Maternal and paternal similarities and differences in parenting: An examination of Mexican-American parents of young children

The present study evaluated the degree of parental similarity–dissimilarity across parenting dimensions operationalized in terms of: (1) one's own and one's partner's style; (2) meta-emotion belief structures; (3) behavioral strategies in reaction to children's emotions; as well as (4) parental support and responsiveness. The first four dimensions were assessed with independent self-reports from both mothers and fathers and the latter was measured through observed behaviors in a discussion of emotions. Fifty-seven families participated. The mothers (92%) and fathers (90%) of preschool-aged children (mean age 57.5 months, 54% male) were predominantly of Mexican descent. Results revealed significant similarity when comparing mothers’ and fathers’ observed behaviors. Agreement among parents also emerged when comparing minimizing coping reactions to children's emotional displays and self-reported and reports of one's partner's authoritative parenting. Despite evidence of agreement on use of authoritative strategies and similarity on observed behaviors, comparisons of mean levels revealed dissimilarity. The participating mothers reported a greater tendency to employ authoritative strategies and their partners’ ratings of the mothers’ parenting confirmed this perceived difference. In addition, comparisons of mothers’ and fathers’ observed behaviors in interaction with their children suggested that, while mothers and fathers are engaged in similar behaviors, mothers are observed to engage in them more frequently. These results reinforce the need to assess both parents, employing multiple methods, in determining interdependence or their combined and unique contributions to socializing children.     

学习策略、学习风格与英语成绩相关性研究

对理工科大学生英语学习状况和学习成绩调查、统计和分析的基础上,研究了英语学习策略运用水平和学习风格倾向与英语成绩的关系。研究表明:(1)学习者都能积极运用学习策略,元认知和补偿策略运用得最多,社会/情感策略运用得较少;(2高分组和低分组在元认知策略上有显著差异;(3)学习风格偏好呈多样性,英语水平与学习风格本身无关。     

中学生学业成就归因的研究

采用测验法对中学生学业成就的归因方式进行了探讨．研究结果表明：中学生学业成就的内部归因高于外部归因．没有年龄差异，也没有性别差异；学业成就较好和较差的学生，都很重视能力的归因：学业成就较好的学生，重视能力和主观努力的因素；而学业成就较差的学生，更重视能力和问题难度的归因．     

推行科学管理抓好支部工作

贯彻“求真务实”精神，提高管理效率，必须推行科学管理。只要正确理解科学管理的涵义，高度认识推行科学管理的意义，大力宣传科学管理的知识，加快传统体制改革步伐，完善用人机制，严格用人制度，加强科学管理研究，我们就能使科学管理思想被党支部管理者内化、升华、落实到实践中，收到应有的效果。     

How aggression-related mindsets explain SES-differences in bullying behavior

Previous research suggests that lower socioeconomic status (SES) adolescents bully more than their higher-SES peers. This paper tests whether aggression-related mindsets, defined as mindsets that theoretically influence aggressive behavior, explain the relationship between SES and bullying engagement among adolescents. Using a large and diverse dataset of survey responses from secondary students in the U.S. (N = 146,044 students, 30% White, 70% students of color from 5^th-12^th grade), this study applies structural regression modeling with complex survey data analysis. Results suggest that differences in aggression-related mindsets, including feelings of academic efficacy, feelings of purpose, global self-esteem, academic-status insecurity, school-related anger, and school-related happiness account for almost half of the relationship between SES and bullying. Students’ school-related anger is the strongest direct predictor of bullying (0.88 standard deviation), which suggests that strategies to reduce adolescent bullying are more effective if they teach anger-reducing skills or eliminate the root causes of students’ school-related anger.     

班级学生成绩分布的发展方程

传统的教学统计方法无法在教学进程中判断学生的进步状态,也无法在自然教学条件下比较被考察学生群体的进步速度。如果将教学与学生学习视为相互作用的动态过程,将时间变量引入分布密度函数,可以建立班级学生成绩分布的发展方程。     

Implementation of formative assessment – effects of quality of programme delivery on students’ mathematics achievement and interest

The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed.     

简论姜师度水利成就的个人因素

姜师度对唐代水利建设做出了巨大贡献。这与他的个人因素即“颇知沟洫之利”、“勤于为政”、“有巧思”、“明于川途”有着密切的直接关系,同时与其当时所任官职也有一定的联系。     

影响一体化大专生成就动机水平的家庭环境因素研究

通过对一体化大专生和普通本科生的对比,发现其成就动机存在差异;本文还探讨了家庭环境的某些因素对五年制一体化大专生这一特殊群体的成就动机产生的不同程度的影响,并提出了建设性的意见.     

School grades and students’ emotions: Longitudinal models of within-person reciprocal effects

Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Pekrun et al. (2017) for between-person analysis, we investigated within-person relations of students’ grades and emotions in mathematics over 5 school years (N = 3,425 German students from the PALMA longitudinal study; 50.0% female). The findings from random-intercept cross-lagged modeling show that grades positively predicted positive emotions within persons over time. These emotions, in turn, positively predicted grades. Grades were negative predictors of negative emotions, and these emotions, in turn, were negative predictors of grades. The within-person effects were largely equivalent to between-person relations of grades and emotions. Implications for theory, future research, and educational practice are discussed.