小学生心理健康状况与社区感的关系研究

本研究探讨小学生心理健康状况与社区感之间的关系,采用心理健康诊断测验(MHT)和课堂与学校社区调查表(CSCI)对213名小学生进行施测。结果表明:(1)小学生心理健康状况在高、低社区感组上存在显著差异,高社区感组的心理健康得分显著低于低社区感组;(2)心理健康各因子与社区感存在显著负相关关系;(3)社区感对小学生的心理健康状况有负向预测作用。     

家庭环境因素与小学生学习成绩的关系研究

目的探讨家庭环境与子女学习成绩的关系.方法应用家庭环境调查问卷对170名汉族小学生和100名维吾尔族小学生家庭环境状况进行调查,对学习成绩优良和学习成绩不良学生父母的职业、家庭结构、受教育程度、婚姻状况、家庭经济收入,家庭心理气氛以及对孩子的教育方式是否一致等进行比较.结果(1)汉族(30.1%)和维族(26%)学习成绩不良率没有差别(P=0.083),汉族和维族学习成绩不良小学生性别比例没有差别(P=0.133).(2)汉族小学生学习成绩与小学生母亲受教育程度、家庭的心理氛围、教育方式是否一致有关,(3)维吾尔族小学生学习成绩与父亲职业、母亲受教育程度、教育方式是否一致有关.结论家庭环境与子女学习成绩密切相关,子女成绩差主要受父母受教育程度,家庭的心理氛围、教养方式不一致等几方面因素的影响,应加强这方面的宣传教育,给孩子提供一个良好的家庭环境.     

小学生心理健康与孤独感的研究

为了解小学生心理健康问题与孤独感的关系,采用由心理学工作者和小学教师协同研发的对筛选、诊断小学生的心理健康问题有一定成效的小学生心理健康评定量表和Asher Hymel、Renshaw在1984年编制的儿童孤独量表(Children’s Loneliness Scale),探讨小学生心理健康与孤独感的关系。     

拉丁舞锻炼对小学生心理健康的影响

以我校校本教材拉丁舞班的小学生为研究对象,采用《心理健康诊断测验(MHT)》量表检验拉丁舞学习与锻炼对小学生心理健康的影响.结果表明,拉丁舞学习能够有效改善小学生“学习焦虑”、“对人焦虑”、“自责倾向”、“身体症状”、“孤独倾向”和“过敏倾向”等心理方面的问题,可以有效提升小学生心理健康水平.     

小学生认识、情绪、个性三个领域的心理健康与咨询问题

《小学生心理健康与心理咨询》的教学目的,是希望小学教师在学习小学生心理健康与心理咨询的理论知识的基础上,第一,能够在观念上树立重视小学生心理健康的意识;第二,在方法上增加对小学生进行心理健康教育的科学性;第三,最终使     

大学生成就动机、成就和心理健康关系的实证研究

文章考察了大学生成就动机、成就(包括学习成绩和社会成就)和心理健康之间的关系,探究了背景不同的大学生在成就动机、学习成绩、社会成就和心理健康等方面的差异.结果发现:不同性别大学生在成就动机和学习成绩方面均存在显著性差异,学生干部成就动机和社会成就显著高于普通学生;大学生成就动机与社会成就存在显著正相关,和学习成就不存在显著相关,对心理健康有较强的预测力.     

学生心理健康教育的金字塔工程——评张大均主编《大学生心理健康教育》系列教材

2004年西南师范大学出版社出版的《大学生心理健康教育》系列教材是张大均教授继主编出版幼儿心理健康教育教材《幼儿心理素质训练》、小学生心理健康教育教材《小学生心理素质训练》、初中生心理健康教育教材《初中生心理素质训练》、高中生心理健康教育教材《高中生心理素质训练》、家庭心理健康教育教材《家庭心理素质教育》等系列教材之后，组织编写的大学生心理健康教育的系列教材。     

视障小学生心理健康与社交焦虑的特征及其关系研究

采用《心理健康诊断测验》和《儿童社交焦虑量表》对广东省盲校55名小学生进行测试,探讨4-6年级视障小学生的心理健康与社交焦虑的特征及其相互关系。研究结果表明:视障小学生的心理健康状况良好;男生的孤独倾向显著高于女生,视障小学生的过敏倾向和社交焦虑程度存在显著的年级差异;恐怖倾向因子对社交焦虑有显著的预测效应。     

在小学语文教学中渗透心理健康教育例谈

随着我国素质教育的深入发展,小学生的心理健康教育越来越受到人们的重视。小学语文是小学教育的重要组成部分,在传统的小学语文教学过程中,教师和家长往往会比较重视小学生的学习成绩,而没有意识到心理健康教育对小学生身心发展的重要性。在小学语文教学中渗透心理健康教育可以提升小学生的思想道德修养,使小学生形成良好的个性。本文分析了小学语文教学中渗透心理健康教育的具体措施,希望对广大教师的教学活动有所帮助。     

农村初中学生心理健康与学习成绩分析

农村初中学生的心理健康问题常常被人们忽视,心理健康状况令人担忧,已成为影响学生学习成绩的重要因素。本文通过分析心理健康问题的产生原因以及与学习成绩的关系,找出解决心理健康问题的办法,供教师和家长借鉴和使用。     

The development of values as affective traits in learners

Abstract

The aim of this study is to investigate the development of affective traits in learners. The investigation is based on an analysis of documents and literature in a South African context. Ways of developing affective traits are analysed theoretically. The “teachability” of affective traits is examined, followed by ways in which these traits can be interpreted and actualised in the classroom. Certain implications of the development of affective traits are considered in order to seek answers to possibilities for the cognitive development of affective traits. Findings emerging from the literature investigation are that the establishment of a personal conceptualisation of affective traits is necessary to enable learners to take affect to a more serious level. In conclusion, certain variables are identified that should be considered in developing affective traits in the classroom.     

Desirability of personal characteristics associated with creativity: Through the eyes of Polish and Chinese university students

The social desirability of characteristics associated with creativity and cultural stereotypes was examined across Polish and Chinese cultures. Polish responses were compared with those from an earlier Chinese study (n = 451). First, we carried out an initial study among 116 Polish students to determine what traits are parts of the national stereotype. Then we sought answers from another set of Poles (n = 610) as to what traits were, first, creative and, secondly, desirable. To analyze the responses we first ranked the traits that both Polish and Chinese students found desirable and then compared the desirable traits across cultures with traits known to be trademarks of creativity. As expected, we found differences between the two samples arising from underlying social origins in that: (a) Poles desired more creative traits and more western traits, whereas Chinese desired more Confucianism based traits and less creative traits; and (b) both Poles and Chinese found creativity traits are desirable albeit Poles found them more desirable than Chinese. An interesting side note is that Poles, unlike Chinese, do not take a positive view of their cultural traits.     

The Roles of Maternal Psychopathic Traits,Maternal Antisocial Personality Traits,and Parenting in the Development of Child Psychopathic Traits

Objective. The development of psychopathic traits in children has been largely understudied compared with the etiology of these traits in adults; therefore, this study aims to elucidate factors that may be involved in the development of psychopathic traits in childhood. Design. The potential impact of maternal personality traits on parenting practices and child personality were examined. Specifically, statistical relations were examined among maternal psychopathic traits, maternal antisocial personality traits, and child psychopathic traits, and the role of parenting as a potential mediator and/or moderator of these relations within an all-male sample (N = 75) between the ages of 7 and 11 years. Results. Parenting mediated the relation between maternal antisocial personality traits and child psychopathic traits, but not the relation between maternal and child psychopathic traits. In addition, positive parenting interacted statistically with maternal psychopathic traits, such that maternal and child psychopathic traits were related only when positive parenting practices were lacking. Conclusion. These findings support the consideration of parenting as a point of intervention in the prevention of childhood psychopathic traits.     

籼粳杂种一代性状特征及杂种优势表现的研究

本文研究了40个组合的籼、粳杂种1代的植株形态及部分组合的一些生理学、米质、抗白叶枯病的性状特征及其表现规律。试验结果表明:在所研究的与产量有密切关系的12个性状中,杂种一代与双亲平均值比较,有8个性状的正向杂种优势达到显著水准,3个性状呈显著的负向优势,1个优势不显著;在所研究的与品质有密切关系的8个性状中,多数组合的杂种1代均表现为双亲的中间类型,其中有的性状较多偏向高值亲本,有的性状较多偏向低值亲本。对稻白叶枯病的抗性,多数组合的杂种1代表现为双亲的中间类型,而且较多偏向低值亲本。从上述对籼粳杂种1代的21项性状的研究中看出:只有在配组过程中,按照杂种1代各种性状的表现规律认真选配好亲本,以促进如每株有效穗数多、穗大粒多、颖花数多、根活力强等有利性状的形成和避免如植株偏高、剑叶面积大等不利性状的出现;并克服普遍存在的杂种1代结实率低的障碍,才能较好地把产量潜力大的籼粳杂种1代应用于生产。     

谈加强思想道德修养课教学的实效性

思想道德修养课作为一门理论综合性强、应用范围广的课程,教学内容应具有一定的灵活性。政治性和思想性是思想道德修养课的基本前提与方向,理论性和知识性是思想道德修养课的核心,实践性和指导性是思想道德修养课发挥实效的基本途径,深化思想道德修养课的教学内容改革,加强教学的实效性,必须准确把握它的基本特点。     

Young children's beliefs about the stability of traits: protective optimism?

Prior research has demonstrated individual differences in children's beliefs about the stability of traits, but this focus on individuals may have masked important developmental differences. In a series of four studies, younger children (5-6 years old, Ns = 53, 32, 16, and 16, respectively) were more optimistic in their beliefs about traits than were older children (7-10 years old, Ns = 60, 32, 16, and 16, respectively) and adults (Ns = 130, 100, 48, and 48, respectively). Younger children were more likely to believe that negative traits would change in an extreme positive direction over time (Study 1) and that they could control the expression of a trait (Study 3). This was true not only for psychological traits, but also for biological traits such as missing a finger and having poor eyesight. Young children also optimistically believed that extreme positive traits would be retained over development (Study 2). Study 4 extended these findings to groups, and showed that young children believed that a majority of people can have above average future outcomes. All age groups made clear distinctions between the malleability of biological and psychological traits, believing negative biological traits to be less malleable than negative psychological traits and less subject to a person's control. Hybrid traits (such as intelligence and body weight) fell midway between these two with respect to malleability. The sources of young children's optimism and implications of this optimism for age differences in the incidence of depression are discussed.     

The relationships among sex,gender identity factors,and career-decision-situation-specified personality traits

The present study revealed that gender identity involved the integration of various gender identity factors as suggested by Spence (1993) and that career-decision-situation-specified personality variables could be classified into higher order personality trait dimensions as suggested by Tellegen (1985). The results also indicate that the pattern of the relationships found in this study among masculine personality traits, feminine personality traits, and careerdecision-situation-specified personality variables reflecting higher-order personality trait dimensions of Tellegen’s (1985) model was similar to that of the relationships among masculine personality traits, feminine personality traits, and general personality traits reflecting higher-order personality trait dimensions in Lubinsky, Tellegen, and Butcher’s (1981, 1983) studies. Multiple regression analyses showed that the addition of a gender identity role attitude factor and a gender identity behavioral interest factor to sex and a gender identity personality trait factor did not improve significantly the prediction of the career-decision-situation-specified personality variables.     

蒙汉幼儿美术审美偏爱心理特点研究

笔者运用实验法和谈话法,对内蒙古呼和浩特市133名蒙古族和汉族幼儿的美术审美偏爱心理特点进行研究。结果表明,蒙汉幼儿对不同风格、色彩、题材和形式的美术作品的审美偏爱是非艺术鉴赏水平的,既表现出共同的特点,又在色彩偏爱方面显示出一定的差异性。     

Personality traits and general intelligence as predictors of academic performance: A structural equation modelling approach

The aim of the present study was to investigate the extent to which personality traits, after controlling for general intelligence, predict academic performance in different school subjects. Upper secondary school students in Sweden (N = 315) completed the Wonderlic IQ test (Wonderlic, 1992) and the IPIP-NEO-PI test (Goldberg, 1999). A series of hierarchical structural equation models showed that general intelligence, Conscientiousness, Extraversion and Neuroticism were significantly linked to overall academic performance. There were also different findings for a lower level of personality traits, e.g. different personality traits were associated with different subjects. The findings are discussed with regard to previous results on personality traits as determinants of academic performance in different school subjects and the fact that lower level traits may facilitate achievement in particular subjects.