中小学生家庭管教状况与心理健康、学业成就的相关研究

主要探讨中小学生家庭管教状况与心理健康水平、学业成就的关系。从珠海市有代表 性的中小学校随机选取学生487人,其中小学生96人,中学生391人,分别测定其家庭管教状况、心 理健康状况与学业成绩,然后对这三者的关系进行分析。结果表明,非正常的家庭管教方式对学生 心理健康有显著的负面影响,其中严格型、矛盾型、积极拒绝型与消极拒绝型对中小学生心理健康负 面影响较为严重;中小学生家庭管教状况、心理健康水平对其学业成就的影响程度不同。     

小学儿童谦虚的道德评价

本研究分析比较了314名7、9、11岁儿童对谦虚故事的道德评价及其评价理由,试图以此初步揭示儿童谦虚观念的发展状况.结果表明随年龄增长,没有谦虚观念的儿童人数比例显著减少,9岁和11岁有谦虚观念的儿童比例显著高于7岁儿童,且11岁儿童出现了一种后谦虚观念--认为人做了好事就应该承认,没有必要谦虚.     

The relationship between three types of aggression and peer relations in elementary school children

Previous studies have repeatedly found that aggression causes various internalizing and externalizing problems. Despite the robust relationship, exactly how aggression causes these problems remains unclear, although it is plausible to postulate that this occurs both directly and indirectly (via other behavioural factors). One possible indirect factor might be the aggravation of peer relations. The poor peer relations of aggressive children could make them isolated psychologically or physically from peers, which in turn might result in depressive or disruptive problems. This study examined the relationships between three types of aggression and peer relations in Japanese elementary school children. The three aggression types comprised reactive-expressive (i.e., verbal and physical aggression), reactive-inexpressive (e.g., hostility), and proactive-relational aggression (i.e., aggression that can break human relationships, for instance, by circulating malicious rumours). Participants were 1581 children in grades 4 to 6 (752 boys and 829 girls), all of whom completed the Proactive-Reactive Aggression Questionnaire for Children to measure three types of aggression and the Peer Relation Questionnaire to measure peer relations (mutual understanding, self-disclosure, and similarity of taste) and number of friends. Hierarchical regression analyses of the data showed that higher scores of relational aggression were significantly associated with higher scores of all of the peer relations and the number of friends, and that higher scores of inexpressive aggression were significantly associated with lower scores of all except for self-disclosure in the peer relations. These findings suggest that among the three types of aggression, relational aggression leads to the best friendship in both dyadic relations and the number of friends, whereas inexpressive aggression to the poorest friendship. The implications of these findings with respect to internalizing and externalizing problem behaviours for aggressive children are discussed.     

哈尼族中学生文化认同及其与学校生活满意度的关系

为考察哈尼族中学生文化认同特点及其与学校生活满意度的关系,采用哈尼族青少年学生文化认同问卷和青少年学校生活满意度评定问卷对621名哈尼族中学生施测。结果表明:(1)哈尼族中学生民族文化认同处于中等以上水平,其中族物喜好、民族接纳方面的认同较高,宗教信念、社会俗约的认同较低;在宗教信念、社会俗约、总问卷上,城乡学生的认同差异具有统计学意义,乡镇和农村学生之间无显著性差异;(2)哈尼族中学生文化认同存在年级差异,随年级递升呈下降变化趋势,不同维度表现出非平衡性发展特点,呈分化发展趋势;(3)哈尼族中学生的民族文化认同与学校生活满意度之间存在关联性,对学校生活满意度有显著的正向效用,其中民族接纳、社会俗约分别具有正向和负向预测作用。     

Suicide Intervention Training for K–12 Schools: A Quasi‐Experimental Study on ASIST

This quasi‐experimental study investigated differences between 104 school personnel who received a standardized suicide awareness and prevention training (i.e., Applied Suicide Intervention Skills Training) and 45 control group participants. Pre‐ and posttraining data included experimental and control group participants' (a) suicide intervention skills; (b) attitudes toward suicide; (c) knowledge of suicide; and (d) comfort, competence, and confidence in responding to individuals at risk of suicide. Results indicated a significant positive effect for training on all measures. Implications for training of school personnel and future research are discussed.     

工作记忆负荷和自动化提取对小学生加法心算策略执行效果的影响

本研究选取43名小学四年级学生(18名男生和25名女生)为实验被试,探究了工作记忆负荷和自动化提取对复杂加法心算策略效果的影响.结果显示:(1)工作记忆负荷对复杂加法心算策略的影响显著,即一项加法心算策略所需的工作记忆负荷越小,该策略的执行效果越好;(2)自动化提取对加法心算策略的影响显著,即一项加法心算策略所需自动化提取的程度越高,该策略的执行效果越好;(3)工作记忆负荷和自动化提取对加法心算策略效果的交互作用显著,表现为在自动化提取水平较高的情况下,工作记忆负荷的大小对心算策略执行效果的影响差异不显著;而在自动化提取水平较低的情况下,工作记忆负荷小的心算策略的执行效果显著优于工作记忆负荷大的心算策略的执行效果.     

中小学班主任情感素质对学生情感素质影响的多水平模型

中小学生的情感素质日益受到关注,培养学生良好的情感素质具有重大的现实意义。中小学生情感素质发展受到诸多因素的影响,但学校教育,特别是班级发挥着独特的作用。探索中小学班主任对学生情感素质及其与班级氛围间的关系影响,具有重要的学术和实践价值。研究以改编的班级氛围问卷测量班级氛围,以选编的青少年情感素质问卷测量学生的情感素质,用自编的中小学班主任情感素质问卷测量班主任的情感素质,以多层线性模型(HLM)方法进行分析,涉及到178个教学班的4921名学生。结果显示：学生个体所知觉到的班级氛围状况对其情感素质具有显著的预测作用,班主任的情感素质对学生情感素质及其与班级氛围间的关系具有一定的影响。     

春秋战国哲学流派研究的反思

经过几十年的积淀,春秋战国哲学流派研究取得了丰硕的成果,但是也存在着需要认真反思的地方。春秋战国哲学流派历史价值认识不充分,哲学阵线的机械划分,哲学范畴、概念的教条比附,文献资料理解的歧义,简牍帛书的利用不足,指导理论的简单化、研究方法的单一化等,分别从不同的侧面制约着春秋战国哲学流派研究的深入发展,也影响着对中国古代哲学的精确理解。     

Evaluating sermons: The function of grades in teaching preaching

What are grades doing in a homiletics classroom? This article traces the function of grades through the broader history of the educational system in the United States and then makes suggestions for how grades can be used more effectively in teaching preaching. Beginning in the nineteenth century, teachers used grades to rank and motivate students, as well as communicate across institutions. With the more recent assessment movement, educators have conceptualized grading as the larger process of evaluating the success of learning objectives. The commission on accreditation for the Association of Theological Schools does not view grades as part of its assessment, but it evaluates theological schools on whether they achieve intended learning outcomes. Theological educators need to be able to evaluate whether their teaching fulfills their schools' mission and learning objectives. For homiletics, the author measures learning through pre‐ and post‐preaching feedback and incorporates professor‐ and student‐crafted rubrics.     

Principals’ experiences of being disempowered by union members

This study explored school principals’ experience of managing unionised schools in South Africa. Qualitative in-depth phenomenological interviews were conducted with a purposeful selected sample of 13 school principals of unionised schools (age range 36-60 years). The school principals responded to open-ended interviews on their managing of school business with staff labour union activity. Thematic coding was utilised to analyse the collected data. Findings indicate the school principals to experience managerial paralysis from adversarial and confrontational engagement by union leaders and members towards them. They reported union activity a significant task diversion through mob-mentality co-option of the membership preventing rational discourse and compromising work health and safety of all school community members. Avenues need to be explored for school staff unionisation to be a resource for the core business of child education.