目标定向在自我调节学习中的作用

该研究主要探讨了目标定向与认知策略、失败应对方式之间的关系,以及三者与学业成绩之间的关系,在此基础上对目标定向在自我调节学习中的作用提出了假设：目标定向是自我调节学习的始动机制,它影响着个体在学习中所采用的认知策略,以及在学业失败后所选择的应对方式,而认知策略和失败应对方式则直接对学习效果产生影响。     

小学儿童空间物体位置编码(I)

采用找物范式研究小学 7、9、11岁儿童利用点与点之间的关系对目标物位置进行编码的认知发展。结果表明 :两点距离编码和三点共线编码认知成绩的年龄效应显著 ,9岁组和 11岁组儿童的认知成绩显著好于 7岁组儿童的认知成绩。两个不同实验任务对儿童认知成绩的影响不同 ,7岁组儿童两点距离编码认知成绩显著好于三点共线编码认知成绩 ,9岁组和 11岁组两个任务的认知成绩差异不显著。提供编码线索后 ,认知成绩有了较大的改善。     

Language development of pre‐school children born to teenage mothers

An Erratum has been published for this article in Infant and Child Development 10(4) 2001, 241. This paper compares the language development of pre‐school children born to teenage (n=22) and comparison mothers (n=20) and examines the extent to which differences in language development can be explained by social background, child and parenting factors. Mothers and children were assessed at home using a range of measures, including a structured interview, the language scales of the Child Development Inventory, the HOME Inventory, and videotaped mother‐child interaction. Results showed that children of teenage mothers perform significantly poorer than children of comparison mothers on measures of expressive language and language comprehension. Subsequent analyses showed that these differences are largely explained by differences in the parenting behaviour of teenage and comparison mothers. Specifically, maternal verbal stimulation and intrusiveness accounted for the relationship between teenage motherhood and children's poorer language comprehension, while maternal intrusiveness and involvement with the child account for the relationship between teenage motherhood and children's poorer expressive language development. These findings highlight the importance of early mother–child interaction for children's language development. Copyright © 2001 John Wiley & Sons, Ltd.     

初中数学学习中教师归因与学生自我归因的比较研究

本文研究了初中数学学习中教师的信念与归因．学生自我的信念与归因以及师生归因的比较,得出如下几点结论：(1)在教师和学生的信念中男生在数学学习中更占优势。但在归因领域里却没有发现显著的性别差异。(2)对最好的学生,教师倾向于努力归因;对最差的学生,教师倾向于基础归囚。(3)最好的学生自我归因时倾向于基础和方法归因,最差的学生倾向于努力和方法归因。(4)师生归因维度上的一般趋势：造成数学学习成功的原因比较稳定、内源、可控;造成数学学习失败的原因也倾向于内源,但比较不稳定,不可控。(5)师生特定归因中的差异广泛存在,建议采取相应的教育对策。     

我国中等职业学校青少年学生情感素质的现状

本研究采用自编的《青少年情感素质调查问卷》对全国3类地区9大城市1767名中等职业学校青少年学生进行了问卷调查。结果表明：我国中职生情感素质总体处于积极正向、亟待提高的状况;女生的情感素质稍优于男生,但存在结构性差异;情感素质与中职生学业自评呈正相关;居住情况和父母学历对中职生情感素质影响不大;与同龄高中生在情感总体上没有显著差异,仅理智情感发展低于高中生,并主要表现在自信感和好奇心方面;师生关系良好、教师有情施教对中职生各方面情感素质发展具有极为重要的促进作用,应引起教育部门的高度关注。     

“三位一体教育”理论模型的构建

通过对学校、家庭、社会三种教育因素,在受教育者健康成长与发展过程中的作用进行系统分析,尝试构建一个三棱锥结构三位一体教育的全新理论模型。     

高中生家庭亲密度与安全感的相关研究

目的探讨高中生家庭亲密度与安全感的相关关系。方法采用家庭亲密度和适应性量表和安全感量表对120名高中生进行施测。结果①男女高中生在家庭亲密度上存在显著差异,女生的家庭亲密度显著高于男生,安全感总分及其两个因子的得分,男女生之间不存在显著差异;②独生子女与非独生子女在家庭亲密度,安全感及其两个因子上均不存在显著差异;③高中生的家庭亲密度与安全感及两个因子分别存在显著性正相关。结论良好的家庭亲密关系有利于高中生人际安全感以及对生活掌控能力的形成。     

A virtual training institute in Eastern Europe

This is a short outline of the development of psychoanalysis and of analytic training in Eastern Europe after the fall of the Iron Curtain. The Han Groen Prakken Psychoanalytic Institute for Eastern Europe was founded by the IPA and the EPF in 2002 to organize and coordinate this. The activity of such an unusual training institute, virtual and time-limited up to the birth of new IPA study groups, is described with the problems it has had to face, from shuttle analysis to research of this unusual training, from initial outreach activity to formation of new analytic groups, from unavoidable plurality of analytic approaches of an international staff to the need for systematic teaching, from criteria for selection of candidates in such a large area with many languages, cultures and histories, to the integration of new analysts and groups in the international analytic community. These problems are part of the challenge implicit in the globalization, with its unavoidable push to enlarge to the whole humanity the psychoanalytic theory and praxis. Such an experience is now used in Latin America, but may also soon have its application in other continents. Freedom of mind is a basic need of all humans and psychoanalysis still has much to say about this.     

高二学生情绪调节方式与父母反应方式的关系

以自我决定理论为理论依据,对500名高二学生进行问卷调查,采用结构方程模型的统计方法分析了在悲伤、害怕、生气三种情绪条件下,父亲、母亲的反应方式与高二男生、女生情绪调节方式之间的两种关系模型。模型比较结果显示,父、母反应方式对高二年级青少年情绪调节方式的预测作用小于高二年级青少年情绪调节方式对其父、母反应方式的预测作用,这一点在女生身上更为突出;高二年级青少年的情绪调节方式与其父母反应方式之间的关系表现出了性别差异;在不同情绪条件下,高二年级青少年的情绪调节方式对父母反应方式的预测关系表现出了一致性;父亲、母亲对高二学生消极情绪调节方式的反应也表现出了一致性。     

Perpetration of Aggressive Behaviors Against Peers and Teachers as Predicted by Student and Contextual Factors

This study uses an ecological/contextual theory to explore how students’ perpetration of violence and other aggressive behaviors is associated with individual factors such as gender, age, and perception of school climate, and contextual factors such as cultural affiliation, school climate, and teacher characteristics among 4th‐ through 6th‐grade Jewish and Arab students in Israel. A questionnaire testing the use of aggressive behavior in school was completed by 120 homeroom teachers and 3,375 students. The results of the study show that levels of perpetration of violence and other aggressive behaviors vary between classes (15.20% directed against students and 7.33% directed against teachers). At the teacher–classroom level, higher levels of perpetration were found in classes with a lower percentage of girls and in classes with fewer or less clear and consistent policies to deal with aggressive behaviors. At the individual level, gender and perception of school climate were found to be associated with levels of perpetration of aggression. The “Discussion” section highlights the importance of improving school climate in order to deal more effectively with violence and aggressive behaviors in schools. Aggr. Behav. 38:253‐262, 2012. © 2012 Wiley Periodicals, Inc.