小学儿童在空间概念中的内隐学习

本研究以一、三、五年级小学儿童为被试,探查小学儿童在不同学习模式下空间概念的发展情况。研究结果如下:(1)不同学习模式下,儿童的认知发展呈现不同的趋势;(2)随认知任务难度的增加,不同学习模式的成绩出现差异;(3)不同学习模式下,不同难度任务的成绩存在差异。     

农村中学生应对方式研究

本文使用应对方式问卷对350名农村中学生进行调查,以探讨农村中学生应对方式状况．为实际教育提供依据。结果表明,中学生整体上趋向于成熟的应对方式如解决问题、求助等,但还存在不成熟的应对如幻想、退避等,因此需要引导和帮助;具体在各应对因子上不存在显著年级差异,解决问题和合理化因子上性别差异显著,不同类型学校学生和不同科目中学生等存在一定的显著差异。     

The role of the regular teacher in a whole school approach to guidance counselling in Ireland

A whole school approach to guidance counselling has been promulgated by Irish policy-makers as a model of good practice in the delivery of guidance counselling in the post-primary sector since the 1998 Education Act (DES, 2005a, 2009, 2012). This approach to guidance counselling provision is viewed as a whole school responsibility where schools are expected to collaboratively develop a school guidance plan to support the needs of their students. The role of the regular teacher in a whole school approach to guidance counselling has received very little attention either in the Irish education system or in empirical research. This article will address this deficit through its discussion of a case study carried out in one school in 2012. It will position the findings from the study in the context of the re-allocation of post-primary guidance counselling provision in the national Budget 2012 that has witnessed the substantive erosion of the guidance counselling service in the last two years.     

School-Based Intervention for Social Skills in Children from Divorced Families

Divorce is an increasingly prevalent occurrence in society that has the potential to result in many adverse short- and long-term consequences for children and their parents. Social skills, such as those with peers, are one of the problems that may emerge for children of divorce. Despite this growing problem, there is a paucity of research available to effectively address the social skills needed to build and maintain positive peer interactions and subsequent relationships in students whose parents are no longer married. It was hypothesized that a social skills training program would be effective in remediating social skill deficits related to building relationships with peers in students from divorced families. The purpose of this study was to employ COPE, a school-based social skills program, to examine the effect on social skills in elementary students whose parents are divorced. Results of the social skills intervention indicated that the treatment was effective for most participants, but generalization of the COPE program had mixed results.     

Career indecision and career exploration among older French adolescents: The specific role of general trait anxiety and future school and career anxiety

This study examined the relationship between two forms of adolescent anxiety, career exploration and career indecision. Two-hundred and forty-two French senior high school students filled out a self-report questionnaire that measured career indecision, frequency of career exploration, general trait anxiety, and fear of failing in one’s academic and occupational careers. The results showed that adolescent career indecision and career exploration were positively and significantly related to general trait anxiety and career anxiety. Nevertheless, career anxiety accounted for an additional part of the variance in career exploration and, to a lesser extent, in career indecision. General trait anxiety accounted for an additional part of the variance in career indecision only. In addition, general trait anxiety and career anxiety mediated the relationship between career indecision and career exploration. The discussion focuses on the role of anxiety (personality trait anxiety or an emotion connected to one’s future) in career development. It also addresses the implications of these results for improving counseling practices.     

Emotion comprehension and attachment: A conversational intervention with school-aged children

IntroductionAs part of the flourishing line of enquiry into children's emotion understanding, we report the results of a conversation-based intervention study aimed at improving participants’ emotion comprehension, and exploring the intervention effect as a function of attachment security.MethodThe study was conducted at school with the participation of 98 second-grade children (mean age: 7 years, 7 months; SD: 3.4 months). Participants were assigned to experimental and control groups that were balanced with respect to attachment security and insecurity as evaluated using the Separation Anxiety Test (SAT). The experimental group was exposed to a conversational intervention, in which short story readings with emotional content were used to stimulate discussion on the nature, causes and regulation of emotion. The children in the control group listened to the same stories, but did not take part in the conversational activity. Children from both groups were individually pre- and post-tested on measures of emotional lexicon (ELT) and emotion comprehension (TEC).ResultsThe training was found to have a significant effect on the emotion comprehension of the children allocated to the experimental group. In addition, non-secure children displayed higher gains in emotion comprehension than secure participants. The implications of the findings for educational and school contexts are discussed.     

The Role of Social–Emotional Mediators on Middle School Students’ Academic Growth as Fostered by an Evidence‐Based Intervention

The authors describe a school counselor intervention delivered to a predominantly Hispanic group of 193 7th‐grade students. Using multilevel modeling, the authors found that participation resulted in greater rates of academic achievement, particularly in math and for students who pretested at lower achievement levels. Results indicated an indirect effect on math achievement for the executive functioning constructs of plan and organize and task completion, but no executive functioning mediators were found for reading or feelings of connectedness.     

父母体罚、学校参与与青少年网络游戏成瘾:亲子关系的调节作用

采用问卷法对1389名初中生进行调查,考察了学校参与在父母体罚与青少年网络游戏成瘾（Internet Gaming Addiction,IGA）关系间的中介效应,以及父子关系和母子关系在其中的调节效应。结果发现：（1）在控制了性别、年龄、家庭人均月收入和父母受教育水平后,父母体罚可显著正向预测青少年IGA;（2）学校参与显著部分中介父母体罚与青少年IGA的关系;（3）母子关系显著调节中介路径"父母体罚→学校参与→IGA",即父母体罚通过侵蚀青少年的学校参与进而增加其IGA的中介效应在高母子关系青少年群体中显著,但在低母子关系青少年群体中不显著。     

累积家庭风险与贫困儿童情绪问题的关系:有调节的中介模型

对468名贫困家庭儿童（平均年龄=13.76±2.88岁）进行问卷调查,探究累积家庭风险与贫困儿童情绪问题的关系以及学校联结的中介效应与自尊的调节效应。结果发现：（1）累积家庭风险能正向预测贫困儿童情绪问题;（2）学校联结在累积家庭风险和情绪问题之间起中介作用,即累积家庭风险可影响贫困儿童的学校联结,进而导致儿童情绪问题;（3）自尊在中介的前半路径“累积家庭风险→学校联结”路径上起调节作用。具体而言,自尊可以缓冲低累积家庭风险对学校联结的影响,但随着累积家庭风险水平的增高,自尊的缓冲作用也在逐渐减弱和丧失,符合“杯水车薪”调节模式。研究结果提示,累积家庭风险和学校联结均是贫困儿童情绪问题的重要预测因素。与此同时,对贫困儿童高自尊的保护作用可能不宜过分乐观。