虚拟学习有效性的影响因素研究

本研究以68名参加过国际远程合作课程的MBA学员为研究对象,采用问卷调查的方法对虚拟条件下学习有效性的影响因素进行了研究。结果表明：学员特点、效能感、对虚拟学习的态度、技术可靠性、媒体丰富性、虚拟团队支持和虚拟学习有效性不同程度地存在显著相关;回归分析显示,对虚拟学习的态度是虚拟学习有效性的一个重要影响因素,另外,一般自我效能感会对课程有效性产生影响．而技术效能感对总体有效性有影响;虚拟团队的学习环境支持对虚拟有效性产生影响。     

教师压力影响职业倦怠:教学效能感的调节作用

采用问卷法以743名中小学在职教师为被试研究了教学效能感在职业压力影响职业倦怠过程中的调节作用。结果发现:①教师的工作特征、学生等压力源能有效预测教师职业倦怠。随着从业年限的增加,影响职业倦怠的主要压力源从工作特征过渡到社会特征。②教学效能的调节作用因教师不同的人口学分布而异,其中一般教学效能和个体教学效能所表现出来的调节效应也不同。③个体教学效能表现出线性调节作用,一般教学效能表现出曲线调节作用,两种调节作用的性质取决于不同的压力源。     

The analysis of young people’s experiences of domestic violence: spiritual and emotional journeys through suffering

The hermeneutical analysis of the stories of young people who have experienced domestic violence is described as multi‐layered having been developed from a voice centred relational methodology. The purpose was to uncover the complexity of lived experience. As the analysis proceeded, the young people’s voices emerged as ‘feeling’ voices, encompassing emotionality. Each young person’s journey through suffering was characterised by individuality, but the analysis has offered a glimpse of commonality which is present within each of the young people’s stories. Their resilience, their journey from disempowering to humanising emotions and their indomitable spiritual powers have been revealed through the analytical process.     

第一印象中面孔-人格知觉和语音-人格知觉的异同

人们会根据陌生人的面孔线索或语音线索迅速地对其人格特质进行主观推断而形成第一印象。面孔-人格知觉第一印象和语音-人格知觉第一印象在维度结构和内在机制上具有相似性;在对具体人格特质和维度的敏感性,以及具体的认知机制方面又具有各自的特异性。未来研究可以基于同一批被知觉者开展面孔-人格知觉第一印象和语音-人格知觉第一印象的直接比较,并着力探究二者的过程特点,以及人格知觉第一印象形成时面孔和语音知觉的跨模态整合效应。     

ELEVATION OF VOICE VOLUME IN YOUNG DEVELOPMENT ALLY DELAYED CHILDREN VIA AN OPERANT SHAPING PROCEDURE

Unusually low voice volume was identified by teachers as a significant impediment to the academic and social progress of two preschool students. A simple operant shaping procedure was conducted by teachers to increase voice volume using a voice-activated apparatus with attractive visual display. Setting generalization of volume increases to the classroom was achieved and maintained at one- and four-month follow-ups.     

Vocal indicators of facilitative interpersonal skills

The facilitative interpersonal skills (FIS) method uses simulations of difficult client moments as a test of helpers' ability to remain therapeutic in therapeutically stressful situations. A total of 135 participants completed the FIS task as part of a training in helping skills and provided verbal responses that were assessed by trained raters for interpersonal skills. Audio recordings of these verbal responses were then analysed acoustically for fundamental frequency (F0), spectral slope and F0 range. Mean F0 and F0 range were more highly associated with trained raters' ratings of FIS for female participants than for male participants, although F0 range was associated with FIS of both males and females. The results suggest that F0 is associated with FIS for females, especially the FIS items that are indicative of emotional expression and verbal fluency. Findings are discussed as possibly indicating that some expression of higher F0 in response to distressed client situations may be part of interpersonal skills, such that more skilled therapists respond to stressful client situations with a higher F0.     

包容型氛围感知对员工建言的影响：心理安全感与惰性感知的双重路径

基于社会信息加工理论视角,通过对816名员工与其直接上级进行两时间点配对取样,探讨包容型氛围感知对员工建言的影响,以及心理安全感与惰性感知在两者关系中的作用机制。研究结果表明：员工包容型氛围感知对其建言行为起到促进作用,并通过心理安全感与惰性感知间接影响建言行为。研究结果不仅从理论上丰富与拓展了包容型氛围的效应研究,同时对实务界管理员工建言有一定的实践启示。     

论教师的教学效能感

教师的教学效能感是教师对自己影响学生学习行为和学习成绩的能力的主观判断 ,已有的研究表明 ,它与教师的教学效果、学生的学习状况之间存在着密切的关系。本文是我们对教师教学效能感研究的初步总结 ,全文共分五部分 ,分别为 :1教师教学效能感的含义及其理论与实践的来源 ;2教师教学效能感的结构分析 ;3教师教学效能感的作用机制 ;4教师教学效能感的影响因素分析 ;教师教学效能感的发展与提高     

Identity and injustice: Exploring women's participation in collective action

The present study is an investigation into the social psychological factors associated with women's reported participation in a range of different types of political action in the context of gender relations. At time 1,610 women were asked to rate their readiness to participate in various actions and to provide measures of social beliefs. Factor analysis extracted four types of action: participation in women's groups, collective protest, informal participation, and individual protest. One year later, at time 2, a subgroup of the same women were asked to say how much they had actually participated over the previous 12 months. Reported participation was related to gender identity, collective relative deprivation, efficacy, collectivist orientation, and identification as an activist. Regression analysis showed that identification as an activist was by far the most powerful correlate of participation, followed by gender identity; and that gender identity also played a role in moderating relationships between reported participation and other predictor variables. These findings show the important role of identity processes underlying participation in collective action and suggest the need to develop interaction models of participation.