家庭社会经济地位与学习投入的关系：学业自我 效能的中介作用

采用家庭社会经济地位、学业自我效能与学习投入量表,调查了953名初中生,运用结构方程模型探讨了家庭社会经济地位、学业自我效能与学习投入之间的关系。在控制学生性别、年级,以及先前学习成绩的影响后,结果发现:(1)家庭社会经济地位越高,学生对学习的投入就越多;(2)学业自我效能在家庭社会经济地位与学习投入之间起完全中介作用;(3)在家庭社会经济地位的组成成分与学习投入的关系中,家庭收入可以显著预测学习投入,而父母亲职业、父母亲教育水平对学习投入均无直接预测作用,它们是通过家庭收入的中介作用,再经过学业自我效能而影响学习投入。     

家庭社会经济地位、智力和内部动机与创造性的关系

以415名初二和高二年级学生为对象,采用修订后的《青少年科学创造性测验》,考察了家庭社会经济地位(SES)、智力和内部动机与创造性的关系。结果发现:(1)家庭SES、智力、内部动机与创造性之间有显著正相关。(2)作为环境因素,家庭SES对创造性有显著预测作用,其标准化路径系数分别等于或高于智力和内部动机等个体因素的系数。(3)家庭SES对创造性既有直接影响,同时通过智力又有间接影响;智力和内部动机对创造性分别有直接影响。     

大学生性道德价值观的结构及问卷编制

以文献综述为基础,结合开放式问卷调查、专家分析和探索性施测,提出了大学生性道德价值观的理论构想,在此基础上编制了大学生性道德价值观问卷,并对正式问卷调查结果进行探索性因子分析和验证性因子分析,初步确定大学生的性道德价值观是一个多层次多维度的结构,包括3个二阶因子和8个一阶因子。该研究建构的大学生性道德价值观的理论结构比较合理,初步编制的问卷各项测量学指标总的表现良好,经过修改可以作为测量当代大学生性道德价值观的工具。     

中学生个人认识论对创造性思维的影响:自我提问的调节作用分析

为探讨中学生个人认识论、创造性思维与自我提问三者之间的关系,本研究采用《中学生反省判断调查问卷》、《中学生自我提问水平调查问卷》和《中学生创造性水平测验》对545名初一至初三年级被试进行调查,结果发现:(1)中学生创造性思维与其个人认识论存在显著的正相关关系;(2)中学生自我提问能力与创造性思维水平之间存在显著的正相关关系;(3)在知识来源对创造性思维独特性的预测中,自我提问水平较低的被试,其知识来源观对独特性具有显著的正向预测作用,而自我提问水平较高的被试则此预测作用不显著,因此中学生自我提问在个人认识论与创造性思维的关系中具有一定的调节作用,在三者关系当中它是调节变量。     

Predicting achievement, distress, and retention among lower-income Latino youth

This study used structural equation modeling to evaluate whether a combination of social cognitive and self-determination theories [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall; Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024–1037] would effectively predict high school students’ distress, achievement, and retention. Participants were 427 predominately Latino youth from an inner-city low-income high school. Results indicated that students who reported feeling connected to teachers and their school reported higher levels of autonomous motivation for attending school. Students reporting higher levels of autonomous motivation for attending school reported more confidence (i.e., self-efficacy) in their academic ability, and performed better academically. In addition, students who reported higher self-efficacy beliefs reported less physical and psychological distress and reported higher levels of achievement. Retention in school was predicted by a combination of achievement and the absence of physical/psychological distress. Implications for practice and further research on urban high school students’ academic development are described.     

Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate

Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N = 3798; N = 237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research.     

Religiousness and College Student Alcohol Use: Examining the Role of Social Support

The purpose of this study was to examine the mediating role of social support in the relationship between religiousness and alcohol use in a sample of college students. Two dimensions of religiousness: religious commitment and religious coping were examined as predictors of alcohol use. Participants were male and female college students (N = 221); the majority of the sample was Christian (73.8%). Emotional social support was tested as a mediator. Both religiousness dimensions and emotional social support were related to less frequent alcohol use; however, mediation was not supported. These findings indicate that religious commitment and dispositional religious coping are protective against alcohol use, yet social support does not account for this relationship.

初中生英语自我效能感与知觉到的教师期望、英语成绩的关系

研究主要考察初中生英语自我效能感、知觉到的教师期望与英语成绩的关系.探索性和验证性因素分析结果表明,初中生英语自我效能感包括学科能力感、目标自信感、挫折效能感和策略使用感四个维度.研究得出高成绩组学生的英语自我效能感及知觉到的教师期望显著高于低成绩组学生;英语自我效能感具有显著的性别差异、年级差异与学校类型差异;年级、学校类型、英语自我效能感中的能力因子与挫折因子及知觉到的教师期望中的态度因子是英语成绩的显著预测变量.     

中小学生情绪调节策略的发展特点

情绪调节策略近年已成为发展与教育心理学的研究热点.本研究采用问卷法考察了中小学生情绪调节策略的年级、性别、学业水平发展特点.结果表明在认知重评策略上无性别差异,有年级差异,有学业水平差异,高年级较低年级、高学业水平较低学业水平更倾向采用认知重评策略;在表达抑制策略上无年级差异,无学业水平差异,有性别差异,男生较女生更倾向采用表达抑制策略.     

传媒因素对大学生个体价值观的影响

在所调查的6种传媒因素对大学生个人价值观形成与发展影响方面,其作用的大小依次是:电视、网络、报刊、书籍、杂志、电影.进一步分析发现,在这些方面分别存在性别、学科类型以及来源方面的差异,其中有较多的女大学生和人文科类学科大学生以及来自乡镇的大学生认为,电视传媒是影响个人价值观形成与发展的主要传媒因素;而有较多的男大学生与自然类学科的大学生以及来自城市的大学生认为网络传媒是影响个人价值观形成与发展的主要传媒因素.