Emotional regulation and emotional development

Current neofunctionalist views of emotion underscore the biologically adaptive and psychologically constructive contributions of emotion to organized behavior, but little is known of the development of the emotional regulatory processes by which this is fostered. Emotional regulation refers to the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. This review provides a developmental outline of emotional regulation and its relation to emotional development throughout the life-span. The biological foundations of emotional self-regulation and individual differences in regulatory tendencies are summarized. Extrinsic influences on the early regulation of a child's emotion and their long-term significance are then discussed, including a parent's direct intervention strategies, selective reinforcement and modeling processes, affective induction, and the caregiver's ecological control of opportunity for heightened emotion and its management. Intrinsic contributors to the growth of emotional self-regulatory capacities include the emergence of language and cognitive skills, the child's growing emotional and self-understanding (and cognized strategies of emotional self-control), and the emergence of a theory of personal emotion in adolescence.     

Conductor of public feelings: An affective-emotional rhetorical analysis of Obama’s national eulogy in Tucson

We argue that one important role of the contemporary president is to be a conductor of public feelings. To demonstrate, we analyze U.S. President Barack Obama’s national eulogy speech delivered on January 12, 2011 in Tucson, Arizona. We show how Obama acts as a musical or energy conductor, redirecting a soundscape of boisterous enthusiasm to be in concert with discordant feelings of national pain and anger and moving them toward social love that is non-partisan and at times civic-centered. This essay has implications for public policy, racial registers of feeling, and writing the bodies of rhetorical scholars into criticism.     

本科生毕业论文指导与写作的合理化设计

毕业论文指导与写作是对大学生进行综合训练的重要阶段,是学校培养具有创新精神和实践能力的优秀人才的最后教学环节. 本文通过对传统毕业论文指导与写作模式的概述,总结出传统指导环节的弊病,进而探究新的切实可行的有利于培养大学生综合能力的毕业论文指导计划,从而将培养大学生学术研究能力和创新能力落到实处.     

完善我国注册会计师行业监管体系研究

我国资本市场改革发展的部署以及资本市场重点领域和关键环节的改革创新,都要求加强注册会计师行业监管,这是为确保资本市场会计信息质量而提出的新要求。分析英美注册会计师行业监管体系变迁与启示,我们发现我国注册会计师行业监管存在多头监管,职责混乱,并且缺少统一的监管法律,管制机构权力冲突,注册会计师协会自律监管缺位等现象。要完善我国注册会计师行业监管体系,应进一步理顺注册会计师行业管理体制,完善法律法规,加大处罚力度,确立“中注协”的独立地位,加强会计事务所管理,提高综合竞争力,强化注册会计师职业道德建设等。     

论中国古代悼亡诗的伤逝主题及价值取向

悼亡文学是祭悼活动发展到一定阶段的产物 ,其起源与发展从一开始就受社会文化、民族心理、地理环境等因素的影响和制约。悼亡作品中创作主体的情感通常表现为一定的模式 ,这些情感模式展示了传统的爱情观 ,特别是对失落的爱情的态度。而悼亡作品的价值取向又表现了传统的爱情价值观和自我价值观的统一。悼亡作品中独特的情感表达模式和价值取向共同构建起了悼亡文学有别于其它文学的个性特征     

Motivation in Mathematics: Goals Reflected in Emotions

Students in a mathematics classroom are motivated to do many things, not only the ones we expect them to do. In order to understand student behaviour in classrooms we need to increase our understanding of what motivation is and how it is regulated. Two issues relevant to a critique of mainstream motivation research need consideration: (a) the importance of the unconscious in motivation and (b) focusing on motivational states and processes rather than traits. In the present paper, motivation is conceptualised as a potential to direct behaviour through the mechanisms that control emotion. As a potential, motivation cannot be directly observed. It is observable only as it manifests itself in affect and cognition, for example as beliefs, values and emotional reactions. This potential is structured through needs and goals. Based on this view of motivation and the author's earlier studies, three aspects of motivation regulation are discussed. Primarily, goals are derived from needs: in learning situations, the psychological needs for autonomy, competence, and social belonging are the most significant determinants of goal choices. As a second aspect, this view accepts the influence of students' beliefs about the accessibility of different goals. As a third aspect, the influence of automatic emotional reactions for goal regulation will be discussed. The case of Frank will be used 1) to illustrate how motivation can be inferred from different kinds of data and 2) as an example of how conflicting goals lead to non-straightforward self-regulation.     

Doctoral supervisors’ and supervisees’ responses to co-supervision

With the increasing demand for doctoral education, co-supervision, understood as the formally agreed supervision of a research student by two or more academics in doctoral programmes, has become common practice in postgraduate circles in the UK. If supervision with one supervisor is complex due to personal, academic, ethical and sometimes cross-cultural issues, having two supervisors makes this process sufficiently challenging in practice to be specifically investigated in research, not least because of the additional communication issues. However, co-supervision is under-explored in the academic literature. In this article we look at the experience of co-supervision as reported by co-supervisors and those supervised by them in a UK university department within an arts and social sciences faculty, and aim to contribute to the literature on co-supervision by considering co-supervisors’ and their supervisees’ perspectives on co-supervision practices. Amid a general welcoming of the practice, with both parties seeing co-supervision entailing learning opportunities – for co-supervisors, learning from colleagues; for supervisees, learning from two experienced researchers – we report shared and specific concerns of these two groups. Time is a concern for both groups, but in different ways. Particularly interesting is the issue of harmony between the co-supervisors, including in feedback, the desirability of which will be perceived differently within any co-supervisor–supervisee relationship. The need for awareness-raising for co-supervisors as regards what their supervisees may feel but may not articulate may be greater for co-supervision than solo-supervision arrangements, given the additionally complex web of institutional and interpersonal relationships co-supervision entails.     

The relation between feedback perceptions and the supervisor–student relationship in master's thesis projects

Research supervision can be investigated from social–emotional and cognitive perspectives, but most studies include only one perspective. This study aims to understand the interplay between a social–emotional (supervisor–student relationship) and cognitive (feedback) perspective on the outcomes of master's thesis supervision in specific, by investigating student perceptions of both perspectives. Questionnaire data (N?=?1016) were collected and analysed using regression analyses. For student satisfaction (SS) and students' perceived supervisor contribution to learning (PSCL), affiliation by far is most important, followed by control for SS and feedback-forward for PSCL. Also, interaction effects between feedback and interpersonal perceptions were found, indicating that the role of feedback perceptions is most important in situations in which no optimal supervisor–student relationship could be established. Findings imply the importance for master's thesis supervisors of creating friendly and helping relationships with students and if this is problematic, extra care should be taken with giving feedback.     

学年论文、毕业论文指导探讨

本文核心思想是把学年论文和毕业论文看成是同一教学活动的两个相互衔接的环节，在此基础上探讨、设计学年论文和毕业论文的选题、指导、要求等方面的原则。     

‘The English is not the same’: challenges in thesis writing for second language speakers of English

In this article I describe my interaction as an English for academic purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). Because of linguistic and relationship issues the supervisory experience for the parties was challenging and frustrating. I discuss the implications of this research and suggest that while linguistic difficulties impact negatively on the supervisory relationship this is exacerbated by the differing assumptions and expectations of the stakeholders. I argue, however, that what is regarded as ‘acceptable’ English at our institutions has not been sufficiently interrogated and the belief that English as a native language (ENL) is the only acceptable variety of English needs further investigation. Such an investigation needs to take place in a forum where the less powerful voices of the EAP practitioners and the students will not be marginalised.     

Master’s thesis projects: student perceptions of supervisor feedback

A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N?=?1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the feedback to be positive, and to provide information on how they are going and what next steps to take, are the most satisfied with their supervision and perceive they are learning most from their supervisor. The findings are discussed in relation to findings in coursework settings, and are explained using goal orientation theories.     

关于提高本科毕业论文质量的探讨

本科毕业论文是高校教学中培养学生综合能力的一个非常重要的实践教学环节。本文针对当前本科毕业论文教学现象进行分析,分别从学生、教师、学校等角度探讨了提高毕业论文质量的方案。     

加强毕业论文管理是提高毕业论文质量的重要保证

本科毕业论是对学生四年学习成果、创新能力和自身素质的综合检验,也是对学校及教师教学质量的全面、综合的检查。因此,本科毕业论是高校教学工作中的一个重要环节和阶段。加强对毕业论的管理,使毕业论的完成过程制度化、科学化是非常必要的。加强对毕业论的管理就是提高对毕业论管理的认识,建立健全规章制度;加强监督检查,保证毕业论的撰写质量;科学规范答辩的程序,保证毕业论答辩的质量。     

研究生论文选题宽泛的主要内部因素探析

一个研究生在读期间,能否撰写出有水平的学术论文是成就其学位论文的奠基石。无论于学术论文还是学位论文,选题是论文成败的关键。论文选题宽泛是当前研究生的一个通病,影响其论文选题宽泛的内部因素主要有三个：1．个体对论题的自我涉入度的把握程度;2．个体对论题的可控度;3．对论题的兴趣。要改变这种状况,既离不开研究生自身的努力,同时也离不开导师的悉心指导。     

评审-答辩制:本科毕业论文评价与答辩机制的优化简

近年来,本科毕业论文答辩工作的形式化现象日益引发社会关注,以至于这一环节,甚至整个本科毕业论文工作存在的意义都饱受质疑。事实上,问题的实质并不在于本科毕业论文答辩环节存在的合理性价值,而在于如何化解现有答辩形式化之流弊。评审-答辩制是一种可操作的,也更加客观、公正的本科毕业论文评价与答辩模式．可以改变现今由于学生数量多、任务繁重而造成的论文答辩形式化之困境,以维护、发挥本科毕业论文答辩应有的价值与正向功能。