件下,小学二年级学生的无意注意仍占重要地位,到小学五年级有意注意才有比较充分的发展。     

中小学生的心理特点与教育教学措施

本文根据笔者多年的中小学教学和管理的实践,分析了小学生和初中生的心理发展特点,并针对这些特点提出了小学要加强一年级和毕业学年的教育教学,使他们顺利过渡到初中的学习;在初中,要特别加强初一年级的教学,使学生适应新的学习变化,从而为今后的发展奠定基础。     

儿童阅读理解监察能力的初步研究

本研究采用错误检测形式,从小学三年级、五年级和初中一年级中共随机选择270名被试,初步探讨了中国儿童阅读理解监察能力的发展状况。实验发现,阅读理解监察能力随年级升高明显增强,但其发展速率是不均衡的;另一方面,理解监察过程也受到众多心理因素的影响。实验还证实了理解水平与理解监察能力之间的紧密关系,以及教育在提高理解监察能力方面的作用。     

Students’ Oppositional Behaviors and Engagement in School: The Differential Role of the Student-Teacher Relationship

Students presenting oppositional behaviors often display lower behavioral and emotional engagement in class as compared to their peers. Moreover, children in general are known to be deeply affected by their relationships with teachers while in school. It is therefore possible that such relationships could also influence the engagement of students presenting higher levels of oppositional behavior. As a way of verifying this hypothesis, the present study investigated the contribution of students’ levels of oppositional behavior to their behavioral and emotional engagement in literacy. Furthermore, it examined whether these relationships were different for boys and girls, or changed as a function of two components of student-teacher relationships: closeness and conflict. Three hundred and eighty five third and fourth grade students and their teachers participated in the study. Two series of linear regressions were conducted. Findings indicate that students who presented higher levels of oppositional behavior showed lower behavioral engagement than their peers. Moreover, students who had close relationships with their teachers reported higher behavioral engagement. Although closeness in student-teacher relationships protected students from behavioral disengagement, students with higher oppositional behaviors were less protected than students who presented lower levels of oppositional difficulty. Having a warm relationship with a teacher was also more beneficial for the behavioral engagement of girls, whereas a high level of conflict between student and teacher was more harmful for the emotional engagement of boys. This was deemed to be true whether the boys or girls presented high levels of oppositional behavior or not. Overall, our findings highlight the importance of the student-teacher relationship in fostering all students’ engagement in school.     

Chinese adolescents' perceptions of family functioning: personal,school-related,and family correlates

The author used two translated measures (Self-Report Family Inventory; D. T. L. Shek, 1998); and Family Assessment Device; N. B. Epstein, L. M. Baldwin, & D. S. Bishop, 1983) and a locally developed scale (Chinese Family Assessment Instrument; D. T. L. Shek, in press-a) to assess 3,649 Chinese adolescents' perceptions of how well their families function. He found that boys perceived their families to function worse than did girls and that younger adolescents perceived their families to function better than did older adolescents. Perceived family functioning was negatively related to grade level; students attending schools with higher academic standards perceived their families to function better than did students attending schools with lower academic standards; and students attending government and aided schools had higher levels of family functioning than did students attending private schools. Family types (intact vs. nonintact families) and the duration of parents' stay in Hong Kong were also related to the adolescents' perceptions of family functioning. Findings for the personal, school-related, and family correlates of perceived family functioning were statistically significant and stable across different measures of family functioning, but the practical significance of the findings was not high.     

心理理论与社会互动方式对初中生社会善念发展的影响

为了探讨初中生社会善念的发展特点及相关影响因素,实验1采用卡通插图范式和SoMi范式,以628名7~9年级初中生为被试,考察不同心理理论类型初中生的社会善念的发展;实验2使用社会互动情境和SoMi范式,以360名7~9年级初中生为被试,考察社会互动方式与反馈类型对不同年级初中生社会善念的影响。结果发现:(1)初中生的社会善念不存在年级和性别差异,但7年级中高情感心理理论初中生的社会善念显著多于高认知心理理论初中生;(2)7年级初中生在积极反馈条件下的社会善念较多,而8年级初中生在消极反馈条件下较多,9年级初中生在这两种条件下则不存在显著差异;(3)在合作情境中,初中生在积极反馈下的社会善念更多,而在竞争情境中,初中生在消极反馈下的社会善念更多。研究说明初中生的社会善念具有跨年龄和跨性别的稳定性,并且会受到心理理论、社会互动方式及反馈类型的影响。     

The Push for More Challenging Texts: An Analysis of Early Readers’ Rate,Accuracy, and Comprehension

The purpose of the study was to examine the relationship between the challenge level of text and early readers’ reading comprehension. This relationship was also examined with consideration to students’ word recognition accuracy and reading rate. Participants included 636 students, in Grades 1–3, in a southeastern state. Results suggest that students reading texts well above their actual grade levels, even with sufficient accuracy scores, scored significantly lower on comprehension than students reading texts at their actual grade level. This result also held regardless of students’ reading rates. Findings signal the importance of considering text level during instruction and suggest some caution is warranted when pushing students into texts well above their grade levels.     

初中生人际交往能力、学业成绩及其发展背景系统间的关系

摘 要 采用问卷法调查586名初中生,探讨其人际交往能力、学业水平及发展背景系统的互动关系模式。研究发现初二学生的人际交往能力表现最为突出,女生更善于处理人际问题。高人际交往能力学生的学业成绩明显优于低人际交往能力学生。良好的父母教养方式能有效促进学生的人际交往能力,该能力有助于积极师生关系和同伴关系的发展。人际交往能力受家庭教养背景系统的直接影响,并作用于学校人际背景系统,两大系统以直接或间接的方式影响学业成绩。     

问题学生的自尊及其相关因素研究

本研究以初一至初三年级的235名问题学生和143名普通学生为对象,对问题学生的自尊及其相关因素进行了研究。结果表明：(1)问题学生的自尊除初三外一般比普通学生低,这与普通学生在初三自尊的显著降低有关;(2)问题学生的自尊不存在显著的年级或年龄差异,而普通学生的自尊表现出明显的随年龄增长下降的趋势;(3)问题学生的父母教养方式和生活事件所带来的应激与其自尊的发展存在极其显著的相关,问题学生的负性生活事件应激强度显著高于普通学生;(4)问题学生的自尊与其心理健康水平存在非常显著的相关。提示自尊发展是影响问题学生心理健康状况的重要因素之一。     

影响中学生自我价值感形成的诸因素研究

本研究采用<青少年学生自我价值感量表>对重点中学一所、普通中学一所和职业中学一所共774名学生进行调查,问卷的表头加入年级、学习成绩、家庭经济、居住环境等10多项需要了解的学生生活环境类型,测验结果发现学习和年级因素对价值感影响最大,作用非常显著,在初二和高三年级,价值感发展最快.学习成绩越好,价值感越高.其次是家庭居住环境、家庭经济状况、父母职业、家庭结构等因素.家庭居住环境是学校居住区最有利于学生价值感的发展,家庭经济状况是经济一般的学生价值感最好,其次是富裕家庭的,贫困的最差.父母职业是教师最高,其次是军人、干部、医生等.家庭结构是健全的发展最好,其次是离异的,再次是分居的,最差的是死亡的.     

Perceived responsibility for learning,self-efficacy,and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students

The purpose of this study was to assess the interrelationship of elementary students’ perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics, and differentiation as a function of gender and grade level. Participants in this study included 442 third-, fourth-, and fifth-grade students from U.S. International Baccalaureate schools. Self-report measures were used to assess key study variables. Students in grade five reported higher levels of mathematics self-efficacy and perceived responsibility for learning than those in grade three. Grade four students also reported higher levels of perceived responsibility than grade three students. In addition, regression results revealed that mastery experience, vicarious experience, social persuasion, and physiological state accounted for a significant amount of variance in students’ mathematics self-efficacy, with social persuasion being the strongest predictor. Educational implications for practice within the context of International Baccalaureate schools are discussed.