师生关系对研究生自我效能感的影响:有调节的中介模型

为探讨师生关系与自我效能感的关系,并着力考察专业认同和导师负面评价恐惧在其中所起的作用,采用一般自我效能感量表、研究生师生关系感知问卷、专业认同量表、害怕导师负面评价量表对458名研究生进行调查,结果发现：（1）师生关系可正向预测研究生自我效能感;专业认同在两者间起中介作用;（2）导师负面评价恐惧在师生关系通过专业认同影响自我效能感的中介模型后半段起调节作用,即对于导师负面评价恐惧较高的研究生来说,专业认同对其自我效能感的影响更大。研究结果揭示了师生关系对自我效能感的作用机制。     

Sensibiliser les filles à l'orientation vers les métiers scientifiques et techniques. Évaluation d'un dispositif

Girls’s diversification of career choices seem relatively resistant to training program. One explanation of this situation is the lack or even absence of procedures for evaluating this program. The article proposes an evaluation of a training program entitled “female engineer” designed exclusively for high school girls. The objective was to encourage female students guidance in this profession. The results are mixed and are interpreted in terms of cognitive dissonance and upward social comparison. The results also show the need to develop in the same time the training program and his evaluation.     

高校心理咨询师的专业能力及专业发展

本研究旨在了解高校心理咨询师的专业能力及专业发展。选取24名来自北京8所高校从事心理咨询的专职或兼职心理咨询师进行4个焦点小组访谈。研究发现,高校心理咨询接触到的主要问题是心理障碍,多数心理咨询师胜任工作的专业能力不足,专业训练和实践均有欠缺,专业发展的需求强烈。健全高校临床与咨询心理学学历教育,推行心理咨询师资格认证和审核制度以及完善继续教育机制是促进高校心理咨询师专业能力及专业发展的重要途径。     

影响教师职业认同的相关因素分析

本研究利用自编问卷对177名中小学教师职业认同状况进行了调查,结果显示:(1)我国教师的职业认同总体水平较高;(2)教师职业认同存在显著的性别、职称差异;(3)中学与小学教师的职业认同存在显著的差异;(4)不同职业动机、工资满意度的教师的职业认同存在显著的差异。     

大学生人格类型与专业认同间的关系研究

本研究对旅游管理专业大学生进行了MBTI人格测验,并采用问卷调查与内隐联想测验(IAT)两种方式了解被试的专业认同状况。研究发现样本的专业认同存在显著的外显—内隐分离,在内隐层面上缺乏足够认同。性别、人格类型与专业认同之间存在一定关联,部分人格维度可作为判断大学生专业认同状况的有效变量。     

Influence of personal therapy on learning and development of psychotherapeutic skills

The aim of the present study was to investigate psychodynamic psychotherapists’ experience of the influence of personal therapy on professional growth during training with a focus on the acquisition of knowledge and the development of psychotherapeutic skills. Thematic analysis was conducted on interviews with former students (N=10) at two training institutes for psychoanalytic psychotherapy. The resulting theme “professional subjectivity” indicated that personal therapy was experienced as having a positive effect on learning and growth of professional skill by facilitating the development of a theory- and knowledge-based professional subjectivity, a personally founded, professional attitude. Important elements of this development are “shared experience,” “personal influence,” and “knowledge integration.” The emergence of professional subjectivity proved to be an important factor in terms of professional advancement for future psychotherapists. Finding and relating to their own subjectivity was crucial in the process of developing a personally founded, professional attitude in the clinical work.     

Shari‘a in Sydney and New York: A Perspective from Professionals and Leaders Dealing with Islamic Law

This article explores how Shari‘a is conceptualized and experienced by 50 Muslim legal professionals and leaders in Sydney and New York. It analyses qualitative data on issues concerning the experience of Muslims with Shari‘a, on how this can be improved in both countries and on how compatible Shari‘a is with their respective legal systems. While the Muslim community should not be homogenized in either of these two global cities, the analysis discovers strong similarities with regard to dealing with a parallel legal system and implementing a more formal process. The New York sample expresses stronger support for a more community-based approach, while the focus on Shari‘a compliant business is stronger among the Australian participants. With regard to gender issues, the large majority of the respondents offer a strong reflective approach to dealing with these issues.     

Private blog reflections connecting course content with field experiences: preservice teachers grapple with teacher identity

A challenge experienced within teacher preparation programs is the ability to help preservice teachers connect educational theory with teaching practice. Guided by Dewey's phases of reflective thinking and Schön’s reflection on action as an ethic for inquiry, we embedded a systematic reflection of written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course. Inductive thematic analysis of responses revealed the following themes: visceral thought, vulnerability, interpretation of course content, and identity formation toward becoming a classroom teacher. Our findings exemplify how systematic reflection in a private digital space contributed to the development of preservice teachers’ professional identities.