研究生临床技能测试制度与临床决策能力培养

医学研究生的生源不同、学制不同和培养方式等的差异,导致医学研究生毕业时的临床技能和临床决策能力参差不齐。建立医学毕业研究生临床技能测试制度,合理地评价医学研究生毕业时的实际临床能力,从而制定针对个体的临床技能培养方案,为快速培养和提高青年研究生的临床决策能力提供有力的措施。     

Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children

This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher–student support and individual teacher–student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three Texas School districts (1 urban, 2 small city) who scored below their school district median on a measure of literacy administered at the beginning of first grade. Peer nominations from 5147 classmates were used to assess both normative and individual levels of teacher support. Normative classroom teacher–student support predicted children's peer acceptance and classroom engagement, above the effects of child gender, ethnic minority status, and individual teacher–student support. Results are discussed in terms of implications for teacher preparation and professional development.     

The Divine Pedagogy as a Model for Online Education

Abstract. In addition to the pragmatic concerns that often drive the use of technology in theological education, there is a need to develop theological justification and direction for online education. Several Roman Catholic Church documents propose the “divine pedagogy,” the manner in which God teaches the human race, as a model for catechesis or religious education. This can provide a rich resource for developing a theological pedagogy for online education. This is especially relevant to the justification for online education, because critics sometimes refer to the incarnational character of the divine pedagogy to argue against the disembodied nature of virtual education. This article addresses such criticisms and more constructively, relates several aspects of the divine pedagogy such as adaptation, community, and participation to teaching and learning in the online environment. (This paper was presented at Theology and Pedagogy in Cyberspace II conference in Evanston, Ill. on April 17, 2004.)     

大学生迷信心理的形成及其影响因素

在全面总结近三十年来国内外相关研究成果的基础上,对大学生迷信心理的形成及其影响因素做了深入探讨。文章首先梳理了迷信的概念;其次从观察学习、归因和自我认同三个方面反思了大学生迷信心理形成的心理机制;并从性别、人格控制点、自尊和自我效能、认知风格和受暗示性、不确定性情境、压力情境等方面分析了大学生迷信心理的影响因素;最后指出了以往研究中存在的局限,并对未来的相关研究做出了展望     

中学生SCL-90评定结果分析及其常模的建立

随机抽取厦门市10所中学5251名中学生为样本,对SCL-90进行项目分析、信度和效度检验,并运用验证性因素分析探讨该量表结构的适合性;建立厦门市中学生SCL-90的性别与初高中常模并与已有的常模作跨时间和地域的比较。结果表明:SCL-90的同质性信度为0.97,分半信度为0.94,一阶和二阶验证性因素分析的各指标均有较为理想的拟合;有59.0%的中学生存在各种轻微的不良心理反应,有16.1%的中学生存在各种明显的心理症状,这些心理症状主要表现为敌对、强迫、人际关系敏感、抑郁、偏执和焦虑并存在不同程度的性别和年级差异;SCL-90的评定结果存在时段和地域差异,持续时间和强度是该量表使用和结果解释的关键。     

解析城市中学生的消费心理与消费行为

城市中学生所接受的教育、所处的校园环境以及该年龄特殊的心理特征等因素使得这一阶段的个体有着特殊的消费心理和消费行为。对他们的消费心理和消费行为进行研究,提出相应的建议及对策,是有现实意义的。本文对当代城市中学生的消费水平、消费方式、消费心理的特点及其影响因素作了分析讨论并提出干预的对策。     

The quality of teacher-student interactions: associations with first graders' academic and behavioral outcomes

The associations between the quality of teacher-student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were observed in the spring of first grade. After taking into account family risk factors and preschool skills, the quality of teacher-student interactions, particularly in terms of classroom organization, was positively associated with students' first grade vocabulary and print concepts. In addition, classroom quality predicted number identification outcomes differently depending on student skills prior to school entry. Students with lower preschool math skills seemed to benefit from higher quality teacher-student interactions. These findings provide further support for the unique contribution of the quality of teacher-student interactions in first grade and suggest that it may be an important mechanism to improve academic skills.     

金钱崇拜对个体跨期决策偏好的影响

采用经典跨期选择任务范式,以个体的金钱喜好差异为切入点,通过问卷调查和行为实验考察金钱崇拜对个体跨期决策偏好的影响。结果发现:(1)个体的金钱崇拜水平与其跨期折扣倾向显著负相关;(2)无论跨期决策任务的难易和兑现时间的长短,高金钱崇拜者更倾向于选择较大的延迟奖赏,而低金钱崇拜者更倾向于选择较小的即时奖赏;(3)高、低金钱崇拜者的跨期决策反应时没有明显的差异,但二者的反应时都明显地受到任务难度的影响,即在容易条件下的反应速度显著快些。结果表明,个体的金钱崇拜水平在跨期决策过程中发挥着重要的作用,致使高金钱崇拜者更愿意等待延迟大奖赏的到来。     

Study strategies and beliefs about learning as a function of academic achievement and achievement goals

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin &; Review, 19(1), 126–134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students’ achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky’s survey, along with the Achievement Goals Questionnaire [Elliot, A. J., &; McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality &; Social Psychology, 80, 501–519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students’ approaches to studying.     

情绪、职业数量对不同职业生涯延迟满足大学生职业决策过程的影响

为探究情绪与职业数量对不同职业生涯延迟满足个体职业决策过程的可能潜在影响,分别对40名高、低职业生涯延迟满足倾向的大学生被试诱发正、负性情绪并完成信息板技术模拟的职业决策任务。结果显示:1)高延迟满足个体的搜索深度和搜索模式显著大于低延迟满足个体;2)不同延迟满足的个体在正性情绪或低职业数量条件下都表现出更好的搜索深度和搜索模式;3)在不同情绪及职业数量条件下,高延迟满足个体在不同职业属性间的搜索更多。职业生涯延迟满足倾向作为与未来规划密切联系的概念,揭示了个体职业生涯规划对其职业决策过程可能存在的影响。