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。     

学生感知的教师欺凌态度与学生欺凌行为的关系——学生欺凌态度的中介作用及其性别的调节作用

校园欺凌严重影响青少年身心的健康发展,教师是预防和干预校园欺凌的重要力量。本研究拟在考察学生感知的教师欺凌态度与学生欺凌行为关系的基础上,探究学生欺凌态度的中介效应以及性别的调节作用。本研究采用《校园欺凌量表》、《学生欺凌态度量表》以及《学生感知的教师欺凌态度量表》对来自北京市两所初中的698名初一和初二学生进行测查。结果显示:(1)初中男生总体及不同类型的欺凌行为及其欺凌态度均显著高于女生,而女生所感知的教师欺凌严重性态度则显著高于男生;(2)学生感知的教师欺凌严重性态度显著负向预测学生欺凌行为;(3)学生欺凌态度在学生感知的教师欺凌态度和学生欺凌行为之间起部分中介作用;(4)学生欺凌态度的中介效应存在显著性别差异,男生欺凌态度为部分中介作用,而女生欺凌态度为完全中介作用。     

学校联结和学业能力对高中生自尊的影响:一个多层线性模型

为探究高中生自尊的影响因素,本研究以来自18所学校的4776名高中生为研究对象,以自尊的价值—能力理论为依据,采用问卷法探讨价值因素(学校联结)和能力因素(学业能力)对高中生自尊的影响,并基于生态系统学视角构建多层线性模型。结果表明:(1)班级层面学校联结对个体自尊具有显著正向预测作用;(2)个体学业能力在学校联结与自尊之间具有中介作用;(3)个体学业能力对个体自尊的正向预测作用受到班级学业能力的调节,在高学业能力的班级条件下,个体学业能力对自尊水平的预测作用更强。     

Implementation trial of a cognitive behavioural therapy programme for reducing student stress in the final year of secondary school

The final year of secondary school has been shown to be associated with heightened student stress. Psychological interventions have been shown to be effective in reducing and preventing distress in students during this school period, although the widespread adoption of these interventions into school settings is limited. There have been recent calls for research to examine the implementation success of evidence-based programmes when used by schools in school settings. The present study aimed to evaluate the implementation success of an evidence-based cognitive-behavioural therapy programme (Study without Stress) using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. At one Australian high school, all tutor group teachers were trained by the school counsellor to deliver the programme in standard school classes to students in the lead up to their final year of secondary school. Students (n = 80) and teachers (n = 11) reported on programme success against the RE-AIM framework at pre-intervention, post-intervention, and three-month follow-up. The findings indicated that SWOS was implemented successfully by the school. SWOS was associated with maintaining student stress levels at normal levels over time, as well as reducing the severity of stress for initially highly distressed students. The findings provide evidence from implementation science that SWOS can be adapted and delivered effectively by school staff to manage stress in final year secondary school students.     

Primary-secondary school transition under Covid-19: Exploring the perceptions and experiences of children,parents/guardians,and teachers

The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children’s school adjustment and mental health. Given the rapidity of changes associated with Covid-19, there are key empirical and practical gaps on how best to support children as they negotiate these two key events. To date, there is no published research which has explored the experiences of transfer children, and that of their parents and teachers during this time. The present research aimed to narrow this research gap by answering the research question: What are parents’, children’s, and teachers’ experiences of primary-secondary school transition during Covid-19? This research used a series of UK wide surveys to gather data from 101 Year 7 children, 88 Year 7 parents, 26 primary school teachers, and 40 secondary school teachers using a mixture of open and closed questions. The data were analysed using Thematic Framework Analysis, taking an inductive-open coding approach. All three stakeholders reported negative impacts of Covid-19 on the transition, for example, in terms of missed opportunities. There were also many comments about the emotional impact of Covid-19 on children, parents, and teachers. Numerous strategies were reported that were used to meet children’s needs pre and post-transition, highlighting areas of good practice, along with practical suggestions for how to approach transition in the future. The study has identified ways that transition can be managed more effectively, thus, having short term implications in providing an evidence base to support transfer children this year, and long-term implications for future transition years.     

Executive functions,math anxiety and math performance in middle school students

Previous studies mainly investigated working memory (WM) and math anxiety (MA) leaving almost unexplored other aspects of executive functions (EFs) in middle school period. Filling the gap in the literature, the aims of this study were: (1) to better examine the relationship between MA and math performance, (2) to better examine the relationship between EFs and math performance and (3) to investigate the interplay between EFs and MA on math performances. This study confirmed a significant and negative relationship between MA and math performance, indicates a significant and positive relationship between visuospatial WM and math performance, shifting and math performance and highlight a scarcely investigated indirect influence of MA through the measure of shifting on math performance. Our findings shed further light on the mediating role of EFs between MA and math performance and underline some future perspectives.     

累积生态风险与初中生受欺凌的关系模式：心理弹性的调节效应

采用整群抽样法对重庆等7省市24所中学3879名初一、初二和初三年级学生进行问卷调查,以考察累积生态风险与初中生受欺凌的关系模式,并探讨心理弹性在其中的作用。结果表明:(1)累积生态风险显著正向预测初中生受欺凌水平,呈现“负加速模式”,即随着累积生态风险的增加,新增风险因素对受欺凌的影响越来越小;(2)心理弹性对受欺凌的保护作用随着累积生态风险的增加而削弱,呈现“保护-反应”的调节子模型。研究结果为开展针对性地干预受欺凌提供了实证依据。     

亲子关系对中学生心理健康的影响:社会支持和心理素质的链式中介作用

为探究亲子关系、社会支持和心理素质对中学生心理健康的影响,本研究采用问卷调查的方式,对全国23个省（市）共10190名初一至高三年级的中学生展开调查。结果表明：（1）父子关系、母子关系、社会支持和心理素质两两之间呈显著正相关,且均与心理健康问题呈显著负相关;（2）相比于母子关系,父子关系对中学生心理健康的影响更大;（3）亲子关系通过三条中介路径对中学生心理健康产生影响：①是社会支持和心理素质的单独中介作用;②社会支持和心理素质的链式中介作用。本研究进一步明确了亲子关系和中学生心理健康之间的内在心理机制,同时能帮助教育工作者预防和干预中学生的心理健康问题。     

父母情感温暖对儿童青少年学校投入的影响:有调节的中介模型

研究探索了青少年自我管理能力在父母情感温暖与学校投入之间的中介作用,以及学校氛围对上述中介效应的调节作用。采用父母情感温暖量表、青少年自我管理量表、学校氛围量表和学校投入量表对1033名中小学生进行测查。结果表明:(1)父母情感温暖可以正向预测学校投入;(2)自我管理在其中起中介作用,即父母情感温暖可以通过自我管理间接影响学校投入;(3)父母情感温暖影响学校投入的有调节的中介模型成立,其中学校氛围在前半段和后半段路径中均起调节作用,但作用有所不同。     

生成性绘图与合作对高中生科学知识学习的影响

生成性绘图是学习心理学中一种有效的学习策略,能够促进学习者对科学文本知识的表征和深层理解。目前关于学习者生成性绘图的研究主要集中在个体学习领域,很少有研究探讨合作学习中生成性绘图的作用。本研究将合作学习与学习者生成性绘图相结合,探讨生成性绘图和合作对高中生科学知识学习的影响。实验1采用单因素(绘图、阅读)被试间设计来验证生成性绘图对学习效果以及认知负荷等主观体验的影响;实验2采用2(合作、个体)×2(绘图、阅读)被试间设计来探讨合作与生成性绘图对学习效果和学习者主观体验的影响。研究表明,生成性绘图和合作都可以有效促进高中生科学知识的学习效果;生成性绘图能够降低学习者的内在认知负荷;合作能够降低学习者的内在和外在认知负荷,提高学习者的相关认知负荷和学习兴趣。