Finding The Positives in Psychology: What Are We Doing?

The purpose of this article is to delineate some of the consequential aspects of the intrinsic duality that is created in the pursuit of knowledge around positive psychological and asset-based constructs. I will reflect on what we have learned during studies in educational psychology that focused on assets and strengths, by drawing on highlights from particularized studies. I will then specifically problematize the use of the asset-based approach in educational psychology, by pointing out key challenges encountered at the coalface of knowledge creation in the asset-based approach and Positive Psychology. The article concludes with suggestions for pathways of inquiry, with specific reference to the questions we might be asking. Sensitivity to the discourses we construct in our psychological endeavours, and multi-layered, complex understandings is preferenced.     

Educational Psychology Theory and the Promotion of Dental Care for Children Aged Five to Six

The aim of this article is to illustrate the value of educational psychology theory in developing an age-appropriate programme to prevent tooth decay. A theory-based approach was adopted for the programme development, and a questionnaire was used to ascertain the knowledge gaps in 52 children aged five to six years in two preschools in an urban town. The results showed that most of the children had no awareness and only a moderate knowledge of proper dental care. Piaget's cognitive development theory was applied in the planning and implementation of the activities in the programme. The developed programme was presented to educational psychologists and dentists, and their feedback was used to refine the programme. The importance of educational psychology theory was illustrated in the development of an age-appropriate preventative programme as well as in using an accessible pedagogical approach. The value of multidisciplinary colloboration was also illustrated.     

免费教育师范生学习适应状况及与报考动机的关系

该研究采用《大学生学习适应量表》考察了679名免费教育师范生的学习适应状况与特点,并探讨了报考动机与学习适应之间的关系。结果表明：1）免费教育师范生学习适应处于中等偏上水平,随着入学时间的增加逐步提高,且略优于普通大学生;2）免费教育师范生在学习适应的不同适应维度上存在性别差异;3）免费师范生报考动机有两大类：自愿报考和非自愿报考,报考动机对免费教育师范生学习适应水平具有显著的预测作用。免费教育师范生的学习适应总体上表现良好,报考动机直接影响入学后的学习适应水平。     

Inclusion practices with Special Educational Needs students in a Hong Kong secondary school: teachers’ narratives from a school guidance perspective

Schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. This study examines teachers’ narratives of the inclusivity of school guidance. The study was qualitative, being a case study of a Hong Kong secondary school. School documents were collected for textual analysis and semi-structured interviews with 13 teachers were conducted, including nine guidance teachers and four other teachers who worked closely with these guidance teachers. Four dimensions for the inclusivity of school guidance were identified: the development of inclusive practices of guidance, the adoption of a proactive approach, the promotion of inclusive discipline, and the clear definition of the partnership between school guidance and professional organization offering specialised services for students with SEN. The study provides insights into contextual influences of Hong Kong education on school guidance and the development of an inclusive approach to guidance.     

The Effect of Problem-Solving Based Family Therapy on Emotional Intimacy and Marital Quality of Cultural Couples in Tabriz

Abstract

This study aimed to investigate the effect of problem-solving based family therapy on the emotional intimacy and marital quality of cultural couples in Tabriz. The research method was quasi-experimental by designing the pretest and post-test with the experimental group. The statistical population of this research consisted of all cultural couples with marital problems referring to counseling centers of Tabriz Education in 2019. The research sample based on The Cochran formula consisted of 32 couples that were selected by purposeful sampling and were randomly assigned into two experimental and control groups. The experimental group was exposed to 10 sessions of problem-solving based family therapy and the control group received no interventions. The research tool was the Marital Quality Index and the Intimacy Questionnaire, which was completed by both groups at the beginning and end of the intervention. The collected data were analyzed using SPSS software and inferential statistics of covariance analysis were also investigated. The results of covariance analysis showed that problem-solving based family therapy had a significant impact on the emotional intimacy and marital quality of cultural couples. Therefore, problem-solving based family therapy can be used as a treatment in couples with marital problems.     

Factors affecting the success of Hmong college students in America

This study explores barriers and success factors of Hmong students in American colleges by interviewing five Hmong graduate students from refugee families in the US. Emerging themes revolve around academic, cultural and financial barriers. Professors, advisors, classmates, academic support programmes, family, financial aid and their own psychological resources were identified as supportive factors in addressing their academic, cultural and financial needs. Implications and recommendations are drawn on how college counsellors and other professionals may best assist Hmong college students.     

亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用

以891名河北省衡水市某小学4~6年级学生为研究对象，采用问卷调查的方式，考察了亲子间教育期望差异对小学生情感幸福感的影响，以及学业成绩和学业自我效能感的多重中介作用。结果发现：（1）亲子间教育期望差异影响小学生情感幸福感，与感知到的父母教育期望和自我教育期望一致相比，当感知到的父母教育期望高于自我教育期望时，小学生的积极情感水平更低而消极情感水平更高；（2）学业成绩和学业自我效能感在“感知到的父母教育期望 > 自我教育期望”这一差异方向与积极情感间起部分中介作用，在“感知到的父母教育期望 > 自我教育期望”与消极情感间起完全中介作用。具体而言，“感知到的父母教育期望 > 自我教育期望”可直接影响积极情感，还可通过学业成绩和学业自我效能感的链式中介作用以及学业自我效能感的独立中介作用间接影响积极情感；同时，“感知到的父母教育期望 > 自我教育期望”可通过学业成绩和学业自我效能感的链式中介作用、学业自我效能感的独立中介作用以及学业成绩的独立中介作用影响消极情感。     

Countering anti-Muslim attitudes among Christian and religiously unaffiliated 13- to 15-year-old students in England and Wales: testing the contact hypothesis

ABSTRACT

Drawing on data provided by 5,811 students from schools in England, Wales, and London who self-identified as either ‘no religion’ or as Christian, this study explored the effect of the contact hypothesis (having friends who are Muslims) on scores recorded on the seven-item Scale of Anti-Muslim Attitude (SAMA), after controlling for type of school (with or without a religious character), location (England, Wales, and London), personal factors (sex and age), psychological factors (extraversion, neuroticism, and psychoticism) and religious factors (self-assigned affiliation as Christian, worship attendance, and belief in God). The data demonstrated the positive effect of having friends who are Muslim on lowering anti-Muslim attitudes. The path is then described from educational research to curriculum development in the design of resources that offer young learners vicarious experience of having friends who are Muslims.