The Mitigating Effects of Intergroup Contact on Negative Stereotypes,Perceived Threats,and Harmful Discriminatory Behavior Toward Asian Americans

This study examined the ameliorating effects of intergroup contact with Asian Americans on negative stereotypes, perceived threats, and harmful discriminatory behaviors toward them. The results of multivariate regression analyses indicated that intergroup contact with Asian Americans adversely predicted negative stereotypes (i.e., excessive competence and deficient sociability), perceived realistic and symbolic threats, and active and passive harmful discriminatory behaviors toward them. The findings highlighted the utmost importance of intergroup contact in improving intergroup attitudes and behaviors.     

未成年人不同阅读介质的眼动行为比较

随着数字化阅读的迅猛增长,传统纸质媒体与数字化媒体已经成为学习者获取学习资源的两种重要介质。电子课本作为数字化阅读与学习范式变革在基础教育领域中应用的产物,其应用效果受到人们的期待。电子课本如何促进学习？它对人的影响与纸质课本有何不同？基于梅耶多媒体学习理论,以电子课本和纸质课本两种阅读介质为例,对未成年人阅读过程中的眼动行为进行比较实验,结果表明：未成年人阅读纸质课本和电子课本的注意力分配有差异;电子课本阅读促进了更积极的交互,其测验成绩显著高于纸质课本,正文的观察时间和注视次数与测验成绩显著相关,但同时也增加了外在认知负荷。因此,设计人员在设计电子课本时应该兼顾学习者注意的广度和深度,实现各种多媒体学习内容的优势互补;家长和教师应该了解数字化阅读特点,适当引导未成年人的电子课本使用。     

国外教练员领导心理和行为的研究现状

首先简要叙述了一般性的领导理论，然后重点介绍了国外对教练员领导心理和行为的研究概况。     

“城中村”的困惑：向下的青春——广西南宁市A村校外青少年高危行为的社会学调查

通过对广西南宁市一个“城中村”社区校外青少年的生存状态与高危行为的社会学调查,对其行为表现、特点和成因进行了分析,并对“城中村”的青少年工作和社区文化建设提出了建议。     

女大学生体育行为的调查与分析

采用问卷法等对常州市女大学生体育锻炼动机、锻炼时间和频度、锻炼形式和项目及主要影响因素等方面进行了调查与分析.结果显示,女生参加体育锻炼动机目的明确并呈多样化,主要选择趣味性和运动量小、对抗性弱的运动项目进行锻炼;喜爱参加集体等锻炼;每周锻炼次数和每次锻炼时间严重不足;场地器材不足、课外辅导的有效手段的缺乏等等是影响女生体育锻炼的主要因素.     

社会主义义利观与经济行为初探

社会主义义利观与传统的义利观有本质的区别，是一种新型的义利观。在社会主义市场经济条件下，要用社会主义的义利观从既要自主又要监督、既要竞争又要协作、既要先富又要共富等方面来规范人们的经济行为，这样，才能保证社会主义市场经济的健康有序发展。     

论彝族《劝善经》中的传统道德观念

彝族《劝善经》是彝族伦理道德的重要组成部分。它译述了道家经典劝善书之一《太上感应篇》,并结合彝族的宗教礼俗、心理情态、社会思想、伦理道德、风俗习惯等内容,劝说人们要行善戒恶。其中的劝善理论对人们的精神生活、家庭道德、身心健康以及社会稳定等方面产生了积极的影响,对构建社会主义和谐社会具有积极的作用。     

发展循环经济是构建和谐社会的重要环节

循环经济是一种建立在物质和能量不断循环利用基础上的新的经济模式,是实现人与自然、人与社会和谐的重要环节。当前我国发展循环经济,必须在经济理念、经济制度、经济手段和技术创新等方面要有科学的举措。     

Maltreatment type and behaviors: Does listening matter?

This article presents an exploratory assessment of whether children's perceptions of caseworker support (e.g. feeling listened to) moderates the relationship between the type of maltreatment and problematic behaviors. Relying on data collected for the National Survey of Child and Adolescent Well-Being (NSCAW I), this research measures how often children felt listened to by their caseworkers and the effect on the relationship between two types of maltreatment (e.g. physical abuse and neglect) and problematic child behaviors. Results indicate that whereas children reported feeling listened to most of the time, there are significant differences in the probabilities of problematic behavior scores between physically abused and neglected children according to how often they felt listened to. With the exception of those children who felt listened to all of the time, physically abused children have a higher probability of problematic behaviors than neglected children. Comparisons between the two maltreatment types indicate a greater impact of listening on physically abused children across the continuum of feeling listened to (e.g. never to all of the time), than for neglected children, except for at the highest level of listening, as results indicate a small, but significant difference indicating neglected children are more positively impacted by listening than physically abused kids. Implications for practice are that children's perceptions of support from caseworkers may influence behavioral outcomes differently according to maltreatment type. Additionally, these findings encourage the inclusion of children's perspectives regarding the relationships they have with caseworkers.     

Feeling Valued Matters: An Examination of Instructor Confirmation and Instructional Dissent

This study explored the relationship between effective instructor behavior—instructor confirmation—and a potentially negative student behavior—instructional dissent. Previous studies demonstrate that student characteristics provide a limited explanation for how students express dissent (e.g., Goodboy & Myers, 2012 Goodboy, A. K. & Myers, S. A. (2012). Brief report: Instructional dissent as an expression of students’ verbal aggressiveness and argumentativeness traits. Communication Education, 61, 448–458. doi:10.1080/03634523.2012.699635[Taylor & Francis Online] , [Google Scholar]). Thus, scholars have begun to investigate the influence of instructor behaviors along with student characteristics to understand why students express dissent (LaBelle, Martin, & Weber, 2013 LaBelle, S., Martin, M. M. & Weber, K. (2013). Instructional dissent in the college classroom: Using the instructional beliefs model as a framework. Communication Education, 62, 169–190. doi:10.1080/03634523.2012.759243[Taylor & Francis Online] , [Google Scholar]). This study revealed that instructor confirmation negatively related to expressive and vengeful dissent, but not rhetorical dissent. Further, the three dimensions of instructor confirmation functioned differently in accounting for variance in expressive and vengeful dissent. Future research should build towards a model of instructional dissent model that reflects the unique characteristics of the instructional context and modifiable instructor behaviors.