影响大学生自我调适的因素探析

人是在不断调适自我的过程中逐渐走向成熟的。时于步入高等院校的大学生来说,主动调适自我,适应全新的大学生活是十分必要的。人生目标和态度、人际交往的范围、个人的经历与认知水平、自我认知与自我定位、对成功与失败的归因等影响着大学生的自我调适。分析影响大学生自我调适的因素,则有利于培养其自我调适能力,促进身心健康发展,以成为德才兼备的人才。     

Guiding Children's Verbal Plan and Evaluation During Free Play: An Application of Vygotsky's Genetic Epistemology to the Early Childhood Classroom

Vygotsky advocated that a teacher's active involvement in children's verbalization of planning and evaluating play activities facilitates the development of their mental processes. Through verbal exchange, children internalize the psychological tools for thinking and move from regulation by others to self-regulation. From this Vygotskian perspective, I have developed the Verbal Plan and Evaluation (VPE) program, an instructional model applicable for free play time. Teaching strategies for implementing the program in an early childhood classroom are presented.     

关于中学生心理障碍与自我调节

抑郁症,考试焦虑症是学生中普遍存在的,消除学生的心理障碍,除了学校、老师和家长的教育外,指导学生针对自己的实际情况,找出自己的病因,进行自我调节,同样是至关重要的。     

From Alternative Education to The Mainstream: approaches in Canada and Germany to Preparing Learners to Live in a Changing World

There has been a shift in the core idea of schooling in both Germany and Canada: While schools have traditionally focused on cognitive development, they now increasingly focus on ‘engaged learners’ and use integrated settings to support their cognitive, metacognitive and social-emotional development. In line with the theme ‘Learning to Be’, we argue that beliefs about the purpose of schooling are shifting from a narrow, knowledge-based approach to understanding that students need knowledge, skills and attitudes to succeed in their private, public and professional lives as adults. To this end, pedagogical concepts developed in alternative education are increasingly being implemented by mainstream schools. This article examines this significant development in Germany and Canada. We analyse current examples from mainstream schools, highlighting how they use alternative pedagogical concepts to transform the ways in which students come to know themselves as learners. In both countries, this process has been simultaneously bottom-up, driven by early-adopter schools, and top-down, driven by public awards or broad public initiatives.     

How research on self-regulated learning can advance computer supported collaborative learning / El papel de la investigación sobre aprendizaje autorregulado en el desarrollo del aprendizaje colaborativo asistido por ordenador

Abstract

Learning in and for the twenty-first century requires motivational competence and effective learning strategies in individual and collaborative learning settings. Being able to strategically regulate one’s own learning and that of others is a vital and increasingly important skill. Most learners are not equipped to regulate and direct their own learning or might lack the motivation to do so. Additionally, if self-regulation of learning is difficult at the individual level, it becomes even more difficult when interacting with peers and in teams, known as co-regulation and shared regulation. Fortunately, recent research has shown that regulation can be both learned and also often supported with self-regulation tools and/or environments. This paper discusses recent trends in self-regulated learning research, focusing especially on regulating learning in computer supported collaborative learning. It is concluded that today’s education should help learners become aware of their strengths and weaknesses in a learning situation, so as to help them develop skills and strategies to continue to learn throughout their lives.     

Self-control training leads to enhanced cardiovascular exercise performance

The purpose of the study was to investigate the effects of two weeks of self-control strength training on maximum cardiovascular exercise performance. Forty-one participants completed a cognitive self-control depletion task (Stroop task) followed by a maximal graded cycling test and were randomized to training (maximal endurance contractions of spring handgrip trainers, twice daily) or no-treatment control groups. At follow-up (2 weeks), half of each group completed either a time-matched or trial-matched Stroop task followed by another maximal graded cycling test. Results showed a significant 2-way (training X time) interaction (P < 0.001), and a trend for the 3-way (training X time X cognitive task) interaction (P = 0.07). Decomposition of the interactions revealed that across sessions cycling performance increased in both training groups, did not change in the trial-matched cognitive task control group, and declined in the time-matched control group. We conclude that isometric handgrip training leads to self-control strength adaptations that enhance maximal cardiovascular exercise performance or tolerance of exercise at maximal levels of effort.     

竞技运动中运动员的自我效能感及其培养

自我效能感是心理学和社会学中的重要概念,在竞技体育中,运动员的自我效能感对运动员的比赛成绩有着很重要的作用.从竞技体育的角度来分析自我效能感是如何影响运动员在比赛中的真实体能和技能的发挥,并提出了如何通过训练使运动员保持高的自我效能感,并形成良好的自我调控能力.     

谈高校知识分子心理保健

心理保健愈来愈受到人们的重视,高校知识分子如何进行心理保健,是一个急等解决的问题.剖析影响高校知识分子健康的几种原因;提出了体育锻炼,环境调节,亲人疏导,自我激励的心理保健方法.     

A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students

A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning.