大学生自理能力现状分析及其培养

采用自编的“大学生自理能力问卷”,对我国大学生自理能力的现状进行了调查。结果表明：大学生自理能力总体状况是稳定的;在情绪情感状态、日常管理、职业准备、行为效能和交往以及自我控制能力等五个方面薛在年级差异;独生子女与非独生子女在行为效能和交往以及自我控制能力方面存在显著差异;大学生的自理能力随年级的升高将越强。本研究从家庭和社会、大学以及大学生自己的责任三方面提出了关于大学生自理能力培养的建议。     

道德认同对大学生亲社会行为倾向的影响：共情的中介作用和正念的调节作用

采用道德认同量表、人际反应指针量表、亲社会行为倾向量表和五因素正念度量表对533名大学生进行调查,探讨道德认同对大学生亲社会行为倾向的影响机制。结果表明：（1）道德认同的两个维度—道德认同内化和道德认同符号化均能正向预测大学生亲社会行为倾向;（2）共情在道德认同内化和符号化对大学生亲社会行为倾向的影响过程中起部分中介作用;（3）正念在道德认同内化和符号化通过共情对大学生亲社会行为倾向的影响过程中起调节作用,正念减弱了道德认同符号化对亲社会行为倾向的正向影响,增强了共情对亲社会行为倾向的正向影响。     

大学生人格与网络行为:网络道德人际SEM模型

利用在线调查和纸笔测查两种方式分别对208名大学生网络使用情况、网络道德行为和社会交往特点等进行了调查,考察了大学生上网的行为特点和网络行为的心理机制,检验了有关大学生在线行为的理论模式.结果发现:(1)网络交往行为中性别的影响在一定程度上是存在的,男性比女性对网络交往更积极和主动,也给予更正性的评价;(2)根据大学生网络行为的特点和心理机制,验证了大学生网络行为的网络道德人际SEM模型.     

中小学生道德情感发展研究

根据一定社会制定的道德行为规范评价自己的和别人的举止、行为,思想、意图时所产生的一种情感体验,即为道德情感.我国对于道德情感的发展规律及特点的研究,不论是理论方面的探讨,还是研究方法的探索,都还很薄弱.我们协作组在对中小学生的道德认识和道德意志行为做了初步研究以后,又执力于道德情感的研究,为的是对中小学生的品德心理发展做一个系统地研究和分析.道德情感的内容是复杂多样的,我们在本研究中选择了爱国主义情感、义务感、良心,荣誉感、幸福感等五个主要的范畴做为研究内容.     

拖延行为个体对人格特征词、拖延词的注意偏向

本文研究拖延行为与大五人格因素相关关系及其对不同人格评价词、拖延词的注意偏向.研究1对352名大学生的拖延行为与大五人格特征进行问卷测量;研究2和3采用情绪Stroop范式对高低拖延行为个体对人格特征词、拖延词的注意偏向进行实验研究.结果发现(1)拖延程度与神经质、开放性呈显著正相关;与其他三种人格特质呈显著负相关.(2)拖延行为高低分组在神经质、严谨性词和拖延词上的Stroop效应差异显著.高拖延行为个体对神经质评价词和拖延词存在注意偏向;低拖延行为个体对严谨性评价词存在注意偏向.     

新型冠状病毒疫情影响下大学生对医生角色行为的道德判断研究

2020年初,在我国发生了新型冠状病毒引发的重大疫情,医生是战“疫”的重要角色,也是最受关注的职业群体。这次疫情是否改变了以往因医患矛盾而引发的大众对医生的道德判断?本研究采用徐科朋(2019)编制的道德判断材料,以非医护专业大学生为被试,用实验法分别比较了疫情前和疫情中大学生对医生道德和不道德行为的判断。结果发现:(1)疫情前大学生对医生在公平行为上的赞扬程度显著高于疫情中,疫情中大学生对医生在关爱、忠诚、权威行为上,赞扬程度显著高于疫情前。(2)在整体不道德行为上,疫情中大学生均对医生的评价比对照组严格。疫情前大学生对医生在背叛、颠覆行为上的评价要比对照组宽松。疫情中大学生对医生在伤害、背叛、堕落行为上的评价要比对照组严格。(3)疫情中,大学生对医生在整体不道德行为和各维度不道德行为上的评价较疫情前均更加严格。     

道德推脱与大学生亲社会行为：道德认同的调节效应

运用问卷调查的方法,以550名大学生为研究对象,探讨了道德认同在道德推脱影响大学生亲社会行为过程中的调节效应。采用潜变量调节效应模型的无约束估计方法研究发现：(1)道德推脱会对大学生的亲社会行为产生显著的负向影响,道德认同会对大学生的亲社会行为产生显著的正向影响,并且道德认同会对道德推脱与亲社会行为之间的关系产生显著的调节作用;(2)在高道德认同水平下,大学生的亲社会行为会随着道德推脱水平的升高而显著地减少,而在低道德认同水平下,大学生的亲社会行为并无明显的变化。     

武汉地区大学生社会能力的结构及其问卷编制

从分析大学阶段的关键性发展任务出发,将我国大学生的社会能力分为事务处理能力、一般人际交往能力和建立与发展友谊的能力三个方面。以文献研究为基础,结合开放式问卷所获资料,分别提出了关于这三种社会能力结构的理论构想,编制了大学生社会能力问卷。武汉市1048名大学生参与了正式问卷的施测,结果表明,事务处理能力的四因素结构、一般人际交往能力的五因素结构和建立与发展友谊的能力的五因素结构是较为合理的,自编大学生社会能力问卷的信效度达到心理测量学要求。     

大学生的社会网络

在系统回顾大学生社会网络的内涵、维度与测量的基础上, 从家庭与个体方面厘清大学生社会网络的影响因素, 其中个体因素可进一步划分为人口统计学特征、内隐特质以及外显行为方式等因素; 同时, 基于影响效果的时空特点, 从近端与远端两个视角概括了大学生社会网络对其校内态度、行为以及毕业后就业、创业影响的过程机制。未来可以从大学生社会网络维护策略、网络动态性演变等方面进行探索性研究。     

儿童社会适应的社会信息加工模型及其特殊应用

亲社会儿童具有独特的社会信息加工特点:友善的归因倾向,关系性目标定向,对亲社会行为反应做积极评价等。应用SIP范式对儿童亲社会行为进行研究,不仅有助于研究者更清楚地揭示社会认知与亲社会行为之间的关系,理解儿童社会性发展的机制,而且还对儿童的行为矫正和训练具有积极意义。但是,SIP模型应用于亲社会行为研究时在理论模型及方法工具上还存在一定的局限。     

不同年级学生抑制控制研究

从小学三年级、五年级、初中二年级、高中二年级中,挑选被试各80人,进行抑制控制测量。结果发现：（1）抑制控制力的发展随着年级的增长而发展。（2）各年级学生的两项抑制控制测试成绩与语文、数学成绩有较高的正或负相关。结论：抑制控制力与学生的学业成绩关系密切,即抑制控制是有效学习的监控系统。     

EFFECTS OF SELF-MANAGEMENT TRAINING AND REINFORCEMENT ON THE TRANSFER OF IMPROVED CONDUCT IN THE ABSENCE OF SUPERVISION

The instruction, maintenance, and transfer of training of social skills of 3 seriously emotionally disturbed adolescents were accomplished by a self-management training and reinforcement package. During baseline sessions these students, who were covertly filmed in their classroom, averaged over 90% off-task or socially inappropriate behavior while their teacher was out of the room. They showed similar behaviors when walking between classes, unattended by their teacher. Treatment was introduced in the classroom and consisted of social skills and self-management training and reinforcement. Treatment procedures included instruction, modeling, and role playing of social skills, as well as self-assessment, self-recording, and self-reinforcement for correct approximations of these skills. After 5 weeks of training, all subjects demonstrated substantial improvements in the classroom during the teacher's absence and when distracted by other students; however, transfer of social skills did not occur to the between-class setting until students were given explicit instruction to initiate self-managing procedures in this setting.     

青少年“无聊症候群”问题探讨

为了探讨我国学校青少年“无聊症候群”问题的有关现状及成因,选取浙江省4个地区7所中学的613名中学生为研究对象,采用自编量表进行调查。研究发现：(1)“无聊症候群”问题在青少年群体中具有较高比例;(2)男生总体平均得分显著地高于女生;(3)城区中学学生总体平均得分显著地高于乡镇中学学生;(4)独生子女与非独生子女总体上无显著性差异;(5)六个年级间总体上无显著性差异。     

初中学生自尊特点的初步研究

对991名城乡在校初中生施以Coopersmith自尊问卷（25条目版）测验。对问卷的测量学分析发现：该自尊问卷的中文版具有较高的信度,其与有关测量工具之间的效标关联效度合乎逻辑;对被试自尊特点的分析发现：初中阶段学生的自尊存在极显著的年级差异,初中二年级开始自尊极显著地降低;初中生的自尊不存在性别差异;城市被试的自尊在总体上高于农村被试,但城乡因素与被试的性别有交互作用;独生子女的自尊高于非独生子女,但这一差异仅存在于初中一年级。     

THE EFFECTS OF PEER TUTORING WITH GROUP CONTINGENCIES ON THE ACADEMIC PERFORMANCE OF COLLEGE STUDENTS1

Improving the academic performance of college students who do not demonstrate mastery of course material is a major concern in traditional and nontraditional systems of instruction, where students may drop out, take incompletes, or continue to perform at low levels. The present study examined within-course peer tutoring as a potential solution. Twenty-one undergraduate students enrolled in a three-credit introductory course in Educational Psychology served as subjects. The class met one and a half hours each weekday for five weeks. Five students withdrew from the course and one student was placed on independent study before assignments to experimental conditions were made. The primary source materials were portions of Skinner's Technology of Teaching, plus two additional articles. The material was divided into nine equal units, each unit accompanied by study objectives. Nine one-hour essay exams were administered, one every other class day. Two review days were scheduled before a cumulative final was administered. Students could score a total of 20 points on each exam and the final. If a student scored 90% or better on an exam a score of 10 was earned. If a student scored 80% to 90%, a score of eight was awarded, and so on. A total score of 90 of 100 possible points at semester's end earned a student an “A”, 80 a “B”, and so on. The study consisted of three phases: Baseline I, Intervention, and Baseline II. Baseline I: after an initial introductory class, three lectures were presented—one for each unit. Each lecture day was followed by an exam day. Intervention: following the third exam, students were rank ordered and divided into high, medium, and low levels of performance on the basis of their raw scores on the previous three exams, and assigned to a paired or independent group. This assignment procedure resulted in three high-low pairs, three middle-middle pairs, two high-middle pairs, three low-independent students, and two middle-independent students. If, and only if, both students in a pair met a 90% mastery criterion on an exam did each receive five bonus points for the exam(s) reaching the criterion. The bonus points were used to offset points lost on the cumulative final. If both students in a pair met the 90% mastery criterion for units 4, 5, and 6, the pair received an automatic score of 10 on the cumulative final and had the two review days off. Other students who studied independently received identical payoffs if they met the same mastery criterion. The previous lecture time was used for inclass study. Baseline II: Baseline I procedures were reinstituted for the final three units. The test scores are the independent and paired students are shown in Figure 1. Compared to baseline, performance during peer tutoring improved for every student paired with a high partner, and not for those students who studied independently. Between-group comparisons suggest that the effective variables were related to the tutoring or its combination with the group contingency. However, the opportunity for intergroup discussion about treatment procedures and unequal assignment of subjects to the tutored and independent groups make conclusions about the between-group portion of the experiment tentative. Half to two-thirds of the students in each performance category viewed the peer-tutoring procedure favorably, and two-thirds or more reported that the procedure was effective in improving academic performance. Proportionately fewer students assigned to independent study found that procedure effective or viewed it favorably. It appears that pairing students with others who do better on tests and rewarding them for their combined performance results in considerable improvement in the performance of lower-level students.     

学业不良学生类型与特点的聚类分析

该研究运用Ｑ聚类分析对上海市区１４８０名初中预备班学生的能力和个性特征进行分类研究。结果发现１４８０名被试中存有心理发展水平不同的六个主要类别,这些类别与学生学业成绩的优劣关系密切。同时,３５３名差生可分为四个主要类型：即,暂时性困难学生、能力型困难学生、动力型困难学生和整体性困难学生,不同类型的差生具有不同的特点。这为针对不同类型学生的特点制定有效的教育措施提供了依据。     

4-5年级学生的空间表征与几何能力的相关性研究

本研究是“学生空间能力和几何能力关系”研究的一部分,以小学4、5年级学生为被试(共117人),以空问表征能力测验和几何能力测验为测验工具,初步探讨了学生空间表征与几何能力的关系。对数据结果的分析表明:①就总成绩而言,五年级学生的空间表在成绩明显高于四年级学生的成绩,但并不是空间表征的所有方面都存在着显著的年级差异;②就空间测验的总成绩而言,无论是四、五年级分别考察还是总起来考察,空间成绩与几何成绩之间的相关显著,但就各个分项而言,并不是空间测验的各项都与几何测验成绩有显著相关;学生的几何成绩在一定程度上可通过回归方程:Y_i=0.5736X_i+0.7635加以预测。     

青少年自我价值感量表构念效度的验证性因素分析

用自编的青少年自我价值感量表对我国 9个大城市的大中学校的 4 931名学生进行了再测量 ,以其中的2 4 2 0名学生的数据进行一阶因素模型的比较分析 ,另外 2 5 11名学生的数据进行二阶因素模型的验证性分析。结果显示 ,我们提出的自我价值感的多层次多维度模型是合理。该模型包括总体自我价值感、一般自我价值感和特殊自我价值感三个层次 ;总体自我价值感抽象程度最高 ,其次是一般自我价值感包含社会取向和个人取向两种 ,抽象程度最低的是特殊自我价值感表现为生理的、心理的、人际的、道德的和家庭的自我价值感 5个具体方面同时也表现为社会取向和个人取向两种。该量表包含 5 6个题项从不同的抽象层次和具体方面对所构建的自我价值感模型进行测量 ,具有较好的构念效度     

情绪状态对学生创造性的影响

研究了情绪状态对学生创造性影响的问题。被试为上海师范大学第三附属中学初二的学生 2 2 0名 ,其中男生 10 4人 ,女生 116人 ,年龄 13～ 14岁。由于国外已有研究的结果并不统一 ,研究的方法也缺乏生态化效度 ,因此本文试图通过教学现场实验 ,运用实际教学情境中的刺激来诱发学生愉快—难过情绪 ,以探索在教学情境中学生情绪状态对其创造性影响状况。研究结果表明 ,学生在愉快情绪状态下的创造性总体发挥水平显著高于难过情绪状态 (t=2 0 2 5 ,p =0 0 4 5 ) ,且主要体现在流畅性和变通性两个方面     

EXAMINING THE EFFECTS OF BRIEF TRAINING ON THE ATTITUDES AND FUTURE USE OF BEHAVIORAL METHODS BY TEACHERS

Teachers from government and independent schools anonymously completed a measure of attitudes towards applied behavior analysis (ABA) before and after participation in a short seminar on ABA. A total of 187 primary teachers provided data on professional qualifications, years of teaching, school type, number of students in the classroom, and prior knowledge of ABA. Data were also collected on the number of students with a disability the teacher had instructed. Survey results suggested that, before and after the seminar, teachers held negative attitudes towards ABA. These attitudes, however, significantly and positively shifted after attending the seminar. Neither the number of students taught with a disability over the last 5 years nor teacher type (e.g., specialist or classroom) nor school type (e.g., independent or government) was significantly related to the attitude measure. The findings have implications for ongoing teacher education and professional development, as well as for school psychologists tailoring interventions and framing recommendations for teachers in mainstream primary settings. Copyright © 2014 John Wiley & Sons, Ltd.