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271.
272.
当代中学生性别角色发展现状调查分析 总被引:1,自引:0,他引:1
为揭示我国中学生性别角色的发展现状以及发展中的问题和特点,本研究采用最新本土化的性别角色量表(CSRI-50)对初中生、高中生进行调查,发现:各年级段的双性化、未分化、单性化(男性化与女性化)比例各约占30%,双性化替代单性化成为中学生性别角色发展的新趋势,未分化现象也极为普遍;我国青少年双性化发展较国外已提前至青春期,初三、高三升学、恋爱等重大生活事件对个体的适应和发展提出更高要求,从而催生大量双性化并大幅减少未分化,这两个个年级可能既是双性化发展又是抑制未分化的重要时期;此外,中学女生双性化发展明显优于男生。 相似文献
273.
Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students. 相似文献
274.
This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol. 相似文献
275.
College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods. 相似文献
276.
为了检验跨学科概念图在跨学科知识整合中的作用,设计了跨学科概念图干预计划,以180名中学生为被试,采用实验组与控制组对比实验方法,探讨了跨学科概念图对跨学科学业成就的影响。结果表明:(1)跨学科概念图干预计划显著提高了实验组被试的跨学科学业成绩;(2)对于不同成就者而言,干预计划显著提高了中低成就者的跨学科学业成绩,而对高成就者跨学科学业成绩的影响不显著。这意味着跨学科概念图作为跨学科知识整合领域的智力适应工具能够有效提高学习者的跨学科学业成就,但是其对不同层次学习者跨学科学业成就的影响具有适应性差异。 相似文献
277.
通过对469名初中生的问卷调查,考察社会支持、学习观、自我效能感与学习主观幸福感的关系。结果表明:(1)初中生学习主观幸福感总体在中等水平以上,不存在性别差异;非重点学校学生学习主观幸福感低于重点学校的学生;学习主观幸福感随年级的升高而逐渐降低。(2)控制了人口学变量的影响后,社会支持、学习观和自我效能感对学习主观幸福感仍有显著影响,其中自我效能感对学习主观幸福感的影响作用较大。(3)社会支持对初中生学习主观幸福感既具有直接影响,同时也具有间接影响;初中生学习观和自我效能感在社会支持和学习主观幸福感之间起着部分中介作用。 相似文献
278.
本研究以中学生群体为样本,对Hewitt多维完美主义量表(HMPS)进行修订。首先根据我国文化背景和青少年发展的具体状况建立了理论构想,接着对原量表进行了四次测查和检验修订,我们首先把指向他人和社会期望两个维度上的反向题改成正向题,并对所有项目的表述做了必要的修改;然后根据随后的测查结果进行了各维度和项目上的修改;最后删除了指向自我维度上的1个项目、指向他人维度上的2个项目和社会期望维度上的6个项目,修订后的HMPS量表的内部一致性信度α系数为0.91,指向自我、指向他人、社会期望的α系数分别为0.89,0.80,0.78,重测信度分别为0.80,0.79,0.67,与Frost多维完美主义量表中文修订版的相关分别为0.58,0.38,0.57。 相似文献
279.
280.
本文根据埃里克森、玛西娅、加藤厚等人的自我同一性理论,对某中学初一至高三学生的自我同一性及情绪表达进行问卷调查研究。研究发现,中学生自我同一性发展各个维度总体呈"低-高-低-高"的发展趋势。高一是自我同一性发展的转折时期,在现在的自我投入上处于低谷,与其他各年级存在显著性差异。同时自我同一性度数分布也存在显著性差异。中学生的正性情绪表达在性别上存在显著差异。从初一至高三,学生的情绪表达三个维度都呈下降趋势,高二、高三学生的正性情绪表达、负性情绪表达、情绪表达强度显著低于初一、初二学生。中学生现在的自我投入和将来自我投入的愿望与正性情绪表达呈显著正相关。 相似文献