Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Value transmission from one generation to the next is a key issue in every society, but it is not clear which parents are the most successful in transmitting their values to their children. We propose parents’ prosocial educational goals as key predictors of parent–child value similarity. Accordingly, we hypothesized that the more parents wanted their children to endorse values of self‐transcendence (helping, supporting, and caring for others) and the less parents wanted their children to endorse the opposing values of self‐enhancement (striving for power and achievement), the higher would be parent–child overall value similarity. Findings from two studies of families – Study 1: 261 Swiss families, children aged 7–9 years; Study 2: 157 German families, children aged 6–11 years – confirmed this hypothesis. The effect was even stronger after controlling for values that prevail in the Swiss and German society, respectively. We integrate evidence from this study of values in families with young children with existing findings from studies with adolescent and adult children, and we discuss potential pathways from parents’ educational goals to parent–child value similarity.     

改良教育心理学:来自认知神经科学的影响

在教育心理学发展了百余年之后,脑研究以认知神经科学的形式,重新回到她的怀抱。认知神经科学对教育心理学的影响,主要体现在能力、学习和教学上;对这两个领域的关系,应采用开放而谨慎态度,以促进各自研究的科学发展。     

"心理发展与教育"的新认识——写在首届"中学和高校的趋势、机遇和挑战——教育家的会议"之后

心理发展和教育的关系涉及到如何从学生心理发展的角度出发,选择适宜的教育模式问题,它是当代发展心理学与教育心理学的一个重要课题。首届"中学和高校的趋势、机遇和挑战——教育家的会议"从自我同一感和道德教育、心理的连续型发展与教育衔接、内隐学习与实践教育出发,就心理发展和教育间的关系提出了一些全新的理解,为解决中等教育实践中的多个问题提供了宝贵的建议。     

对中学超常儿童的教育实验——北京八中首届超常实验班追踪研究

为期四年的超常儿童的教育实验,详细考察了超常儿童在特殊班级教育条件下的学习潜力、认知和个性发展及身体发育等情况。结果显示,这种教育形式既适应了超常儿童较大的学习潜力,促进了他们认知的进一步发展,激发了他们积极的个性特征,而且身体发育良好。从而证明,特殊班级的集体教育对中学阶段的超常儿童是一种有效的教育形式。     

教育变革语境中未成年人道德观念的错位与德育革新

当下教育变革中德育革新的乏力,引发了现时德育的虚弱与苍白。这种虚弱与苍白的德育现状一定程度上导致了未成年人道德观念的错位。要矫正未成年人的错误道德观念,要使错位恢复到原位,德育必须向真正的德育回归。真正德育的达致,必须革新德育。这种革新应沿着德育者形象、德育的内容、德育的方式三个维度展开。     

从郭靖习武管窥中国人的教育心理观

郭靖习武的过程蕴涵着许多教育学和心理学的深刻道理。本文从郭靖习武的四个阶段来管窥我国传统文化下浓厚的教育心理学思想,由此得出了在学习中的一个理论：多元智力理论,两个误区：学生先天缺陷观和重德轻才观,三点建议：激发学生兴趣、摒弃“齐步走”的做法和学以致用。     

Reviewing psychologists' qualifications for career development practice in Australia

Vocational psychology and the practice of career development are important dimensions of the psychology discipline and profession. This paper contains an overview of Australian career development practice in light of recent trends, particularly the formalisation of career development practice among professions other than psychologists. Given the advent of professional standards for Australian career development practitioners, a review of postgraduate degrees in organisational, developmental and educational, and counselling psychology was conducted to determine their correspondence with the competencies presented in the Standards. The review found significant consistency with generic competencies. Degrees in organisational psychology provided the broadest correspondence, while degrees in counselling, developmental and educational psychology had lower levels of correspondence on specific competencies. The implications of the review are discussed in light of the evolution of the career development industry and psychologists' standing in this field.     

Between Open-minded Critical Thinking and Closed-minded Allegiance: Educational Tensions in Societies Involved in Intractable Conflict

In modern democratic societies, one of the main roles of education is to promote critical thinking and open-mindedness. However, this objective can sometimes be seen as clashing in many societies with another one of education's primary objectives—to inculcate in the younger generation a set of common values and beliefs that reinforces collective identity. The current article examines the tension between these two educational goals—fostering open-mindedness and critical-thinking skills, on the one hand, and promoting closed-minded national identity, on the other hand, in the context of intractable conflicts. In particular, we offer an analysis of the unique challenges of nurturing open-minded and critical thinking among students in the presence of processes and content common in education systems of conflict-ridden societies. These challenges are discussed in relation to the role that open-mindedness and critical thinking could play in promoting peace-building processes were they not hindered by nationalistic educational approaches designed to ensure unwavering support of the conflict.     

The Public Schools: America's Achilles Heel

In a 1973 paper in The American Psychologist, a case was made for why it would take many decades for Blacks to improve their performance on school achievement and other cognitive tests. The paper was in opposition to Jensen's conclusion which emphasized genetics. One important part of the argument was deliberately omitted in that paper. The present paper deals with that omission which concerns the fact that our schools violate what is known about context for productive learning, a fact by no means peculiar to city schools. The near total failure of the educational reform movement has had and will continue to have consequences beyond the educational arena, one of these being Black anti-Semitism. Our cities are social time bombs. When they will ignite and explode is unpredictable. If classrooms become context for productive learning, the predicted positive outcomes require changes outside the schools, that is, the work arena.