高中生情绪智力与学业成绩的关系研究

为了探究高中生情绪智力的发展现状以及情绪智力与学业成绩的关系,本研究使用问卷调查法,采用整群随机抽样的方法,对342名高中生的情绪智力和学业成绩进行调查研究。结果表明:高中生的整体情绪智力发展处于中高等水平,但是情绪智力的八个因子发展不平衡。整体的情绪智力与学业成绩存在显著正相关,情绪智力各因子与学业成绩的相关模式不同,而且各个因子对学业成绩的预测力不同。据此,可以通过针对性的培训,提高高中生的情绪智力,从而提高他们的学习成绩。     

Rethinking the Relationship Between Reading and Behavior in Early Elementary School

ABSTRACT

Considerable research has investigated the link between academic achievement and social behavior. The authors set the context for their work by reviewing some of the research that has been done. To address similarities and limitations in previous research, they included concurrent ratings of behavior from teachers and children's performance on multiple measures of reading in their analyses. The authors provide an empirical analysis of the relationship between behavior and achievement using structural equation modeling that illustrated comparable outcomes to previous research and discuss their findings as a base for directing attention to the importance of teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school.     

初中生主要人际关系与社会行为、学业成绩的关系

对524名初中生的主要人际关系、社会行为和学业成绩进行问卷调查,旨在探讨学生主要人际问的关系及其对学校发展的影响.结果发现,学生主要的人际关系间联系不密切,师生关系对学生的学业成绩具有强的预测力,同伴关系对学生社会行为的影响最大.这表明学生人际关系是影响其社会行为和学业成绩的重要因素.     

Self–Efficacy Pathways Between Relational Aggression and Nonsuicidal Self–Injury

The authors recruited college students (N = 648) and investigated relationships among academic and social self–efficacy, relational aggression from parents and peers, and nonsuicidal self–injury (NSSI). Results indicated that both types of self–efficacy were related inversely to NSSI. Academic self–efficacy mediated the relationship between parental emotional abuse and NSSI, whereas social self–efficacy mediated the relationship between peer victimization and NSSI. Clinical implications of these findings for college counselors are discussed.     

Academic and Social Motivational Influences on Students' Academic Performance

We discuss ways in which aspects of academic and social motivation interact to influence student's academic performance. Research on academic and social motivational constructs is reviewed, focusing on students' ability and efficacy beliefs, control beliefs, achievement values, and achievement goal orientations. Relations between academic and social motivational processes are discussed, as well as how motivational processes from both domains might interact to influence academic outcomes. We also discuss motivation from the perspective of contextual factors and school socialization processes that have the potential to influence student motivation and subsequent performance. In this regard, teachers' instructional practices and interpersonal relationships with students are highlighted as potentially powerful factors influencing student motivation and performance.     

中学生学习压力、成就目标与学业成绩的关系研究

运用问卷对686名中学生进行调查，探索学习压力、成就目标与学业成绩的关系。结果发现：对于掌握目标组，掌握目标对学业成绩起正向直接作用，学习压力起负向直接作用，成绩目标通过学习压力对学业成绩起负向间接作用。对于成绩目标组，成绩目标通过学习压力对学业成绩存在间接消极作用，掌握目标通过学习压力对学业成绩存在间接积极作用。     

The Relationship Between Elementary Principals' Visionary Leadership and Students' Reading Performance

This article focuses on elementary principals as instructional leaders, as well as public school initiatives and educational accountability in the United States. It presents the methodology, instrumentation, measures of academic achievement in Florida, data collection, and processing procedures. Finally, it presents data analysis, results of the study, implications, and recommendations for further research.     

高中生的压力应对方式及其与学业成绩关系的研究

采用中学生应对方式评定问卷，对649名高中生面对挫折和烦恼时应对方式的特点及其与学业成绩的关系进行了考察。结果表明：（1）不同性别的高中生在发泄、幻想和忍耐应对方式上存在显著差异；（2）不同学校类型高中生在问题解决、退避和幻想应对方式上存在显著差异；（3）来自城市和农村的高中生的应对方式差异不显著，处于不同家庭气氛的高中生在问题解决应对方式上存在显著差异，父母教养方式不同的高中生在问题解决和幻想应对上存在极显著差异；（4）高中生学业成绩与问题解决应对方式有显著正相关。     

Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis

The authors used a person-centered, longitudinal approach to identify and evaluate naturally occurring combinations of intrinsic and extrinsic motivations among 490 third- through fifth-grade students. Cluster analysis revealed 3 groups, characterized by high levels of both motivations (high quantity): high intrinsic motivation but low extrinsic motivation (primarily intrinsic) and low intrinsic motivation but high extrinsic motivation (primarily extrinsic). Analyses of stability and change in cluster membership indicated that the primarily intrinsic cluster was most stable (76% stability) and the high-quantity cluster most precarious (45% stability) over the course of an academic year. Students in the primarily intrinsic cluster outperformed their peers in the other 2 clusters and showed the greatest increase in achievement over time.     

自我效能对学生学业成就影响及应用研究

自我效能是当前动机理论研究的热点问题之一，在教育学、心理学等领域有着广泛的运用。自我效能直接影响学业成就，也可以通过其他因素间接地影响学业成就。培养职校生自我效能感的重要途径在于：引导职校生进行正确的学业目标定向；对职校生进行适当的归因训练；为职校生树立榜样以获得替代性经验；采用建构主义的教学理念。     

小学生关系性思维的测试与分析

代数思维被认为是数学的“核心思想”,关系性思维与“代数思维”密切相关。有研究表明,有意识地培养学生的关系性思维,有助于学生从算术学习过渡到代数学习。文章对小学生关系性思维的特点进行了分析,并借助测试工具,对四、五、六年级小学生解决“23＋15=26＋口”这样的等式问题的思维方式进行了研究。这次测试反映出,小学生在解决上述等式问题时所表现出的关系性思维水平,并不因年级的升高表现更优。     

学习障碍学生社会支持、学习动机与学业成绩的关系研究

用社会支持评定量表和学习动机量表对学习障碍学生的社会支持和学习动机进行测量,并对其与学业成绩间的关系进行了分析。结果发现:学习障碍学生和普通学生的社会支持和学习动机之间存在显著差异,社会支持和学习动机两者的交互作用显著;学习障碍学生学习动机和学业成绩有显著的正相关,并呈现出线性关系,学习动机是学习障碍学生学业成绩的良好预测指标之一;学习障碍学生学习动机对学业成绩有直接的影响;社会支持对学习动机有直接的影响,而社会支持则需要通过学习动机因素间接影响学业成绩。     

初中生学业拖延的特征及其与学业成绩的关系研究

目的探讨初中生学业拖延的特征及其与学业成绩的关系。方法采用学业拖延问卷对264名初中生进行了测量,运用SPSS15.0对数据进行统计分析。结果初中生学业拖延总体上处于中等偏下水平;男生的学业拖延水平显著高于女生;学业拖延存在显著的年级差异,其中初二年级拖延水平较高;学业拖延与学业成绩呈显著负相关,低拖延者的学业成绩显著高于高拖延者,学业成绩高的学生其拖延水平低。结论初中生的学业拖延在性别和年级上有显著差异,初中生学业拖延对其学业成绩有显著影响。     

元情绪对高一学生学习适应性及成绩的影响

采用特质性元情绪问卷（TMMS）和学习适应性测验（AAT）对328名高一学生进行元情绪与学习适应性调查。结果表明：高一学生元情绪总分及情绪注意、辨别与恢复三维度得分居于中等以上水平,且均无性别差异和生源地差异。高一学生元情绪与学习适应性及学业成绩呈正相关,其中,情绪恢复维度与学习适应性及学业成绩的相关较大,情绪辨别维度次之,情绪注意维度仅与学业适应性相关且相关较小,学习适应是元情绪与学习成绩的中介变量。建议在学业辅导与心理教育中加强对元情绪的发展。     

中小学特色学校建设的策略研究

追求学校的办学特色,已成为我国办学趋势。特色学校建设是一个系统工程,涉及多个层面和多个要素,需要合力共建。成功开展中小学的特色学校建设的策略主要是:一是理性理解特色,二是理念引领特色,三是多维度思考特色定位,四是开发人力资源的潜能,五是多层面打造特色文化。     

Effect of School Decentralization and School Climate on Student Mathematics Performance: The Case of Hong Kong

For more than a decade, the Government of Hong Kong has instituted a policy of school decentralization aimed at devolving authority to all stakeholders, including the representatives of School Sponsoring Bodies, principals, teachers, parents, and community members. This study examines the relative contribution of two dimensions of school decentralization – teacher participation and school autonomy – to students' mathematics performance, and examines the role of school climate as a mediating variable between decentralization and performance. Data for the present study come from the second cycle of the Programme for International Student Assessment (PISA 2003), which is a large international assessment measuring 15-year-old students' literacy performance across over 40 countries and regions around the world. Using multi-level analysis, the study finds that teacher participation is more important than school autonomy for student mathematics performance in Hong Kong. In addition, the effect of teacher participation on students' performance is mediated by four major school climatic factors – sense of belonging, disciplinary climate, students' morale and student behaviour – in Hong Kong's secondary schools.     

The Relative Achievement of the Objectives of Elementary School Science in Minnesota Schools

The authors investigated the relationship between self-perceptions of ability and achievement in math, science, and English from Grades 8 to 11 (N = 342). A state-trait model that included an association between stable (i.e., trait-like) components of self-perceptions and achievement as well as time-specific (i.e., state-like) effects during the transition to high school (i.e., Grade 8 to Grade 9) demonstrated superior fit to alternative models that did not incorporate these features. Stable components of self-perceptions of ability and achievement exhibited a substantial association in this model. In most instances, however, there also was evidence of a positive effect of self-perceptions in Grade 8 on achievement in Grade 9.     

中学生自尊、应对方式与关系欺负的关系研究

研究目的在于探讨中学生自尊、应对方式与关系欺负之间的关系及应对方式在其中的中介作用。采用自尊量表、中学生应对方式量表、自我编制中学生关系欺负量表,随机抽取392名中学生进行调查研究。结果表明:1.应对方式在性别和年级上存在显著差异;自尊、关系欺负总分在年级上有显著差异。2.自尊水平、应对方式与关系欺负水平存在密切相关。3.自尊对关系欺负总分有显著的负向预测作用,应对方式在自尊与关系欺负之间起部分中介作用。     

高师小学数学教育学课程的构建

对数学的深刻理解和熟知儿童数学学习心理,是小学数学教育的基础.数学教学是数学学习活动的教学,其主要任务是设计和组织数学学习活动.关于数学本质的认识对数学教育具有根本性的指导意义,应作为小学数学教育学的一项重要内容.案例教学法是小学数学教育学的主要教学方法,编写教学案例是小学数学教育学教材建设的重要任务.     

成都市学校委托管理研究*--以茶店子小学与十方堂小学为例

跨区域学校委托管理是成都市实施城乡教育统筹发展、城乡教育一体化的重要形式,这种办学制度的转变以实现优质教育资源满覆盖为目标。在结成的学校委托管理中金牛区茶店子小学和邛崃市十方堂小学就是典型模式之一,通过规划引领、师资结对、学生发展、文化打造等发展策略与途径的转变,学校发展取得了明显成效。