The value of reflective journaling with advanced piano students

Benefits to using a reflective journal include developing critical awareness and new perspective, problem-solving skills, and independent learning skills. The training of advanced piano students could be enhanced by the addition of journals to assist with their piano practice, specifically when learning new repertoire. Using the model by Plack and colleagues for developing and assessing reflection in reflective journal entries, we examined the journal entries of 18 advanced piano students to explore the development of reflection over a period of four weeks. Results suggest that reflectively trained piano students develop more critical reflection compared to a control group. Reflectively trained students perceive the same benefits to journaling as their counterparts in other disciplines. The most frequently referenced reflective elements include listing practice strategies and expressing feelings about the learning process. The reflective training model used in this study can be implemented by piano teachers and piano students.     

Career development and counselling needs of LGBTQ high school students

There is a dearth of research concerning the career development and counselling issues that are relevant for high school students who identify as lesbian, gay, bisexual, transgender and queer (LGBTQ). As such, little is known to understand LGBTQ students when it comes to their career-related struggles and needs. This article attempts to examine the career development needs of LGBTQ high school students, addressing and analysing career problems from the unique circumstances of this student population. To do so, it provides an overview of the various career-related issues afflicting LGBTQ high school students. It then proposes a series of career guidance and counselling intervention considerations that are tailored to address the specific career needs and challenges of the LGBTQ high school students.     

中国大学生自尊变迁的横断历史研究:1993～2013

本研究对1993年至2013年间83项采用Rosenberg自尊量表测量中国大学生自尊的研究进行横断历史元分析,考察我国大学生(被试为48384人)的自尊水平在这20年间的变化趋势。结果表明:(1)近20年,我国大学生的自尊水平呈下降趋势,相比于1993年,在2013年我国大学生的自尊下降0.89个标准差;(2)男、女大学生的自尊均呈下降趋势,且自尊的变化趋势性别差异不显著;(3)我国大学生自尊的变迁不存在生源差异,城镇与乡村大学生的自尊均随年代呈下降趋势。     

Disproportionate Representation in Special Education: A Synthesis and Recommendations

Disproportionate representation of minority students in special education remains a very controversial, unresolved issue. This synthesis summarizes historical perspectives and current knowledge about disproportionate representation with respect to: (a) definitions of disproportionate representation and related issues of interpretation; (b) national and state-level estimates of disproportionality for four ethnic groups; (c) legal, policy, research and teacher education responses to disproportionality; and (d) hypothesized causes and predictors of disproportionality. Authors stress the need for: coherent and well-articulated conceptual frameworks, responsible use and representation of data, research dialog that is informed by appreciation of the complex sociopolitical history and current context, and the need for effective advocacy to improve the educational success of minority students.     

初中生函数概念发展的特点

本研究通过测验法对北京市六所中学的８０２名初一至初三的学生进行考察,研究了初中生函数要领的发展水平及其特点,结果表明,初中三个年级学生函数要领的发展,从总体上看,随着看级的增高呈上升的发展趋势,但年级结学生函数概念发展的影响不显著,制约 初中学生函数的概念发展水平的关键是,学生所受教育的质量,学生主要以接受教育的方式来获得函数概念。     

大学生人际信任变迁的横断历史研究

在当代剧烈的社会变迁背景下, 人们的信任水平可能会发生改变。本文采用横断历史研究方法, 对采用Rotter “人际信任量表”调查大学生人际信任水平的53篇研究报告进行了元分析, 这些文献涉及24233名大学生, 调查的时间跨度为1998年至2009年。研究结果表明：(1)我国大学生人际信任水平在这11年间显著降低, 相比1998年, 2009年时大学生的人际信任水平下降了1.19个标准差; (2)无论男生还是女生, 人际信任水平在11年间均显著下降, 其变化趋势和人际信任水平本身均不存在性别差异; (3)农村生源大学生的人际信任下降趋势呈边缘显著, 而城市生源大学生的人际信任水平没有明显变化, 但人际信任得分本身不存在生源地差异。     

Ethnoracial comparisons in anxiety and depression outcomes among Native Hawaiian and Pacific Islander college students

We explored differences in distress scores at intake as well as the change in anxiety and depression scores over the course of 12 therapy sessions for Native Hawaiian and Pacific Islander (NHPI) college students. Data were collected from the Center for Collegiate Mental Health (N = 256,242). Results support the notion that NHPI college students experience anxiety and depression in therapy differently from other ethnic groups with moderate-to-large magnitudes of effect.     

自我同情对大学生拖延行为的影响：经验回避和羞耻的链式中介作用

为探讨自我同情对拖延的影响及其作用机制,采用自我同情量表、大学生拖延量表、大学生羞耻量表和接纳与行动量表对795名大学生进行调查,结果发现：(1)自我同情对大学生拖延行为具有负向预测作用;(2)羞耻在自我同情与大学生拖延行为的负向效应中起到中介作用;(3)经验回避、羞耻在自我同情和大学生拖延行为之间起链式中介作用。     

听障大学生汉语阅读中的绕口令效应：口语经验和阅读能力的影响

听障者阅读时是否激活语音信息是听障者阅读研究领域的热点问题之一。本研究使用眼动技术,采用绕口令材料,考察口语经验和阅读能力对听障大学生汉语阅读中语音激活的影响。结果发现,口语经验较多且阅读能力较高(OHRH)的听障大学生的绕口令效应大于口语经验较少但阅读能力较高(OLRH)的听障大学生,OLRH组的绕口令效应大于口语经验较少且阅读能力较低(OLRL)的听障大学生。局部指标分析发现OHRH和OLRH组在早期和晚期指标上均存在绕口令效应,OLRL组只在晚期指标上才出现绕口令效应。结果表明,口语经验和阅读能力影响听障大学生汉语阅读中的语音激活。     

中学师生内隐智力观的发展研究

采用半结构式访谈调查与问卷调查相结合的方法,对中学师生的内隐智力观进行了研究。结果发现：在对聪明男女中学生重要特征的评定中,中学教师对于智力的理解多集中于与认知有关的因素,并且评价所涉及到的方面随被评价对象年龄增长而调整;中学生对于智力的理解多集中于与人际交往有关的因素,并且随着年龄增长表现出更加看重内在特征的趋势;中学教师与中学生的内隐智力观存在一致性,主要表现为他们对聪明特征的评定因被评价对象的年龄和性别不同而变化,也存在一定的差异,具体为教师和学生强调的方面有所不同。