学习策略在思维风格与数学学业成就关系中的中介效应研究

以227名大学二年级理科生为被试,采用问卷调查法,探讨了学习策略在思维风格与数学学业成就关系中的作用。结果表明：（1）认知策略、元认知策略在等级制风格与数学学业成就关系中起完全中介的作用,而资源管理策略在等级制风格与数学学业成就间的中介效应不显著。（2）认知策略、元认知策略在整体性风格与数学学业成就关系中起部分中介的作用,而资源管理策略在整体性风格与数学学业成就间的中介效应不显著。（3）认知策略、元认知策略和资源管理策略在开放性风格与数学学业成就关系中起部分中介的作用。（4）元认知策略在等级制风格与数学学业成就间的中介作用以及在开放性风格与数学学业成就间的中介作用都是相对较大的。     

A Test of Three Alternative Hypotheses Regarding the Effects of Early Delinquency on Adolescent Psychosocial Functioning and Substance Involvement

This study compared alternative hypotheses (from general deviance, life course, and developmental psychopathology perspectives) regarding the effects of early adolescent delinquency on psychosocial functioning in family, school, and peer contexts, and on alcohol use. Analyses also examined parent-child negative affective quality, prosocial school orientation, and peer substance use as possible direct predictors of problem substance use. Participants in this longitudinal study, extending from age 11 to age 18, were 429 rural teens (222 girls) and their families. Path model comparisons supported the tenability of a partial mediation model that included mediating pathways and a direct effect of delinquency on alcohol use, as hypothesized by developmental psychopathology. A supplemental analysis controlling for the stability of the family, school, and peer variables revealed that delinquency had less pervasive direct effects on, and a nonsignificant indirect effect through, changes in the mediators over time. Results also showed that peer substance use was a direct positive predictor of problem use.     

Individual differences in epistemic style: A dual-process perspective

This article reports the results of using a specially designed scaled questionnaire to investigate the dualistic properties of epistemic style. The scale is introduced as a measure of individual difference in epistemic style, conceptualized within the framework of dual-process notions of cognitive function. The study examined several psychometric components of the measure, including dimensional structure, distributional characteristics, and indications of construct validity. The instrument, called the Epistemic Preference Indicator, was found to be a reliable and valid measure of two dimensions that are negatively related—each reflecting incompatible epistemic assumptions and approaches to solving knowledge-dependent problems. Theoretical speculations are made concerning the nature of epistemic dualism and the dimension of cognitive processing that may underlie the two proposed epistemic preferences or styles.     

Motivation for agreement with parental values: desirable when autonomous,problematic when controlled

Two studies examined the well-being and parenting correlates of autonomous and controlled motivations for agreement with parental values. We hypothesized that autonomous motivation would be associated with subjective well-being, whereas controlled motivation would be associated with agitation and guilt. Study 1 involved 399 Israeli youth (mean age = 23.8) and Study 2 involved 131 Israeli adolescents (mean age = 16.9). Results of both studies supported the hypotheses. The findings suggest that only autonomous motivation for agreement with parents’ values is positively associated with well-being. This effect is over and above the extent of agreement between offspring values and perceived parents’ values, and highlights the importance of distinguishing between autonomous and controlled endorsement of values.     

Interactions between emotion regulation strategies and affective style: Implications for trait anxiety versus depressed mood

Affective style reflecting approach and inhibition is thought to be associated in distinct ways with anxious versus depressed mood; relatively few studies, however, consider how the interaction between affective style and the strategies individuals use to regulate mood and emotion might influence these associations. Sixty-seven non-disordered adults self-reported on their use of two emotion regulation strategies (cognitive reappraisal and expressive suppression), behavioral approach (BAS) and behavioral inhibition sensitivity (BIS) dimensions of affective style, and anxious and depressed mood (trait anxiety and symptoms of depression). Trait anxiety versus depressed mood was associated with unique interactive patterns of emotion regulation and affective style: enhanced use of reappraisal was linked to less depressed mood in those reporting low BAS, whereas high suppression was linked to greater trait anxiety in those reporting low BIS. The implications of findings for typical emotional processes and for clinical disorders and interventions are discussed.     

The Effects of Sad Mood on Reports of Parents’ Caregiving Behaviors

Two studies examined the hypothesis that recollections of parents’ child-rearing behaviors on the Parental Bonding Instrument (PBI: Parker, Tupling, & Brown, 1979) are influenced by current mood. Study 1 investigated the effects of sad versus neutral mood induction on PBI scores in 50 college students. Participants rated their parents as less caring following the sad mood induction than following the neutral induction. Study 2 investigated the effects of naturally occurring changes in depressive symptoms on PBI scores over a two month period. Changes in depressive symptoms correlated with changes in father care scores and tended to correlate with changes in mother care scores. Findings from both studies suggest that retrospective reports of parenting are susceptible to mood bias and highlight the limits of using cross sectional designs to explore the relationship between parenting and depression.     

问题表征方式与数学问题解决的研究

阐述了问题表征在数学问题解决中的作用;重点探讨了抽象表征、原理表征、图式表征等不同表征方式与数学问题解决的关系;最后提出通过选择与转换两种策略来寻求适宜的问题表征方式。     

Drop Out from Behavioral Management Training Programs for ADHD: A Prospective Study

To investigate dropout from parenting programs for disruptive behavior disorders, we followed 18 clients prospectively from the beginning of a manualized treatment program to three month follow-up. Using qualitative and quantitative methods, we then compared those who dropped out of the program with those who completed it. We found that in general, those participants who dropped out of the program were parents of children with more disturbed behavior, who perceived their children to be more difficult than others, and who experienced more subjective parenting stress. Those who dropped out were also not convinced that the strategies proposed in the program to help manage their children were useful. On the other hand, those who completed the program reported a determination to persevere with the strategies which they saw as assisting them to re-establish positive relationships with their adolescent children. The findings are discussed in the context of how manualized programs might be modified to increase retention.     

Foster Parents’ Involvement in Authoritative Parenting and Interest in Future Parenting Training

We surveyed 191 Southwest Ohio foster parents regarding their involvement in authoritative parenting and interest for additional parenting education. Our results showed that most respondents reported using an authoritative parenting style and were interested in receiving future training. Involvement in authoritative parenting differed significantly based on level of education and number of years as a foster parent. Foster parents with a college degree or higher were significantly more involved in authoritative parenting than foster parents with a high school diploma or less. Those who had been a foster parent for greater than five years were significantly more likely than those who been a foster parent for five years or less to use authoritative parenting and desire future training in authoritative parenting.     

Is T<Emphasis Type="SmallCaps">u</Emphasis> Wei-ming Confucian?

Tu Wei-ming’s discourse has been badly understood by some Western philosophers who study Confucianism. I suggest that this misunderstanding stems from the fact that these philosophers fail to realize that Confucian discourse is in an entirely different register from Western philosophical discourse. I then propose my own preliminary definition of Confucian discourse in five points and present a structural analysis of a text by Tu Wei-ming. Finally, I consider which features of Tu’s discourse can properly be called Confucian. The answer to this question reflects not only on Tu but also on Confucian discourse and the study of Confucianism in general.