教与学的大脑：人际神经科学助推教育研究

如何从神经生理层面刻画教育活动的人际互动模式和动态性是教育神经科学面临的一个重要挑战。人际神经科学视角为其提供了可能的解决途径; 这一新兴的视角通过记录和分析进行同一认知活动时两人或多人大脑活动之间的关联, 来揭示大脑活动的群体模式。目前, 人际神经科学方法已被应用于教育研究, 例如监控教学过程、预测教学效果和识别教学影响因素, 相应的研究成果对教育活动具有重要启示。未来的研究者可以更多地关注不同学习水平的学生大脑的互动机制及人际神经科学方法应用于技能教学及线上教学评估的巨大潜力。     

儿童期虐待与青少年网络欺负行为的关系：自尊的中介作用和友谊质量的调节作用

本研究采用问卷法对2407名青少年进行调查,探究儿童期虐待对青少年网络欺负行为的影响,以及自尊的中介作用和友谊质量的调节作用。结果表明：（1）儿童期虐待显著正向预测青少年网络欺负行为。（2）自尊在儿童期虐待与青少年网络欺负行为之间起部分中介作用。（3）儿童期虐待对青少年网络欺负行为的间接效应的前半段路径受到友谊质量的调节。友谊质量高、低水平下儿童期虐待对自尊的预测作用均显著,但友谊质量较高的青少年群体中儿童期虐待对自尊的预测作用更强。     

Exploring the complex emotional relationships that influence children's participation rights in early childhood education settings

Early childhood educators engage in complex and emotional work in their professional role educating and caring for children aged from birth to five years. The aim of this paper is to promote autoethnography as a most suitable method of understanding the role emotions play in the actualisation of young children's participation rights in early childhood education services. The author is a practising educator and draws upon a specific auto-ethnographic account of practice, the story of Sarah, as the focus of this paper to explore the emotional intensity of relationships in early childhood education. Autoethnography is discussed as a method to sit alongside ‘traditional’ ethnographic research to provide a deep understanding of the role of the educator embracing and enacting a rights approach in their work and what influences their decision making. In conclusion the author suggests autoethnography is a useful reflexive tool for educators to consider the role of emotions as a catalyst for change to ensure the actualisation of children's participation rights in daily practice in early childhood education.     

Behavioural deficiencies of aggressive 8–9 year old boys: An observational study

The nature of aggressive boys' behaviour is examined. Pre-selected matched pairs of aggressive and control boys were observed in a naturalistic setting which facilitated comparison of the way in which recorded behaviours affected their respective peer relationships. A continuous commentary describing the child's interactions with others was recorded simultaneously with the child's speech during school play. These data were transcribed and coded according to activity, social participation, neighbours, and interactions. Individual behavioural items were grouped on the basis of their functional similarity. Marked differences were found between the two groups on certain categories, giving a clear indication of specific deficiencies in the behavioural repertoire of the aggressive boys.     

Attributional style of the mother as a predictor of aggressive behavior of the child

The association between the life orientation and attributional styles of a mother and the aggressiveness of her child were studied in 61 mothers and their children, 23 boys and 38 girls, mean age 6.6 years (range 4–13 years). The mother's life orientation and attributional styles were established during interviews using the life-style questionnaire, and a child's aggressiveness was evaluated by the mother using the Health Examination Survey. The factors assessing life orientation were lack of personal control, causal unstability, internal locus of causality, personal responsibility, and democratic educational attitudes. The mother's personal responsibility and internal causal attributions were related to nonaggressiveness in the child, whereas mothers with a lack of personal control were likely to have aggressive children. Educational attitudes were of no importance. The results showed no sex- or age-related variance.     

Comparison of Maternal Perceptions of Preterm and Fullterm Infants

We compared maternal attitudes and feelings in two groups of mother–infant dyads: 25 mothers with preterm newborns (M=30.9 weeks of gestational age) and 25 mothers with fullterm newborns (M=39.7 weeks of gestational age). Both groups were matched for infant sex, age (corrected in preterms) and birth order as well as for maternal age and education. Semi-structured interviews were used to collect data on maternal attitudes and feelings about pregnancy and the first contacts with the newborn. Mothers completed rating scales to indicate the specific behavioural problems they perceived in their infants at 6 weeks and 3 months of (corrected) age. Observations of infant responses to visual and/or auditory stimuli were made at 6 weeks and 3 months in a laboratory setting. At 3 months, each infant was administered the Bayley Scale of Mental Development. There were no differences in maternal attitudes and feelings between the two groups of mothers prior to the birth. However, significant differences appeared after birth and indicated increased anxiety in mothers of preterm infants. Significantly more 6-week-old preterm infants were perceived by their mothers as irritable and to cry more than fullterm infants. At the age of 3 months, both groups of infants differed only in terms of irritability. Differences between the two groups of mother–infant dyads, age-related changes in these differences and relationships between maternal evaluations and the laboratory-based assessments are discussed in the context of contrasts in the stability of behavioural regulation in preterm and fullterm infants.     

Parenting Sensitivity,Parental Depression and Child Health: The Mediational Role of Parental Self-Efficacy

This paper discusses the theoretical role of parental self-efficacy, or parents' beliefs in their competence and effectiveness in the parental role, as a mediator of relations between parent–child risk and parental sensitivity. Evidence is marshalled from studies of parenting in the contexts of maternal depression and child health risk to support the premise that parent–child characteristics affect parental sensitivity indirectly via their more direct impact on parental feelings of efficacy, and that parenting efficacy represents the ‘final common pathway’ in the prediction of parenting sensitivity. Also considered in this working model are specific social-contextual factors as independent contributors to parenting efficacy and as possible moderators of relations between parent–child characteristics and self-efficacy. Implications for intervention are discussed. © 1996 John Wiley & Sons, Ltd.     

Children's Representations of the World of Drugs

The changing profile of drug use has highlighted the need for age-appropriate education which requires insight into children's representations of drugs. Representations were elicited from 134 children aged between 5 and 11 years, drawn from two schools, by asking them to draw and write their responses to questions relating to a story about losing and finding a bag of drugs. Relevant responses were generated by 119 children aged between 8 and 11 years. A content analysis of these responses revealed differences with school and age. Older children were more likely to recognize that drugs can be good or bad depending on type, quantity taken and reason for use. The children had firm ideas about who takes drugs and their motivations and were knowledgeable about methods of use. They recognized that drugs can be dangerous, but had little understanding of how or why. The children's representations were characterized by fear and uncertainty and most wanted to know more. These findings are used to argue that there is a need for child-centred constructivist approaches to drug education which seek to demystify drugs and drug use and to orientate children to the realities of the world of drugs in the 1990s.