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31.
韩健 《南京体育学院学报(社会科学版)》2002,16(3):124-126
采用心理学相关量表(精神卫生自评量表SCL-90),对我省部分采用俱乐部式体育教学大学进行心理健康状况的心理测量,并将结果与普通大学生进行了横向比较。结果证明:实施俱乐部式体育教学,对大学生总体健康水平状况好于常规体育教学,特别在“人际关系”、“抑郁”、“焦虑”3项因子上,两组人群存在明显差异。 相似文献
32.
心理和谐、家庭和谐与社会和谐 总被引:2,自引:0,他引:2
LI Shu-yi 《湖南民族职业学院学报》2007,(2)
家庭是社会的细胞。家庭和谐了,社会和谐也就有了基础。家庭成员的心理状况对构建和谐家庭有着十分重要的影响。以和谐心理教育为切入点,调适家庭成员的心理,促进家庭成员个体自身及其相互之间的和谐,是构建和谐家庭,促进社会和谐的有效途径。 相似文献
33.
When feedback is provided to students in a norm-referenced manner that compares the individual's performance to that of others, people who perform poorly tend to attribute their failures to lack of ability, expect to perform poorly in the future, and demonstrate decreased motivation on subsequent tasks. The present study examined the hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms—relative to the individual's known level of ability as assessed by other measures. In this study, subjects received feedback indicating that they did well or poorly on an anagram test, and this feedback was described as either norm-referenced (comparing the individual's performance to that of others) or as self-referenced (comparing performance to other measures of the individual's ability). As predicted, compared to norm-referenced failure, self referenced feedback resulted in higher expectancies regarding future performance and increased attributions to effort. Contrary to expectations, attributions to ability were not affected. The implications of the results for the structure of academic feedback are discussed. 相似文献
34.
35.
Mark Grabe 《Contemporary educational psychology》1985,10(2):113-126
Self-worth theorists have claimed that students of lower ability may reduce effort in likely failure situations to avoid the attribution of poor performance to their own incompetence. The likely success of mastery learning, an instructional technique stressing student persistence, has been questioned because of this phenomenon. Several studies which examined the hypothesized relationship between achievement, effort, and perceived ability within a mastery context were conducted. In none of the studies did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. In fact, students expending effort rated their ability as having a more positive influence on performance than less persistent students. It is argued that mastery learning, like some achievement change programs, encourages students to attribute their performance to their level of effort. 相似文献
36.
Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
37.
王道君 《广播电视大学学报》2009,(2):23-26
当前我国存在诉讼成本、特别是诉讼私人成本太高的问题,妨碍公众选择司法途径解决纠纷以维护正当权益,应加强制度建设和道德建设,尤其是司法机关人员的行政伦理道德建设。 相似文献
38.
通过对竞技体操运动员赛前心理压力成因进行研究,结果表明内因和外因双重因素的影响使他们在比赛中很难发挥自己的正常水平.对归因提出了几点具体控制方法与手段,供教练员和运动员借鉴. 相似文献
39.
Verbal intelligence, English-language skills, personality, and attitude scales were used as predictors of academic performance in 230 male and female arts students at the University of Hong Kong. A series of bivariate, multiple, and canonical correlation analyses were performed. The results showed that verbal intelligence and attitudes, excepting study orientation, were not predictive of performance. English-language skills had the most predictive value, accounting for about 10% of the variance of performance measures. Personality variables failed to predict performance when composite criterion measures (GPAs) were used; however, they proved to be of predictive value when results of individual academic subjects were used as criterion measures. The study points to the importance of using noncomposite criterion measures in prediction and of considering the cultural context of achievement. 相似文献
40.
Rosemary A. Rosser Sally Stevens Ensing John Mazzeo 《Contemporary educational psychology》1985,10(2):95-103
Children's ability to discriminate reflections and rotations of visual stimuli was examined within the confines of a mental rotation task. It was hypothesized that success would be affected by both characteristics of the stimulus and by the subtlety of the discrimination required. Forty 3- to 4-year-old children were directed to mentally rotate a stimulus a given number of degrees and to discriminate the appearance of the rotated stimulus from among a set of alternatives. Four stimuli differing in the number of visual orientation cues were utilized across 24 trials. A significant effect was found for number of orientation cues, and data indicated the difficulty children experienced detecting reflections, a task which bears close resemblance to the yes/no option in prototypic rotation studies. Children were only successful with a limited range of stimuli when discrimination of a reflected foil was not required. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young Children. 相似文献