THE GENERALITY AND SOCIAL VALIDITY OF A COMPETENCY-BASED SELF-CONTROL TRAINING INTERVENTION FOR UNDERACHIEVING STUDENTS

We evaluated the effectiveness, generality, and social validity of a modified version of a competency-based self-control package developed by Stevenson and Fantuzzo (1984). Three underachieving fifth-grade students were trained to use this intervention to increase their arithmetic proficiency. Results indicated that the intervention produced improved arithmetic performance. Moreover, all possible classes of generalization were evidenced for the participants. Social validity data showed that the children's arithmetic performance either surpassed or approached the mean performance of their higher achieving classmates. Additionally, teachers reported that the intervention was effective, appropriate for classroom use, and easy to implement.     

学业自我效能感与在线学习投入的关系：学习动机和心流体验的链式中介作用

为探讨学业自我效能感对在线学习投入的影响及其作用机制,采用学业自我效能感量表、学习动机量表、心流体验量表和在线学习投入量表,对310名在线学习者进行问卷调查。结果发现：（1）学业自我效能感对在线学习投入具有正向预测作用;（2）学习动机和心流体验分别在学业自我效能感和在线学习投入之间起部分中介作用;（3）学习动机、心流体验在学业自我效能感和在线学习投入之间起链式中介作用。     

A longitudinal study: Affective wellbeing,psychological wellbeing,self-efficacy and academic performance among first-year undergraduate students

Students’ mental health have a greatest impact on wellbeing and academic performance, also is often affected adaptation to the university life. This study examines the proportion of students with a positive and negative affect balance, and the relationship between affective wellbeing and academic self-efficacy and performance. It also analyzes how psychological wellbeing and academic self-efficacy predict affective wellbeing and academic performance. In a sample of 200 undergraduate students (M = 19.07 years), it was found that positive affect decreased and negative affect increased during the second academic year. The majority had a positive affect balance (AB). Psychological wellbeing predicts positive emotions and its achievement dimension predicts academic performance. 53% of participating students maintained a positive AB, 14% maintained a negative AB and 21% went from a negative to a positive AB one. The change from a positive to a negative AB (10%) is associated with an increase in psychological wellbeing, suggesting a process of post-stress growth in relation to the challenges of university life.     

试论研究生德育的当务之急

诚信危机已渗透到了学术研究领域 ,并对研究生德育提出了严峻的挑战。标举学术责任 ,确保学术诚信 ,是研究生德育的当务之急。为此 ,研究生德育必须 :坚守学术宽容 ,营造学术诚信的学术环境 ;强化学术引导 ,建立学术诚信的学术航标 ;优化制度约束机制 ,创设学术诚信的学术平台 ;培养研究生的道德自律 ,塑造学术诚信的学术人格。     

高中生羞怯与学业适应的关系:学业求助的中介作用

本研究采用中学生羞怯量表、学业求助量表及学业适应量表对青岛两所普通中学625名高中生进行调查,分析高中生羞怯、学业求助与学业适应之间的关系,并探讨学业求助是否在高中生羞怯与学业适应之间起中介作用。结果发现:(1)羞怯可以显著预测高中生的学业适应;(2)学业求助态度在羞怯与学业适应间起部分中介作用;(3)羞怯部分通过学业求助态度经学业求助行为的多重中介作用影响学业适应。     

贵州省高师本科大学生学业自我效能感与心理健康水平的研究

运用大学生学业自我效能感量表和SCL-90症状自评量表对高师本科大学生进行调查,探讨其学业自我效能感与心理健康水平的关系。结果表明：1、在学习能力自我效能感上,大一至大四学生无年级、性别、专业的显著差异;在学习行为自我效能感上,大三、大四差异显著;2、大四与其他各年级学生在自评症状各因子上存在极显著差异,男女生在自评症状的强迫和偏执两因子上存在显著差异;3、学业自我效能感高的学生与学业自我效能感低的学生在人际关系敏感、抑郁因子上差异显著;4、自我效能感与心理健康水平存在较高相关。     

初二学生目标取向、自我效能及学习成绩与学业求助的关系

本研究以152名初中二年级学生为被试,采用问卷法研究了目标取向、自我效能及学习成绩与学业求助的关系.结果表明:(1)自我取向的确可以区分出趋向型自我取向和逃避型自我取向,它们对学业求助的影响模式是不同的,逃避型自我取向对学业求助有更大的负面作用.(2)社会目标与学业求助有显著关系,支持本研究的假设.(3)自我效能低及学习成绩差的学生更不愿求助,支持脆弱假说.     

社会支持系统在中学生学业压力源和应对策略间的中介作用

采用问卷法对551名中学生的学业压力源、社会支持系统对其应对策略的影响进行研究,结果发现:不同的学业压力源类型及社会支持系统的不同作用方向分别对三种应对策略有不同的预测作用:(1)竞争压力对被动应对策略有直接影响,挫折压力对维持应对策略和主动应对策略有直接影响;(2)发展压力和任务要求压力通过冲突和惩罚等具有反向作用的支持系统间接影响三种应对策略,即具有反向作用的妨碍支持在发展压力、任务要求压力与三种应对策略间具有中介作用;(3)任务要求压力通过肯定与支持、陪伴、满意度等具有正向作用的支持系统间接影响维持应对策略和主动应对策略,即具有正向作用的积极支持在任务要求压力与维持应对策略、主动应对策略间具有中介作用。