儿童网络使用与学业成就：有调节的中介模型

摘 要 为探讨网络使用对学业成就的影响及其作用机制,从自我效能感理论的角度使用问卷对425名小学生进行调查。结果表明：（1）网络使用完全通过学习效能感的中介作用正向预测学业成就;（2）学习效能感中介作用受到开放性的调节,即在开放性高的个体中,学习效能感在网络使用与学业成就之间的中介效应不显著;在开放性低的个体中,学习效能在网络使用与学业成就之间有显著的中介效应。研究结果揭示了网络使用对学业成就的影响与作用机制,对家长、教育工作者根据儿童的个人特质对网络使用进行适度引导有启示意义。     

双职工家庭父母工作投入对初中生学业投入的影响

基于资源保存理论,采用工作投入问卷、关系网络问卷、学业自我效能感问卷、学业投入问卷对326个双职工家庭的父母及其初中生子女进行调查,探讨父母工作投入对初中生学业投入的影响。结果表明：（1）父母工作投入、父母社会支持、子女学业自我效能感、子女学业投入两两之间呈显著正相关;（2）父母社会支持和子女学业自我效能感在父母工作投入影响子女学业投入中起中介作用;（3）父母社会支持和子女学业自我效能感的中介效应不存在显著的性别角色差异。从资源保存理论来看,父母工作投入对子女学业投入的影响,在一定程度上反映了资源在家庭系统内的投资和增益过程。     

Conversation with 2016 American Academy of Religion Excellence in Teaching Award Winner Joanne Maguire Robinson

This conversation between the editors of Teaching Theology and Religion and Joanne Maguire Robinson continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, and Mary Elizabeth Mullino Moore. The exchange takes as its point of departure the teaching statement that Professor Robinson produced in support of her candidacy for the American Academy of Religion's Excellence in Teaching Award. Issues addressed include the impact of institutional context on one's teaching, teaching the humanities in universities that are ever more focused on job training, making the transition from a graduate program focused on research to teaching undergraduates who are unlikely to take even a second course in the study of religion, and ways in which women are challenged to navigate multiple responsibilities while striving to make their way in a male‐dominated academy.     

威胁性刺激注意偏向的时间进程

注意偏向各成分间关系及发生时间进程尚存争议。本研究以情绪图片为刺激,采用类别判断任务,通过眼动技术探讨正常个体对威胁性刺激注意偏向的时间进程。结果显示,(1)向左的首次眼跳概率高于向右,而潜伏期短于向右,存在左侧偏向;(2)注意回避发生在250ms以内,解除锁定困难发生在400ms之后;(3)注意偏向影响类别判断过程。结果表明,注意回避与左侧偏向在威胁性刺激注意偏向形成早期存在相互作用,且比解除锁定困难更早发生。     

The Relevance of Self‐Evaluations for Students' Career Optimism

This study investigated how people's beliefs regarding their vocational abilities (i.e., career decision self‐efficacy) are associated with their perceived academic control, self‐liking, and self‐competence. It also assessed the relevance of these 4 types of self‐beliefs for personal job optimism among 268 Croatian college students. Results indicated that participants' career decision self‐efficacy and perceptions of their chances of finding jobs nationwide were significant predictors of personal job optimism. Furthermore, the influences of self‐competence and perceived academic control on personal job optimism were mediated by career decision self‐efficacy. These results extend previous research and may be informative for vocational guidance interventions.     

When an Object Appears Unexpectedly: Object Circumvention in Adults

Obstacles often appear unexpectedly in our pathway and these require us to make immediate adjustments. Despite how regularly we encounter such situations only few studies have considered how we adjust to unexpected obstacles in the pathway that require us to walk around them. The authors considered how adults adjust to the possibility of an obstacle appearing and then also how foot placement is adjusted to circumvent an obstacle. Fifteen healthy adults walked down an 11-m walkway, initially they were told this was a clear pathway and nothing in the environment would change (no gate), they then performed a series of trials in which a gate may (gate close) or may not (gate open) partially obstruct their pathway. The authors found that mediolateral trunk velocity and acceleration was significantly increased when there was the possibility of an obstacle but before the obstacle appeared. This demonstrates an adaptive walking strategy that seems to enable healthy young adults to successfully circumvent obstacles. The authors also categorized foot placement adjustments and found that adults favored making shorter and wider steps away from the obstacle. They suggest this combination of adjustments allows participants to maintain stability while successfully circumventing the obstacle.     

Matching between oral inward–outward movements of object names and oral movements associated with denoted objects

In eight experiments, we explored matching effects between oral approach–avoidance movements triggered by word articulation and meaning of the objects the words denoted. Participants (total N?=?1264) rated their liking for words that featured consonantal muscle stricture spots either wandering inwards (e.g., BODIKA, resembling ingestion movements) or outwards (e.g., KODIBA, resembling expectoration movements). These words were labelled as names for various objects. For objects the use of which entails ingestive oral actions (lemonade and mouthwash) inward words were preferred over outward words. For objects that trigger expectorative oral actions (toxical chemical, pill, and bubble gum) this preference was attenuated or even reversed (outward words were liked more than inward). Valence of the denoted object did not play a role in these modulations. Thus, the sagittal direction of mouth movements during silent reading meaningfully interacted with direction of oral actions associated with the denoted objects.     

先苦后乐:英语乐学大学生在英语学习时情绪反应的脑认知特点

运用功能性磁共振成像(fMRI)技术探索了乐学英语的大学生在对中、英文材料的学习、记忆及成绩反馈过程中的情绪和脑活动特征。结果发现,被试学习英文较之学习中文积极情绪更少且伴随更强的前部脑岛的激活;但当他们获得关于英文成绩的正反馈时,中脑奖赏区的激活却明显高于获得中文成绩正反馈时的情形,且中脑激活与英语乐学呈正相关。这说明乐学是"苦中作乐",人们虽在学习时并未体验到更多快乐,但其成功却带来了更大的心理奖赏。     

A First Step to a Conceptual Framework of Parent Empowerment: Exploring Relationships Between Parent Empowerment and Academic Performance in a National Sample

This study tested a parent empowerment framework using a national sample of 9,982 parents from the Parent and Family Involvement Survey (National Center for Education Statistics, 2007 ) to investigate relationships between parent empowerment and children's academic performance. A multinomial logistic regression demonstrated significant relationships between parents' competence, self‐determination, community belonging, community participation, and academic performance, which differentiate among parents based on racial/ethnic, language, and socioeconomic backgrounds. Findings highlight the importance of parent empowerment interventions that consider structural barriers in schools.