消费者信心指数的干预模型

本文通过对消费者信心指数的分析,首先建立干预模型并进行了检验,然后根据此干预模型得出将来消费者信心指数的预报值,从而为未来经济政策的制定与调整以及进行定量分析提供理论依据.     

Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher–student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom discourse improved students' learning motivation and interest development over the course of a school year. The teachers' intervention group (IG; n = 6) was compared with a control group (CG; n = 4) who participated in a traditional TPD programme on classroom discourse. The teachers showed a significant increase in constructive feedback and decrease in simple feedback as a function of the treatment. Pre- and post-tests revealed that students in the IG (n = 136) significantly increased their perceived autonomy, competence and intrinsic learning motivation as compared with those in the CG (n = 90). They also showed significantly greater interest changes in the subjects compared with their peers in the CG.     

安徽省水稻土有效硅含量分布及影响因素

成土母质是影响土壤有效硅水平的主要因素,不同母质发育的水稻土有效硅平均含量顺序为：黄土性古河湖相沉积物＞近代黄泛＞淮河冲积＞石灰岩＞湖积物＞下蜀黄土＞长江冲积＞紫色砂页岩和第四纪红土＞板页岩和酸性结晶岩。土壤pH值和土壤有机质含量与土壤有效硅呈极显著正相关。安徽省水稻土有效硅含量不同地区差异很大,淮北平原＞江淮丘陵岗地＞沿江平原＞皖西山地＞皖南丘陵山地．     

竞技运动中降低运动员焦虑的表象认知-行为干预的运用

表象训练是在体育运动实践中最为广泛运用的心理训练方法之一,关于表象训练的大多数研究主要集中在表象训练对运动技能掌握有作用,而对表象训练有助于树立自信心和降低焦虑方面的研究却很少。阐释了焦虑的定义以及引起焦虑的原因,认为焦虑不是环境刺激的产物,而是人们对环境进行消极思维的结果,因此可通过改变认知来改变运动员的焦虑。控制应激反应,首先要控制自我认知,表象训练的认知—行为干预策略对改变运动员的认知有积极作用,本文介绍了视觉运动行为演练、压力预防措施、压力控制训练、表象转移训练、成功情景表象训练5种表象认知—行为干预措施,并对其实施步骤进行了说明,以便为竞技运动中进行运动心理技能训练提供依据。     

Can the actions of child welfare case managers predict case outcomes?

This study examined the effect of efforts made by child welfare case managers to involve parents in case processes on two divergent case outcomes: reunification and the termination of parental rights (TPR). The sample was comprised of a cohort of children who received child protection services while in out-of-home care during fiscal year 2009–2010 and were randomly selected by the Florida Department of Children and Families (DCF) for their case management quality of practice reviews. Findings revealed that when child welfare case managers made efforts to encourage and support parents in participating in child-related decisions and activities, there were increased chances for timely reunification. However, these same efforts were only associated with a lower risk of TPR for mothers and not for fathers. Implications of these findings are discussed.     

Ameliorating the biological impacts of childhood adversity: A review of intervention programs

Childhood adversity negatively impacts the biological development of children and has been linked to poor health outcomes across the life course. The purpose of this literature review is to explore and evaluate the effectiveness of interventions that have addressed an array of biological markers and physical health outcomes in children and adolescents affected by adversity. PubMed, CINAHL, PsychInfo, Sociological Abstracts databases and additional sources (Cochrane, WHO, NIH trial registries) were searched for English language studies published between January 2007 and September 2017. Articles with a childhood adversity exposure, biological health outcome, and evaluation of intervention using a randomized controlled trial study design were selected. The resulting 40 intervention studies addressed cortisol outcomes (n = 20) and a range of neurological, epigenetic, immune, and other outcomes (n = 22). Across institutional, foster care, and community settings, intervention programs demonstrated success overall for improving or normalizing morning and diurnal cortisol levels, and ameliorating the impacts of adversity on brain development, epigenetic regulation, and additional outcomes in children. Factors such as earlier timing of intervention, high quality and nurturant parenting traits, and greater intervention engagement played a role in intervention success. This study underlines progress and promise in addressing the health impacts of adversity in children. Ongoing research efforts should collect baseline data, improve retention, replicate studies in additional samples and settings, and evaluate additional variables, resilience factors, mediators, and long-term implications of results. Clinicians should integrate lessons from the intervention sciences for preventing and treating the health effects of adversity in children and adolescents.     

社会性公共文化联动对于信息贫富分化的干预效果研究——来自东莞社会阅读调查的证据

通过分层抽样,选取广东省东莞市的1289名居民为样本,对其参与社会阅读推广活动情况进行调查。通过对社会阅读活动与信息贫富状况的关联分析发现,信息富裕者更有可能去主动搜集关于读书节等社会大型阅读推广活动的信息,从而使这一人群中知晓读书节活动的人数比例高于其他人群。信息贫困一方面表现为"信息获取意愿的贫困",另一方面则表现为个体对信息获取缺乏(积极的或消极的)体验。对现有社会公共信息资源和服务利用不足是导致信息贫困的重要原因之一。购书费用、年借阅量和数字阅读时间的增加对信息贫富分化影响显著,但这些因素对男性和女性产生的影响有所不同。     

PRISMA 声明在评价《循证医学》刊载的干预类系统评价／荟萃分析报告质量中的应用

目的：评价PRISMA声明对发表于《循证医学》杂志的干预类系统评价/Meta分析报告质量的影响。方法：根据纳入排除标准,纳入2001-2011年发表于《循证医学》的干预性试验系统评价/Meta分析,采用PRISMA量表对纳入系统评价/Meta分析进行评价,用Meta Analyst软件进行统计分析。结果：共纳入70个系统评价/Meta分析,涉及14个疾病谱。 PRISMA的发布和高校作者发表的系统评价/Meta分析,可以提高其报告质量（P＜0．05）,基金资助和作者数量对文献报告质量影响不大。结论：发表于《循证医学》杂志的系统评价/Meta分析在文献检索、筛选、偏倚评估和其他分析方法等方面亟待改善,报告质量有待提高。 PRISMA的发布可在整体上改善系统评价/Meta分析的报告质量。     

Reflecting on their mission increases preservice teachers’ growth mindsets

When teachers believe that students' abilities are fixed, their students' motivation, well-being, and performance tend to suffer. While many interventions have been developed to reduce these so-called fixed mindsets in students and increase the belief that abilities are malleable (i.e., a growth mindset), there are no cost-effective, scalable interventions targeting teachers' mindsets. To address this need, we developed a brief intervention consisting of a reflection task in which teachers thought and wrote about their mission as educators. Two experiments with preservice teachers (total N = 576) revealed that this brief intervention increased their growth mindsets (meta-analytic d = 0.25). This increase did not dissipate over the course of a week (meta-analytic d = 0.26), suggesting the intervention's effects are not ephemeral. Although more work is needed to establish the robustness and generalizability of this intervention's effects, it may ultimately become a useful tool for teacher education programs.