中小学教师PTSD和PTG的影响因素研究：灾难前-中-后的视角

采用事件影响量表、创伤后成长问卷、社会支持问卷、应对方式问卷等对汶川地震1年后极重灾区的106名中小学教师进行调查,考察前灾难因子、灾难当下因子和后灾难因子等对教师创伤后应激障碍（PTSD）和创伤后成长（PTG）的影响。结果发现：（1）灾后中小学教师的PTSD处于中低水平、PTG处于中上水平,其中女教师的PTSD和PTG水平高于男教师,班主任教师PTSD水平高于非班主任教师,有过被困经历的教师PTSD水平高于没有被困经历的教师,有亲朋或学生受伤的教师其PTSD和PTG水平均高于无亲朋或学生受伤的教师;（2）社会支持对PTSD没有显著的预测作用,社会支持中的信息支持可以促进PTG,而情感支持和实质性支持对PTG没有显著的影响;（3）逃避的应对方式能显著地正向预测PTSD,问题解决的应对方式能显著正向地预测PTG,而寻求帮助的应对方式对PTSD和PTG都不具有显著的影响。     

Impact of induced joy on literacy in children: does the nature of the task make a difference?

This research examined whether induced joy influences fifth graders’ performance in literacy tasks. Children were asked to recall a joyful experience, used as a joy induction, before completing either a grammar (Study 1) or textual comprehension task (Study 2). The grammar task involved understanding at the surface level and retrieval of appropriate declarative and procedural knowledge, but limited elaboration unlike the textual comprehension task, which tackled inference generation. By differentiating tasks based on depth of processing required for completion we aimed at testing the validity of two concurrent hypotheses: that of a facilitating effect and that of a detrimental effect of induced joy. Compared to controls, joy induced children showed better performance on the grammar task – specifically children with lower language ability. No differences across groups emerged as a function of joy induction on the text comprehension task. Results are discussed with respect to emotion effects on cognition.     

Neural substrates of the ‘low‐level’ system for speech articulation: Evidence from primary opercular syndrome

We describe a patient with progressive disorder of speech, without language impairment (opercular syndrome). Morphometric analysis confirmed asymmetric volume reduction of the precentral areas (>left). Diffusion imaging showed significant white matter changes in the left frontal lobe, with specific involvement of the left corticobulbar tract and connections between supplementary/pre‐supplementary motor areas and the frontal operculum (frontal aslant tract). We suggest that the organization of expressive language includes a ‘low level’ motor system principally distributed in the left hemisphere that shows specific susceptibility to neurodegeneration, distinct from neural systems subtending praxic, and cognitive aspects of language.     

新冠疫情期间中小学教师工作-家庭冲突和抑郁:有调节的中介模型

本研究考察新冠疫情期间,工作-家庭冲突是否通过职业倦怠增加中小学教师抑郁水平,以及心理弹性是否调节该中介作用。1127名中小学教师参与线上调查,完成中小学教师工作-家庭冲突问卷、中小学教师职业倦怠问卷、抑郁自评量表及中学教师心理弹性量表。结果发现：(1)大多教师疫情前后工作生活情况、工作-家庭冲突与抑郁的状况变化不大,少数教师疫情期间工作生活情况、工作-家庭冲突与抑郁状况变差或好转;(2)教师工作-家庭冲突与抑郁、职业倦怠呈正相关,三者均与心理弹性负相关;(3)控制额外变量后,职业倦怠是工作-家庭冲突与抑郁间的中介变量,在疫情期间工作生活状态更好、更差以及与疫情前后没有差别的教师中均成立;(4)对于感知疫情后情况更好的教师,心理弹性调节了工作-家庭冲突与职业倦怠的关系。对于感知疫情后情况更差的教师,心理弹性调节了职业倦怠与抑郁的关系。因此,缓解工作-家庭冲突和职业倦怠、提高心理弹性可减少中小学教师抑郁,保持心理健康。     

学前教育年限与母亲受教育水平对农村一年级 小学生学校适应的影响

研究采用同伴提名法、教师和家长报告法,对农村135名一年级小学生进行了为期一年的追踪调查,在此基础上,考察了学前教育年限、母亲受教育水平与学校适应之间的关系。结果表明:(1)学前教育年限越长,小学生越多地表现出积极社会行为,但这种优势仅体现在小学入学初期;(2)母亲受教育水平越低,小学生越多地表现出敏感退缩行为和受拒绝同伴关系;(3)对于母亲受教育水平较低的小学生,学前教育年限越长,其攻击冒犯行为越多;而对于母亲受教育水平较高的小学生,学前教育年限越长,其攻击冒犯行为越少。可见,母亲受教育水平与学前教育年限相互作用,共同影响儿童发展结果,且母亲受教育水平的影响作用更为明显。     

师生关系对小学生创造性的作用:一个有调节的中介模型

以658名儿童为被试,采用测验法和问卷法考察师生关系与小学生创造性思维的关系,同时探析创新自我效能感的中介作用,以及该作用是否受到开放性人格的调节。结果发现:(1)师生关系对小学生创造性思维、创新效能感均有显著的正向预测作用;(2)创新效能感在师生关系与小学生创造性思维总分、流畅性和独特性得分之间起完全中介作用;(3)开放性可以调节创新效能感对小学生创造性思维的作用,开放性高时效能感的中介效应显著,而开放性低时该效应不显著。这些结果对于综合解释教育过程中环境与个体因素对创造性的作用路径与机制具有重要意义。     

简论朱子易学在元代发展的基本面貌

易学是朱熹学术体系中的重要组成部分,在易学史上产生了重大影响。元代时期,朱子易学在政府的推崇下,逐渐成为官方学术;同时学者也积极地以师徒相传、朋友讲习与读书自得等方式,传承朱子易学;此外,元代学者还通过研究朱子的易学典籍、发展与批判朱子的易学观点,以及调和朱子与程子的易说等多种途径,对朱子易学作深入探究。这三个方面即构成了朱子易学在元代发展的基本面貌。     

Existential fulfillment and burnout among principals and teachers

The aim of the current study was to determine the prevalence of burnout in primary education teachers and primary school principals and to explore the relationship of existential fulfillment to self‐reported burnout scores. Random samples of 215 teachers and 514 principals participated in a cross‐sectional study using an anonymous, mailed survey. Two questionnaires were used in both studies. The Dutch version of the Maslach Burnout Inventory for teachers was used to assess the teachers’ and principals’ burnout level. Second, existential fulfillment was measured by the Längle, Orgler and Kundi Existence Scale. The results of the present study indicated that teachers’ and principals’ existential fulfillment is related to their burnout level. Lack of existential fulfillment was an important burnout determinant. Unfortunately, this concept has been neglected to date. Existential fulfillment may be a significant and usable point of departure for devising psychological interventions aimed at teachers and principals.