中学生学习主观幸福感的影响因素及其教育建议

学习主观幸福感对中学生整体生活的满意程度和心理健康有着重要的影响。本文分析了影响中学生学习主观幸福感的主要因素：学习体验、归因倾向、学习成绩、自我效能感及社会支持,并在此基础上提出了针对学校、教师及家庭的教育建议。     

Performance evaluations, need for cognition, and the acquisition of a complex skill: an attribute–treatment interaction

We proposed that intermittent evaluations of performance could be used to promote the acquisition of a complex skill. We also hypothesized that trainees low in need for cognition (NFC) would benefit more from intermittent evaluations compared to trainees high in NFC. Accordingly, 106 young adult males participated in 5 h of training in order to learn a complex computer task that simulated the demands of a dynamic aviation environment. Trainees’ performance was assessed either intermittently during training or at the end of training. Results indicated that intermittent performance evaluations enhanced the skill-based learning of trainees low in NFC, whereas intermittent skill evaluations tended to undermine the skill-based learning of trainees high in NFC. The findings are discussed in relation to Deci’s (1975) theory of intrinsic motivation and the need for more research examining attribute–treatment interactions with respect to training and skill acquisition.     

Autochthony through self-organization: Interactivism and emergence in a virtual environment

In this paper we take an interactivist perspective on the computer-mediated classroom, and explore the autopoietic teaching approach in the context of emergence of diversity in the classroom. The POPSICLE (Patterns in Orientation: Pattern-Aided Simulated Interaction Context-Learning Experiment) is presented and discussed, as well as its multiple consequences. POPSICLE is a study of learning in human subjects, as well as of interaction and transfer of knowledge between subjects in a collaborative environment.     

认知风格分析测验(CSA)修订及大学生样本的划界尝试

以大学生为对象,对“认知风格分析测验”(Cognitive Style Analysis,CSA)进行了项目分析、信度、效度检验等一系列研究,并通过大学生样本划界尝试。项目的区分度检验表明测验中所有项目都具有较好的区分度,两个维度间的相关分析进一步确证了CSA的结构效度。进一步的信度分析表明CSA具备可接受的内部一致性信度和重测信度。跨文化比较结果表明,我国大学生认知风格的划界与英国常模具有显著差异。     

如何导引"儒门道脉同归佛海"?——蕅益智旭对《论语》的解释

该文分析十七世纪蕅益智旭(1599-1677)对《论语》的思想世界的解释。该文首先指出,智旭以无限生命、死生一致的观点作为核心,重构孔门的生死观,再以心学之立场重新解释孔子思想中的“学”、“道”与“天命”三个重要概念。智旭将“学”解释为“心”之觉醒,将“道”理解为“空生大觉”之道,将“知天命”解释为对“不生不灭之理”与“虚妄生灭之原”的通透。凡此种种新诠,在东亚《论语》诠释史上,均有其特殊性,一方面展现王阳明以后以“心”学解释经典的“自由的”学风,另一方面则显示明末三教合一之思想趋向。     

Narratives of effort among Chinese,Hungarian and Chinese immigrant students in Hungary

The present study aimed to reveal the effect of migration processes on the conceptualisation of effort involving two cultures with different approaches towards effort: China with an effort‐promoting mindset and Hungary with an effort‐repressing mindset. In the study, narrative approach was used in cross‐sectional design involving Chinese, Hungarian and Chinese immigrant students living in Hungary. Altogether 139 students—49 Hungarian, 47 Chinese, 43 Chinese immigrants—aged 13–15 years provided narratives on past personal effort. Content analyses were done on 222 narratives. The results showed that the Chinese narratives of effort were characterised by learning and achievement orientation with elaborated effort process. In contrast, the Hungarian narratives were characterised by relationship orientation and emotional coping with a non‐elaborated effort process. The narratives of the Chinese immigrants showed great similarity to those of the Chinese students reflecting academic effort, achievement goals and elaborated process. The findings suggest that the traditional Chinese approach towards effort persists in cultural transition, and academic effort tends to be a primary resource for educational success for the Chinese immigrant students in Hungary.     

Multimedia learning trumps retrieval practice in psychology teaching

It is well established that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning, but on which strategy should one put the efforts, or should they be combined for best learning? Eighty‐eight upper secondary school students were given a brief lecture presented verbally (6 classes) or with the aid of a visual illustration (visuoverbal, 6 classes). The information was processed again by taking a memory test or by restudying. Recall and transfer tests were conducted after some few minutes and again after one week. The visuoverbal lecture resulted in better learning than verbal presentation only. A significant study strategy by retention interval interaction was found. However, this interaction was not qualified by a testing effect. Hence, taking tests (retrieval practice) did not lead to better learning than restudying. It was concluded that it is worthwhile to use visual illustrations in teaching. However, the present study did not reveal any synergistic effects from the combination of visuoverbal presentation and retrieval practice.     

Supporting Out‐of‐School Time Staff in Low Resource Communities: A Professional Development Approach

Federally funded out‐of‐school time (OST) programs provide academic support, enrichment, and safety for students and families in low‐resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out‐of‐School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff‐ and program‐level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program‐wide outcomes is critical for supporting youth in low‐resource communities.     

Is a Worried Citizen a Good Citizen? Emotions,Political Information Seeking,and Learning via the Internet

In this study we explore the mediating role of emotions in the process of becoming a politically informed citizen. Contrary to previous studies, we expect that anger and anxiety will have much different effects on this process. We suspect the role of anxiety is somewhat unique even among negative emotions as mediator of the causal effect of political threats on information seeking and learning. In addition, we speculate that anxiety should improve the quality of information seeking, not just its quantity. In one experiment, we induce emotions directly and find that while anger, enthusiasm, and anxiety can lead people to claim they will pay attention to the campaign, anger actually depresses total information seeking. In a second experiment, we examine the impact of realistic political threats and find that exposure triggers several emotions but that only anxiety boosts information seeking and learning.     

Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life

Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically productive talk. These practices, termed Accountable Talk^SM, emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning. They have been shown to result in academic achievement for diverse populations of students. The authors outline Accountable Talk as encompassing three broad dimensions: one, accountability to the learning community, in which participants listen to and build their contributions in response to those of others; two, accountability to accepted standards of reasoning, talk that emphasizes logical connections and the drawing of reasonable conclusions; and, three, accountability to knowledge, talk that is based explicitly on facts, written texts, or other public information. With more than fifteen years research into Accountable Talk applications across a wide range of classrooms and grade levels, the authors detail the challenges and limitations of contexts in which discourse norms are not shared by all members of the classroom community.