文章标记对高一学生阅读理解的影响

采用测验法,以64名高中一年级学生为被试,探讨文章标记对不同阅读水平学生的回忆成绩和问题解决的影响.结果表明:(1)不同阅读水平读者回忆成绩上的文章标记效应不显著;(2)文章标记对于不同阅读水平学生的问题解决都具有显著的影响作用;(3)不同阅读水平读者的回忆和问题解决成绩存在显著差异.     

(Emotion-centered) problem-solving therapy: An update

Problem-solving therapy (PST) is a psychosocial intervention, typically considered to be a member of the cognitive and behaviour therapies family, and is based on a biopsychosocial, diathesis-stress model of psychopathology. The overarching goal of this approach is to promote the successful adoption of adaptive problem-solving attitudes and the effective implementation of certain behaviours as a means of coping with life stressors in order to attenuate the negative effects of such events on physical and mental well-being. Over the past several decades, in addition to accumulating strong support for its efficacy as a clinical intervention, similar to many other forms of psychotherapy, PST has undergone various evolutionary changes. Developed primarily as a more cognitive-based approach, due to the large body of literature in the field of affective neuroscience that underscores the importance of the impact of affect on problem solving, PST has evolved into emotion-centered problem-solving therapy (EC-PST). This article provides for a brief excursion into the historical roots of PST and why it has evolved into EC-PST, as well as providing support for its characterisation as a transdiagnostic approach. In addition, several meta-analyses that underscore its efficacy are described, as well as the most recent clinical guidelines that comprise EC-PST.     

Discrete emotions linking abusive supervision to employee intention and behavior

Drawing on appraisal theories of discrete emotions, we propose and test a model in which abusive supervision directed toward oneself and toward work unit peers (coworker abusive supervision) are interactively related to generalized feelings of shame, anger, and fear. These discrete emotions, in turn, tend to precipitate distinct responses that do not directly target the supervisor. We tested our hypotheses with a three-wave, time-lagged survey of 285 full-time workers from 55 work units. Consistent with our theorizing, supervisory abuse was associated with stronger feelings of shame while at work when the abusive supervision reported by one's coworkers was lower (vs. higher), whereas abuse had a stronger association with anger when coworkers also perceived relatively high levels of abuse. The distinct action tendencies associated with shame and anger are related to employees engaging in less voice behavior and more interpersonal deviance, respectively, and fear is related to higher turnover intentions. We discuss the study's implications for theory development concerning abusive supervision.     

The semantic structure of emotion words across languages is consistent with componential appraisal models of emotion

Appraisal theories of emotion, and particularly the Component Process Model, claim that the different components of the emotion process (action tendencies, physiological reactions, expressions, and feeling experiences) are essentially driven by the results of cognitive appraisals and that the feeling component constitutes a central integration and representation of these processes. Given the complexity of the proposed architecture, comprehensive experimental tests of these predictions are difficult to perform and to date are lacking. Encouraged by the “lexical sedimentation” hypothesis, here we propose an indirect examination of the compatibility of the theoretical assumptions with the semantic structure of a set of major emotion words as measured in a cross-language and cross-cultural study. Specifically, we performed a secondary analysis of the large-scale data set with ratings of affective features covering all components of the emotion process for 24 emotion words in 27 countries, constituting profiles of emotion-specific appraisals, action tendencies, physiological reactions, expressions, and feeling experiences. The results of a series of hierarchical regression analyses to examine the prediction of the theoretical model are highly consistent with the claim that appraisal patterns determine the structure of the response components, which in turn predict central dimensions of the feeling component.     

Alternatives to the fixed-set model: A review of appraisal models of emotion

Over several decades, appraisal theory has emerged as a prominent theoretical framework explaining the elicitation and differentiation of emotions, and has stimulated a great deal of theorising and empirical research. Despite the large amount of research in this area, there are many aspects of appraisal theory and research that remain unclear or problematic. In this review, we identify a common assumption of many appraisal theories—the fixed appraisal set—and argue that this assumption, combined with a lack of explicit theorising about the predicted relationship between appraisals and emotions, leads to a lack of clarity in both appraisal models and the empirical testing of those models. We recommend that appraisal theorists move in a direction already taken by a small number of theorists, and adopt the starting assumption of a variable appraisal set. We further suggest that theories of concepts and categorisation may inform theorising about appraisal–emotion relationships.     

Combining Emotion Appraisal Dimensions and Individual Differences to Understand Emotion Effects on Gift Giving

Multiple studies have revealed that emotion appraisal dimensions can predict the effects of emotions on decision making. For example, givers' intention to buy gifts depends on whether they feel positive or negative (valence) and on whether the feeling is caused by the givers themselves or by gift receivers (agency). However, there is little understanding of how the effects of such appraisal dimensions might depend on individual characteristics. The current research addresses this gap by studying the interaction effects of emotions and individual characteristics on gift giving. Study 1 demonstrates that emotion effects on gift‐giving behavior are explained by two things: the cause of those emotions (self or others, agency) and whether those emotions are positive or negative (valence). Moreover, four studies reveal that these effects depend on the givers' interpersonal orientation. For high interpersonally oriented givers, who care mostly about interpersonal relationships, emotion effects on gift giving depend on both valence and agency. In contrast, for low interpersonally oriented givers, who care mostly about their own gains, emotion effects on gift giving depend only on valence. Together, these findings suggest that although a focus on appraisal dimensions can be useful, individual characteristics should also be taken into account when trying to understand emotion effects on gift giving, in particular, and on decision making, in general. Copyright © 2016 John Wiley & Sons, Ltd.     

高等教育课程评价概述

随着教育改革和教育评价的不断发展,课程评价越来越引起人们的重视.我国课程评价和西方国家相比在评价的主体上、模式上、内容上还存在着一定的差距.必须正确看待我国课程评价的现状,找出问题,深化课程改革,以顺应课程评价发展的新趋势.     

自我反思对初中生解题策略的影响

本研究选取初一至初三年级学生为被试,采用实验法,用数学连加数问题为实验材料,就自我反思对解题策略的影响进行了研究。比较了有反思实验组学生(24人)和没有反思控制组学生(29人)解题策略的差异,结果发现:(1)有反思的学生比没有反思的学生更多使用高效策略;(2)从测试过程策略类型的变化看,反思促进初中生逐渐获得高效策略,放弃低效策略。     

The mediating role of affective commitment in the relation of the feedback environment to work outcomes

The Feedback Environment, as opposed to the formal performance appraisal process, is comprised of the daily interactions between members of an organization (Steelman, Levy, & Snell, in press). Relations between the feedback environment and work outcome variables such as Organizational Citizenship Behavior (OCB) were examined through the mediating effects of affective commitment. Results indicate that affective commitment mediates the relation between the feedback environment and organizational citizenship behavior, and this mediated relation is stronger for OCBs directed at individuals than directed at the organization as a whole. Conclusions and implications are discussed.     

元认知训练对提高中学生解答数学应用题能力的实验研究

采用对比实验的方法,运用自编思维训练教程及元认知监控提问单对初二年级学生进行有关解答数学应用题的思维策略训练及其元认知训练。结果表明:(1)不同层次学生(优、中、差生)的思维策略训练效果显著,中、差生的效果尤为显著。(2)在思维策略训练的基础上再加上元认知训练,能够更有效地提高解答数学应用题思维训练的效果。