自我决定理论视角下的教师控制

教师控制是指教师通过情感操纵或行为对学生施加压力,迫使学生以特定方式思考、体验或行动。已有研究基于自我决定理论,验证了教师控制对学生的学业表现、情绪、行为等的影响作用和影响机制,但对于教师控制影响的跨文化差异和性别差异问题尚未形成共识。后续研究可进一步精细化分析不同类型的教师控制,采用混合式研究方法和纵向追踪设计分析教师控制的影响,进一步深化教师控制的本土化研究和群体异质性研究。     

职业压力对西部山区中小学教师主观幸福感的影响：有调节的中介模型

为了探讨西部山区中小学教师职业压力与主观幸福感的影响,采用问卷调查法对2568名西部山区中小学教师进行调查,结果显示：（1）西部山区中小学教师主观幸福感在性别、是否担任班主任、月收入、教龄等人口学变量上存在显著性差异;（2）职业压力显著负向预测西部山区中小学教师主观幸福感;（3）职业倦怠中介了职业压力对西部山区中小学教师主观幸福感的影响;（4）职业认同调节了职业压力→职业倦怠→西部山区中小学教师主观幸福感这个中介过程的前半段。     

An Intervention to Help Community-Based Organizations Implement an Evidence-Based HIV Prevention Intervention: The Mpowerment Project Technology Exchange System

Considerable resources have been spent developing and rigorously testing HIV prevention intervention models, but such models do not impact the AIDS pandemic unless they are implemented effectively by community-based organizations (CBOs) and health departments. The Mpowerment Project (MP) is being implemented by CBOs around the US. It is a multilevel, evidence-based HIV prevention program for young gay/bisexual men that targets individual, interpersonal, social, and structural issues by using empowerment and community mobilization methods. This paper discusses the development of an intervention to help CBOs implement the MP called the Mpowerment Project Technology Exchange System (MPTES); CBOs’ uptake, utilization and perceptions of the MPTES components; and issues that arose during technical assistance. The seven-component MPTES was provided to 49 CBOs implementing the MP that were followed longitudinally for up to two years. Except for the widely used program manual, other program materials were used early in implementing the MP and then their use declined. In contrast, once technical assistance was proactively provided, its usage remained constant over time, as did requests for technical assistance. CBOs expressed substantial positive feedback about the MPTES, but felt that it needs more focus on diversity issues, describing real world implementation approaches, and providing guidance on how to adapt the MP to diverse populations.     

Disentangling within-person changes and individual differences among fundamental need satisfaction, attainment of acquisitive desires, and psychological health

We explored within-person and individual difference associations among basic psychological need satisfaction (autonomy, competence, and relatedness), attainment of acquisitive desires (wealth and popularity) and indicators of well- and ill-being. Participants were 198 undergraduates (51% male) who completed an inventory multiple times over a university semester. Analyses revealed that increased satisfaction of all the needs and desires beyond participants’ normal levels, with the exception of relatedness, were associated with greater psychological welfare. Nonetheless, individual differences in well-being were only predicted by psychological need satisfaction, and not by the attainment of acquisitive desires. Hence, the realization of acquisitive desires may elicit within-person increases in psychological welfare; however, satisfying innate needs may be a better bet for long term psychological health.     

Reconsidering the ‘heresy’ of using treatment manuals

Some argue that the medical model and the experimental design that underlies the use of treatment manuals to prove the efficacy of a psychotherapeutic treatment clashes with the theoretical basis of family therapy. From the point of view of the empirically supported treatments (ESTs) movement, treatment manuals are the operationalization of the independent variable in a clinical trial; the therapist is only part of the procedure and the therapeutic relationship is a confounding variable. Applying that logic to the practice of family therapy might be considered a heresy. This article argues that paradoxically, this heresy has a lot to offer the practice of family therapy. Research is the best way to answer questions like ‘how does family therapy work?’ ‘What makes ‘good therapy’ good?’ ‘Do therapists do what they say they do'? This article recommends an alternative framework for integrating ESTs into practice by proposing empirically informed guides to practice which, being less formulaic, encourage process‐outcome research, are coherent with the systemic model and do not constrain the therapist's creativity. Such guidelines allow therapists to use manuals flexibly so that they deepen the understanding of the process of therapy. We encourage you to listen to the JFT Editor, Mark Rivett, as he interviews the author on Manuals in the Practice and Research of Family Therapy. Available at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467‐6427/homepage/jft_podcast_series.htm .     

A constructive neural-network approach to modeling psychological development

This article reviews a particular computational modeling approach to the study of psychological development – that of constructive neural networks. This approach is applied to a variety of developmental domains and issues, including Piagetian tasks, shift learning, language acquisition, number comparison, habituation of visual attention, concept learning, and theory of mind. Implications of this modeling for theoretical understanding of psychological development are considered.     

Evolution of Research on Interventions for Individuals with Autism Spectrum Disorder: Implications for Behavior Analysts

The extraordinary success of behavior-analytic interventions for individuals with autism spectrum disorder (ASD) has fueled the rapid growth of behavior analysis as a profession. One reason for this success is that for many years behavior analysts were virtually alone in conducting programmatic ASD intervention research. However, that era has ended. Many investigators from other disciplines are now carrying out large-scale intervention studies and beginning to report successes of their own. The increasing number and range of studies has the potential to improve services for individuals with ASD, and it challenges behavior analysts to intensify their research efforts.