中学生学业羞愧:测量、生理唤醒及其与学业成绩的关系

测量中学生学业羞愧情绪,探讨诱发学业羞愧时的生理唤醒及其与学业成绩的关系。调查191名中学生学业羞愧体验和情境基础上,用自编的中学生学业羞愧问卷从292名施测中学生中选取34人作为高分组,30人为低分组,使用16导生理记录仪记录他们产生学业羞愧和自豪情绪时的生理变化;又从347名施测中学生中选取问卷得分前后各20%的学生,比较问卷得分高低组的学业成绩,然后又将他们的成绩分段计算了学业羞愧问卷得分与学业成绩之间的关系。结果表明:中学生学业羞愧问卷具有较好的信效度;学业羞愧有较明显的生理唤醒;学业成绩较好和最好的学生体验到较多的学业羞愧。未来研究应注意学业羞愧对学生行为、学业成绩等影响的相关因素,发挥羞愧的积极作用。     

学校群体构成对流动儿童数学学业成就的影响:一项多水平分析

学校群体构成是影响儿童学业成就的重要环境变量,并对流动儿童具有不同于本地儿童的特殊效应。本研究数据来自"中国儿童青少年心理发育特征调查"项目建立的数据库,被试是我国发达地区32个区县141所学校的4960名2-6年级儿童,流动儿童所占比例为14.5%。结果发现:(1)无论流动儿童还是本地儿童,学校社会经济地位越高,儿童的数学学业成就越好;学校流动儿童比例对儿童的数学学业成就没有影响;(2)学校社会经济地位越高,短期流动儿童相对于本地儿童的数学学业劣势越大;(3)学校流动儿童比例越高,长期流动儿童相对于本地儿童的数学学业劣势越小。     

Academic resilience of immigrant youth in Greek schools: Personal and family resources

Abstract

This cross-sectional study examined, first, whether and how immigrant youth’s personal and family resources account for individual differences in their academic achievement, and second, whether social risks and immigrant status further contribute to academic achievement after controlling for these resources. The sample consisted of 300 middle school adolescents, 73 students from Albania and 227 Greeks (mean age 13.9 years), enrolled in Greek urban middle schools. Three risks (immigrant status, family social adversity and negative life events), two personal resources (locus of control and self-efficacy beliefs) and four family resources (parental school involvement, family support, father and mother education) for academic achievement were included. Each of these personal and family resources, separately, predicted higher academic achievement, equally for immigrant and nonimmigrant youth. Family social adversity, but not negative life events, continued to predict academic achievement, over and above personal and family resources. Finally, immigrant status continued to predict academic achievement over and above resources and other social risks. The results highlight the important link between the family context and youth’s personal agency, on the one hand, and doing well in school, on the other. However, they also reveal that social and immigrant status, two societal-level, social position variables that may also involve experiences that are outside the control of the family and youth, present further risks to youth’s academic achievement.     

Applying an exemplar model to an implicit rule-learning task: Implicit learning of semantic structure

Studies of implicit learning often examine peoples’ sensitivity to sequential structure. Computational accounts have evolved to reflect this bias. An experiment conducted by Neil and Higham [Neil, G. J., & Higham, P. A.(2012). Implicit learning of conjunctive rule sets: An alternative to artificial grammars. Consciousness and Cognition, 21, 1393–1400] points to limitations in the sequential approach. In the experiment, participants studied words selected according to a conjunctive rule. At test, participants discriminated rule-consistent from rule-violating words but could not verbalize the rule. Although the data elude explanation by sequential models, an exemplar model of implicit learning can explain them. To make the case, we simulate the full pattern of results by incorporating vector representations for the words used in the experiment, derived from the large-scale semantic space models LSA and BEAGLE, into an exemplar model of memory, MINERVA 2. We show that basic memory processes in a classic model of memory capture implicit learning of non-sequential rules, provided that stimuli are appropriately represented.     

Courting on the beach: how team position implicitly influences decision-making in beach volleyball serves

Masters, van der Kamp, and Jackson [2007. Imperceptibly off-centre goalkeepers influence penalty-kick direction in soccer. Psychological Science, 18, 222–223] demonstrated that a goalkeeper in soccer penalty kicking standing marginally to one side of the goal’s centre unconsciously influences a penalty takers’ goal side selection. In two experiments, we examined whether the positions of the receiving players in beach volleyball affect a player’s decision to what area of court to play. Both experiments differed in the degree of attention participants directed to the largest court area. Results showed that participants made decisions favouring the larger court area although they were unaware of the receivers’ asymmetrical positioning. This effect was more pronounced in Experiment 1, suggesting that the degree to which attention is directed to the critical information (i.e. largest court area) can be considered an important moderator. These observations indicate that implicit effects of positioning reflect a more general phenomenon in and outside of sports that can be exploited for improving chances of success.     

动机因素、学习策略、智力水平对学生学业成就的影响

以１１９名高中学生为被试,测量研究了动机因素、学习策略、智力水平对学生学业成就的影响。结果表明,自我效能、内在动机、掌握目标、学习策略、智商分数与学业成就呈显著的正相关,外在动机、业绩目标与学业成就呈显著的负相关。智商分数、学习策略、动机因素与学业成就存在着因果关系,智商分数（β＝０.４７６）、学习策略（β=０．２２０）、自我效能（β＝０.２０７）、掌握目标（β＝０．１８５）对学业成就有显著的回归效应,并直接影响学业成就。而内在动机（β＝０．１８４）通过直接影响学习策略而间接影响学业成就。     

Intrinsic Versus Extrinsic Motivation in Schools: A Reconciliation

This article explores the nature of the relationship between intrinsic and extrinsic motivation in schools, and in particular examines critically the assertion that these processes are necessarily antagonistic. The weight of evidence suggests that rewards in the form of school grades and the focus of many students on doing well, gradewise, need not necessarily interfere with learning for its own sake. Educational implications of these findings are considered. One such implication is that focusing on students' interests can be a valuable motivational strategy.     

心理因素对高中生学业成就的影响

采用问卷法和量表法考察了原有知识、学习策略、智力与非智力因素等心理因素对高中生学业成就的影响程度及其作用机制。结论如下:(l)高中生的主要心理因素与学业成就之间均呈显著的正相关;(2)原有知识、学习策略和非智力因素是导致高中生学业成就出现差异的直接影响因素。原有知识的影响程度明显高于学习策略和非智力因素;(3)智力通过原有知识对学业成就发挥重要的间接影响;(4)非智力因素还通过原有知识对学业成就有显著的间接影响。