父母教养方式与初中生网络受欺负行为的关系:一项追踪研究

以491名初中生为研究对象,对其网络受欺负行为进行为期2年的4次追踪测试,同时测试其父母教养方式。采用潜变量混合增长模型探讨初中生网络受欺负行为的多种发展轨迹,并分析父母教养方式的影响。结果发现：（1）在2年时间内,初中生网络受欺负行为呈显著下降趋势;（2）初中生网络受欺负行为存在两种下降趋势,即快速下降与慢速下降;（3）父亲拒绝、父亲过度保护与母亲拒绝这三种教养方式可增加两组初中生的网络受欺负行为,同时也可降低其网络受欺负行为的下降速度;（4）父亲情感温暖可显著预测快速下降组的初始水平和发展速度,母亲过度保护可显著预测慢速下降组的初始水平和发展速度,母亲情感温暖可显著负向预测慢速下降组的发展速度。上述结果证实父母教养方式对初中生网络受欺负行为发展轨迹的预测作用,支持了Kowalski网络欺负模型。     

目标显著性和任务重要性对数学学业不良生和学优生前瞻记忆和前瞻干扰效应的影响

有问卷调查表明,个体的学业成绩特别是数学成绩与前瞻记忆表现有一定的相关,学业不良生报告更多的前瞻记忆失败。也有实验研究显示,学业不良生在很多情况下前瞻记忆表现劣于学优生。但是,影响学业不良生前瞻记忆表现的因素却并不是很明确。本研究从目标显著性和任务重要性这两个可以着手于改善前瞻记忆的主要因素入手,考察其对数学学业不良生和学优生事件性前瞻记忆和前瞻干扰效应的影响,以期为提高学业不良生的前瞻记忆表现提供实证依据。 采用2学业成就（学业不良生、学优生）×2前瞻记忆任务重要性（强调重要、不强调）×2目标显著性（显著、不显著）混合实验设计,目标显著性为被试内变量,其他两个因素为被试间变量,在双任务实验范式（前瞻记忆任务镶嵌于进行中任务）中,考察三个因素对前瞻记忆正确率和反应时的影响。此外,被试还需完成基线条件,在基线条件下被试只有进行中任务,没有前瞻记忆任务,通过实验条件和基线条件的正确率和反应时差异,考察前瞻记忆任务对进行中任务的干扰效应,推测前瞻记忆的加工机制。结果表明,学业不良生在所有前瞻记忆任务表现均劣于学优生;目标显著性与前瞻记忆任务重要性对前瞻记忆正确率有显著的交互作用,强调任务重要性使目标不显著条件下的前瞻记忆正确率提高,对显著条件的前瞻记忆正确率没有影响。强调任务重要性使所有实验条件的前瞻记忆反应时下降,目标显著使所有实验条件的前瞻记忆正确率提高。所有实验条件进行中任务正确率低于基线条件,反应时也慢于基线条件,表明执行前瞻记忆任务对进行中任务产生了干扰,学业不良生和学优生在本实验条件下对前瞻记忆任务均采用监控的加工方式。结果说明,学业不良生前瞻记忆成绩较差,可以通过设置显著的目标提高其前瞻记忆成绩,当目标显著时无需强调其重要性,若无法设置显著的目标,则通过强调任务重要性提高前瞻记忆表现。     

Reflections on Science and Technology

Science and technology are frequently confused. This essay points out thebases for this confusion and then focuses on a basic distinction, namely, that whereas science brings us information that we have little choice but to absorb and reflect upon, technology is something that humans elect to do and, hence, can also elect not to do. It is proposed that technological ethics are most cogently undertaken with scientific understanding as the linchpin and religious/artistic sensibilities as the muse.     

Prevalence and correlates of gambling among 16 to 19-year-old adolescents in Norway

There is evidence that young people are at high risk of developing gambling disorders. The prevalence and correlates of gambling among youth therefore merit closer study. During spring 2004, a sample of 1,351 boys and girls (aged 16–19 years) from 151 high-school classes (clusters) participated in an internet survey about gambling. The response rate was 69.8%. The instruments used in the survey were the Hospital Anxiety and Depression Scale, the Alcohol Use Disorders Identification Test and the Massachusetts Adolescent Gambling Screen, in addition to questions about demography. Controlling for the design effect, the estimated prevalence rate was 2.5% for pathological gambling and 1.9% for problem gambling. In all, 7.3% of the boys and 0.6% of the girls fulfilled the criteria for pathological or problem gambling. The results of item analysis of the DSM-IV subscale of MAGS provide support for differential item functioning between boys and girls. A multiple logistic regression analysis revealed that gender (male: OR = 9.09), depression (OR = 9.23), alcohol abuse (OR = 3.62), and dissociation (OR = 1.96) were related to problem and pathological gambling. These results support the view that gambling disorders are best understood as part of an addictive behavior spectrum ( Jacobs, 2000 ).     

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。     

普教“升中”考试中测验等值的应用研究——以广东省佛山市“升中”考试为例

以广东省佛山市"升中"考试为例.分析和探讨如何选用合适的等值设计与方法来解决普教"升中"考试不同地区分数转换的问题.采用非随机组锚测验等值设计对三种经典测验等值方法进行比较.结果发现:Tuck-er线性等值方法最优,kvine线性等值方法次之,等百分位等值方法(频数估计)不适合此类等值.等值方差分析表明题型与等值方法具有交互作用,这说明不同的题型宜选用不同的等值方法来进行等值.     

高中生学习力的探索研究

采用自编学习力问卷,对3245名高中生进行问卷调查,以探明高中生学习力的基本结构和特征。结果发现：（1）高中生的学习力可以4个维度表征,即：学习方法运用力、学习态度调控力、学习自控力和提问互惠力。（2）高中生的学习力与学业成绩关联显著,学业成绩优秀的同学具有较高水平的学习力测评得分;在学习力的4个维度上,成绩较差同学的学习力测评得分显著低于优秀与中等同学。（3）高二学生的学习态度调控力测评分显著高于高一学生,女生的提问互惠力测评分显著高于男生。（4）成绩优秀的高二学生学习方法运用力测评分显著高于高一学生,成绩优秀和中等的高二学生的学习态度调控力测评分显著高于高一学生。     

High dose alcohol consumption predicts less reduction in post-traumatic stress symptoms after a campus mass shooting

Background: Recognizing that alcohol might affect subsequent processing of trauma-related information, this study examined whether high dose alcohol consumption (HDAC) following a campus mass shooting affected the relation between shooting exposure and post-traumatic stress symptoms (PTSS).

Methods: Female participants (N?=?691) recorded levels of physical exposure to the shooting event, alcohol use, and PTSS 1 month following the shooting event and 8 months later.

Results: No evidence was found to suggest that pre-shooting HDAC moderated the relationship between trauma exposure and PTSS 1 month following the shooting. HDAC in the month following the shooting predicted less resolution of PTSS 8 months later. Specifically, at higher (but not lower) levels of HDAC, shooting exposure was associated with less reduction in PTSS from 1 to 8 months post-trauma. Several alternate explanations were ruled out.

Conclusions: Less reduction in PTSS seems to occur at high levels of both shooting exposure and HDAC. Theoretical implications and directions for future research are discussed.     

Good education,the good teacher,and a practical art of living a good life: a Catholic perspective

What is good education? We value education for reasons connected to the good provided by education in society. This good is connected to be the pedagogical aim of education. This article distinguishes five criteria for good education based on the concept of ‘Bildung’.

Next, these five criteria are used to develop the idea of the good teacher. The rationale behind the analysis is that the good teacher should be able to realise what we consider to be good education. There are different traditions of religiously affiliated schools in the world. This article gives insight into the idea of the good teacher in two documents of the Catholic Congregation of Education on the lay teacher. Finally, the article focuses on the formation of a practical art of living a good life. Again, the five characteristics of good education structure the analysis of this type of educational formation.     

D. W. Winnicott,transitional objects and the creation of the divine

Religious expressions and religious behaviours are often considered to be mainly mental or spiritual phenomena, to a large degree divorced from or threatened by physical or material forms that may accompany their expression. This paper asks whether the diminution of the material or the condemnation of idols, icons and religious art loses sight of possible benefits that involvement with these forms of material divinity has for believers. Using the concept of transitional objects and transitional phenomena developed by D. W. Winnicott, a mid-twentieth-century psychoanalyst, I argue that idols, icons and religious art often represent transitional objects that form psychological bridges, intermediaries or anticipated “transitions” from humans to unseen divinities who require materialisation in some form to be maintained actively in the believer’s mind. In the process of creating or designing these material forms, the forms themselves often come to be considered “divine”. Illustrations are provided.