大学生网络成瘾与生活事件、人格特质的关系研究

采用整群随机取样的方法,抽取680名大学生完成“中文网络成瘾量表”、“青少年生活事件量表”、“艾森克个性问卷”的调查,以期探讨生活事件、人格特质与网络成瘾的关系及其预测性。结果表明：不同程度网络成瘾的大学生在生活事件的总分和各因子上存在显著差异;不同程度网络成瘾大学生在神经质、精神质人格特质上存在显著差异,内外向与网络成瘾没有显著的关系;生活事件、人格特质可以直接预测网络成瘾,人格特质可以通过生活事件间接预测网络成瘾。     

高职大学生应对方式、人格特征与人际信任的相关研究

在诸多影响人际信任的因素中 ,考察应对方式、人格特征与人际信任的关系 ,不仅对于改善高职大学生的人格状况、提高其应对策略、增强其人际交往技巧具有十分重要的意义 ,而且可以为高校的教育教学工作提供干预依据。     

CONVERGENT AND DISCRIMINANT VALIDITY OF THREE MEASURES OF ABILITY,ASPIRATION-LEVEL,ACHIEVEMENT, ADJUSTMENT AND DOMINANCE1

The convergent and discriminant validity of three measures of the concepts of aspiration level, ability, achievement, adjustment, and dominance were examined in the context of a multitrait-multimethod matrix. Self-reports and peer-reports on 75 Ss were employed as two measures of each trait. In addition, aspiration level was measured by the Edwards Personal Preference Schedule (EPPS) Nach scale, dominance by the EPPS (dom scale), achievement by cumulative college grade point ratio (GPR), ability by the Ohio State Psychological Examination (OSPE), and adjustment by the Bell Adjustment Inventory. Of the paper and pencil instruments, only the OSPE and EPPS (dominance scale) exhibited satisfactory convergent validity. No measure met all the requirements of discriminant validity. The desirability of establishing adequate validational evidence prior to using “trait” measures in studies relating theoretical variables was emphasized.     

潜科学融入光学课堂教学的探讨与实践

更新教学内容、改革教学方法、提高人才培养质量,是当今物理教育乃至整个科学教育界面临的一个重要的教学改革问题;然而,在具体的实际操作过程中,至今仍没有成功的经验可以借鉴,我们在进行“潜科学在物理教育中的应用研究”工作中,将潜科学的理论与思想方法融入物理课堂教学,达到了培养素质、提高能力的教学改革目的．本文结合教学改革实践,将潜科学融入光学课堂教学,探讨教学改革的规律．     

文化与人格研究述评

笔者以述评“文化与人格”研宄的历史演变为起点。从三个水平探讨了这一领域当前发展的现状和存在的问题,认为人格五因素模型（FFM）是联结文化与人格的概念框架;对FFM以及人格测量方法的进一步探讨。用宽阔的理论整合实证研宄。将是未来的发展趋向。     

MORAL AND RELIGIOUS INFLUENCES AS RELATED TO ENVIRONMENT OF STUDENT LIFE. DORMITORY LIFE FOR COLLEGE WOMEN

This article tests the assumption that Horace Bushnell was the father of the religious education movement, despite the fact that at least two generations lapsed between the final edition of his groundbreaking book, Christian Nurture, in 1861 and the formation of the Religious Education Association in 1903. It contends that William Rainey Harper was both the father of the movement and the founder of the Religious Education Association, while Bushnell can be viewed as the “spiritual father” of the movement, with Henry Clay Trumbull as the link between the two. George Albert Coe can be seen as the “dean” of religious educators and a leader of the movement in the first half of the 20th century.     

EXPLORING ALTERNATIVE WAYS OF ASSESSING PRIOR KNOWLEDGE, ITS COMPONENTS AND THEIR RELATION TO STUDENT ACHIEVEMENT: A MATHEMATICS BASED CASE STUDY

This study investigates how different types of prior knowledge influence student achievement and how different assessment measures influence the observed effect of prior knowledge. We introduce a model of prior knowledge that distinguishes between different types of prior knowledge and uses different assessment measures to assess different types of knowledge. The sample consists of 202 mathematics students who completed the prior knowledge test during the first lesson. The student achievement was measured by the final grade on the course. The results indicate that the type of prior knowledge makes a difference: The measures assessing procedural knowledge predicted the final grades best whereas measures assessing declarative knowledge did not predict final grades. Additionally, previous study success was the best predictor of student achievement. These results are discussed in relation to assessment measures and their implications for practice.     

THE RELATION OF SCALE FINENESS TO GRADE ACCURACY

The use of broad categories in grading is likely to increase the relative amount of error present in the measures on which the grades are based. This is true regardless of the degree of inaccuracy of those measures. An example to illustrate this generalization and an explanation of its basis in psychometric theory are presented.