Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools

Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools.     

Moodle环境下影响学生学习动机的外部因素探析—以上海师范大学东行记网络课程为例

在基于魔灯网络课程的学习中,学习的动力机制直接影响着对课程学习的质量。在对上海师范大学东行记魔灯网络课程调研的基础上,依据动机学习理论,初步探讨了教师、学习活动、学习环境等外部因素对基于魔灯网络课程学习驱动的影响,以期起到抛砖引玉的作用。     

浅析动机变量对电大远程开放教育学习的影响

动机变量在成分、力度、强度三个纬度中构成了相互作用的因果链,对电大远程开放教育学习产生了深刻的影响。在电大远程开放教育学习中,动机对学习起推动作用,学习又反过来增强动机。     

The relationship between child behaviour problems at school entrance and teenage vocabulary acquisition: A comparison of two generations of British children born 30 years apart

Behaviour problems in early childhood have a lasting impact on cognitive development and education attainment in later adolescence and into adulthood. Here we address the relationship conduct and hyperactivity problems at school entrance, and vocabulary acquisition in adolescence. We compare performance in identical assessments across two generations of British children born 30 years apart in 1970 (n = 15,676) and 2000/2 (n = 16,628) and find that both conduct and hyperactivity problems have a negative association with later vocabulary in both generations. We take advantage of rich longitudinal birth cohort data and establish that these relationships hold once family socioeconomic status and a child’s personal characteristics and earlier vocabulary acquisition are taken into account. We also find that teenagers today achieved substantively lower scores in the vocabulary assessment compared to their counterparts born 30 years earlier, and that this holds across all categories within each of the family and individual characteristics considered in this article. As vocabulary and language skills are key prerequisites for wider learning, we discuss implications the findings have for education policies.     

对我国证券投资者投资行为的思考

本文认为，中国A股市场中的各个角色，为股价操纵提供了主观上的可能性；股市周围环境和条件为股价操纵提供了客观上的可能性；而投资机构在资金、技术、人才、信息等方面的优势，以及收益与成本和风险的极不对称性使操纵股价成为可能和必然。股票市场要清除操纵行为不但要靠自身市场的完善，更要看我国市场经济体制改革的进程。     

企业文化管理背后的心理依据

从人本主义角度出发，提出人的管理是组织管理的关键。要实现对员工行为的有效管理，首先应当抓住人的本性，肯定人的主观能动性及文化人的特点，认识到价值观对人心理和行为的决定作用：其次要研究人行为产生的心理模式和过程，以此为心理基础建立合理的企业文化；最后分析价值观对需要争动机的内部激发和调节作用，并结合群体心理机制，有效地实施企业文化管理。     

企业自主创新动力机制研究

对企业自主创新动力机制进行了理论性的探索，对自主创新的主体及其行为目标、自主创新的动力要素及相互关系、自主创新动力机制的运作机理等动力机制的重要构成部分进行了剖析。     

近代西方侨民来华原因剖析

近代外国侨民在第一次鸦片战争后大量涌入中国。侨民数量的变化与当时的国际国内形势密切相关。在经济方面,侨民来华既受个人经济动机推动,也是资本主义向全球扩张与西方工业化国家对中国等传统封建国家实行政治经济侵略从而建立世界市场的结果。在非经济方面,他们来华受到当时西方社会、思想、宗教及个人等多种因素的影响。由于来华的动机不同,他们在中国的近代化过程中发挥了不同的作用。     

论《红楼梦》阅读中的心理偏移

注重动机和结局 ,是人们的阅读习惯 ;同情受害者、迁怒受益者、原谅动机“善良”的作恶者 ,这都是造成阅读心理偏移的因素。盲从叙述者 ,也是阅读心理偏移的表现。《红楼梦》内涵丰富 ,人物形象丰满复杂 ,阅读中的心理偏移现象也就更加突出。