课业负担对学校生活满意度的影响:学校氛围的多水平调节作用

课业负担对学校生活满意度有重要影响,但是学校氛围对课业负担的多水平调节作用少有研究涉及。在发展系统理论的基本框架下,本研究构建了一个多水平的调节模型,同时考察学校氛围中不同水平的变量对学生学校生活满意度的影响及其作用机制。以20155名五、八年级学生为研究对象,本研究采用学生知觉的师生关系及校长知觉的学生士气、教师士气、学生消极行为、教师负面状态来考察学生和校长对学校氛围的评价。多水平模型分析发现:(1)在控制了年级、性别、城乡后,课业负担对学校生活满意度仍有显著的消极影响;(2)课业负担对学校生活满意度的负向影响,随学生知觉的师生关系和校长知觉的学生士气的变好而减弱。研究结果有利于从发展系统理论及相互作用的视角理解学校氛围的作用,"减负"不仅要确实减少学生的课业负担,也要重视学校中其他环境变量的综合影响。     

时间压力、创造性激励与初中作文关系研究

实验操纵了时间压力、创造性激励2个变量,考察它们对初中作文创造性指标和作文成绩的影响,发现变量能对初中作文的创造性指标产生明显作用,但不影响作文成绩。初中作文的评价体系似乎缺乏对作文创造性的反映。     

Emil Kraepelin's dream speech: A psychoanalytic interpretation

Freud's contemporary fellow psychiatrist Emil Kraepelin collected over the course of several decades some 700 specimens of speech in dreams, mostly his own, along with various concomitant data. These generally exhibit far more obvious primary-process influence than do the dream speech specimens found in Freud's corpus; but Kraepelin eschewed any depth-psychology interpretation. In this paper the authors first explore the respective orientations of Freud and Kraepelin to mind and brain, and normal and pathological phenomena, particularly as these relate to speech and dreaming. They then proceed, with the help of biographical sources, to analyze a selection of Kraepelin's deviant dream speech in the manner that was pioneered by Freud, most notably in his 'Autodidasker' dream. They find that Kraepelin's particular concern with the preservation of his rather uncommon family name-and with the preservation of his medical nomenclature, which lent prestige to that name-appears to provide a key link in a chain of associations for elucidating his dream speech specimens. They further suggest, more generally, that one's proper name, as a minimal characteristic of the ego during sleep, may prove to be a key in interpreting the dream speech of others as well.     

An Examination of the Effects of Repeated Readings with Secondary Students

Reading is a fundamental skill for success in school and as an adult. However, many children and adults experience difficulties reading. Previous research has demonstrated that repeated readings is an effective intervention for increasing both fluency and comprehension for elementary age readers of all skill levels. However, the impact of repeated readings on fluency and comprehension has not been examined with secondary students with reading deficits. The purpose of this study was to examine the effectiveness of repeated readings for increasing four secondary student's fluency on passages at their instructional level, at the ninth grade level, and on generalization passages from their school curriculum. Furthermore, the effects on comprehension were also explored. A comparison group of average readers served as an estimate for how fluently secondary students read. The results of this study demonstrated that fluency improvements were achieved for all of the participants with just ten additional hours of practice. Effects on comprehension were not as clear. Limitations and future directions for research are discussed.     

中学生特质焦虑影响因素的问卷编制

本论文通过对中学生访谈、开放式问卷调查．用探索性因素分析、验证性因素分析的方法建构了一个包含44个项目、8个因子的中学生特质焦虑影响因素问卷。八个影响中学生特质焦虑的因素分别是学业压力、社会不良影响、自卑倾向、学校适应不良、内向性格、身体虚弱,人际关系困扰和父母不良教养方式,其中学业压力是特质焦虑形成的首要原因。     

终生控制理论:关于人的整个生命历程的动机理论

终生控制理论提出控制是人类发展的动机系统,其目的是促进人的生存与发展并达到最优化。本文详细介绍了终生控制理论的核心概念：初级控制和二级控制、二者的功能及相互关系,以及有关研究与争论。     

Secondary Beliefs: A Mediator between Illness Representations and Coping Behavior in Arthritis Sufferers

The aim of the current study was to investigate the factors of secondary beliefs and illness representations, and their relationship with particular coping strategies used in the management of arthritis, and more specifically, if secondary beliefs, as defined in Rational Emotive Behavioral Therapy (REBT), mediated the relationship between illness representations and coping, as outlined by the Self-Regulatory Model (SRM). A sample of 63 arthritis sufferers aged between 32.0 and 100.1 years was recruited. Participants were asked to complete three questionnaires: Ways of Coping Questionnaire (WOCQ); revised Illness Perception Questionnaire (IPQ-R); Secondary Beliefs Scale (SBS). Analyses revealed that all eight coping strategies measured were significantly related to one or more illness representation, lending support to the SRM. Furthermore, secondary beliefs were found to mediate the relationship between illness representations and coping for three of the strategies measured: confrontive coping, accepting responsibility and seeking social support, while they also appeared to be directly related to the escape-avoidance strategy. Therefore, support for the REBT model was also evidenced. Overall, these results have highlighted the importance of cognitive factors in influencing coping behavior, a finding that could prove useful when designing interventions aiming to promote beneficial coping in arthritis sufferers.     

胜任力和应对策略对教师职业压力的影响

采用中学教师胜任力问卷、教师职业压力应对问卷和职业压力量表对262名中学教师进行测查,并通过结构方程模型考察应对策略在胜任力和职业压力之间的中介作用。结果表明:(1)主科教师和理科教师的职业压力显著高于副科教师的职业压力;(2)应对策略是胜任力抑制职业压力的有效中介变量;(3)积极应对和消极应对的完全中介效应是不同的,前者小于后者。     

中小学生情绪调节策略与生理反应的关系

采用实验法探讨了巾小学生情绪调节策略与生理反应的关系。研究表明,悲伤情绪状态下,认知重评策略的生理反应要比表达抑制策略的生理反应小;快乐情绪状态下,两种策略的生理反应无显著差异;表达抑制策略下,悲伤情绪组的生理反应大于快乐情绪组的生理反应;认知重评策略下,悲伤情绪组的生理反应小于快乐情绪组;低年级学生比高年级学生情绪的生理反应大;女生比男生情绪的生理反应大;低学业水平学生比高学业水平学生情绪的生理反应大。     

The effects of self-regulation training on the academic productivity of secondary students with learning problems

Four self-regulation skills were taught in a series of student-teacher conferences to eight learning disabled (LD) and three non-disabled (NLD) adolescents in an alternative high school. All participants had a prior history of school failure and low lesson-completion rates. The skills taught were behavior contracting, self-recording, self-monitoring, and self-reinforcement. Self-instructional materials in reading, writing, and math were used as the curriculum, and the dependent variables in the study were the number of lessons completed per student per day in the three academic areas. Multiple-baseline designs across students and across academic areas were employed to assess the effects of the self-regulation training and the students' application of the self-regulation skills on lesson completion. Results indicate that all participating LD and NLD students substantially increased their rate of lesson completion after the intervention. These increases occurred in the academic areas targeted by the students for the application of the self-regulation skills. Thus, self-regulation interventions hold promise for bringing at-risk students into contact with the school curriculum.