Changes in within- and between-person associations between basic psychological need satisfaction and well-being after retirement

Satisfaction of the basic psychological needs for autonomy, competence and relatedness is associated with higher well-being. However, little is known about change or stability in this association over the life span. We therefore investigated changes in the association between well-being and basic psychological need satisfaction in the retirement transition. Data was drawn from four waves of the Health, Aging, and Retirement Transitions in Sweden (HEARTS) study (N = 5,074, M (age) = 63.16; 53.61% female). Multi-level models were conducted and the analyses revealed evidence for continuity as well as systematic changes in within- and between-person associations across the retirement transition. Our findings demonstrate the benefits of applying a longitudinal design and a life span perspective on basic psychological need satisfaction.     

论《管子》中的教育思想

现行《管子》一书为汉朝刘向编定[1]。作为一部重要的学术著作,《管子》书中蕴含着丰富的政治、经济、军事、教育、哲学、社会及自然科学方面的思想内容。作为教育著作而论,《管子》的教育思想、教育内容、学生管理等其内容丰富多彩,而且独具特色。     

大鱼小池塘效应——对超常儿童教育安置的思考

超常儿童的教育安置一直是一个有争议的问题,文章介绍了关于超常班对学生自我概念的消极影响的研究,即大鱼小池塘效应的研究。介绍了支持大鱼小池塘效应的相关研究结果;探讨了有关超常儿童不同教育安置方式的利弊;展望了大鱼小池塘效应今后的研究方向,以期对我国超常儿童的教育安置有所启发。     

Head Start Children at Third Grade: Preliminary Special Education Identification and Placement of Children with Emotional, Learning, and Related Disabilities

Although children in Head Start are at risk for emotional or behavioral problems, little is known about their later need for special education. There is evidence that children at risk for emotional disturbance are underidentified or misidentified in other special education categories. We examined special education identification rates for Head Start children at risk for emotional disturbance, learning disabilities, speech or language impairments, and mental retardation as they complete third grade. Two cohorts of 4136 children across 30 sites were followed as part of a larger study on transition. Diagnosis of each child as being at risk for emotional disturbance or related disabilities was made using clinical cut-offs on teacher ratings and individual testing completed in the spring of third grade. Special education eligibility of these children was determined from school records. Only 31.8% of children considered to be at risk, based on research diagnostic criteria, were actually identified by the schools, and fewer than 6% of children at risk for ED were identified in the school category of ED. Comparisons were made between school-identified and nonidentified children in gender, ethnicity, and school variables; and findings were discussed in relation to underidentification or misidentification of children with emotional disturbance.     

Eating regulation and bulimic symptoms: the differential correlates of health-focused and appearance-focused eating regulation

Based on Self-Determination Theory, this study aimed to gain further insight in the pathway from eating regulation to bulimic symptoms by (a) examining diet-specific need frustration as an intervening mechanism, (b) investigating the associations between different types of goals underlying eating regulation and diet-specific need frustration and bulimic symptoms, and (c) considering body dissatisfaction as an antecedent of eating regulation and eating regulation goals. In a sample of 244 female adolescents, SEM analyses showed that (a) the association between eating regulation and bulimic symptoms can be accounted for by need frustration, (b) appearance-focused and health-focused eating regulation are associated differentially with need frustration and bulimic symptoms, and (c) body dissatisfaction is related positively to eating regulation and appearance-focused eating regulation. These findings suggest that the goals underlying one's eating regulation and the concept of need frustration help to understand when and why eating regulation is associated with bulimic symptoms.     

中外高等医学教育学制与学位的研究与思考

依据WHO《世界医学院指南》,研究了目前世界各国高等医学教育学制与学位的状况,在分析我国医学学制与学位现状及存在问题的基础上,提出了改革我国高等医学教育学制与学位的思考及建议     

道德信仰的发生机制

道德信仰的发生机制至少包括三个方面 ,即 :需要的体认机制 ;伦理义务的内化机制 ;道德心理的整合机制。需要的体认机制涉及到对人性、人生的价值、人的使命等问题 ,它是道德信仰形成的主体基础 ;伦理义务的内化机制涉及到人的社会伦理关系、社会规定性和制约性、社会价值、社会道德规范及其教化等问题 ,它是道德信仰形成的客观条件 ;道德心理的整合机制涉及到道德认知、道德情感、道德意志和道德人格等问题 ,它是道德信仰形成的主、客观方面的动态的统一。     

不同教学方法激发与调节大学生学业情绪的教育实验

对天津某高校大二3个教学班77名被试,采用教育实验法探讨了传统教学法、归因训练干预、活动教学法在大学生英语课堂教学中学业情绪的激发与调节情况。结果表明:传统教学法无显著影响;归因训练干预后,学生的焦虑、气愤、放松、自豪、厌烦、失望和兴趣等学业情绪有显著改变;活动教学后,学生的焦虑、羞愧、厌烦、愉快和兴趣等学业情绪有显著改变。实施后两种教学法后,正性情绪得分均有所提高,负性情绪得分均有所下降。两种教学法在激发与调节学业情绪的效果上各有侧重。