Stress and Coping: A Comparison of Self-Report Measures of Functioning in Families of Young Children with Cerebral Palsy or No Medical Diagnosis

We analyzed data from 87 mothers of children ages 15 to 44 months with cerebral palsy (CP) or no diagnosis, who completed the Dyadic Adjustment Scale, Parenting Stress Index, Support Functions Scale, and Inventory of Social Support. Principal components analysis of the 15 subscales from the 5 measures revealed few cross-measure loadings. Mothers of children with CP (severe or mild) reported higher levels of parenting stress than did mothers of controls. However, cluster analysis of self-report measures yielded a 5-cluster solution, with no diagnostic group differences across clusters. That is, there were no overall differences in self-reported family functioning according to presence or severity of the child's disability. The results are discussed in terms of the organization of family systems and their relationship to child diagnosis. Clinical implications for assessing and working with families are noted.     

中学生个性因素及其与学业成就关系的探讨

研究者基于个性对个体成功具有重要影响的观点,假设中学生的个性对其学业成就具有预测性。采用儿童14种人格因素问卷对145名初中生进行测试,并对14种人格变量进行因素分析,得到了自我控制能力因素、精神状态因素、合作与创新精神因素、社会能力因素和智力性因素等5个因子。再利用这5个因子与学生的期末成绩(语、数、外总成绩)进行全纳回归分析,结果发现:与非智力的个性因素相比,智力性因素对中学生的学业成就可以进行更为有效的预测。     

中学生学业成就归因与学习动力的相关研究

用自编问卷对913名中学生学业成就归因和学习动力状况进行了调查,发现: (1)整体上看中学生较多使用内在原因和可控原因解释自己的学习成绩; (2)不同性别和不同年级学生有不同的归因倾向; (3)归因倾向与学习动力有明显联系,使用因子分析法得到“自挫因子”对学习动力有很大的消极影响。本文还就如何进行归因训练进行了讨论。     

同伴团体对儿童青少年学业成就和社会功能关系的影响

运用同伴评价、教师评估和学校记录等多种渠道收集关于同伴团体、社会功能、同伴接纳以及学业成就的资料,旨在考察同伴团体与儿童青少年学业成就和社会功能的关系。研究发现：绝大多数儿童青少年都有自己的同伴团体。这些同伴团体在学业成就上有很高的同质性。学业成就与社会适应无论在团体内的个体水平还是在团体水平上都密切相关。而且,团体的学业表现是个体学业成就和社会适应间的重要调节因素,表明团体学业规范对个体水平上学业成就与社会功能的关系有增强或是减弱的作用。这项研究再一次证明同伴团体在儿童个体发展中的重要意义。     

Optimal human functioning around the world: A new index of eudaimonic well-being in 166 nations

As more and more people realize that wealth fails to fully capture the essence of human well-being, interest in non-monetary measures of well-being has intensified. Eudaimonic well-being (EWB; i.e., optimal psychosocial functioning) is a largely overlooked aspect of national well-being that has never been examined at the global level. This study uses data from nearly 1,800,000 respondents recruited probabilistically from 166 countries between the years of 2005 and 2017 to construct an index of EWB. EWB demonstrates moderate positive associations with other quality-of-life indicators (i.e., national life satisfaction, national prosperity, overall quality of life, and gross domestic product), indicating that it captures information not reflected by them. The distribution of EWB at national, regional, and global levels, as well as its global trend, is explored. The study also examines the relationships between EWB and a number of theoretically related individual- and country-level variables. Presented are also the results of multilevel modelling including a wide range of predictors.     

EFFECTS OF IMMEDIATE SELF-CORRECTION,DELAYED SELF-CORRECTION,AND NO CORRECTION ON THE ACQUISITION AND MAINTENANCE OF MULTIPLICATION FACTS BY A FOURTH-GRADE STUDENT WITH LEARNING DISABILITIES

This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.