治理视域下的职业教育特征、模式与风险防控——从认同治理性、借鉴治理经验到警醒反思

从我国职业教育制度演进轨迹和国外职业教育治理模式两个方面来看,职业教育的治理性已成为一种客观现实。国外丰富的治理实践表明在职业教育中政府和市场都可以居于主导地位,而相应地通过对权、责、利的划分实现互动治理。然而,权、责、利的划分关系未必全然稳定,处于主导地位的主体可能会冲破这个关系框架及其背后的权力边界而发生越轨的风险,必须在政府与市场两个主体侧做好风险防控。     

Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low‐income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low‐income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth‐grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first‐grade predictors mediated the relation between preschool math knowledge and fifth‐grade mathematics achievement. Findings support the early math trajectories model among low‐income children.     

The Development and Correlates of Gender Role Orientations in African‐American Youth

This study charted the development of gendered personality qualities, activity interests, and attitudes across adolescence (approximately ages 9–18) among 319 African‐American youth from 166 families. The relations between daily time spent with father, mother, and male and female peers—the gendered contexts of youth's daily activities—and (changes in) these gender role orientations were also assessed. Boys and girls differed in their gender role orientations in stereotypical ways: interest in masculine and feminine activities, and attitude traditionality generally declined, but instrumentality increased across adolescence and expressivity first increased and later decreased. Some gender differences and variations in change were conditioned by time spent with same‐ and other‐sex gender parents and peers. The most consistent pattern was time with male peers predicting boys' stereotypical characteristics.     

青少年违法犯罪心理特点与学校应采取的策略

青少年学生大部分时间在学校度过,学校在预防青少年违法犯罪中的作用就显得尤其重要。预防和控制青少年违法犯罪必须从认识青少年心理特点着手,从本源上下功夫,净化青少年的心理环境,加大对青少年学生的法制教育的力度,充分发挥学校在预防和控制青少年违法犯罪中的作用。     

女性网购消费者心理特征及消费风险分析

女性消费者掌握了70%以上的社会购买力,家庭购买决策80%通常由女性做出。女人的天性决定着女性消费特点与其它消费群体不同,她们在网购时也表现出了独特的心理特征。女性消费者在享用网购带来的种种优越性的同时,也要注意到其中的消费风险,合理规避风险,推崇理性消费。     

Associations Between Child Disabilities and Caregiver Discipline and Violence in Low‐ and Middle‐Income Countries

Using nationally representative samples of 45,964 two‐ to nine‐year‐old children and their primary caregivers in 17 developing countries, this study examined the relations between children's cognitive, language, sensory, and motor disabilities and caregivers' use of discipline and violence. Primary caregivers reported on their child's disabilities and whether they or anyone in their household had used nonviolent discipline, psychological aggression, and physical violence toward the target child and believed that using corporal punishment is necessary. Logistic regression analyses supported the hypothesis that children with disabilities are treated more harshly than children without disabilities. The findings suggest that policies and interventions are needed to work toward the United Nations' goals of ensuring that children with disabilities are protected from abuse and violence.     

A Developmental Analysis of Caregiving Modalities Across Infancy in 38 Low‐ and Middle‐Income Countries

Caregiving is requisite to wholesome child development from the beginning of life. A cross‐sectional microgenetic analysis of six caregiving practices across the child's 1st year (0–12 months) in 42,539 families from nationally representative samples in 38 low‐ and middle‐income countries is reported. Rates of caregiving varied tremendously within and across countries. However, caregiving practices followed one of two developmental trajectories: (a) greater proportions of caregivers read, told stories, and named, counted, and drew with each additional month of infant age, and (b) proportions of caregivers who played, sang songs, and took their infants outside increased each month from birth but reached an asymptote at 4–5 months. Rates and growth functions of caregiving have implications for infant care and development.     

Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently?

Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy.     

Extended Mixed‐Effects Item Response Models With the MH‐RM Algorithm

A mixed‐effects item response theory (IRT) model is presented as a logical extension of the generalized linear mixed‐effects modeling approach to formulating explanatory IRT models. Fixed and random coefficients in the extended model are estimated using a Metropolis‐Hastings Robbins‐Monro (MH‐RM) stochastic imputation algorithm to accommodate for increased dimensionality due to modeling multiple design‐ and trait‐based random effects. As a consequence of using this algorithm, more flexible explanatory IRT models, such as the multidimensional four‐parameter logistic model, are easily organized and efficiently estimated for unidimensional and multidimensional tests. Rasch versions of the linear latent trait and latent regression model, along with their extensions, are presented and discussed, Monte Carlo simulations are conducted to determine the efficiency of parameter recovery of the MH‐RM algorithm, and an empirical example using the extended mixed‐effects IRT model is presented.     

Characteristics of High‐Risk College Student Drinkers Expressing High and Low Levels of Distress

The aim of this study was to identify variables that reliably differentiated between 2 groups of students who reported binge drinking at the same rate (6 to more than 10 times within the previous 2 weeks) but who exhibited different distress associated with their behavior. Results indicated that students who received an external expression of concern were more likely to be concerned themselves about their alcohol use. The clinical utility of this finding is discussed.     

Distracted Walking,Bicycling, and Driving: Systematic Review and Meta‐Analysis of Mobile Technology and Youth Crash Risk

This article examined the impact of mobile technology on young pedestrians, bicyclists, and drivers. A systematic search yielded 41 articles meeting inclusion criteria: peer‐reviewed, published before February 1, 2016, behavioral outcome related to pedestrian, bicycling, or driving in the presence of mobile technology use, youth sample. Eleven studies were meta‐analyzed to evaluate increased risk for crash/near‐crash while distracted. Risk of bias and quality of research were assessed. Across methodologies, developmental stages, and type of distracting task, mobile technology use impairs youth safety on the road. Quality of evidence was low (pedestrian) to moderate (driving). Findings are discussed from the perspective of cognitive and visual distractions. Policy and behavioral efforts should continue to reduce mobile technology use in transportation settings.     

The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach

Using data from 1,571 ninth‐grade students (M_age = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.     

Relations Among Cultural Learning Beliefs,Self‐Regulated Learning,and Academic Achievement for Low‐Income Chinese American Adolescents

This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement. Analysis of in‐depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students’ endorsement of their culture's virtue‐oriented learning beliefs and that adolescents’ endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents’ reported that use of SRL strategies mediated the relationship between their endorsement of virtue‐oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement.     

重建期震区居民心理状况与心理援助——基于四川理县和汶川县的实地调查

使用PTSD-SS和SCL-90量表进行两次问卷调查,以了解地震9个月和18个月后震区居民的心理状况;对接受过心理援助的居民、心理援助人员、当地政府工作人员和社区工作人员进行访谈,以了解灾后心理援助的模式、经验和问题,为以后的心理援助提供依据和建议.结果显示:(1)重建期震区居民特别是农村居民的心理状况较差,创伤后应激障碍(PTSD)和SCL-90的检出率都较高;(2)强迫症、焦虑症、抑郁症、躯体化和睡眠饮食问题最突出;(3)年龄差异有统计学意义,中年人群体和失去孩子的父母心理问题最严重;(4)"灾后环境及救灾满意度"能负向预测PTSD和SCL-90的症状.因此建议心理援助应长期持续地开展,并建立健全灾后心理援助制度.     

新时期大学生教育管理工作的模式创新

学生教育管理工作在高校人才培养过程中起着不可缺少的作用,其重要性日益突出。在新形势下,高校学生教育管理工作要从其心理特点出发,确立以学生为本的教育管理理念,把学生看成既是管理对象同时又是管理的主体,在管理中充分发扬民主,调动大学生的积极性,加强自我管理。学生教育管理工作者应认清形势,积极探索和研究新时期的教育管理模式,大力推动高校教育管理工作的发展和创新,真正实现培养社会主义合格建设者和可靠接班人的根本目标。     

高职院校学生不同阶段心理特点及对策分析

高职学生在不同的学习阶段会出现不同的心理特点,在教育过程要针对心理特点开展相应的教育活动,以帮助高职学生适应大学生活,学好专业知识,顺利走向社会。     

College students' intentions to use e‐portfolios: From the perspectives of career‐commitment status and weblog‐publication behaviours

The growing popularity of a school‐wide e‐portfolio system in colleges and universities has raised concerns regarding whether students will use it or consider it important to have an e‐portfolio system, especially when its use is not required by their curriculum. This study investigated college students' intentions to use and the students' attitudes towards using an e‐portfolio system, and did so from the perspectives of career‐commitment status and weblog‐publication behaviours. The results indicate that career‐commitment status substantially influences college students' intentions and attitudes relative to using an e‐portfolio system. Also, overlap in the functions of weblogs and e‐portfolios (which allow people to use them interchangeably) does not directly result in higher or lower levels of intention to use an e‐portfolio system. A composite system providing career services, goal‐oriented self‐presentation and personality‐driven self‐expression is recommended.     

残障儿童的心理特点及教育

教育是科学,也是艺术。常言道：“十年树木,百年树人。”可见育人是一项十分漫长而艰巨的智能工程,特别是从事特殊教育的教师要教育好残障儿童（指盲、聋、自闭症、肢残和智残学生,由于生理上有缺陷,造成生活学习和交往等方面特别困难,而需要给予特别帮助和照顾的学生）,不知要比常人多洒下多少心血和汗水,下面笔者拟就如何对残障儿童进行“育人”谈点粗浅的体会,旨在抛砖引玉,与同行们商榷。