心理疾病污名的结构:基于IAT的测量

以63名大学生为被试,采用内隐联想测验对心理疾病污名的结构进行研究。结果发现,负面刻板印象、负性情绪体验以及消极行为倾向的IAT效应显著,并且三者之间相关显著。本研究证实心理疾病污名主要由负面刻板印象、负性情绪体验以及消极行为倾向三个成分构成。     

Undignified Dignity: Using Humor to Manage the Stigma of Mental Illness and Homelessness

Research on stigma has generally focused on either how stigmatized individuals manage their stigmatizing traits, how stigmatizing messages are communicated, or on how education and contact campaigns reduce the degree of stigma. This article seeks to expand on the communication stigma literature by arguing that stigmatized and unstigmatized individuals are able to co-manage stigmatizing traits through the cocreation of a culture of individualized dignity. Specifically, this ethnographic study examines the use of humor at a homeless shelter that caters to individuals with severe mental illness to create a culture of “undignified dignity.” The findings highlight how even complex stigmas may be ameliorated through a focus on dignity as a bridging medium between stigmatized and unstigmatized individuals.     

Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury

Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation.     

基于模糊综合评价的高校心理健康教育绩效评价研究

绩效评价是高校心理健康教育科学化和系统化的重要内容,但是心理健康教育绩效评价内容的模糊性和评价范围的不确定性使得该评价方法的效果不够理想。应用模糊综合评估法,通过构建综合评价指标体系和隶属度函数,采用层次分析法计算指标因素的权重,将专家经验与定量计算相结合,可解决评价中内容的模糊性和范围的不确定性问题。以12家二级单位的实际心理教育打分值为例,对模糊综合评价体系进行实证研究,印证了评价体系的科学性、系统性和可操作性。     

Teacher Stress Related to Student Mental Health Promotion: the Match Between Perceived Demands and Competence to Help Students with Mental Health Problems

The present study highlights teacher stress related to student mental health promotion through the relationship between perceived competence, perceived responsibility and negative emotions. Data were derived from a mixed methods design, utilizing three focus group interviews (n = 15), followed by survey research (n = 771) amongst Norwegian K–12 teachers. The results suggest that teacher stress emerges chiefly from a mismatch between feeling responsible for and being able to help students with mental health problems. The data also point to the impact of time constraints in school context. Finally, the findings reveal significantly higher levels of perceived responsibility and negative emotions amongst female teachers, and significantly lower levels of perceived responsibility amongst teachers at higher grades.     

如何建立高职院校心理健康教育的有效网络

从高职院校的角度对心理健康教育的有效网络进行了研究。提出了如何构建有效的心理健康网络,实现心理健康教育网络的多元化,促进高职院校学生心理健康发展。     

Mental Health Leaves of Absence in College and Therapy: A Qualitative Study of Student Experiences

Mental health leaves of absence have increased among college students, but little is known about their experiences. We explored the role of psychotherapy among college students before, during, and after a mental health leave, using thematic analysis of semistructured interviews with 11 students who returned successfully to college after a mental health leave. College students who took a mental health leave typically sought therapy too late to prevent the leave, but benefitted from therapy while they were on leave and when they returned to college. Key outcomes of therapy included understanding the process that led to leaves, developing a plan and better coping skills for return, learning to avoid or manage symptoms, and growing closer to families and other supports. Proactive policies might prevent mental health leaves, but would require a new level of attention. Psychotherapy during and after the leave can lead to successful returns to college.     

A Process Evaluation of an Online BSW Program: Getting the Student Perspective

This paper reviews the student perspectives of an online BSW program. The structure of this program is presented, along with findings from a mixed-method evaluation of four matched BSW courses where each instructor taught both the online and face-to-face sections. Although there are no identified differences in performance, grades, or retention, students report differences in developing instructor and classmate relationships and in overall course satisfaction. Qualitative findings highlight the advantages of the flexibility of online education, tempered by challenges in making connections and fewer spontaneous interactions. Implications for online course development are discussed.     

对大学生人际关系敏感的心理干预效果研究

为探讨降低大学生人际关系敏感程度的有效方法,对120名大学生分别进行不同方式的心理干预,干预后发现,四种干预方式对降低大学生人际关系敏感均有较好效果,而人际关系工作坊、团体心理咨询效果更为显著。     

How Do Faculty Make Formative Use of Student Evaluation Feedback?: A Multiple Case Study

This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience.     

The Use of Student Consulting Projects as an Active Learning Pedagogy: A Case Study in a Production/Operations Management Course

Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the form of student consulting projects. While the literature on student consulting has largely focused on projects to assist small business owners, this research demonstrates the potential for using student-consulting projects in the Production/Operations Management course. We use a case study to describe the use of a student-consulting project as an alternative to the other types of active learning described in the Operations Management education literature.     

小学生数学学习情感评价的研究

在教学过程中注重学生情感、态度和价值观的培养,是新课程改革的核心目标之一,而学生情感评价则是提升情感教育效果的重要手段。对小学生数学学习情感的评价显示,目前小学生的学习情感状态不容乐观,存在着诸多亟待解决的问题。要真正促进学生情感的发展,教师应大力加强情感教育;深刻认识情感评价的功能;恰当选择评价的方法;充分利用评价获得的信息。     

美国中小学生创造力评价探析

美国于20世纪50年代开始对创造力进行研究,其中对中小学生创造力的评价是该研究领域的重点。创造力的内涵包括产生观点、考查观点、探索观点和自我理解与控制。创造力评价的研究集中在信息类型、评价方法和工具编制等方面。创造力评价的结果已被广泛应用于美国中小学课程设计之中,作为学生创造力培养的重要依据。我国应在构建创造力评价的指标体系、开发科学的评价工具、发挥评价在创新人才培养中的引导作用等方面予以借鉴。     

新建本科院校学生网上评教活动影响因素研究

运用问卷调查法,对影响新建本科院校学生网上评教活动的评教态度、评教心理等因素进行了调查。结果表明:学生评教态度对网上评教活动的影响各年级之间差异较大,而学生评教心理对网上评教活动的影响各年级之间没有明显差异。     

自愿评教：走出学生评教困境的有益探索

学生评教是高校教学质量管理的重要组成部分,但强制评教造成学生消极评教、教师质疑评教、评教分数贬值等问题,并最终导致评教陷入困境。通过取消学生必须参加评教的限制,设置反映学生需求的评教指标,变一次性评教为周期性评教,改革评教监管机制,加强评教宣传引导等措施,构建学生自愿评教机制,是从根本上解决评教问题,使学生评教走出困境的有效手段。     

STAD型合作学习简介：目标、模式、实施及评价

STAD型合作学习是一种运用非常广泛、能有效提高教学效果的合作学习类型。文章介绍了STAD型合作学习的目标、几种模式、实花步骤、评价策略以及教师在实施教学时应该注意的一些问题。     

课程评价:从学业成就评价走向学业评价

在新课程的背景下,传统课程评价以学生学业成就评价为依据具有不合理性,因此对学生的评价应从学生学业成就评价走向学生学业评价,强调学业过程、学生发展和活动表现,让学生学业真正满足社会和个人未来发展的需要。     

Research Productivity and Student Evaluation of Teaching in Social Science Classes: A Research Note

Research on the relationship between research productivity and student evaluations of teaching (SETs) has been marked by several shortcomings. First, research typically fails to check and adjust for nonlinear distributions in research productivity. Since approximately 15% of researchers account for most articles and citations (e.g., Zuckerman, H., Handbook of Sociology, Sage Publications, Newbury Park, CA, pp. 511–574, 1988), this failure might explain weak or nonsignificant findings in some of the past research. Second, the unit of analysis is typically the instructor, not the class. Since top researchers might disproportionately teach small classes at the graduate level, and that SETs are usually higher in such classes, the small relationships between research excellence and SETS found in previous research may be spurious. The present study corrects for each of these issues. It analyzes data from 167 classes in the social sciences and on 65 faculty. The quality of research productivity (raw citations/post-PhD year) is not related to SETs. However, when the distribution of citations is corrected for skewness, a significant positive relationship between research productivity and SETs emerges. This relationship survives controls for course and instructor characteristics, and holds for both the faculty member and the class as units of analysis. This is the first systematic investigation to demonstrate a significant relationship between the quality of research (citations) and SETs.     

从“积极政府”到“自制政府”:新时代现代大学治理中的政府画像

政府干预是影响现代大学治理的重要变量。作为一种干预形态,"积极政府"的定位源于特定的时代命题,其行动产生了预设的积极效用,有力推进了中国大学的现代化进程,但同时也带来了制度赶超、政策过剩、大学能力单一等消极效应。新时代的国家治理转型为政府善治大学提出了新愿景,面对如何营造有利于大学内涵式发展的外部环境、如何避免现代大学制度落地过程中的悬置、如何引导大学真正服务社会等挑战,政府应从"积极介入"走向"自我节制",通过规范介入的空间、减少介入的主体、变革介入的方式、降低介入的动力等策略描绘出理想的"自制政府"画像。