The Influences of Affective Variables on and Implications for English Teaching and Learning

Admittedly cognitive variables such as intelligence and aptitude exert great impact on English learning. Affective variables, however, are of intense importance in determining English learning as well, because affect is a starting machine that sets the learning mechanism in motion and learning will run into difficulty if affect does not work properly. Besides, there is mounting interest in exploring the affective domain. Therefore, this paper focuses upon the analyses of four affective variables(attitude, motivation, self-esteem and anxiety) that have bearings on English learning and sets forth Implications for English teaching.     

大学生情绪智力与生活满意度的关系:情感体验的中介作用

以390名大学生为被试,采用情绪智力量表、积极—消极情感量表和生活满意度量表考察大学生情绪智力与积极情感、消极情感和生活满意度的关系。结果表明:(1)情绪智力与积极情感和生活满意度呈显著正相关,与消极情感呈显著负相关;积极情感与生活满意度呈中等程度的显著正相关,消极情感与生活满意度呈显著负相关;(2)路径分析发现情绪智力显著正向预测了积极情绪和生活满意度,显著负向预测了消极情绪;(3)结构方程模型建模结果表明积极情感和消极情感在情绪智力与生活满意度之间起着部分中介作用。     

Evidence for referential understanding in the emotions domain at twelve and eighteen months

Infants as young as 12 months readily modulate their behavior toward novel, ambiguous objects based on emotional responses that others display. Such social-referencing skill offers powerful benefits to infants' knowledge acquisition, but the magnitude of these benefits depends on whether they appreciate the referential quality of others' emotional messages, and are skilled at using cues to reference (e.g., gaze direction, body posture) to guide their interpretation of such messages. Two studies demonstrated referential understanding in 12- and 18-month-olds' responses to another's emotional outburst. Infants relied on the presence versus absence of referential cues to determine whether an emotional message should be linked with a salient, novel object in the first study (N = 48), and they actively consulted referential cues to disambiguate the intended target of an affective display in the second study (N = 32). These findings provide the first experimental evidence of such sophisticated referential abilities in 12-month-olds, as well as the first evidence that infant social referencing at any age actually trades on referential understanding.     

浅谈英语口语学习的情感障碍

情感因素对第二语言学习具有极其重要的影响.在听、说、读、写四项技能中,"说"受情感的影响最大.作者认为积极的情感因素可以促进口语的学习过程,提高学习者的学习效果,消极的情感因素则会对口语的学习产生障碍,影响学习者学习潜力的发挥.本文探讨了消极的情感因素,如焦虑,低自尊心,紧张的课堂气氛等对口语学习产生的障碍.在此基础上作者提出了一些相关性的建议.     

情感计算在网络远程教育系统中的应用：功能、研究现状及关键问题

情感能力是人类智能的重要标志,情感的缺失会影响网络远程教育的教学质量和学习者的学习效果。情感计算是和谐人机交互与人工智能领域中新的研究方向。在网络远程教育系统中应用情感计算理论与技术,可以进一步优化网络远程教育的功能,帮助教师监测远程学习者的情感变化,调整教学策略和方法,实时给予学习者情感反馈,使教学质量达到最佳。目前国内外情感计算在远程教育方面的应用研究还处于起步与探索阶段,所构建的远程教学系统对远程教学中师生情感生理特征与心理特征、多模情感信息融合机制及网络虚拟人机情感交互特性等考虑不足,系统原型在情感合成与表达、智能人机情感交互实现上存在着很大的难度。因此,构建与人类情感系统相吻合的、自然和谐的、人性化和智能化的网络远程教育系统,需要有效解决师生面部表情、语音情感特征信号的准确识别与提取,师生多模情感信息融合机制与和谐人机情感交互技术等关键问题。     

情感因素对大学英语口语教学的影响调查与分析

众多因素影响外语学习效果，情感因素为不容忽视的重要因素之一。我国大学英语口语教学不同程度上存在有忽视学生的弱势心理现象，使学生丧失交流自信。     

邓小平对爱国主义理论的新贡献

作为伟大的爱国主义实践者 ,邓小平对爱国主义理论也作出了重大贡献。他将当代中国人民爱国主义的主要内容概括为 :维护国家的主权和独立 ,发扬民族自尊心和自信心 ,加紧社会主义现代化建设 ,振兴中华民族。他认为 ,爱国主义是建设有中国特色社会主义的重要思想基础 ,爱国主义教育是社会主义精神文明建设的重要内容 ,进行爱国主义教育要联系中国历史 ,并且把青少年作为重点对象     

魏源革虚致实的认识论

魏源批判了汉学与宋学对当时人心所造成的寐患与虚患,要人们树立自信心,将心思才志用在实功实事上。在事与心、法与人、今与古、物与我的关系上,他指出了外物、规律、法则对人们的限制,但更强调了思维的主观能动性。他认为感性经验是认识的起点,否定了生而知之的先验论,并提出了“才生于情”的观点。但他的经验认识论是不彻底的,强调先天才能对认识的巨大决定作用,从而最终陷入了唯心主义。     

Resilience to bullying victimization: The role of individual,family and peer characteristics

Little research attention has been paid to bullied students who function better than expected and are therefore defined as “resilient”. The present longitudinal study aimed to identify individual, family and peer factors that predict fewer than expected levels of depression and delinquency following experiences of bullying victimization. The sample consisted 3,136 adolescents. Self-report data were used to measure bullying victimization at age 13 and 14 and depression and delinquency at age 14. We examined the effects of gender, self-esteem, social alienation, parental conflict, sibling victimization and number of close friends on levels of emotional and behavioral resilience following bullying victimization. The resilience measures were derived by regressing depression and delinquency scores at age 14 on levels of bullying victimization at age 13 and 14, respectively. The adolescents who reported low depression despite frequently experiencing bullying tended to be male, had higher self-esteem, were feeling less socially alienated, were experiencing low levels of conflict with parents and were not victimized by siblings. On the other hand, the adolescents who reported low delinquency despite frequently experiencing bullying tended to be female, had higher self-esteem, were experiencing low levels of conflict with parents, were not victimized by siblings and had less close friends. Relationships with parents and siblings continue to play some role in promoting emotional and behavioral adjustment among victims of bullying and, therefore, interventions are more likely to be successful if they target both the psychosocial skills of adolescents and their relationships with their family.     

Psychological maltreatment,emotional and behavioral problems in adolescents: The mediating role of resilience and self-esteem

In this study, structural equation modeling was used to examine the mediating role of resilience and self-esteem in the relationships between psychological maltreatment-emotional problems and psychological maltreatment-behavioral problems in adolescents. Participants were 937 adolescents from different high schools in Turkey. The sample included 502 female (53.6%) and 435 male (46.4%) students, 14–19 years old (mean age = 16.51, SD = 1.15). Results indicated that psychological maltreatment was negatively correlated with resilience and self-esteem, and positively correlated with behavioral problems and emotional problems. Resilience and self-esteem also predicted behavioral problems and emotional problems. Finally, psychological maltreatment predicted emotional and behavioral problems mediated by resilience and self-esteem. Resilience and self-esteem partially mediated the relationship between psychological maltreatment-behavioral and psychological maltreatment-emotional problems in adolescents. Thus, resilience and self-esteem appear to play a protective role in emotional problems and behavioral problems in psychologically maltreated individuals. Implications are discussed and suggestions for psychological counselors and other mental health professionals are presented.     

Empowerment of children through circle time: myth or reality?

The focus of this paper is circle time, a widely used method in primary schools in Ireland and elsewhere. It involves children sitting in a circle with their teacher using method-specific techniques and strategies for self-esteem enhancement, promoting positive relationships and development of social skills. Qualitative research was undertaken in 2010–11 in five Irish primary school classrooms. Methods included observations, analysis of teacher journals and pre-and post-observation interviews. The theoretical and conceptual framework adopted for the research had empowerment of children as a central principle, supported by theories of self-esteem, emotional intelligence and voice and participation theory. Findings relating to rules and processes and aims and benefits are reported here. While teachers generally followed the Mosley Model of circle time, there were differences in relation to some rules and processes. Teachers in the research were aiming to develop social and personal skills, confidence, equality of voice and a positive classroom atmosphere. Benefits included enjoyment for both teachers and children, a sense of safety and ease of communication. A shift in aims and processes is suggested that would place more emphasis on social and personal skills development, the use of children's voice for agency and respect for children's right to contribute or not in circle time.     

Commentary on Two Articles by H. L. Gray

In this article, I argue that sanctions based upon emotional well-being or upon self-esteem are insufficient for motivating consistently moral behaviour, and furthermore, that they reduce ultimately to hedonism. I argue that this is also the case even in the hypothetical event that all moral action results in heightened self-esteem, and all immoral action results in lower self-esteem. Along the way, I compare self-esteem as moral sanction with the concept of telos, that is, an objectively-given moral purpose, in order to show that moral sanctions can be based upon self-interest without collapsing into hedonism.     

Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education

Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results suggest that interventions aimed at increasing EI may have positive implications for many aspects of student engagement, and hence performance at third level.     

民间文学应用到儿童情商教育中的可行性研究

据有关社会调查数据显示,目前儿童心理问题较为突出,主要原因是由于学校和家庭重视智商教育,而忽视情商教育所造成的。从儿童生理和心理发展的特点来看。童年是培养儿童情商的最佳时机;从儿童的接受心理来看,儿童普遍喜欢听民间童话、故事、儿歌等。因此,把民间文学应用到儿童的情商教育之中,应该是可行且饶有乐趣的幼儿教育工作。     

The effect of teachers’ emotional labour on teaching satisfaction: moderation of emotional intelligence

Teachers can be seen as emotional workers often needing to be sensitive to the demands that their work makes on their emotions, and skilful in regulating their feelings, but few quantitative studies have examined this issue systematically. Using hierarchical regression analysis to examine this issue, this study investigates teachers’ perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strategies and teaching satisfaction, with a particular focus on the moderating role of emotional intelligence. The results of a survey of 1281 Chinese teachers reveal that teachers’ perceptions of emotional job demands and emotional intelligence significantly predict the three emotional labour strategies. Emotional intelligence significantly moderates the impact of emotional job demands on surface acting and expression of naturally felt emotion but not deep acting. Even after controlling for emotional job demands and emotional intelligence, deep acting and expression of naturally felt emotion still have a positive influence on teachers’ teaching satisfaction. Deep acting and expression of naturally felt emotion are more effective emotional labour strategies for teachers. A teacher development programme is suggested to make teachers clear about these emotional demands and different emotional labour strategies, and enhance teachers’ emotional intelligence.     

Lay therapy intervention with families at risk for parenting difficulties: The Kempe Community Caring Program.

OBJECTIVE: To determine which areas of family functioning lay therapy intervention can improve in a home visitation program for first time mothers at high risk for parenting difficulties, including the potential for child abuse and neglect. METHODS: Families were assessed for risk of parenting difficulties using the Parent Readiness and Risk Assessment Checklists. Lay therapists completed the Scale of Family Functioning pre- and postintervention with 108 high risk families for whom they provided support, education, and referrals. RESULTS: Paired t tests were done to determine whether the eight categories of the Scale of Family Functioning improved from baseline to termination of the service. Four categories showed statistically significant improvement: social support (p = .001), self-esteem (p < .001), confidence as a parent (p < .001), and affective relationships (p = .003). CONCLUSIONS: Statistically significant improvement occurred in four of the eight categories on the Scale of Family Functioning indicating that home intervention programs can improve some categories of family functioning. Longer intervention and an increased focus on improving parent/infant interactions may be able to increase parental sensitivity and expectations. In this study, the categories of family conflict and stability/meeting basic needs were not amenable to change with lay therapy intervention.     

心理资本-积极心理学研究

积极心理学催化了心理资本理论的诞生,继财力、人力、社会三大资本之后,心理资本成为第四大资本。本文阐述了心理资本的四维结构——自我效能感、希望、乐观及韧性,引入了主观幸福感、情绪智力、宽恕、感恩、自尊、信任、成就动机等七大潜在心理资本,介绍了心理资本效用研究的四种模式,并提出了自我效能感、希望、乐观及韧性的干预措施。心理资本研究拓展了积极心理学的应用,架构了积极心理学与组织行为学的桥梁,开启了成功和幸福的大门。     

Ethnic Variations in Personal Social Networks and Parenting

Ecological perspectives emphasize social network influences on child rearing, but do these effects vary with ethnicity, and are they mediated by parental well-being? Low-income parents ( N = 500) of ethnically and ecologically diverse backgrounds completed a multidimensional hierarchical social map and measures of parental self-esteem and child-rearing practices. Consistent with prior ethnographic studies, American Indians had frequent interchanges with an interconnected web of kin; Hispanic¹ parents had large, close-knit social networks but a smaller number of people who provided emotional support; and Anglo parents had structurally diffuse but emotionally supportive networks. Within-ethnicity regression analyses, covarying psychosocial risk, revealed that the affective but not structural dimensions of social networks were consistently related to parenting. Parental self-efficacy was strongly related to child-rearing practices across all ethnic groups, and mediated the effects of social support. Implications for the social ecology of child rearing and the central role of parental self-appraisals are discussed.