Teachers’ professional development as a pathway for educational reform in Egypt

This study explores teachers’ reflections on the professional development (PD) provided by the Egyptian Ministry of Education as part of a national reform plan implemented right before the political changes in Egypt. The study took place in three national language schools and focused on English as Foreign Language teachers’ perspectives on the PD and the successes and challenges they faced implementing it. Results highlight teachers’ critical reflections on the quality and duration of the PD. Despite the effort, they expressed dissatisfaction with the lack of support and follow up from the administration, in addition to the lack of practical examples that characterized the PD.     

预设路径模型及其在认知心理学研究中的应用

预设路径模型(Fixed-links modeling)是在结构方程模型框架下发展出的用于分析心理学实验数据的统计模型。该类模型的主要特征是根据前期理论基础和实验设计,通过预先设定模型中显变量与潜变量之间的因素载荷矩阵实现对显变量方差的拆分。因素载荷矩阵的设定主要基于实验水平与所表征的心理过程之间的关系,选取相应函数来表征不同实验水平之间的变化趋势。该模型在表征工作记忆、注意和学习的内部加工过程及揭示不同认知过程的具体联系中发挥了重要作用。     

自上而下的注意控制定势在注意捕获中的作用

采用经典前线索范式的变式, 通过100%有效的提示考察了自上而下的注意控制定势在注意捕获中的作用。实验1要求被试在整个实验中只搜索一个固定颜色的目标, 但是通过在每个试次前对目标进行提示加强注意控制定势的强度。实验2通过在每个试次中变化要搜索的目标颜色使被试必须建立两个更强的注意控制定势。实验结果一致表明和目标颜色相匹配的线索捕获了注意, 而和目标颜色无关的线索被抑制; 实验2的捕获效应和抑制效应都显著大于实验1; 对无关冲突线索和无关中性线索的注意抑制效应没有差异, 抑制效应显著小于捕获效应。研究表明自上而下的注意控制定势通过把注意从和目标不匹配的特征位置转移发挥作用, 支持注意转移假说; 对匹配线索的捕获和对无关线索的抑制运用了同一加工系统, 抑制作为捕获的附加产品出现, 两者都可以作为注意捕获的指标。     

Creative Self‐Efficacy and Innovative Behavior in a Service Setting: Optimism as a Moderator

Creativity research on the personality approach has focused on the relationship between individual attributes and innovative behavior. However, few studies have empirically examined the effects of positive psychological traits on innovative behavior in an organizational setting. This study examines the relationships among creative self‐efficacy, optimism, and innovative behavior as well as the moderating effect of optimism. Longitudinal data across two periods were collected from 120 spa employees of a diet and beauty salon company in Taiwan. After controlling for the effects of job tenure and the Big Five personality traits, this study found that employees with a high level of creative self‐efficacy demonstrate a high level of innovative behavior at work, and optimism does not have a direct effect on employees' innovative behavior, but it does play a moderating role. When employees' creative self‐efficacy is high, those with greater optimism exhibit greater innovative behavior at work. Toward the end, this paper offers suggestions for future research and discusses the practical implications of this study.     

Painful engagement in deliberate self-harm: The role of conditional goal setting

Conditional goal setting is the tendency for people to see attainment of their future personal goals as necessary for their well-being. It has been argued that this represents an unhealthy way of relating to one’s goals, as well as being particularly problematic when goals are perceived as unlikely. High conditional goal setting has been found to be related to depression and to hopelessness. The present study examined conditional goal setting in deliberate self-harm, where problematic thinking about the future is very prominent. A group of individuals attending hospital for a recent episode of deliberate self-harm (N = 25) were compared with controls attending hospital for minor injuries (N = 25) as well as a psychologically disordered but non-suicidal control group (N = 25). Participants generated goals and rated goal likelihood, the extent to which those goals were seen as necessary for their future well-being (conditional goal setting), and also the extent to which the goals were seen as sufficient for their future well-being (goal sufficiency). Deliberate self-harm patients showed a higher degree of both conditional goal setting and goal sufficiency than did both of the other groups, further confirming the idea of painful engagement with personal goals, rather than disengagement, as characterising deliberate self-harm.     

目标设置对写作困难儿童议论文说服力的促进效应研究

将写作困难儿童随机分入三个不同的目标设置组,总目标设置条件要求儿童根据话题写议论文,目标为文章应能说服读者赞同他们的观点;分目标设置条件对儿童有同样的要求,但给儿童提供了以议论文的基本构成为基础的分目标;辩论加分目标设置除了与分目标设置组相同的条件外,还要求儿童在写作前进行辩论。研究结果表明,分目标设置组儿童的议论文比总目标设置组和辩论加分目标设置组儿童的议论文更具说服力度。在文章构成成分上,分目标设置组和辩论加分目标设置组要好于总目标设置组。这三种目标设置中,分目标对写作困难儿童的议论文说服力有很大的促进作用。     

Evaluating the effectiveness of goal setting and textual feedback for increasing moderate‐intensity physical activity in adults

The purpose of this study was to evaluate the effectiveness of goal setting and textual feedback, without additional intervention components, for increasing moderate‐intensity physical activity, specifically the weekly number of intense steps measured by a Fitbit. A multiple baseline across participants design was employed with four participants using a Fitbit Flex accelerometer to measure intense steps. Results showed a substantial increase in weekly number of intense steps for three out of four participants following the intervention.     

Developing Clear and Useful Scoring Procedures for Goal Attainment Scaling in Longitudinal Case Studies

This article examines scoring procedures for Goal Attainment Scaling (GAS) and suggests a new scoring procedure to communicate GAS outcomes in longitudinal studies. Analysis is based on longitudinal case studies that evaluate transitioning from psychiatric institutions to independent living. Five scoring methods are identified: raw scores; sum of score differences; mean scores; T-scores; and graphing raw scores. Graphing raw scores is presented as an alternative method of expressing GAS scores for studies with few participants and multiple time points. This enables easy interpretation of goal attainment, and allows for fluctuation in performance as is typical in clinical practice.     

高中生生涯学习经验问卷的编制及信效度检验

在文献分析基础上,以Holland（1997）职业理论和社会认知生涯理论为理论依据,结合国内高中生生涯活动的实际情况,编制了高中生生涯学习经验问卷。验证性因素分析结果表明,该问卷属于多维度因素结构,包含Holland六种生涯领域学习经验分问卷,每种分问卷包括成就表现、口头劝服、替代学习和积极情绪唤起等四个学习经验。信效度检验结果表明,该问卷多维构念合理,拟合良好,具备良好的内部一致性信度和构念效度。以中国个人球形职业兴趣量表简版中的生涯自我效能分量表为关联效标,发现在每种生涯领域下的生涯学习经验与生涯自我效能感都显著正相关,支持了量表的实证效度。该问卷可以作为我国高中生生涯学习经验的测量工具。