认知与决策领域的中国研究现况分析

由于决策科学对于社会经济建设有着直接的意义,所以一直是诸多学科的研究焦点。中国在认知与决策领域经过二十几年的积累,在相当广泛的课题上进行了研究也取得了不小的成就。该文对近年来国内决策科学的研究进行了初步的归纳和总结,其特点为：（1）研究主题广泛;（2）与国际前沿课题保持了高度的一致但仍然缺乏系统性。（3）结合实践课题进行了有益的探讨。同时,该文也尝试对该领域未来发展的趋势进行了分析,目的是抛砖引玉,更好地促进中国决策科学领域的发展。     

成就目标与任务投入的关系

采用实验室实验的方法,探讨了不同的任务阶段成就目标对任务投入的影响。将被试随机分配至掌握目标组或成绩目标组,考察两组被试在任务前、中、后三个阶段的任务投入水平,及相关动机变量的情况。研究结果表明,成就目标对任务投入的作用差异主要体现在任务结束之后,成绩目标组对尚未完成的实验任务的继续投入明显少于掌握目标组,并且成绩目标组在实验过程中较少体验到愉悦感,对实验任务的内在兴趣也较低。     

Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school

Over the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student-related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student-related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.     

多元动机网格测验（MMG-S）中文版的修订报告

对Sokolowski等人编制的简版多元动机网格测验（MMG-S）作了中文版的修订。MMG-S的验证性因素分析表明：中文修订版MMG-S仍保持英文版的六因子结构,修订后六因子的α系数在0.70~0.84之间。中文修订版MMG-S具有良好的心理学测量指标,可用于测量企业管理人员的三种社会性动机。     

中学生知识学习观研究

采用自编的《中学生知识学习观量表》,探讨了中学生知识学习观的现状和特点。结果表明:(1)中学生的知识学习观在总体上还是建设性的;(2)不同性别、文理科学生在知识学习观各维度上存在显著差异;(3)初中生的知识学习观比高中生的知识学习观更具建构性;(4)不同成绩水平的学生在知识学习观各维度上存在显著的差异,知识学习过程观、知识价值观、知识学习态度观是中学生学习成绩的有效预测变量。     

动机因素、学习策略、智力水平对学生学业成就的影响

以１１９名高中学生为被试,测量研究了动机因素、学习策略、智力水平对学生学业成就的影响。结果表明,自我效能、内在动机、掌握目标、学习策略、智商分数与学业成就呈显著的正相关,外在动机、业绩目标与学业成就呈显著的负相关。智商分数、学习策略、动机因素与学业成就存在着因果关系,智商分数（β＝０.４７６）、学习策略（β=０．２２０）、自我效能（β＝０.２０７）、掌握目标（β＝０．１８５）对学业成就有显著的回归效应,并直接影响学业成就。而内在动机（β＝０．１８４）通过直接影响学习策略而间接影响学业成就。     

Intrinsic Versus Extrinsic Motivation in Schools: A Reconciliation

This article explores the nature of the relationship between intrinsic and extrinsic motivation in schools, and in particular examines critically the assertion that these processes are necessarily antagonistic. The weight of evidence suggests that rewards in the form of school grades and the focus of many students on doing well, gradewise, need not necessarily interfere with learning for its own sake. Educational implications of these findings are considered. One such implication is that focusing on students' interests can be a valuable motivational strategy.     

心理因素对高中生学业成就的影响

采用问卷法和量表法考察了原有知识、学习策略、智力与非智力因素等心理因素对高中生学业成就的影响程度及其作用机制。结论如下:(l)高中生的主要心理因素与学业成就之间均呈显著的正相关;(2)原有知识、学习策略和非智力因素是导致高中生学业成就出现差异的直接影响因素。原有知识的影响程度明显高于学习策略和非智力因素;(3)智力通过原有知识对学业成就发挥重要的间接影响;(4)非智力因素还通过原有知识对学业成就有显著的间接影响。     

中小学生家庭管教状况与心理健康、学业成就的相关研究

主要探讨中小学生家庭管教状况与心理健康水平、学业成就的关系。从珠海市有代表 性的中小学校随机选取学生487人,其中小学生96人,中学生391人,分别测定其家庭管教状况、心 理健康状况与学业成绩,然后对这三者的关系进行分析。结果表明,非正常的家庭管教方式对学生 心理健康有显著的负面影响,其中严格型、矛盾型、积极拒绝型与消极拒绝型对中小学生心理健康负 面影响较为严重;中小学生家庭管教状况、心理健康水平对其学业成就的影响程度不同。     

Behavior Problems, Academic Skill Delays and School Failure Among School-Aged Children in Foster Care: Their Relationship to Placement Characteristics

We describe the level of behavior problems, academic skill delays, and school failure among school-aged children in foster care. We also examine how behavior problems are associated with academic problems, and explore how these outcomes are related to children's placement characteristics. Foster parent and child home interviews, as well as teacher telephone interviews were conducted from a randomly selected sample of 302 children aged 6 through 12 years living in out-of-home placement. Interviews included standardized screening measures. Results showed that 27% of the children scored in the clinical range for a behavior problem, and 34% were rated as having at least one behavior problem in the classroom. Twenty-three percent of the children had severe delays in reading or math, 13% had repeated a grade, and 14% had a history of school suspension and/or expulsion. Behavior problems by foster parent report were related to child suspension and/or expulsion from school, but were not associated with severe academic delays or grade retention. Placement characteristics were only sometimes related to these outcomes. Future studies examining the mental health and educational needs of this population should take into account the child's sociodemographic and placement characteristics.