认知重评对情绪外周影响的研究述评

认知重评策略能够有效调节被试的主观情绪体验、杏仁核等区域皮层活动水平和面部表情的变化等。而在情绪外周变化方面,认知重评对积极情绪的调节效果更为显著;而对负性情绪的调节效果则受到调节目标的影响。杏仁核、腹外侧前额皮层、背外侧前额皮层等区域与外周变化密切相关,但对于这些脑区间的相互作用机制,仍有待进一步考察。     

Parental support and homework emotions in Chinese children: mediating roles of homework self-efficacy and emotion regulation strategies

The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in urban China. Measures of parental support, homework self-efficacy, emotion regulation strategies, and homework emotions were collected using self-report assessments. Results from multiple mediation analyses demonstrated that parental support indirectly predicted homework emotions through its positive associations with homework self-efficacy and cognitive reappraisal strategy. However, homework self-efficacy and expressive suppression strategy did not mediate the relation between parental support and homework emotions. Results are discussed with regard to the roles of homework self-efficacy and emotion regulation strategies in the links between parental support and children’s homework emotions. Educational implications are also considered.     

What influences Chinese undergraduates’ time management in online groupwork? An empirical investigation

The present investigation examines models of factors influencing time management in online groupwork for Chinese undergraduates. Multilevel findings showed that time management was positively related to five individual-level variables, including online courses taken previously, learning-oriented reasons, arranging the environment, help-seeking and feedback. Furthermore, at the group level, time management was positively correlated with feedback and learning-oriented reasons. Our investigation suggests that results concerning feedback and arranging the environment have the potential to be applicable in cross-cultural settings. It further suggests that time management may be influenced by cultural differences (eg value of education and polychromic time orientation). Finally, our result concerning help seeking lends empirical support to the theoretical claim that seeking help may serve to enhance individuals’ efforts to manage their work, in the context of Chinese undergraduates’ time management in online groupwork.     

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.     

大学生强迫症状与认知灵活性的关系:情绪调节的中介作用

为了探究大学生强迫症状与认知灵活性的关系及情绪调节(认知重评和表达抑制)在其中的中介作用,研究采用强迫问卷、情绪调节问卷、认知灵活性问卷对687名大学生展开测量.结果表明:(1)大学生强迫症状与认知灵活性及认知重评呈负相关,与表达抑制呈正相关.与认知灵活性与表达抑制呈现负相关,与认知重评呈正相关;(2)认知重评和表达抑制在强迫总分和认知灵活性之间起部分中介作用,相对中介效应占比分别为23.51%和10.07%.结论:大学生强迫症状既可以直接影响认知灵活性,也可以通过情绪调节策略的间接影响发挥作用.     

A Discussion of Future Time Perspective

A growing area of research in educational psychology is future time perspective and its relationship to desired educational outcomes. This article discusses and critiques five reviews of current research on future time perspective. Key questions addressed are when do individuals begin to articulate a future, how far into the future does this articulation extend, what is the nature of the future that individuals articulate for themselves, what is the relationship between future time perspective and other important psychological processes such as motivation and self-regulation, what is the relationship of future time perspective to gender, culture, and socioeconomic status, and how does future time perspective change over time as individuals grow and develop intellectually and socially? These key questions are fundamental to understanding the relevance and usefulness of future time perspective for interpreting and explaining variations in educational achievement across diverse group of learners internationally.     

优化作业设计提升学生数学核心素养探索

高中数学教学不能忽视作业的作用,要改变作业布置低效甚至无效的问题,减轻学生的学习负担,优化作业设计.文章阐述高中数学作业的教学意义,分析作业的有效性体现,并重点论述作业布置的多样性对培养学生学科核心素养的积极作用.     

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.     

Predicting students’ homework environment management at the secondary school level

The present study examined empirical models of variables posited to predict students’ homework environment management at the secondary school level. The participants were 866 8th graders from 61 classes and 745 11th graders from 46 classes. Most of the variance in homework environment management occurred at the student level, with classmates’ shared homework interest as the only significant predictor at the class level. At the student level, homework environment management was positively associated with learning-oriented reasons (i.e. doing homework for reinforcing school learning and developing a sense of responsibility), homework interest, family homework help, academic achievement and teacher feedback. On the other hand, homework environment management was negatively associated with the amount of time spent on television and peer-oriented reasons (i.e. doing homework for working with and seeking approval from peers).     

古代中西方数学比较谈：文化与普适性

为顺利地进行跨文化交流和沟通,以《九章算术》和《几何原本》这两部中西方数学著作为例,从文化与普适性的视角,比较和分析古代中西方数学的异同点,总结其反映的两种文明的不同哲学思想及其对社会文化的影响,阐述科学技术与文化发展的相互关系,从而提出数学作为一种普适性的语言,可用来实现全球化背景下的跨文化交流。     

数学作业的布置与批改探析

作业是数学教学中的关键环节,通过作业能够检验学生的课堂学习效果,但当前学生数学作业的完成效率不高。数学教师只有在作业中体现趣味性、层次性和差异性,与生活相结合,并在数学作业批改时坚持及时性、启发性原则,做到多种批改、分项评价、一题多改,采用多样化作业批改方式,才能引导学生在完成作业的过程中提高数学素养。     

高中作业情绪的实证研究——以高中物理作业为例

本文依据Goetz等人对作业情绪的研究方法,对某城市中学生在物理作业过程中表现出的愉快、自豪、担忧、生气、厌烦五种情绪进行调查研究。结果表明:(1)作业情绪和课堂情绪之间呈现显著相关,在学业情绪研究中有必要区分作业情绪和课堂情绪;(2)作业情绪和课堂情绪都与学业自我概念和学业成就之间成明显的相关性,两种情境下的情绪与学业成就的相关性相似;(3)与物理作业情绪间的关系相比,物理课堂情绪内部关系更加微弱。     

Gender and homework management reported by African American students

The present study linked gender and grade level to homework management strategies and homework completion behaviours. The participants were 685 African American students in the south‐eastern USA, including 370 eighth graders and 315 eleventh graders. Gender appeared related to the majority of homework measures examined in the present study. Specifically, compared with boys, girls reported more frequently working to manage their workspace, monitor motivation and control negative emotion. In addition, girls reported that they were more likely to complete their assigned homework and were less likely to come to class without their homework. On the other hand, grade level (eighth graders vs. 11th graders) did not relate to homework management strategies and homework completion behaviours.     

小学数学作业的布置与批改

小学数学作业布置应遵循自主性、质与量统一、实践性与创新性四个原则,小学数学作业有尝试性、开放性、实践性、选择性与研究性五种类型,作业批改应着眼于学生自评、互评和教师的示范评相结合,通过巧用评语的方式,满足小学生全面发展和终身发展的需要,提高小学数学作业的实效。