农村中小学生学校适应的类别特征及其影响因素：基于潜在剖面分析

采用问卷对5 640名农村中小学生进行调查发现,农村中小学生学校适应存在3个潜在类别,即适应困难组(小学生23.16%,初中生14.59%)、中等适应组(小学生45.78%,初中生44.48%)和适应良好组(小学生31.06%,初中生40.93%)。通过进一步分析发现：女生的学校适应比男生好;非留守儿童学校适应比留守儿童好;小学各年级学生的学校适应无显著差异,而相比初一、初二年级学生,初三年级学生学校适应较差;农村中小学生学校适应受到家庭、学校、社区和同伴等环境中风险因素的影响,各领域的生态风险越高,学校适应越差;农村中小学生自我控制水平越高,学校适应越好。这说明农村中小学生学校适应有三种类别,且其发展会受到生态风险和积极心理品质等的影响,而增强农村中小学生的学校适应,可从减少外部生态风险和培养积极心理品质着手。     

父母控制亚型及其对青少年适应的影响：基于潜在转变分析

父母控制是指父母在对子女实施教养活动的过程中,用以控制、管理子女的较为稳定的行为方式,对儿童青少年的心理发展和社会适应具有重要且直接的影响。本研究使用初中生的两年追踪数据,基于以个体为中心的研究方法,探讨我国父母控制的亚型、转变特点及其对青少年适应的影响。主要发现如下：（1）父母控制可以分成三种亚型：低心理控制-中行为控制（低-中控制）、中心理控制-中行为控制（中-中控制）和高心理控制-高行为控制（高-高控制）,在两个时间点都是中-中控制亚型的家长比例最多,分别约占六成和五成。（2）父母控制亚型会随着时间产生转变,从初一到初二,近七成的父母控制亚型保持稳定,约有三成出现转变。初一的中-中控制亚型约有三分之二在初二时没有变化,约两成在初二时变成高-高控制亚型。（3）父母控制亚型对主观幸福感、网络成瘾、亲子冲突等适应结果有显著影响,其中高-高控制亚型最不利于青少年适应的发展,低-中控制亚型最有利于青少年适应的发展。本研究为不同类型的父母控制进行精准干预奠定了实证研究基础。     

青少年抑郁情绪与人际信任的关系:基于潜在剖面分析?

基于中国家庭追踪调查(CFPS)2016年数据,采用潜在剖面分析方法考察2769名青少年抑郁情绪的异质性及其人口学特征,分析不同抑郁情绪类别青少年的人际信任差异。结果发现:青少年可分为高抑郁情绪、中抑郁情绪与低抑郁情绪3种潜在类别,占比分别为6.68%、22.03%、71.29%;乡村,小学、初中、不在学,学业成绩在班级后25%等特征的青少年在中抑郁情绪型与高抑郁情绪型中所占比例更高;青少年人际信任表现为熟人信任与陌生人信任的差序结构,3类抑郁情绪类别青少年的熟人信任均处于中上水平,且低抑郁情绪型的信任水平最高、中抑郁情绪型次之、高抑郁情绪型最低,陌生人信任在3类青少年中不存在差异,均为较低水平。     

农村小学生同伴攻击受侵害类型及其学校适应：基于潜在剖面分析

以1 489名4—6年级农村小学生为研究对象,采用潜在剖面分析方法探索其攻击与受侵害类型,并进一步探究不同类型与其学校适应的关系。结果表明：（1）农村小学生攻击受侵害可以分为4类：“高攻击–高受侵害型”“低攻击–高受侵害型”“中攻击–中受侵害型”及“低卷入型”;（2）不同类型具有一定的“共发性”,除“高攻击–高受侵害型”外,各类型均表现出间接攻击高于直接攻击,间接受侵害高于直接受侵害;（3）不同类型的个体在性别、年级、是否寄宿上均差异显著,男生、低年级、寄宿生更容易卷入校园欺负;（4）不同类型的个体在学校适应上的表现有别：在积极情绪及消极情绪上,“高攻击–高受侵害型”个体得分均显著高于其他各类型,在人际关系和学业表现上,“低卷入型”个体得分显著优于其他各类型。因此,应重视农村小学生的校园欺负行为,建议根据不同类型学生的特点及适应状况,有针对性地进行干预及预防,尤其是“高攻击–高受侵害”者。     

教师自主性类型及其影响因素研究：基于潜在剖面分析

教师自主性发展是国内外教师教育理论与实践研究中的重要方向,它受到多重因素的影响。以场动力理论为基本框架,采用教师自主性量表、变革型领导力量表、组织氛围量表和教师自主权量表,以整群抽样的方式在广东、河北共抽取62所幼儿园进行调查,回收有效教师问卷1407份。结果发现：教师的自主性发展存在异质性。变革型领导力、组织氛围、教师自主权分别对教师自主性类型有不同程度的影响,教师自主性水平在职称和学历上存在显著差异。为促进教师自主性的发展,应唤醒教师自主性发展意识;关注教师差异,给予教师个性化支持;动力协同,共筑教师自主性发展生活空间。     

初中生元认知与数学学业成绩的关系：基于潜在剖面分析

以2844名初中生为研究对象,采用潜在剖面分析方法探索元认知类别,并揭示这些类别与数学学业成绩的关系。结果发现：初中生的元认知存在4个类别,即低知识低调节—波动组、中间水平—波动组、高知识高调节—波动组、高知识高调节—稳定组;初中生数学学业成绩在元认知类别上的差异显著,具体表现为高知识高调节—稳定组的数学学业成绩最高,低知识低调节—波动组的数学学业成绩最低,其他两组居中;在中间水平—波动组和高知识高调节—波动组中,女生数学学业成绩高于男生,其他两组学生数学学业成绩的性别差异不显著。建议初中数学教师通过引导学生积极提问、帮助学生搭建元认知脚手架、鼓励学生开展合作学习等方式,培养和提升学生的元认知技能。     

基于潜在剖面分析的中学生考试焦虑类型及其影响因素

借助考试焦虑量表,采用潜在剖面分析方法探索中学生考试焦虑的类型,并在此基础上采用社会支持量表、情绪调节自我效能感量表、成就目标量表,探讨考试焦虑潜在类型的影响因素。结果显示：中学生考试焦虑存在明显的分组特征,可划分为低考试焦虑组、中考试焦虑组、高考试焦虑组3类;女生比男生更容易产生考试焦虑,高中生比初中生更容易滋生考试焦虑;社会支持、情绪调节自我效能感负向预测中考试焦虑组和高考试焦虑组,成就目标正向预测中考试焦虑组和高考试焦虑组。可通过营造平等互助的和谐家庭氛围、引导学生表达与排解消极情绪、树立指向素养发展的成就目标等方式缓解中学生考试焦虑。     

家庭环境：青少年学校适应的“催化剂”

家庭环境对小学生升初中及初中阶段的学校适应起着催化剂的作用。青少年期是人生中充满发展与动荡的时期,这一时期的家庭内部各种因素和互动关系呈现出独有的特征。如果家庭能适应这些变化,青少年就可能获得很好的家庭指导与支持。处于“发展关键期”的青少年家庭、学校教育及家校协作都应关注青少年学校适应问题,使学生获得学业上的成功和素质的全面发展。     

中小学教师性格优势与职业幸福感的关系:基于潜在剖面分析

为探究中小学教师性格优势的潜在类别及其与职业幸福感的关系,采用整群抽样法对619名中小学教师进行问卷调查,并运用潜在剖面分析的方法进行数据分析.结果 发现:中小学教师的性格优势可分为风险型、普通型、矛盾型和优势型四种潜在类别,其中普通型人数最多,矛盾型人数最少.优势型教师的职业幸福感显著优于其他三类教师,普通型教师与矛...     

Student Engagement and School Burnout in Finnish Lower-Secondary Schools: Latent Profile Analysis

Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and low-engagement/high-burnout (5.5%). Another sample of lower-secondary school students was used to validate the 3 profiles. The factors most strongly associated with the high-engagement/low-burnout profile of lower-secondary school students’ were high levels of support from teachers and family, good academic performance, and lack of truancy. The study indicated that teacher and family support and students’ academic achievement are pivotal in understanding student engagement and school burnout.     

A Comparison of Three-Step Approaches for Auxiliary Variables in Latent Class and Latent Profile Analysis

In this article, 3-step methods to include predictors and distal outcomes in commonly used mixture models are evaluated. Two Monte Carlo simulation studies were conducted to compare the pseudo class (PC), Vermunt’s (2010), and the Lanza, Tan, and Bray (LTB) 3-step approaches with respect to bias of parameter estimates in latent class analysis (LCA) and latent profile analysis (LPA) models with auxiliary variables. For coefficients of predictors of class membership, results indicated that Vermunt’s method yielded more accurate estimates for LCA and LPA compared to the PC method. With distal outcomes of latent classes and latent profiles, the LTB method produced the lowest relative bias of coefficient estimates and Type I error rates close to nominal levels.     

Commentary: Positive Youth Development Goes Mainstream

Evidence has accumulated that confirms the success of a positive youth development (PYD) approach. Importantly, a positive development approach is just that—an approach. It is not a particular program or curriculum but a set of practices designed to achieve one or more positive outcomes. As such, PYD practices can be added onto other programs to make positive outcomes more likely. For example, a tutoring program can work hard to hire and train staff to work with students in a trusting, respectful relationship. Camp counselors can be encouraged to build rapport and positive bonds among the campers.     

Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development

This article reports the results of a positive youth development (PYD) intervention for adolescents in alternative high schools (209 African American and Hispanic American adolescents, aged 14–18; 118 females and 91 males). The intervention was guided by a self‐transformative model of PYD (Eichas, Meca, Montgomery, & Kurtines, 2014). This model proposes that the actions youth take to define themselves function as active ingredients in positive development over the life course. Consistent with the self‐transformative model, results provided support for direct or mediated intervention effects on the self‐transformative processes of self‐construction and self‐discovery, life goal development, identity synthesis, and internalizing problems. The findings illustrate the utility of using a self‐transformative approach to PYD in work with marginalized youth populations.     

Modeling Unobserved Heterogeneity Using Latent Profile Analysis: A Monte Carlo Simulation

Latent profile analysis (LPA) has become a popular statistical method for modeling unobserved population heterogeneity in cross-sectionally sampled data, but very few empirical studies have examined the question of how well enumeration indexes accurately identify the correct number of latent profiles present. This Monte Carlo simulation study examined the ability of several classes of enumeration indexes to correctly identify the number of latent population profiles present under 3 different research design conditions: sample size, the number of observed variables used for LPA, and the separation distance among the latent profiles measured in Mahalanobis D units. Results showed that, for the homogeneous population (i.e., the population has k = 1 latent profile) conditions, many of the enumeration indexes used in LPA were able to correctly identify the single latent profile if variances and covariances were freely estimated. However, for a heterogeneous population (i.e., the population has k = 3 distinct latent profiles), the correct identification rate for the enumeration indexes in the k = 3 latent profile conditions was typically very low. These results are compared with the previous cross-sectional mixture modeling studies, and the limitations of this study, as well as future cross-sectional mixture modeling and enumeration index research possibilities, are discussed.     

中国4省市阅读教学模式探究：基于PISA2018测评的潜在剖面分析

教师的课堂教学行为对学生学习有着重要作用。基于课堂教学的三维理论模型,采用中国4省市PISA2018测试数据,使用潜在剖面分析,探索中国4省市阅读教学的典型模式,并就不同模式对学生学习的影响开展研究。结果发现:1)学生感知到的教师教学模式主要有综合发展型、普通支持型和纪律导向型;2)感知到综合发展型教学模式的学生在学科知识与理解、动机、情感与注意力和学习时间维度上均表现最佳,纪律导向型教学模式的学生在各指标上表现较弱;3)不同家庭社会经济地位和不同学校类型的学生对不同教学模式的感知存在显著差异,家庭社会经济地位中等及以下的学生、城镇和农村学校的学生更容易感知到纪律导向型教学模式,更难感知到综合发展型教学模式,男女生对不同教学模式的感知不存在显著差异。在此基础上,提出要为教师采用综合发展型教学模式创造条件、教师要强化元认知教学并关注课堂教学的群体差异与区域差异等建议。     

中国4省市阅读教学模式探究:基于PISA2018测评的潜在剖面分析

教师的课堂教学行为对学生学习有着重要作用。基于课堂教学的三维理论模型,采用中国4省市PISA2018测试数据,使用潜在剖面分析,探索中国4省市阅读教学的典型模式,并就不同模式对学生学习的影响开展研究。结果发现:1)学生感知到的教师教学模式主要有综合发展型、普通支持型和纪律导向型;2)感知到综合发展型教学模式的学生在学科知识与理解、动机、情感与注意力和学习时间维度上均表现最佳,纪律导向型教学模式的学生在各指标上表现较弱;3)不同家庭社会经济地位和不同学校类型的学生对不同教学模式的感知存在显著差异,家庭社会经济地位中等及以下的学生、城镇和农村学校的学生更容易感知到纪律导向型教学模式,更难感知到综合发展型教学模式,男女生对不同教学模式的感知不存在显著差异。在此基础上,提出要为教师采用综合发展型教学模式创造条件、教师要强化元认知教学并关注课堂教学的群体差异与区域差异等建议。     

Assessing Measurement Invariance in Multiple-Group Latent Profile Analysis

The study of measurement invariance in latent profile analysis (LPA) indicates whether the latent profiles differ across known subgroups (e.g., gender). The purpose of the present study was to examine the impact of noninvariance on the relative bias of LPA parameter estimates and on the ability of the likelihood ratio test (LRT) and information criteria statistics to reject the hypothesis of invariance. A Monte Carlo simulation study was conducted in which noninvariance was defined as known group differences in the indicator means in each profile. Results indicated that parameter estimates were biased in conditions with medium and large noninvariance. The LRT and AIC detected noninvariance in most conditions with small sample sizes, while the BIC and adjusted BIC needed larger sample sizes to detect noninvariance. Implications of the results are discussed along with recommendations for future research.     

积极青少年发展:理论、应用与未来展望

积极青少年发展观(Positive Youth Development,PYD)源于对"缺陷模型"的批评,强调关注个体的优势及发展的潜能,促进青少年充分、成功的发展而不仅仅是减少问题行为,是个体毕生发展领域理论与实证研究范式的重大转变。它从更全面、平衡的角度看待青少年的发展,强调其自身的主体性、优势及情境中的资源,重视"个体情境"的互动,拓展了个体毕生发展研究的理论和方法。未来研究应立足我国文化,整合多种研究方法,建构积极青少年发展的指标体系,开发本土化的测量工具,开展"生理—心理—社会"综合视角下的系统研究及跨文化研究,并积极探索教育实践中的科学干预与评估,促使青少年发展研究更趋全面和整合,以便更加精确、深入地描绘个体毕生发展的复杂过程。     

Seeking and Finding Positive Youth Development Among Zulu Youth in South African Townships

A cross‐sectional study explored the presence and power of developmental assets in a sample of youth from rural South African townships. Learners (female = 58%; M_age = 17.1; N = 505) attending three township high schools completed self‐report measures of developmental assets and thriving outcomes. Participants reported contextual assets (e.g., family, school, community) in the vulnerable ranges, with gender, family structure, and school type accounting for some differences. Correlation and regression analyses revealed that five asset contexts (family, school, community, personal, social) were uniquely predictive of thriving outcomes. Discussion focuses on contextual expressions of positive youth development among Zulu township youth in challenging environments.