Academic self-concept and emotion relations: Domain specificity and age effects

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.     

Teacher alienation in Hong Kong

Teachers’ negative emotions began to receive attention in the Hong Kong context in the mid-1990s. As negative emotions may affect both teachers’ well-being and the quality of their teaching, Hong Kong education policy-makers and educators have used psychological approaches to determine the reasons why teachers experience negative feelings. However, these approaches fail to accommodate the social causes of negative emotions. Therefore, this study investigates the possible social causes of teachers’ negative emotions from the perspective of alienation theory. In-depth interviews with 21 teachers in Hong Kong reveal that Hong Kong teachers may be suffering from alienation (characterised by a sense of powerlessness, meaninglessness, isolation, and self-estrangement) due to their experiences of teaching, their employment status, and their structural position in schools, which are related to the occupational and organisational structure of teaching. The findings also indicate that patterns of alienation may differ between more and less experienced teachers.     

论公共教育学课程内容的重建

现行教育学课程内容存在的主要问题有:课程目标定位过于倚重知识或技能,忽视专业意识和职业情感的培养;课程内容选择贪多求全,游离具体而真实的教育情境;课程内容组织缺乏对教育问题和学生经验的关切。公共教育学课程内容设计应关注情感目标、情境创设和模块整合。重建的教育学课程内容应体现生动、活泼的特点,增加如案例讨论、人物介绍、名著鉴赏、活动设计等方式。     

民族声乐演唱中的七个基本问题

民族声乐演唱中有七个问题是基础性的问题,弄清这七大问题中的有关概念以及概念之间的内部联系,是迈向民族声乐的教学和演唱的一条成功的大道.反之.如果不能弄清这些基本问题,学习民族声乐就会寸步难行,甚至产生各种嗓音疾病.这七大基本问题分别是:一、民族声乐演唱的基础--歌唱的气息,二、民族声乐演唱的标尺--共鸣,三、民族声乐演唱的关键--打开喉咙,四、民族声乐演唱的核心--咬字吐字,五、民族声乐演唱的难点--真假声结合,六、民族声乐演唱的目的一声情并茂,七、民族声乐演唱的必然阶段--字声结合.     

Emotions correlate with perceived mental effort and concentration disruption in adult sport performers

Abstract

Two studies explored the relationship between emotions, perceived mental effort and concentration disruption in adult sport performers. In Study 1, semi-professional association football players completed questionnaire measures before and after a competitive match. In Study 2, student athletes completed questionnaire measures for two performance scenarios: one in which they were performing above their normal level and one in which they were performing below their normal level. Findings demonstrated that cognitive trait anxiety was associated with greater disruptions in concentration but was unrelated to mental effort. For state measures, athletes reported greater levels of concentration disruption when experiencing high levels of anxiety or high levels of happiness, and fewer disruptions in concentration when experiencing high levels of excitement. Findings also showed that excitement was associated with low levels of mental effort during good performances and high levels of mental effort during poor performances; anxiety and happiness were associated with high levels of mental effort during good performances and low levels of mental effort during poor performances. Taken together, these studies point towards potential benefits accompanying high levels of excitement and potential disadvantages accompanying high levels of anxiety and happiness.     

The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries

Academic enjoyment is an important educational construct given that it benefits students' engagement, persistence, wellbeing, and mental health. In this study, we examine two factors that determine this crucial emotion, namely student- and class-level achievement. Past research has been restricted to single-country or single-domain examinations of secondary school students, limiting generalizability of findings. To bridge this gap, we utilize the Trends in International Mathematics and Science Study and the Progress in International Reading Literacy Study (TIMSS-PIRLS) combined 2011 data (N = 180,084 4th-grade students, 37 countries). Our results provide robust evidence that student-level achievement positively predicts enjoyment in math, science, and reading, while the effects of class-level achievement are negative—the Happy-Fish-Little-Pond Effect. These results showed relative universality across the domains and countries examined.     

诗人的大情怀--论犁青

自古而今，所有第一流的诗人，所有第一等价值的诗歌，无不是那些为国家兴亡、百姓忧乐而激烈跳动的心灵所创造的。犁青的早期诗作，鲜明地表现了作为诗人的最为可贵的品质。即他把同胞的苦乐当成了自己的苦乐，他能够从自己出发，感同身受地体验并表达他所钟情的大众的悲哀和愤怒。伟大的80年代犁青迎接了他诗歌艺术的另一个收获期。他一边行走在祖国辽阔的国土上，一边辛勤地写作他所深爱的大地的赞歌。诗写得轻快，但却有一种记忆的重压。20世纪行将结束时，世界各地发生的重大事件，犁青几乎都在现场而成为亲历者和见证人。他目睹战争带来的巨大灾难，写下了一批充满激情的诗行。他的本色、勤奋和对人类的大爱，对他们命运的关怀，使他的声音充盈着智慧和热情，强烈的爱恨情仇，爆发出惊人的抒情的魔力。这位从闽南乡间走出来的诗人，因为获得了这样的大情怀，于是成为了国际性的诗人。     

大学生基本情绪识别眼动研究

情绪识别是近年来情绪心理学研究领域中日趋引人注目的主题。本研究采用眼动记录技术探讨四种基本情绪的眼动特征。结果发现：大学生在识别基本情绪快乐、恐惧、悲伤、愤怒时,注视次数和平均注视时间差异不显著;最大瞳孔距离和平均瞳孔距离差异不显著;总注视时间差异显著,其中识别愤怒、悲伤情绪所需要的总注视时间较长,而识别恐惧的总注视时间最短。     

The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study

This Q methodological study explores beliefs of daycare staff and teachers regarding young children’s reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint “Child problems” believe that children show various emotional and behavioral problems related to divorce, while those on the “Structure is working” viewpoint believe structure in daycare centers and parental cooperation help children to overcome divorce-related difficulties. Selective perception based on subjective experiences may have influenced these views. Practical implications are discussed. Q methodology and cognitive interviewing techniques seem efficient in exploring daycare staff beliefs.