家长投入对中小学生学业投入的影响:有中介的调节模型

以北京市12所中小学的4160名学生为调查对象,采用层次回归方法考察了家长投入对子女学业投入的影响以及家长自主支持/控制的教养风格和子女的学业心理需要满足在其中的作用。结果发现:(1)中小学生的家长投入程度随学段升高而降低;(2)家长注重在家辅导方面的投入,在参与社区及学校活动等方面的投入较为欠缺;(3)家长投入对子女的学业投入具有显著的正向预测作用;(4)家长自主支持/控制的教养风格在家长投入与子女学业投入的关系中起调节作用,且该调节效应部分地通过子女的学业心理需要满足这一中介变量产生作用。     

无边界职业生涯下职业成功的诱因与机制

职业成功(career success)作为职业生涯研究领域的一个前沿主题, 受到了理论界和实务界的广泛关注。研究主要从职业成功的概念、测量、影响因素、实施效果与作用机制等方面, 对国内外相关研究进行了系统梳理与探讨。未来研究应关注无边界职业生涯时代职业成功、开发中国组织情境下职业成功的概念和测量、基于特质激发理论视角分析职业成功的诱因、基于职业成功观分析职业成功的实施效果、探讨中国本土文化的权变作用。     

Adaptation, evolution, and religion

Neo-Darwinian theories of religion include both nonadaptationist and adaptationist versions. Nonadaptationist versions contend that the mental architecture of the brain is wired for religious thinking but that religious concepts have piggybacked on other cognitive adaptations, especially those for agency detection. Religious concepts are not evolved biological adaptations but rather by-products of more general cognitive structures that are adaptations. Adaptationist versions concentrate on the benefits provided by religion, such as increased social cohesion and the individual benefits that stem from it, such as better physical and mental health and greater longevity. After clarifying the meaning of the terms “adaptation” and “adaptationism,” this article presents four lines of evidence in favor of the adaptationist position: (1) in the ancestral environment the role of the shaman was nearly universal and was primarily devoted to the crucial human goals of curing illness and protecting and finding vital resources; (2) religion generally has positive effects on both physical and mental health; (3) religions tend to be pro-natalist and more religious people tend to leave more offspring than less religious or nonreligious people; (4) the major world religions that evolved in the first millennium BCE during a period of major social chaos and disruption emphasized an omnipotent, transcendent God of love and mercy who offered salvation in a heavenly afterlife and released individuals from earthly suffering. None of these facts demonstrate conclusively that cognitive modules specifically oriented to supernatural agents evolved by natural selection, but they are highly suggestive and make a good inferential case.     

The nature, prevalence and correlates of generativity among men in middle career

Multiple methods were used to explore the character, contexts, and correlates of generativity among 41 men aged 45–55. Generativity in the role of worker was unrelated to generativity in men’s roles as father, citizen and ‘leisurite’. Individuals who were generative in their work reported greater job satisfaction and subjective career success. These associations were stronger for generativity targeting societal well-being and fellow-workers’ growth than for creative/productive generativity. As some theorists have argued, therefore, nurturant forms of generativity may be more adaptive in mid/late career than other varieties, and more indicative of psychosocial maturity. The status of creativity/productivity within the generativity construct seems problematic. Our findings offer qualified support for McAdams and de St Aubin’s (McAdams, D.P., & de St Aubin, E. (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality & Social Psychology, 62 (6), 1003–1015) contention that generativity is expressed differentially in the domains of concern, commitment and action, and that the different relationships of these generativity domains to third variables can be interpreted in meaningful ways.     

Family and career path characteristics as predictors of women’s objective and subjective career success: Integrating traditional and protean career explanations

This study examined the effects of family and career path characteristics on objective and subjective career success among 916 employed mothers. Among family variables, age at first childbirth was positively related and career priority favoring the husband was negatively related to both income and subjective career success; number of children was negatively related and years elapsed since first childbirth was positively related to income only. Among career path variables, career gaps, interorganizational mobility and proportion of one’s career spent in part-time work were negatively related to income; career gaps were negatively related to subjective career success. Income was positively related to subjective career success. Results suggest that integration of traditional and protean career perspectives helps to explain women’s career success.     

试论孟子与士人精神

作为中国“轴心时代”的重要思想家,孟子希望以道德化政治,实现天下有道。他提出士人修养的“浩然之气”,在士人与君主的关系上主张“道高于君”,而对于广大普通民众则倡导“使先知觉后知,使先觉觉后觉”。在此基础上,孟子推出了四种士人典范。而在孟子这些思想中,一以贯之的乃是对德性的张扬,在“尊德性”与“道问学”之间,他明显偏重于前者,这是孟子关于士人精神的特色所在。在孟子的精神世界里,我们可以看到的更多的是一种道德信仰和勇气。正是从这个意义上讲,孟子是一位信仰道德的“宗教家”,而不是一位代表智性的“学问家”。     

必须关注防止医学领域内的唯心科学观

对医学科学领域内存在的和某些一度充斥的唯心科学观的社会表现进行分析,从过程管理和科学方法论的重要性入手,提出防范学术腐败和发展医学科学的方法和措施,从教育和民生的角度探讨医务工作者和社会学家必须关注的医学领域内的唯心科学观,并举例说明医学工作者的科学道德自律和社会责任感的重要性。     

Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered self-report questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.     

成败情境下不同目标取向学生内在动机特点

以213名小学生为被试,设置成功和失败情境,考察三种成就目标取向学生内在动机的差异。结果发现:两种情境下,掌握目标的学生均有最高的内在动机;失败情境下,成绩接近目标学生的内在动机显著高于成绩回避目标的学生,但成功情境下,两种目标取向学生的内在动机没有显著差异;掌握目标学生在两种情境下的内在动机无显著差异;成绩接近和成绩回避目标学生在失败情境下的内在动机显著低于成功情境下的内在动机。     

学习不良青少年与一般青少年学业情绪特点的比较研究

本研究采用问卷法调查了1034名青少年(学习不良青少年506名),比较了学习不良青少年与一般青少年的学业情绪的特点。结果表明:(1)学习不良青少年的积极学业情绪显著低于一般青少年;学习不良青少年的消极学业情绪显著高于一般青少年。(2)学习不良青少年与一般青少年在学业情绪上的差异主要表现在初一、初二和高二、高三年级。(3)总体来说,男生的积极学业情绪多于女生,女生的消极学业情绪多于男生。