论高校体育情商教育功能的核心价值

从心理学的角度提出,高校除了要注重学生专业技能的培养外,还应重视对学生的情商教育.体育情商教育功能能培养大学生的自我控制能力、竞争意识和协助能力、沟通能力以及较强的心理承受能力.     

Hopes for the future: demographic and personal resources associated with self-perceived employability and actual employment among senior year students

Undergraduates approaching completion of their studies may embrace the prospect of entry into the world of work as a challenge or conversely, may view it with trepidation. This study explores three major personal resources that may be associated with how young undergraduates view their future employability: perceived hope, grit and emotional intelligence. Demographics associated in the literature with perceived chance of employment – gender, age and having a learning disability – were also included in the study. The participants were college students in their senior year (n = 584), studying in a variety of undergraduate programmes. Results show that perceived hope and grit were positively associated with perceived employability whereas the relationship with emotional intelligence was more complex. None of the demographics associated with perceived employability.     

Exploring Emotional Intelligence Among Master's‐Level Counseling Trainees

The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program.     

Secularisation and the Securitisation of the Sacred a Response to Lewin’s Framing of the Gearon–Jackson Debate

In this article, I make a response to Lewin’s insightful and judicious contribution to the Gearon–Jackson debate. I address the central and important arguments made by Lewin in relation to three aspects of my theoretical orientations on religion in education: (1) what Lewin rightly identifies as my ‘propositional’ interpretation of religion; (2) the politicisation of religion as secularisation; and (3) the securitisation of religion in education as a ‘securitisation of the sacred’. I argue some theoretical framing for this is necessary and that an engagement with the (propositional) realities more helpful than their denial, and that precisely because religion is propositional it can be so used or directed to political and security purposes. In sum, to ensure there is no sense of equivocation in my response I greatly welcome Levin’s intervention, but defend my propositional interpretation of religion and defend too my conceptualisation of the politicisation and securitisation of religion in education. Prompted by Jackson’s critique and Lewin’s subsequent intervention, this response is offered then as a bridge to facilitate further theorisation of the politicisation and securitisation of religion in education as an aspect of secularisation.     

Positive teacher–student relationships go beyond the classroom,problematic ones stay inside

The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.     

试论声乐教学中情感的表达

情感是歌唱艺术的精髓灵魂。美好的声音离不开情感准确的抒发和表达,声乐教学中提高学生对声乐作品情感的表现力无疑是声乐教学中所要关注的重点。本文就声乐教学中如何培养学生的情感表达进行探讨。     

Effects of Mutuality of Control Orientation between Leaders and Group Members

Abstract

This study assessed the effect of mutuality of control orientation between group leaders and group members. Mean change scores for group members were analyzed using a 2X2 factorial analysis of variance. No significant interaction between the control orientation of the group leader and the group members was found. However, there is an indication that group members classified as externals changed more than did internals. Further, group members working with external leaders became more internal than did group members whose leaders were internal.     

基于情感教育视野下的民族院校思想政治教育工作模式的创新

民族院校思想政治教育工作具有自己的特殊性。如何提升民族院校思想政治教育工作的针对性和实效性是当前民族院校面临的重要问题。包括将情感教育纳入工作理念、不断创新工作方式和方法、做学生的朋友、开展"我爱我家"建设、微笑使学生倍感亲切等情感教育的应用,可以使民族院校的思想政治教育工作取得较好的实效。     

Social‐emotional well‐being and resilience of children in early childhood settings – PERIK: an empirically based observation scale for practitioners

Compared with the traditional focus on developmental problems, research on positive development is relatively new. Empirical research in children's well‐being has been scarce. The aim of this study was to develop a theoretically and empirically based instrument for practitioners to observe and assess preschool children's well‐being in early childhood settings. The analysis of preschool teachers' ratings yields six dimensions of social‐emotional well‐being: (1) making contact/social performance, (2) self control/thoughtfulness, (3) self‐assertiveness, (4) emotional stability/coping with stress, (5) task orientation, (6) pleasure in exploration. Composite scales were constructed. PERIK consists of six scales of six items each. The scales differentiate in both the upper and lower range and despite their brevity have good psychometric qualities. The instrument was published together with a booklet containing examples of how PERIK observations can be employed in practical work with children.     

浅谈亲子教育和隔代教育对幼儿个性心理发展的影响

父母对于孩子身心成长具有重要影响。父母自己带孩子在孩子个性心理发展上有着不可比拟的优势。