Self‐determined motivation and social achievement goals in children’s emotions

In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective.     

Teachers' Voices in the Context of Higher Education Reforms in Armenia

In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms.     

Interest,enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school.     

形如1＋（（4n（n＋1）s^2）/（s^2-1））的平方数

设n为正整数,S为大于1的正奇数.找出了所有可使1＋（（4n（n＋1）S2）/（S2-1））为平方数的正整数n.     

浅谈老庄消极思想中的积极因素

道家思想自从杨朱立派就在世人心中奠定了消极的思想基调。作为一种哲学思想,道家思想经历了不同阶段的发展,其中最重要也是最熟知的就是老子和庄子这两个阶段。从本质上讲,老庄思想的产生背景决定了其难免带有消极的因素,应用起来也与社会现实有偏差,但这不妨碍我们正确认识和积极应用老庄思想中的积极因素。     

不同运动项目对大学生心境状态的影响

运用心境状态量表(Profile of Mood States或POMS)对参加篮球、羽毛球、健美操、武术等专项课程的学生的心境状态变化以及存在的差异进行分析研究,旨在为大学生通过身体活动促进自身心理健康提出科学的建议,同时为大学生心理健康教育过程中利用运动处方改善学生心理健康水平提供理论依据和指导.本文研究表明:体育...     

认知对情绪影响的研究述评

认知对情绪的影响一直受到研究者的关注,许多研究表明,认知活动对情绪会产生多方面的效应。因此,文章从注意、记忆对情绪的影响、面部表情识别和情绪调节等方面进行阐述,将认知对情绪影响的研究进行总结,同时提出未来研究的发展方向。     

Relationship of Brain-Derived Neurotrophic Factor with Interleukin-23, Testosterone and Disease Severity in Schizophrenia

Hormonal imbalance, inflammation and alteration in synaptic plasticity are reported to play a crucial role in the pathogenesis of schizophrenia. The objective of the study was to assess the serum levels of brain derived neurotrophic factor (BDNF) and its association with interleukin-23 (IL-23), testosterone and disease severity in schizophrenia. 40 cases and 40 controls were included in the study. Serum levels of BDNF, IL-23 and testosterone were estimated in all the subjects. Disease severity was assessed using Positive and Negative Syndrome Scale (PANSS). The study was designed in Tertiary care hospital, South India. The results were compared between two groups using Mann–Whitney U test. Spearman Correlation analysis was used to assess the association between biochemical parameters and PANSS. Interleukin-23 and testosterone were significantly increased and BDNF was significantly reduced in schizophrenia cases when compared with controls. BDNF was negatively correlated with IL-23 (r = − 400, p = 0.011), positive symptom subscale (r = − 0.393, p = 0.012), general psychopathology score subscale (r = − 407, p = 0.009) and total symptom subscale (r = − 404, p = 0.010). There was no significant association of IL-23 and testosterone with disease severity in schizophrenia cases. BDNF was reduced in schizophrenia cases and negatively associated with interleukin-23 and disease severity scores.     

正向学习情感对地方院校校园学习氛围的影响

正向学习情感是生命个体生命性特质存在,是生命化学习氛围得以形成的一个重要条件.因此,地方院校校园在营造学习氛围时应注重生命个体正向学习情感的双重作用,从而彰显正向学习情感在生命个体学习生活中的本体价值.     

一类拟线性薛定谔方程的正解

考虑一类拟线性薛定谔方程的正解,由于该类方程所对应泛函不能定义在常用空间H1（RN）上并且嵌入是非紧的,这也导致了很难直接求解.因此利用变量变换在H1（RN）的径向空间上考虑方程的解,从而可以利用山路引理和极值原理证明所研究方程存在正解.