<华西教会新闻>(West China Missionary News)是华西各差会联合出版的英文月刊.于1899年2月在重庆创刊,至1943年底停刊,时间跨度达45年之久.华西教会许多重要文件和信息都由该刊刊行.作为近代华西第一份外国人创办的英文刊物,该刊保存了大量四川、云南、贵州以及西藏的传教信息和社会信息.近年来,该刊已经引起不少海内外学者的注意和利用.本文重点论述该刊的研究,并讨论进一步深入研究的思路,尽可能为有兴趣的学者提供有价值的信息. 相似文献
Parents generally want their children to be happy, but little is known about particular types of positive affect (PA) that parents want their children to experience. Tsai's (2007) affect valuation theory offers a useful framework to understand how parents' emotional goals may shape the socialization of particular types of PA (e.g., excitement vs. relaxation). Participants were 96 mothers and their 7- to 12-year-old children. Results indicated that mothers endorsed similar levels of ideal PA (IPA) for low-, moderate-, and high-arousal PA for both themselves and for their child, suggesting that mothers desire the same type of PA for their children as they want for themselves. In support of the study's main hypothesis, mothers' IPA for their children predicted specific socialization responses that would encourage that type of PA (e.g., mothers' high-arousal IPA predicted greater encouragement of their child to celebrate, whereas mothers' low-arousal IPA predicted encouragement of affection). The findings extend affect valuation theory and emotion socialization research by indicating that parents' emotional goals (i.e., IPA) for their children may contribute to their socialization of children's PA. 相似文献
The present study explores the effect of perceived teacher support on three forms of thinking related to creativity. Tests of convergent thinking (by means of the Remote Associates Test), insight thinking (explored through a brain‐teaser test), and divergent thinking (by means of a verbal creativity test) were given to 512 middle school students in China, along with assessments of their perceived teacher support and creative self‐efficacy. The results of this study indicate that perceived teacher support positively predicts convergent thinking and insight thinking, with creative self‐efficacy playing a partial mediating role between perceived teacher support and convergent thinking. However, no significant relationships were found between perceived teacher support and divergent thinking. The findings partly lend support to the expectancy–value model of achievement motivation that teacher’s behavior influences student performance through self‐belief pathway. 相似文献
Research on Child and Adolescent Psychopathology - This study examined whether girls and boys with ADHD show similar impairments in cognitive control from childhood into adolescence and the... 相似文献
Exploratory structural equation modeling (ESEM) solutions have been proposed to represent the factor structures of attention-deficit/hyperactivity disorder (ADHD) in recent literature, yet no studies have assessed those structures in Chinese children. The primary aim of this study was to comprehensively examine the factor structures of the Chinese version of the ADHD Rating Scale-IV (ADHD RS-IV): Home Version. Data on 458 Chinese children aged 3–8 years (boys: 246; 54%) were used to test and compare eleven factor models: confirmatory factor analysis (CFA) models (one-factor, two-factor and three-factor), second-order CFA model, bifactor CFA models (two and three specific factors), ESEM models (two-factor and three-factor), second-order ESEM model, and bifactor ESEM models (two and three specific factors). The results showed that, overall, ESEM models displayed better fit than CFA models. Specifically, the second-order ESEM model with three first-order factors best represented of the ADHD factor structure in our sample. In addition, measurement invariance testing results showed that scalar invariance was established across gender, age and informant groups. Implications for future research are discussed.
