Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs

Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation, as well as the role of educators in shaping school and classroom climate. We describe three motivational perspectives: achievement goal theory, self-determination theory, and social-cognitive theory. The effects on motivation of social relationships with teachers and peers are also considered.     

Adolescent personality,problem behaviour and the quality of the parent–adolescent relationship

The relationship between adolescent personality and problem behaviour has been well established. However, relatively little attention has been given to the role of the social environment in the association between adolescent personality and problem behaviour. We tested the mediating and moderating role of the quality of the parent–adolescent relationship in the associations between adolescents' personality traits and problem behaviour. The sample consisted of 140 adolescents (11 to 18 years of age) and both their parents. Results supported a mediating role of the father/mother–adolescent relationship in the associations between Agreeableness, Emotional Stability, and Conscientiousness and externalizing problem behaviour. The father/mother–adolescent relationships did not mediate the associations between personality traits and internalizing problem behaviour. We also found support for a moderating role of the father/mother–adolescent relationships in the association between Emotional Stability and both externalizing and internalizing problem behaviours. Other moderated effects were specific for parent, personality trait and type of problem behaviour. Copyright © 2006 John Wiley & Sons, Ltd.     

医疗社会工作：现实意义和发展趋向

医疗社会工作是社会工作专业的重要实务领域之一,在西方发达国家的医疗事业中扮演着不可替代的角色,具有解决患者及其家属问题、处理医患关系,并促进公共卫生政策的改善等多种功能。从我国目前的发展来看,尚处于起步阶段,还有诸多需要努力的方面,包括完善相关政策、提高服务质量、修正教育模式、突出中国特色等。     

医学高新技术在现代医患关系中扮演的角色

医学高新技术在现代医患关系中扮演着重要的角色,然而在缺乏有效的政府监管、医院与医生逐利行为及社会不良导向等因素下,其自身的角色发生了异化。通过对异化现象、产生原因及采取措施等方面的分析,明确其正确的价值取向,以促进医患关系的健康、和谐发展。     

群体健康与关系“正义”

生命伦理学具有广泛性和综合性,着眼于群体健康是当前生命伦理学发展的趋势。在群体水平的生命伦理学的研究中,有关“正义”的概念是核心的问题。涛慕思·W·博格提出了正义的“关系概念”,借以考察范围广泛的社会制度与健康结果的产生具有什么样的因果关系,进而强调社会制度的制定者和支持者对其产生的健康结果负有责任。通过对此“关系概念”进行分析,以期对中国国内健康领域问题的解决有所启示。     

从人际关系看人格--认知-情感系统理论的视角

人格的认知—情感系统理论(cognitive-affective system theory of personality,简称CAPS)被视为是与大五人格理论齐名的一种人格理论。该文拟从个体外部的人际关系层面来阐述该理论,以加深对理论的理解。然后,又从CAPS与其它人际关系理论的契合说明该理论是一种整合性的人格理论。最后,指出了CAPS的优点和局限性,并由此对人格研究的未来发展方向进行了探讨。     

The Importance of Interpersonal Similarities in the Teacher Mentor/Protégé Relationship

The present study assessed the effect of interpersonal similarities between mentors and protégés in a large formal teacher mentoring program. The dependent variables included protégés’ satisfaction with the services provided by the program and perception of the program as influencing the decision to continue as a New York City Public School teacher. Two years of responses to surveys indicated that mentor-protégés similarities, most notably in the relatively intangible areas of outside interests, teaching styles, or personality types, fostered stronger relationships between mentors and protégés.     

童年中期同伴关系、同伴关系知觉与心理行为适应的关系

本研究以422名小学二、三、四年级的儿童进行为期3年的纵向研究,考察了时间2的同伴关系知觉在时间1的同伴关系和时间3的心理行为适应之间的中介效应。结果表明,自我知觉的社会能力在同伴接纳与社交/领导行为和孤独感之间的中介作用显著,自我知觉的友谊质量在双向互选朋友与社交/领导行为和孤独感之间的中介作用显著。     

Losing a training analyst for ethical violations: A candidate's perspective

The author presents her experience as the analysand of a training analyst who was investigated and expelled for ethical violations with another patient, including sexual-boundary violations, during her analytic training. While boundary violations by training analysts are not uncommon, the particular trauma experienced by 'bystanders' such as candidates and supervisees is not discussed in the literature, nor the response of institutes to the educational problems that are generated. The author illustrates the complications for candidates that arise from the dual roles of training analyst as educator and analyst when he or she faces investigation or censure, including isolation and secrecy, which promote various splits in the candidate, analytic dyad and group, as well as loyalty conflicts. The discussion covers three phases of the author's experience as a candidate-analysand, namely the period encompassing the institute's ethics investigation, the announcement of findings to her and to the institute as a group, and the ensuing individual and group dynamics generated by her analyst's expulsion from the institute and revocation of his medical license. Theoretical perspectives are utilized to understand the group regression, including contamination and contagion fears, which occurred in the wake of the training analyst's expulsion, and the impact of these processes on the candidate, including the pressure to function as a 'container' for projections of the group. Implications and recommendations for candidates and institutes are made for dealing helpfully with trainees who are affected by the process of dealing with a training analyst's ethical violations. Short-term and longer-term outcomes of the experience are considered.