基于程序效用的主观幸福感研究

以效用与程序效用为主线,系统阐述了相关领域对之进行的研究及所取得的结论,强调了不同于传统效用概念的程序效用对个人主观幸福感的影响,探讨了基于程序效用的度量方法。     

演化视角下的产学研技术联盟组建模式研究

旨在研究产学研技术联盟组建模式的动态特征,分析产学研技术联盟组建模式转变的主要标志。基于协同理论的相关方法,构建了产学研技术联盟创新系统的演化方程。经过分析,给出了产学研技术联盟不同的组建模式,并认为产学研技术联盟的主体变换是其组建模式转变的关键因素,在必要时刻还应当发挥政府参与的关键作用。     

在线课程学习评价的RFM-DS模型

为了更好地对学生在线学习的自主性和交互性进行全方位的考察,文章在传统的RFM模型的基础上,提出了一种改进的RFM-DS模型,对学生在线课程学习进行评价。在权重系数设置方面,集成主观赋权的层次分析法和客观赋权的主成分分析法,兼顾评价主体的主观偏好性及评价客体的客观真实性,采用“高等数学”在线开放课程的学习行为数据对模型进行应用,得到了在线学习的综合评分数据公式,提高了评价的科学性和有效性。     

大学生主观幸福感研究的文献计量分析

主观幸福感是衡量大学生生活质量的一个重要的心理指标,对大学生的主观幸福感进行研究,对于提高大学生的生活质量,促进其身心健康发展具有重要的意义。本文运用文献计量法对有关研究大学生主观幸福感的期刊文献进行计量分析,揭示该领域研究现状,以期促进该领域研究得到更好的发展。     

Effects of modelling and observer's ego involvement on warm‐up decrement

Warm‐up decrement (WUD), a phenomenon associated with motor behaviour, is the temporary decrement that occurs when performance resumes after a period of inactivity. The purpose of this study was to examine the extent to which observing a model while concerned about one's own subsequent performance (e.g. a substitute about to enter the sport contest) influences WUD. The subjects were randomly assigned to one of four conditions: (1) observing an ego‐involved model demonstrate the criterion skill, (2) observing a model while not ego‐involved, (3) ego involvement without modelling and (4) resting (control). Performance outcome (accuracy) and arousal (cognitive and somatic) were assessed. The results of the study indicated that only the combined ego involvement plus modelling condition eliminated WUD. Positive rather than negative emotions and heart rate increased significantly for these subjects after rest. In contrast, the other conditions each exhibited WUD. Heart rate was significantly higher in the ‘model and ego’ and ‘ego only’ groups as opposed to ‘modelling only’ and rest. Implications for using cognitive strategies while observing competitors just prior to entering the contest on reducing WUD are discussed.     

珠三角居民主观幸福感的追踪研究——基于微观环境因素分析

为响应"建设幸福广东"的十二五目标,采用追踪研究法,跨越4年时间,获取8669个样本,关注微观环境因素对珠三角居民主观幸福感的影响,结果显示:居住地环境和工作单位性质对居民主观幸福感的影响最为显著。     

Teachers’ involvement in high-stakes language assessment reforms: The case of Test for English Majors (TEM) in China

As important stakeholders in language assessment, teachers’ perceptions of language test design and implementation are key factors influencing test impact. This study investigated how English teachers perceived the recent reform of Test for English Majors Grade 4 (TEM4) - a high-stakes English proficiency test targeting English-major undergraduates in China. Furthermore, this study explored the convergence and divergence between teachers’ perceptions of the reform and the intentions of the TEM4 Committee. Findings of this study indicate that teachers in general commented favourably on the revised TEM4 and felt that most of the reform measures were appropriate; however, some divergence between teachers’ perceptions and the intentions of the TEM4 developer was uncovered, particularly in relation to the listening section. This study underscores the importance of soliciting teachers’ perspectives on high-stakes assessment reforms and signals the need for building more effective communicative mechanisms between language assessment providers and stakeholders.     

老年人主观幸福感的影响因素及其干预对策

根据我国老年人主观幸福感的现状和特点,分析影响老年人主观幸福感的主要有人格特征、控制感、自我效能感、应对方式等主观因素和健康状况、社会支持、家庭生活及经济收入等客观因素。在此基础上,提出几点提高老年人主观幸福感的对策。     

视觉反馈对结果反馈时间点适宜值的影响

采用两维复杂电脑追踪任务,探讨视觉反馈对结果反馈(KR)时间点适宜值的影响。抽取150名右利手的在校大学生,随机分为3组:KR反馈组、视觉+KR组和视觉组,每组男女各25名。练习持续3天,每天练习30次。练习期间视觉组不获得KR反馈,而KR反馈组和视觉+KR组研究参与者分别在即刻反馈、延迟2 s反馈、4 s反馈、7 s反馈、9 s反馈条件下练习任务。第3天练习结束后休息10min,3组研究参与者进行无KR保持测试。一天后,再进行无KR的保持测试。结果显示:1)个体可以获得视觉反馈时,延迟提供KR有助于技能的学习(在本实验任务条件下延迟7 s为宜),而无法获得视觉反馈时,即刻提供KR利于技能的学习;2)与剥夺视觉相比,获得视觉反馈时,提供KR的适宜时机应延迟。以上结果还提示:视觉等内部反馈信息是自身觉察错误能力形成的信息基础,在无法获得这些关键信息时,个体自身觉察错误能力形成的难度增大。应及时提供KR以帮助个体形成自身的觉察错误能力。