教学控制策略对小学儿童多媒体情境下英语学习效果的影响

该研究以103名二年级小学生为被试,运用教育实验方法探讨了在多媒体情境下,不同认知风格、英语水平的儿童在不同教学控制策略下的英语学习效果。结果发现:(1)英语水平较低的学生,无论其认知风格是场独立性还是场依存性,都是在教师控制策略下的学习效果好于教师指导下的学生控制策略;(2)英语水平较高且认知风格为场依存性的学生,在教师指导的学生控制策略下的学习效果显著好于在教师控制策略下的学习效果,而认知风格为场独立性的学生在两种策略下的学习效果没有显著差异。     

Children with behaviour problems: the influence of social competence and social relations on problem stability,school achievement and peer acceptance across the first six years of school

The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing (n=26) and internalizing (n=25) problems and a non‐problematic group (n=44) were followed from grade 1–6. Teachers rated behaviour problems and social competence in the first, third and sixth grades, the teacher–child relationship in third grade, and school achievement in sixth grade. Behaviour with peers was assessed in observations in later elementary school. Peer acceptance was assessed through peer nominations in sixth grade. Both problem groups had lower social competence, school achievement and peer acceptance in sixth grade than the non‐problematic group. There were moderating and independent effects of social competence, teacher and peer relations on outcomes, but these applied mainly to children with internalizing problems. Copyright © 2006 John Wiley & Sons, Ltd.     

Age and burnout syndrome in nursing professionals: moderating role of emotion-focused coping

This study examined whether the association between age and the three burnout dimensions (emotional exhaustion, depersonalisation and reduced personal accomplishment) depend on the extent of nursing professionals’ use of emotion-focused coping strategy. Participants were 283 nurses (Mage = 35 years, SD = 8.17, Range = 23–66 years) from a tertiary healthcare institution in south-eastern Nigeria. They completed self-report measures of relevant variables in paper and pencil form. Increased age was associated with reduced personal accomplishment for nurses with high emotion-focused coping, but not for those who were low or moderate in use of emotion-focused coping. Such moderation effects were not found for emotional exhaustion and depersonalisation. Findings clarify the conditions under which age may be associated with reduced sense of achievement at work among nursing professionals. The study adds to knowledge in combating burnout in nursing and could guide health managers in developing strategies that might prevent or ameliorate nurses’ burnout.     

Dialogic reflective e-journaling: providing extra field-based support to special education preservice teachers by enhancing their critical reflection skills and transformative learning

In light of the continual problem of attrition in the field of special education and the need for well-prepared new special education teachers, the purpose of this study was to examine how dialogic reflective e-journaling between the first author and undergraduate preservice teachers impacted the classroom decision-making as well as the transformative learning of these preservice teachers involved in a special education field-based experience in US schools. Performance feedback was given by the first author as part of the teacher preparation supports already in place for the field-based experience. Study findings revealed that dialogic e-journaling enhanced the reflective skills of the study participants when faced with classroom disorienting dilemmas and instigated a positive personal transformation in them as teachers.     

Utilizing Staff Incentives to Increase School-Wide Praise

The authors evaluated whether an incentive raffle increased teachers' use of written praise and appropriate student behavior. Participants included 93 staff members and 755 students at an elementary school in Central Illinois. School staff received didactic instruction for the importance of using praise, and praise notes were measured on a weekly basis by praise type, staff member type, and student type. Results indicated that the faculty incentive produced medium effects for praise for students, but did not impact the number of office discipline referrals. Staff members reported praise notes to be an acceptable school-wide system for managing student behavior, but had mixed feelings regarding faculty receiving incentives for writing praise notes. Implications as well as future research are discussed.     

Mediators of Change in Cognitive Behavior Therapy for Clinical Burnout

Evidence supporting the effectiveness of cognitive behavior therapy (CBT) for stress-related illness is growing, but little is known about its mechanisms of change. The aim of this study was to investigate potential mediators of CBT for severe stress in form of clinical burnout, using an active psychological treatment as comparator. We used linear mixed models to analyze data from patients (N = 82) with clinical burnout who received either CBT or another psychological treatment in a randomized controlled trial. Potential mediators (i.e., sleep quality, behavioral activation, perceived competence, and therapeutic alliance) and outcome (i.e., symptoms of burnout) were assessed weekly during treatment. The results showed that the positive treatment effects on symptoms of burnout favoring CBT (estimated between-group d = 0.93) were mediated by improvements in sleep quality, ab = -0.017, 95% CI_asymmetric [-0.037, -0.002], and increase in perceived competence, ab = -0.037, 95% CI_asymmetric [-0.070, -0.010]. Behavioral activation, ab = -0.004 [-0.016, 0.007], and therapeutic alliance, ab = 0.002 [-0.006, 0.011], did not significantly mediate the difference in effects between the treatments. Improving sleep quality and increasing perceived competence may thus constitute important process goals in order to attain symptom reduction in CBT for clinical burnout.     

纪检干部腐败容忍度与其组织忠诚的关系

探讨在人格调节和工作倦怠中介作用下,纪检干部的腐败容忍度与其组织忠诚度的关系。采用腐败容忍度量表、组织忠诚量表、工作倦怠量表以及大五人格量表对193名纪检干部进行测查,研究结果表明：（1）纪检干部的腐败容忍度与其组织忠诚显著负相关;（2）腐败容忍度能显著负向预测个体组织忠诚度,容忍度越低,组织忠诚度越高;（3）工作倦怠在腐败容忍度和组织忠诚间起部分中介作用;（4）腐败容忍度与组织忠诚的关系受到纪检干部大五人格的调节作用,大五人格中情绪稳定性、外向性水平越高,腐败容忍度与组织忠诚的关系越弱。     

免费师范生的教师职业认同与学习动机及学业成就的关系研究

研究以714名免费师范生为被试,采用问卷测量法,考察了其教师职业认同状况、内部和外部学习动机特点,以及教师职业认同、学习动机和学业成就之间的关系。结果发现:(1)在教师职业认同上,免费师范生对教师职业的内在价值认同显著高于外在价值认同,外在价值认同显著高于意志行为认同,职业认同的总体情况略高于中等水平,还有一定的提升空间;(2)内部学习动机比较积极,且显著高于外部学习动机;(3)教师职业认同和学习动机、学习动机和学业成就之间均存在显著的正相关,且教师职业认同对学业成就有稳定的预测力;(4)外部学习动机在教师职业认同和学业成就之间起了部分中介的作用。