同伴拒绝与早期青少年学业成绩的关系：同伴接纳、友谊支持的调节作用

采用同伴提名法获得215名早期青少年(5年级、7年级)的同伴地位(同伴拒绝、同伴接纳)分数,采用关系网络问卷(NRI)获得友谊支持分数,以学生期中考试的语文、数学、英语成绩的班内标准分的三科平均分作为个体学业成绩的指标,分析同伴拒绝与学业成绩的关系,以及同伴接纳和友谊支持对二者关系的调节作用及其年级和性别差异。结果发现:(1)女生的学业成绩高于男生,同伴拒绝、同伴接纳、友谊支持水平均不存在性别差异;(2)同伴拒绝均显著负向预测5、7年级学生的学业成绩,且这种预测作用不存在显著的性别差异;(3)在7年级,学生的同伴接纳可以调节同伴拒绝与学业成绩的关系,尽管高同伴接纳并不能补偿高同伴拒绝给学业成绩带来的消极影响,但它也是个体获得良好学业成绩的必要条件;在5年级和7年级,友谊支持都不能调节同伴拒绝与学业成绩的关系。     

中国的和尚与美国的经——关于SCI与中国学术评价机制的几点看法

以全球知名检索工具《科学引文索引》(science citation index,SCI)为代表的学术评价工具在中国受到了很多学者的质疑,从而引发了关于SCI与学术评价的论战。对这一问题的讨论和分析应当首先解决的几个问题是,我们是不是需要SCI?SCI是否适合中国的科研现实?SCI的引入对我国科研质量是否有所改善?什么能够取代SCI?这些问题的分析除了依靠逻辑推演外,更应依靠我国发表SCI论文的相关统计数据等实证资料。解决我国当前学术评价问题应从体制机制入手,把学术成果的定性评价与SCI的定量评价有机地结合起来,着力于从质和量两个方面推动我国科技进步。     

青少年元认知、大五人格与学习适应行为的关系

研究试图探讨青少年学习适应行为的认知机制以及大五人格特质在其中所起的作用.采用青少年社会适应行为量表、大五人格简式量表及元认知问卷对广州市985名中学生进行测试.结果表明:(1)学校、年级因素在元认知总分、学习适应行为上均存在显著差异;(2)学习适应行为与元认知、大五人格各维度均存在显著相关;(3)大五人格各特质在元认知与学习适应行为的关系间起到中介作用.     

学业情绪及其影响因素

学业情绪是指在教学或学习过程中,与学生学业相关的各种情绪体验。个体的自我认知、成就目标、认知能力等个体因素以及班级、家庭、课堂等环境因素都会影响学业情绪,且自我认知是环境因素影响其学业情绪的一个重要中介变量。另外,学业情绪具有领域特异性。未来研究的方向主要在于学业情绪的界定和具体结构的深入探讨、学业情绪的发展特点、对特殊群体学生学业情绪的关注以及积极探索有效的干预措施等方面     

Knowledge to Wisdom: We Need a Revolution

Introduction The following document is a very brief summary of a thesis and argument that I have devoted the last 30 years of my life to trying to get across to my fellow human beings. It was first spelled out in What’s Wrong With Science? (Bran’s Head Books, 1976) and subsequently in From Knowledge to Wisdom (Blackwell, 1984), Is Science Neurotic? (Imperial College Press, 2004) and numerous articles, references to which can be found on . Three years ago an international group was formed, called Friends of Wisdom, which seeks to get across to academics and the public the compelling arguments and urgent need to transform academic inquiry so that its basic aim becomes to seek and promote wisdom. The document below is taken from the website of Friends of Wisdom, the URL of which is . It is the mission statement of Friends of Wisdom. You are invited to join.     

Racial identity beliefs and academic achievement: does being black hold students back?

The examination of a student’s racial identity beliefs along with the extent to which being Black is a central part of his or her self-concept provides a novel, insightful approach to understanding the relationship between racial identity and academic achievement (Chavous et al., 2003,). Using Sellers et al. (1998a) Multi-dimensional Model of Black Identity (MMBI) as a framework, this study investigated racial centrality, public regard and private regard beliefs in relation to the grade point average of African–American high-school students. A total of 289 African–American students from a large urban district participated in this study. Cluster analyses conducted on the three subscales of the MMBI on separate samples of 9th and 12th grade students replicated three of four racial identity profile groups previously identified by Chavous et al. (2003). Additionally, among both 9th and 12th grade students, Alienated students achieved significantly higher grade point averages than did Idealized students.