The mediation effect of student self-efficacy between teaching approaches and science achievement: findings from 2011 TIMSS US data

Over the past two decades, researchers consistently demonstrated the importance of science teaching approaches and student self-efficacy in influencing their science achievement. These findings have become the foundation of science education reform. However, empirical supports of these relationships are limited to direct relationships and small-scale studies. Therefore, little is known about the mechanism of how teaching approaches and student self-efficacy affect student achievement. In order to fill these gaps, this study used a multilevel structural equation modeling approach to analyze the direct and indirect relationships between teaching approaches, student self-efficacy, and science achievement by using the data of US eighth grade students in the 2011 TIMSS assessment. The results indicated that none of the teaching approaches identified in this study were directly associated with student science achievement, but significant mediation effect was found between generic teaching and student science achievement through student self-efficacy. Implications of these results for US educational system and reform were discussed.

     

The suppression role of positive affect on students’ science achievement in East Asia: the example of Taipei

This study focuses on “high achievement but low motivation” phenomenon that is prevalent in East Asian countries and districts, and uses eighth graders in Taipei that participated in TIMSS 2007 as an example to examine the direct and indirect effects of academic motivation, positive affect, and instruction on science achievement. Confirmatory Factor Analysis and Structural Equation Modeling were employed to test measurement and structural models and indicated a good fit of the models to the data. The results showed that expectancy and value in science and inquiry-based instruction are three significant and positive predictors of students’ positive affect toward science. In addition, expectancy, positive affect, and three types of instruction all significantly predicted students’ science achievement after the number of books at home and mother’s education were controlled. However, inquiry-based and practice-based instructions were negative predictors whereas traditional instruction was positive. The suppression role of the positive affect was partially supported between academic motivation and science achievement.     

亲子、同伴、师生关系与青少年主观幸福感关系的研究

为探讨青少年亲子关系、同伴关系、师生关系和其主观幸福感之间的关系,本研究构建了一个有调节的中介模型。采用青少年主观幸福感量表、亲子沟通问卷、同伴关系量表、师生关系量表对475名来自湖南、甘肃地区的初高中生进行测查。结果显示：（1）亲子、同伴、师生关系均能正向预测主观幸福感;（2）同伴关系在亲子关系和主观幸福感的关系间起部分中介作用;（3）亲子关系对主观幸福感的直接作用路径受到了师生关系的调节;（4）师生关系调节了亲子关系通过同伴关系影响主观幸福感的中介过程的前半路经。可见,师生关系在亲子关系预测青少年主观幸福感的过程中具备重要的调节功能,未来青少年主观幸福感的提升可聚焦于促进良好师生关系的建立以及发挥亲子、同伴、师生关系的联合作用。     

走神对中文阅读绩效的影响

选取36名大学生被试,采用探针检测的方法和逐句阅读范式,考察被试阅读中文材料时走神对阅读正确率和阅读时间的影响。结果发现:(1)中文阅读中出现走神的时间占34.80%;(2)走神会影响阅读理解,降低阅读理解正确率;(3)走神会导致阅读时间变慢。这些发现均证实走神对中文阅读绩效有影响,降低阅读理解正确率和减缓阅读时间。     

流动性、教育安置方式和心理弹性对流动儿童孤独感的影响:一项追踪研究

采用潜变量增长模型对426名流动儿童进行四次追踪测查,旨在考察流动儿童孤独感的变化趋势,探索不同流动性和教育安置方式的流动儿童孤独感变化的差异性以及心理弹性对孤独感变化的促进性作用。结果发现：（1）流动儿童的孤独感呈线性下降趋势;（2）打工子弟学校流动儿童的孤独感起始水平显著高于公立学校流动儿童;流动性高的儿童的孤独感起始水平高于流动性低的儿童,但流动性和教育安置方式对孤独感的发展趋势没有显著预测作用;（3）对于流动儿童来说,较高的心理弹性水平不仅能显著预测更低的孤独感起始水平,同时也能显著预测更快的孤独感的下降速率。本研究启示,增加进入公立学校学习的机会、降低流动频率和提升心理弹性对降低流动儿童的孤独感水平具有重要的意义。     

从新行为主义到社会建构主义:班杜拉研究范式的转变

班杜拉的社会认知理论是一种关于人类学习和发展的社会建构主义的观点,标志着其研究范式的转变:从新行为主义到社会建构主义。本文根据社会建构主义的五条基本原则,对他的社会认知理论进行了分析,分析的结果表明其主要的理论原则、论点,以及心理学构想不仅与社会建构主义思想一致,还与关于人类活动的行为主义的观点相对立。因此,对班杜拉研究成果的准确解释于教学、科研和学术成就都具有决定性的意义。     

Research Productivity and Performance of Journals in the Creativity Sciences: A Bibliometric Analysis

A bibliometric approach was employed to analyze the research productivity and performance of creativity studies between 1965 and 2012. A dataset was constructed using all publications and citations retrieved from four key journals that publish creativity research: Journal of Creative Behavior (JCB), Gifted Child Quarterly (GCQ), Creativity Research Journal (CRJ), and Psychology of Aesthetics, Creativity, and the Arts (PACA). Major findings in this study include: (a) During the study period, the four journals have published 1,891 articles on creativity and they have been cited 11,709 times; (b) the impact factors of the four journals increased from lower than .50 in 2002 to over 1.0 in 2012; in 2012 PACA had the highest impact factor, followed by CRJ; (c) JCB published the most creativity papers and CRJ had the most citations; (d) about a third of the articles published in the four journals have never been cited. Implications for the field of creativity are discussed.     

社会知觉视角下道德诉求方式如何提升劝捐效果

如何有效地引导个体“慷慨解囊”一直是理论和实践都关注的热点。基于道德基础理论和刻板印象内容模型, 研究考察了在不同社会知觉(温暖型vs.能力型)的劝捐主体中, 两种道德诉求方式(个体人道诉求vs.群体规范诉求)对劝捐效果的影响及其内在机制。3个实验的结果显示：温暖型(能力型)劝捐主体与个体人道诉求(群体规范诉求)更为契合, 更有利于提升劝捐效果; 温暖型劝捐主体进行个体人道诉求主要通过唤起个体的自我效能而提升劝捐效果, 而能力型劝捐主体进行群体规范诉求则主要通过增强个体的反应效能而提升劝捐效果。     

论代际公平

公平问题是一个现代社会日益凸现的问题。如果将公平问题放在“代”的语境中加以讨论和审视 ,则可以将公平分为代内公平和代际公平。代内公平实际上就是一般所说的公平。代际公平可分为在场各代之间的公平和在场各代与后代之间的公平。由于对这两种代际公平未加区分 ,因此 ,人们在讨论代际公平问题时往往显得语义含糊。由于在场各代处于现实的关系之中 ,他们之间的公平是具有实践基础的。但是 ,对在场各代与尚未出场的人类后代之间的公平却存在着较大的争议 ,其焦点在于尚未出场的人类后代与在场各代之间的关系并不是现实的。为此 ,对在场各代与人类后代的公平进行权利论证明就是当前一个迫切的理论课题。     

男性罪犯人格和抑郁的关系研究

该研究采用问卷法{中国罪犯个性分测验量表（COPA—PI）、自评抑郁量表（SDS）},对在押的200名男性犯人的人格和抑郁的关系进行研究,结果发现：1）人格和抑郁之间存在着显著相关关系。2）混合型罪犯在人格因子“同情”上的得分显著低于暴力型罪犯,在“暴力倾向”上的得分显著高于财产型罪犯,在“变态心理”和抑郁上的得分显著高于财产型和暴力型罪犯。3）有前科罪犯的抑郁分数显著高于无前科罪犯。4）“焦虑”、“聪敏”、“波动”、“同情”四个人格因子对罪犯的抑郁情绪有显著预测力。为罪犯矫治工作提供了科学的理论依据和指导。