Role of resilient personality on lower achieving first grade students' current and future achievement

This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were administered an individual achievement test in first grade and 1 year later. Confirmatory factor analysis confirmed a second-order latent construct of resilient personality defined by teacher-rated conscientiousness, agreeableness, and ego-resiliency that was distinct from measures of externalizing behaviors and IQ. Using latent structural equation modeling and controlling for baseline economic adversity, IQ, and externalizing symptoms, resilient personality predicted children's concurrent and future achievement (controlling also for baseline achievement in the prospective analyses). Model fit was invariant across gender.     

阿佩尔的共同责任原则

共同责任原则的提出是阿佩尔的对话伦理学(Diskursethik)的一个重要的方面,本文主要介绍共同责任的基本内涵及其证成,并进而指出共同责任是原初的责任,以及共同责任既是集体负责又是自我负责.     

杜光庭《录异记》宗教本质探析

杜光庭(850-933?)是唐末五代时期的著名道士,早年参加科举,落第后入道天台山,从此致力于道经的搜集和编撰工作,至今尚有大量道经存世。在这些留存的文献中,按道经分类,有一部分属于“记传类”或“谱录类”的神仙传记集和宣扬道门灵验的志怪作品。它们介于宗教与文学之间,既不同     

自我认知干预对教师心理健康的影响

本研究以自我、个性为内容辅以专家讲座展开了自我认知训练干预,对象为29名随机抽取的中学教师,干预实施持续了两个学期,测查工具为SCL-90、SDS、SAS.结果表明:干预后所有各项的均数均有下降,且除偏执因子外均达P<0.01显著意义水平;干预在偏执因子上效果较为一般,在"躯体化"、"恐怖"、"精神病性"、"饮食睡眠"、"敌对"、诸因子上效果良好,在强迫、人际敏感、焦虑因子上效果更为良好;总之,自我认知干预对教师心理健康具有积极影响,此影响在不同心理因子上会有不同效果.     

Self‐construal and students’ math self‐concept,anxiety and achievement: An examination of achievement goals as mediators

This study examines the role of self‐construal in student learning by testing a mediation model: through math achievement goals, self‐construal predicts math self‐concept and anxiety, which further predict math achievement. A sample of 1196 students from 104 secondary classes in Singapore took a survey and a math achievement test. The results from multi‐group structural equation modelling support measurement invariance and equal path coefficients in the mediation model between boys and girls. Interdependent self‐construal positively predicted mastery approach and avoidance goals, through which interdependent self‐construal had a positive total indirect effect on math anxiety. Independent self‐construal positively predicted mastery approach, performance approach and performance avoidance goals, and through the two approach goals, high independent self‐construal was associated with high math self‐concept. Overall, self‐construal was not associated with math achievement. The findings enhance our understanding of achievement motivation from a sociocultural perspective and help explain East Asian students’ relatively higher anxiety and lower self‐concept in comparison with their Western counterparts as reported in international studies.     

The Influence of Family Socio-economic Status on Learning Burnout in Adolescents: Mediating and Moderating Effects

According to family investment theory, a family’s socio-economic status can have a noteworthy impact on the academic performance and future lives of adolescents. However, the mechanism for this remains poorly understood. We examined the mediating and moderating effects of family emotional and cultural environment on the relations between family socio-economic status and learning burnout. Specifically, we investigated whether different family emotional environments have a moderating effect on the relationship between family socio-economic status and learning burnout and on the mediating effect of family cultural environment. A sample of 1181 junior and senior high school students completed multidimensional measures of family socioeconomic status, family emotional and cultural environment, and learning burnout. A regression analysis showed that socio-economic status significantly predicted learning burnout. The achievement, cultural, and recreational dimensions of family cultural environment were all mediators of this relationship. Moreover, cultural dimension was moderated by the family conflicts factor of family emotional environment.     

Learning to avoid spiders: fear predicts performance,not competence

We used an immersive virtual environment to examine avoidance learning in spider-fearful participants. In 3 experiments, participants were asked to repeatedly lift one of 3 virtual boxes, under which either a toy car or a spider appeared and then approached the participant. Participants were not told that the probability of encountering a spider differed across boxes. When the difference was large (Exps. 1 and 2), spider-fearfuls learned to avoid spiders by lifting the few-spiders-box more often and the many-spiders-box less often than non-fearful controls did. However, they hardly managed to do so when the probability differences were small (Exp. 3), and they did not escape from threat more quickly (Exp. 2). In contrast to the observed performance differences, spider-fearfuls and non-fearfuls showed equal competence, that is comparable post-experimental knowledge about the probability to encounter spiders under the 3 boxes. The limitations and implications of the present study are discussed.