根据不同规范的属性开展适宜的教育:德育实效提升的有效策略

根据不同规范的属性开展适宜的教育:德育实效提升的有效策略理论上混淆各类社会规范的属性、功能和规约范围,实践中没能根据各类社会规范的不同属性做出适宜的反应,是当前学校德育实效不高的一个主要因素之一。从属性角度看,社会规范可分为道德规范、制度性规范、契约性规范和谨慎性规范等,根据不同类规范的属性、功能和规约范围,生成相应的课程、开展适宜的教育,有利于提升学校的德育实效。     

Mentalistic and normative frameworks in children's explanations of others' behaviors

As they learn to navigate the social world, children construct frameworks to interpret others' behavior. The present studies examined two such frameworks: a mentalistic framework, which construes behavior as driven by internal mental states; and a normative framework, which presumes people act in accordance with social norms. Participants included 101 children (ages 4, 7, and 10; 81% White; 41% female) and 35 adults (66% female) tested in the northeastern United States from 2019 to 2021. Children and adults utilized both mentalistic and normative frameworks to explain others' behaviors. Framework use depended on features of the behavior being explained. Minimal developmental differences were observed. The relative independence and the utility of the mentalistic and normative frameworks for naïve reasoning about behavior are considered.     

Neurobiological Sensitivity to Social Rewards and Punishments Moderates Link Between Peer Norms and Adolescent Risk Taking

Although peer influence is a strong predictor of adolescents’ risk-taking behaviors, not all adolescents are susceptible to their peer group. One hundred and thirty-six adolescents (M_age = 12.79 years) completed an fMRI scan, measures of perceived peer group norms, and engagement in risky behavior. Ventral striatum (VS) sensitivity when anticipating social rewards and avoiding social punishments significantly moderated the association between perceived peer norms and adolescents’ own risk behaviors. Perceptions of more deviant peer norms were associated with increased risky behavior, but only for adolescents with high VS sensitivity; adolescents with low VS sensitivity were resilient to deviant peer norms, showing low risk taking regardless of peer context. Findings provide a novel contribution to the study of peer influence susceptibility.     

现代职教体系视角下职业规范对人的社会化影响

职业规范是人类职业活动必需遵循的标准和准则,是与人的劳动、职业行为有关的行为规范。职业规范在人的社会化进程中,对其意识、生活技能、行为、生活目标、社会角色等有着深刻的影响,并协调人与人之间、人与社会之间的关系和人的社会行为,并以此来维护社会的正常运转和稳定。     

关注校园暴力的旁观者

旁观者是指某起事件的知情者、目睹者及干预者,根据其行为类型可以分为四类：协同欺负者、煽风点火者、置身事外者和保护者.旁观者的行为受到四个因素的影响：旁观者效应,与受害者、施暴者的关系,社会规则以及自我效能感.而对于旁观者校级不作为的行为,亲社会反应五步模型和计划行动理论分别给出了理论的解释.发挥旁观者在校园暴力干预中的积极作用,需要评估他们的行为、建立明确的干预规则与社会期望,并建立保护机制.     

Promoting Social Capital in a 'Risk Society': A new approach to emancipatory learning or a new moral authoritarianism?

Social capital theory has been widely debated across the social sciences. Its core idea is that relationships and norms have a value, in that they enable individuals and groups to co-operate for mutual benefit. The role of social capital appears to be changing in the context of the self-aware reflexivity that characterises contemporary 'risk society'. This paper takes the form of a dialogue between the two authors: the first defends the concept's analytical value while taking an agnostic view of its significance for policy, while the second author raises concerns over the normative implications of current interest in social capital and identifies its connection with authoritarian as well as liberal-humanistic policy responses. The paper concludes with reflections on the value of social capital in academic milieus, combined with an analysis of the implications of this discussion for future research.     

德性论与规范论

德性论的基本问题是：应当做一个什么样的人？规范论的基本问题是：一个人应当做什么以及应当怎样做？前者把道德落实于人的内在品质，后者把道德落实于人的外在行为。德性论关注的是人的内在品质，以人的道德品质作为道德评价的中心，是实质主义的；规范论关注的是人的外在行为，它不再强调人的内在品质，而以行为是否符合普遍的规范形式作为道德评价的中心，是形式主义的。社会的道德评价体系从德性论到规范论的转型，其积极的意义是肯定了个人在成为一个什么样的人这一领域内的自我决定的权利，即肯定了个人的自由和自主，而将普遍性的规范限制在共同的社会生活领域，也就是人的外在行为的领域。但是，由于规范论仅仅关注对个人外在行为的约束和限制，而在关于个人追求自我完善方面保持沉默，就容易导致个人追求自我完善这一要求的丧失，而这也就意味着人本身的丧失。     

英语学习的性别角色差异

在个体社会化过程中,由于男女两性个体遗传素质存在差异,社会对男女性别提出的社会规范与行为标准也不同,个体依照自己的性别逐渐将外在的社会标准内化为自己的行为准则,使他们获得与性别相适应的心理特征和行为模式,这些性别角色的界限及其差别对各种社会活动都有一定影响,同样也表现在学生的外语学习活动中。学校教师在性别角色社会化过程中起着举足轻重的作用。在外语教学中,依据性别角色的基本理论,系统分析男女学生在认识能力、专业兴趣、成就动机、社会认知等方面的性别角色差异,能有效提高教学质量。     

Tapping Into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories—behaviorism, social learning theory, prevention science, and systems change—is designed to build a positive school climate by defining and consistently reinforcing positive behavioral norms. SWPBIS focuses on teaching and acknowledging positive behavior and addressing environmental conditions that exacerbate problem behavior. This positive approach changes behavior without the negative interactions associated with punitive discipline while establishing school climates that promote protective factors and mitigate risk factors. Schools implementing SWPBIS have reported less bullying and student victimization, fewer problem behaviors, and increased feelings of safety.     

青少年学生网络行为道德规范实施的途径

青少年学生网络行为失范现象日渐增多,其负面影响不可低估。本文提出实施青少年学生网络行为道德规范的主要途径为：加强政府引导、强化社会管理、深化学校教育、重视家庭影响、提高个人素质。     

Beliefs About Moral Obligation Structure Children's Social Category-Based Expectations

Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4- and 5-year-old children predicted that morally positive behaviors would be directed toward in-group members, and that morally negative behaviors would be directed toward out-group members, but did not hold equally strong expectations about behaviors described as positive or negative for reasons irrelevant to morality. Thus, notions of morality are embedded within children's representations of social categories, such that when learning about novel moral norms, children immediately expect those obligations to uniquely hold within social groups.     

An Examination of Descriptive and Injunctive Norm Influence on Intention to Get Drunk

The influential impact of norms on problematic drinking is widely documented; however, the relevant theories purporting these effects point to multiple and varied normative components. A better understanding of the conceptual distinctions and the differential role they play can have practical implications for college prevention efforts. The purpose of the current study was to test the role of campus drinking norms, as posited by Social Norms theory (SNT) in predicting intentions to get drunk using a Theory of Planned Behavior (TPB) framework. Results found that SNT components did not significantly add to the prediction of intent beyond that of attitudes, subjective norms, and past behavior. Implications for prevention campaigns are discussed.     

General population norms about child abuse and neglect and associations with childhood experiences

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.     

Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior: Friendly Schools Friendly Families Program

This article addresses Systems Theory as it applies to school-age children's bullying behavior. It focuses on the interrelationships, mutual influences, and dynamics of relationships within the family, and how these may affect children's behavior toward their peers. The theory helps to explain the ways family patterns are reflected in children's negative interactions with peers, particularly bullying behavior. As such, Systems Theory was used to guide development of the content and strategies that formed the family component of Friendly Schools Friendly Families, a whole-school bullying prevention intervention. The intervention was designed to systematically target parenting factors identified as protective of bullying behavior and other problem behaviors, including parent–child communication, parent modelling, parenting style, parent bullying attitudes and beliefs, normative standards about bullying, family management techniques, connectedness, and cohesion. This whole-school program thus actively engaged and enhanced the self-efficacy of both parents and teachers, and was found to be effective in reducing bullying behavior.     

现代汉语文章学视野下文章内容的社会规范

文章是使用书面语的特定形式进行思想交流的交际工具,这种交际方式属于社会行为的一种,而任何社会行为都要受到一定的规范。在现代汉语文章学的视野下,列举历代文论并进一步论证提出了文章内容应遵守真实、充实、有益、准确、简洁的社会规范,补充现代汉语文章学理论的同时,更好地规范了现代汉语文章的写作和交际。     

Social Dominance in Adolescence: The Moderating Role of the Classroom Context and Behavioral Heterogeneity

This study investigates socially dominant adolescents: students who are actively involved in establishing peer norms, influence their classmates' opinions, and are often the center of attention. Data from 5,468 seventh graders ( M age = 13.3; 53% girls) in 266 classrooms were used to examine how social dominance relates to achievement, peer acceptance and rejection, self-perception, and deviance and to investigate contextual moderators of these associations. Multilevel analyses confirmed social dominance to be associated with both positive and negative adjustment. Moreover, the associations with achievement and disruptive behavior were moderated by the normativeness of these behaviors within the classroom. Finally, latent profile analyses revealed 4 distinct types of highly dominant students, 2 well adjusted and 2 poorly adjusted.     

Vicarious versus Direct Experience: How the Media Affect Psychological Growth

Abstract

Information technologies such as television or computer games are often described as creating either a passive or an interactive experience. These polar alternatives can better be conceived of as direct experience on the one hand or vicarious experience on the other. Direct experience involves overt acts. Once an overt act is made, the physical world or the social world provides feedback about the consequences. Vicarious experience requires no overt response on the part of the person attending to the message.

It is the main thesis of this article that direct experience tends to be normative while vicarious experience permits individualistic psychological growth because vicarious experience is not under the control of cither social norms or the norms imposed by the realities of the physical world. If this is correct, a critical index of personality is the ratio of direct to vicarious experience. If the ratio is great, a person is likely to be adjusted to social norms. If the ratio is small, a person will probably be in conflict with social norms. Much of the recent history of the behaviour of young people can be interpreted using these principles. However, there are still many puzzling aspects in the changes in the behaviour patterns of young people over the last decade or so. The implications for instructional design using information technology will be discussed.     

经济心理与行为研究的新取向:具身经济学

长期以来,传统经济学一直将躯体性因素排除在理论体系之外,是一种"离身"的经济学。具身经济学(embodied economics)则是在具身理论框架下对个体经济行为进行解释的一种(神经)经济学取向,它考虑身体信号、肌体状态、他人动作或位移(或其位移)所提供的信息对个体经济心理及行为的影响。近期大量有关动作、姿势、肌体状态影响决策、估价及消费行为的心理学研究已经为具身经济学奠定了坚实的实证基础。深入理解躯体性因素对经济心理及行为的影响,有助于更好地理解个体经济决策的动力机制,让经济学和心理学更贴近现实生活。