融合教育教师职业压力对职业倦怠的影响:社会支持的中介作用

本研究旨在考察融合教育教师职业压力、社会支持和职业倦怠之间的关系,采用问卷调查法对来自北京市、厦门市、中山市的367名融合教育教师进行调查.结果 发现:融合教育教师的职业压力显著影响教师的职业倦怠;融合教育教师获得的社会支持显著影响其职业倦怠.融合教育教师的社会支持在职业压力与职业倦怠关系中发挥部分中介作用,即融合教育...     

Biological Sensitivity to Context: The Interactive Effects of Stress Reactivity and Family Adversity on Socioemotional Behavior and School Readiness

This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and emotional challenges. Adaptation was assessed using child, parent, and teacher reports of externalizing symptoms, prosocial behaviors, school engagement, and academic competence. Results revealed significant interactions between reactivity and adversity. High stress reactivity was associated with more maladaptive outcomes in the context of high adversity but with better adaption in the context of low adversity. The findings corroborate a reconceptualization of stress reactivity as biological sensitivity to context by showing that high reactivity can both hinder and promote adaptive functioning.     

An Examination of Perceived Therapeutic Bond as a Mediator of Psychological Outcomes

The client's perception of the therapy relationship is an essential component of modern theoretical orientations. To date, there is a lack of quantitative research examining how the therapeutic bond affects therapy outcomes in college counseling. This study used path analysis to examine longitudinal therapy outcomes with 423 college students. Having a stronger therapeutic bond predicted decreased symptoms of depression, social anxiety, and academic distress. Findings support continued attention to developing a working relationship.     

Tracing Differential Pathways of Risk: Associations Among Family Adversity,Cortisol, and Cognitive Functioning in Childhood

Guided by family risk and allostasis theoretical frameworks, the present study utilized a prospective longitudinal design to examine associations among family risk experiences, basal cortisol patterns, and cognitive functioning in children. The sample included 201 low‐income children living within a midsize city in the Northeastern United States. Children were assessed at ages 2, 3, and 4 years. Growth‐mixture modeling analyses revealed three basal cortisol patterns (elevated, moderate, low) and these remained relatively stable across time. Exposure to greater levels of family instability and maternal unresponsiveness predicted elevated and low cortisol patterns, which were associated with lower child cognitive functioning at age 4. Findings have implications for family risk processes that may underlie risk‐related disparities in child cognitive outcomes.     

Early Educational Intervention, Early Cumulative Risk, and the Early Home Environment as Predictors of Young Adult Outcomes Within a High-Risk Sample

The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment, attending college, and skilled employment; negative effects of risk were found for education attainment, graduating high school, being employed, and avoiding teen parenthood. The home mediated the effects of risk for graduating high school, but not being employed for teen parenthood. Evidence for moderated mediation was found for educational attainment; the home mediated the association between risk and educational attainment for the control group, but not the treated group.     

Parenting Stress as a Mediator of the Relation Between Parenting Support and Optimal Parenting

Objective. This study assessed the direct and indirect relations between 2 types of social support - parenting support and general social support - and optimal parenting. Design. Self-report data were gathered from 165 married mothers of firstborn 4th-graders between the ages of 9 and 11 years. Widely accepted measures of warmth, monitoring, general psychological distress, parenting stress, and general social support were used. A measure of parenting support from family and friends was developed for this study. Results. Path analysis indicated that the relation between specific parenting support and optimal parenting was completely mediated by parenting stress and not by general psychological distress. The relation between general social support and optimal parenting was not completely mediated by either parenting stress or general psychological distress. Conclusions. This study integrated essential components from the social support, stress and coping, and parenting research. The authors identify parenting stress as a mediator of the relation between parenting support and optimal parenting by focusing on the specificity of social support and stress in the domain of parenting.     

Epigenetic Vestiges of Early Developmental Adversity: Childhood Stress Exposure and DNA Methylation in Adolescence

Fifteen‐year‐old adolescents (N = 109) in a longitudinal study of child development were recruited to examine differences in DNA methylation in relation to parent reports of adversity during the adolescents’ infancy and preschool periods. Microarray technology applied to 28,000 cytosine–guanine dinucleotide sites within DNA derived from buccal epithelial cells showed differential methylation among adolescents whose parents reported high levels of stress during their children’s early lives. Maternal stressors in infancy and paternal stressors in the preschool years were most strongly predictive of differential methylation, and the patterning of such epigenetic marks varied by children’s gender. To the authors’ knowledge, this is the first report of prospective associations between adversities in early childhood and the epigenetic conformation of adolescents’ genomic DNA.     

Adolescents' Increasing Stress Response to Social Evaluation: Pubertal Effects on Cortisol and Alpha‐Amylase During Public Speaking

Stress responses to social evaluation are thought to increase during adolescence, which may be due to pubertal maturation. However, empirical evidence is scarce. This study is the first to investigate the relation between pubertal development and biological responses to a social‐evaluative stressor longitudinally. Participants performed the Leiden Public Speaking Task twice, with a 2‐year interval (N = 217; age at Time 1: 8–17 years). The results support an increase in sensitivity to social evaluation during adolescence. The overall cortisol and alpha‐amylase responses increased—both between and within participants—and were more strongly related to self‐reported pubertal development than to age. The cortisol response shifted from speech delivery toward anticipation. The alpha‐amylase response increased in both phases.     

Metacognition as a Mediator of the Effect of Test Anxiety on a Surface Approach to Studying

This study investigated the role of metacognition as a mediator of the effect of test anxiety on a surface approach to studying. The following scales were completed by 109 undergraduate social sciences students: Approaches and Study Skills Inventories for Students (ASSIST), Metacognitions Questionnaire (MCQ), and Test Anxiety Scale (TAS). Positive and significant correlations were observed between test anxiety and a surface approach to studying, and between all five dimensions of metacognition and test anxiety. Positive and significant correlations were also found between four of the five dimensions of metacognition and a surface approach to studying. Structural equation modelling was used to test a mediational model in which test anxiety predicted metacognition which in turn predicted a surface approach to studying. The results supported the hypothesis that the effect of test anxiety on a surface approach to studying is entirely mediated by metacognition. The practical implications of these findings are outlined.     

城区流动儿童亲子依恋与社会适应的关系:家庭功能的中介作用

为探讨城区流动儿童亲子依恋、家庭功能与社会适应的发展特征及其影响路径,采用青少年依恋问卷、总体家庭功能量表和社会适应量表对1152名五至九年级儿童进行测试,最终获得城区流动儿童924名作为研究被试。结果显示:(1)城区流动儿童社会适应存在显著的年级和性别差异;(2)亲子依恋、家庭功能与社会适应三者之间均呈显著正相关;(3)结构方程模型分析表明,家庭功能在亲子依恋影响社会适应中起部分中介作用。该研究揭示了家庭功能在城区流动儿童亲子依恋影响社会适应中的中介机制,可以为城区流动儿童家庭干预政策制定提供实证依据。     

从个人价值观到创业意愿:创造力作为中介变量

创业是一个非常热门的社会话题。不管是解决下岗工人就业问题,还是大学生就业问题,政府都在积极鼓励创业。但是在任何一个国家,适合创业的人都可能是少数。因为一个人能否成为创业者,与某些先天的特质(如性格和智力类型)或者早期社会化过程(如价值观)有关。本研究重点关注个人价值观如何影响创业意愿,以及影响创业意愿的可能的中介变量(本研究重点关注创造力)。基于Schwartz的个人价值观体系,使用来自17个省市自治区的46所大学的样本(n=2715)的研究发现,保守价值观(安全、遵从、传统)与创业意愿之间呈负相关,而开放价值观(自我导向、刺激、低享乐主义)和自我提高价值观(权力和成就)与创业意愿之间呈正相关。在多元回归方程中,当控制了创造力的影响作用以后,个人价值观对创业意愿的解释效度显著降低,因此,创造力是个人价值观影响创业意愿的一个部分中介变量。研究结果具有如下政策含义:首先,创业教育和培训或许可以在短时间内提高一个人对创业过程的理性认识,改善和提高某些创业技能,如社会技能和财务管理的技能,但是否能改变一个人的价值观、是否能提高创业意愿,促使更多的人走上创业的道路,需要谨慎对待。其次,大力培养年轻人的创造力是"中国制造"转向"中国创造"的关键,因为个人价值观对创造力影响巨大,而创造力对创业意愿也同样影响巨大,同时世界经济也正在从以知识为基础的活动,转向以创造力、创新、想象力和创业为基础的活动。如果能建立某种公平的筛选制度,在考虑到包括个人价值观和创造力等一些个人因素以后,可以将更多的社会资源向某些个体进行适当地倾斜,这也许可以在比较短的时间内提高整个社会的创业活动的质量和创新水平。当然,这种筛选机制不能以牺牲程序公平为前提。     

植物组织逆境胁迫下质膜透性测定实验的改进

质膜透性,常作为植物抗逆性研究的一项重要的生理指标.教学中植物组织逆境胁迫下质膜透性测定实验,常常被作为一种演示性实验,为了得到显著的实验结果,体现胁迫的危害性,是对极端胁迫条件下质膜透性进行的测定.而在实际科研实践中,采用此法测得的实验结果,不利于正确结论的获得和指导实践.对此,笔者结合自身实践,对该实验进行了改进,提高了数据的科学性,正确性和指导性.为实验教学目标的实现打下坚实基础.     

Test-Taking Strategy as a Mediator between Race and Academic Performance

The issue of race differences in standardized test scores and academic achievement continues to be a vexing one for behavioral scientists and society at large. Ellis and Ryan (2003) suggested that a portion of the cognitive-ability test performance differences between White/Caucasian-American and Black/African-American college students could be attributed to the greater use of ineffective test-taking strategies by the latter group. We replicated and extended their findings by using three outcomes—exam scores in a single academic course, self-reported GPA, and a measure of verbal abilities. Ellis and Ryan reported that the variance in cognitive-ability test performance explained by race dropped by 48% (i.e., from 21% originally to 11%) when controlling for the mediator, ineffective test-taking strategies. Our results were less dramatic, but also indicated that ineffective test-taking strategies accounted for 19% to 25% of the variance originally explained by race. In addition, reminiscent of the disidentification effect, supplementary analyses showed that academic/intellectual self-perceptions correlated with the criterion measures but only for White participants. These results suggest that a portion of the race difference on test scores might be accounted for by test-taking strategies.     

性格倾向对社交焦虑的影响:社交效能感的中介作用

以探讨性格倾向、社交效能感与社交焦虑的关系为目的,采用社交焦虑量表(IAS)、艾森克人格问卷简式量表(EPQ-RSC)、大学生社交效能感问卷,对148名大学生进行问卷调查。结果表明:不同性格类型在社交焦虑、社交效能感的得分上存在显著差异(F=41.172,P<.001;F=51.582,P<.001);性格倾向、社交效能感均负向预测社交焦虑(β1=-.151,β2=-.317);社交效能感在性格倾向与社交焦虑之间的部分中介效应为总效应的60.7%。进而得出结论:性格倾向、社交效能感是影响社交焦虑的因素,社交效能感在性格倾向与社交焦虑之间发挥重要的中介作用。     

Client Personality as a Mediator of the Effects of Recording

Clients' ratings measuring the extent to which they felt inhibited by audio-recorded sessions (for supervisory purposes) were correlated with their scores on each scale of the Adjective Check List. Inhibition was positively related to scores in Self-Control, Endurance, Order, Abasement, Deference, and Counseling Readiness. It was negatively related to Lability, Exhibition, and Autonomy scores. The pattern of correlations was similar for clients with personal-social versus educational-vocational problems, although those of the latter group tended to be higher. Unexpectedly, inhibition ratings of educational-vocational clients manifested a strong positive relationship with their level of counseling readiness.     

Mobility as a Mediator of the Effects of Child Maltreatment on Academic Performance

This study examined the role of residential and school mobility as a mediator between child maltreatment and academic outcomes. Using a sample of 711 maltreated and nonmaltreated children ranging from 5 to 15 years old matched on gender, grade, school, and socioeconomic status, path analytic techniques were employed to assess direct and indirect effects of maltreatment on recent achievement test scores, current grades, and grade repetitions. The results indicated that mobility did help account for the effects of maltreatment on each of the outcomes. For grades in English/reading, 32.7% of the effect of maltreatment was accounted for by amount of mobility, while for test scores and grade repetitions the numbers were 14.6% and 19.1%, respectively.     

自杀意念者何以抑郁——沉浸性反应类型的中介效应

目的：基于概念分析和已有研究,本研究提出理论假设,即沉浸性的反应类型是解释自杀意念与抑郁关系之间的认知中介因素。方法：使用自杀意念量表（SSI）、流调中心用抑郁量表（cES—D）、简版沉浸量表（BRRS）、分心量表（Ds）和问题解决量表（PSS）在645名大学生中施测,运用中介效应的验证理论假设。结果：中介检验的各路径系数显著,沉浸变量在自杀意念与抑郁的关系中具有完全中介作用。两个与沉浸性质相反的变量：问题解决和分心在自杀意念与抑郁的关系中分别具有完全中介或者部分中介作用。结论：结果验证了研究假设,即自杀意念影响抑郁的发生和维持,是由于沉浸这种反应类型作用的结果。     

The Impact of Postnatal Depression and Associated Adversity on Early Mother-Infant Interactions and Later Infant Outcome

The impact of maternal depression and adversity on mother-infant face-to-face interactions at 2 months, and on subsequent infant cognitive development and attachment, was examined in a low-risk sample of primiparous women and their infants. The severe disturbances in mother-infant engagement characteristic of depressed groups in disadvantaged populations were not evident in the context of postpartum mood disorder in the present study. However, compared to well women, depressed mothers were less sensitively attuned to their infants, and were less affirming and more negating of infant experience. Similar difficulties in maternal interactions were also evident in the context of social and personal adversity. Disturbances in early mother-infant interactions were found to be predictive of poorer infant cognitive outcome at 18 months. Infant attachment, by contrast, was not related to the quality of 2-month interactions, but was significantly associated with the occurrence of adversity, as well as postpartum depression.     

Relation of Young Children's Parasympathetic Reactivity During a Learning Task to Their Self-Regulation and Early Academic Skills

There is growing interest among educational researchers in using heart rate variability (HRV) as an index of children's capacity to regulate their physiological arousal. Links between HRV and young children's self-regulation have, however, been inconsistent, and there is limited research on children's HRV in learning-related contexts. HRV was collected from 86 children aged 3.41 to 5.83 years before, during, and after they engaged in a learning interaction with an examiner. Higher HRV during a pre-learning episode and a larger drop in HRV during the learning interaction were associated with stronger behavioral performance on self-regulation and early academic skill assessments. Children's capacity to modulate their HRV in response to learning opportunities may be linked to their broader self-regulation and early academic skill development. Effects varied by episode and gender, underscoring a need for further research to rigorously evaluate the utility and generalizability of HRV in authentic educational settings.