中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用

以北京市通州区一所普通中学的228名初一和初二学生为被试,采用领悟社会支持量表、数学自我效能感和数学学习坚持性问卷,考察在中学生数学学习中不同来源的社会支持对数学学习坚持性的影响,并检验数学自我效能感在其中的中介作用。结果发现:(1)社会支持中的教师支持和同伴支持能够显著正向预测数学学习坚持性水平,而父母支持的预测作用不显著;(2)数学自我效能感在同伴支持和数学学习坚持性之间起完全中介作用,在教师支持和数学学习坚持性之间起部分中介作用。     

小学生分数比较中的加工模式:基于反应时和口语报告的研究

选取北京和四川两地53名小学六年级学生分别完成同分子、同分母与异分子异分母三类分数比较任务,收集被试口语报告的策略作为直接证据,并以分数大小和分数距离对反应时的回归分析结果作为间接证据,共同探究被试在分数比较任务中的加工模式,结果发现,（1）在三类分数比较中,被试均采用成分加工模式而非整体加工模式;（2）口语报告的策略与反应时回归分析的结果并不完全吻合,从侧面证明了原有研究方法的不稳定性。     

Effectiveness of Family Systems Theory Interventions on Adolescents with Type 1 Diabetes: A Meta-analysis

The purpose of this review is to synthesize the evidence and determine the efficacy of interventions based on family systems theory in diabetes-related family conflict, self-management, and glycemic control among adolescents with type 1 diabetes. A systematic search of five English databases was conducted. Interventions based on family systems theory in adolescents with type 1 diabetes that reported diabetes-related family conflict, self-management, and glycemic control as outcome variables were included. A total of 14 articles from ten interventions were included. Meta-analysis results revealed that, compared to adolescents who received usual care, adolescents who received family systems theory interventions reported fewer diabetes-related family conflicts with a medium effect size of 0.32 (p?<?0.05), but there was no significant improvement on self-management or glycemic control (p?>?0.05). Family systems theory interventions appear to have beneficial effect on reducing diabetes-related family conflicts for adolescents with type 1 diabetes. Adolescents who have type 1 diabetes and their families may need multidimensional psychosocial programs accompanied by diabetes education to improve glycemic control.

     

中学生亲子依恋对主观幸福感的影响:师生关系及自尊的链式中介作用

为探究师生关系和自尊在中学生亲子依恋与主观幸福感关系之间的链式中介效应,使用亲子依恋问卷、师生关系量表、自尊量表、积极/消极情感量表和生活满意度量表对北京地区八所普通中学的2730名中学生进行调查。结果发现:(1)中学生亲子依恋、师生关系、自尊和主观幸福感显著相关。(2)中学生亲子依恋不仅直接影响其主观幸福感,而且还通过师生关系的中介作用、自尊的中介作用和师生关系—自尊的链式中介作用对主观幸福感产生间接效应。     

小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用*

采用学习坚持性问卷、自我效能感问卷、内在价值问卷和学习投入量表,对407名四、五年级小学生施测,并收集学生期中考试成绩作为客观指标,建立结构方程模型以考察学习坚持性和学习投入在自我效能感、内在价值与学业成就关系中的中介作用。结果发现:(1)学习坚持性与自我效能感、内在价值、学习投入、学业成就均显著正相关;(2)学习坚持性可以部分中介自我效能感与学习投入、内在价值与学习投入之间的相关;(3)学习坚持性通过学习投入的中介作用影响学业成就。