中学生自我评价、泛化信任和应对方式及其于心理健康的关系

The aim of this research is to explore the relationships between Self-evaluation, general trust, coping styles and psychological health of secondary school students. Three studies were carried out. A total of 1024 middle school students ranging in age from 11 to 20 years complete SCL-90, secondary school students self-evaluation scale, questionnaire of coping styles and GTS. It is found that: 1. There were three self-evaluation in middle school students: the self-evaluation in study, in human relations and in appearance. 2. The three factors of self-evaluation are all correlated to gender, grade and single children. 3. General trust of secondary school students is no difference in gender, grade and single children. 4. Aside from the negative exterior copied ones, three self-evaluation and general trust significantly predict the other three coping styles. 5. When we control the gender , grade and and the only-child in multiple linear regression, we found that the coping style has more effect on their psychological health than the gender , grade and and the only-child and influencing of negative coping style is highest. 6. Three self-evaluations and general trust have direct influences on psychological health of secondary school students. Taking coping styles as intermediate variables , three self-evaluations and general trust have direct influences on psychological health of secondary school students.

学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

平面几何问题解决过程中的元认知实验研究

This study was based on the cognitive-metacognitive model of mathematical problem solving established by Lester & Garofalo(1985). The method of protocal analysis was used and 19 excellent students(9 male and 10 female) & 19 learning-disabled students(11 male and 8 female) in middle school(grade 3)were tested and interviewed during they solved plane geometry problems. The main results showed as follows: (1) There was a significant difference between excellent students and learning-disabled students on time-assignment when they solved plane geometry problems. Excellent students used more time on phase organization and less time on phase execution. There was no difference on phases orientation and verification. (2) Excellent students showed higher metacognitive level than learning-disabled students. The deference existed in phases orientation and organization. Excellent students reported more metacognitive sentences in phases orientation and organization than learning-disabled students. They had more self-awareness and goal-awareness. They had more "knowledge about what they know" and "knowledge about what they should use". They designed more globle goal and subgoals and made more self-evaluation. (3) Both the excellent students' and learning-disabled students' self-checking level should be improved.

不同学习策略对改变学生物理要领错误的影响

In the field of misconceptions research, previous research was focused mainly on the effect of naive concepts on the learning of scientific concept. In this study, from the viewpoint of declarative and procedural knowledge, conceptual errors on Newtonian mechanics were studied comparatively between high-performance and low-performance students. Furthermore, the effects of self-explain learning strategies and reflective learning on the change of subjects' conceptual errors were explored. The result of experiments indicated: 1. There was significant difference in the number of conceptual errors of declarative and procedural knowledge between high-performance students and low-performance students. And Low-performance students made more conceptual errors of procedural knowledge than that of declarative knowledge. For high-performance students, there was no distinct difference between these two kinds of errors. 2. In the distribution of conceptual errors, most errors of declarative knowledge were mainly focused on the understanding of concepts of friction and acceleration. The errors of procedure knowledge most errors concentrated on the judgment of vector direction and the conceptual understanding. 3. Compared with high-performance students, the representation of conceptual declarative knowledge of low-performance students is less complex, more concrete and context bound. 4. The comparative analysis of problem-solving strategies showed: high-performance students preferred to apply analytic strategy, solving problems based on physical concepts and principles; low-performance students preferred to use context strategy, solving problem according to the literal meaning of problems, subjective and groundless presumption and wrong concepts and principles. 5. Self-explain strategies can help students correct their conceptual errors effectively. Reflective learning could help students to correct the concept errors in some degree, but the distinct effect was not observed.

Progress in the evaluation of transgenic fish for possible ecological risk and its containment strategies

Genetically improved transgenic fish possess many beneficial economic traits; however, the commercial aquaculture of transgenic fish has not been performed till date. One of the major reasons for this is the possible ecological risk associated with the escape or release of the transgenic fish. Using a growth hormone transgenic fish with rapid growth characteristics as a subject, this paper analyzes the following: the essence of the potential ecological risks posed by transgenic fish; ecological risk in the current situation due to transgenic fish via one-factor phenotypic and fitness analysis, and mathematical model deduction. Then, it expounds new ideas and the latest findings using an artificially simulated ecosystem for the evaluation of the ecological risks posed by transgenic fish. Further, the study comments on the strategies and principles of controlling these ecological risks by using a triplold approach. Based on these results, we propose that ecological risk evaluation and prevention strategies are indispensable important components and should be accompanied with breeding research in order to provide enlightments for transgenic fish breeding, evaluation of the ecological risks posed by transgenic fish, and development of containment strategies against the risks.

Evaluation of coverage of self-assembled polyaniline-analogue monolayer by capacitance measurements

A method is developed to estimate the coverage of an electropolymerizable aniline-analogue monolayer (mixture of 2- and 3-aminophenols, 2/3-ATP) by measuring the charge capacitance of the electrode (theta = 81%). The technique of filling the uncovered area (defect sites) of the aniline-analogue monolayer with alkanethiols with long alkane chains (1-decanethiol, 1-DT) has been used to determine the coverage. The dielectric constant (permittivity) of the PANI-analogue monolayer was determined to 8.4. Adsorption kinetics of 1-DT was also studied, and the value of the rate constant of the secondary adsorption was measured to 0.9 mol(-1) dm(3) s(-1).

Talbot-SNOM method for non-contact evaluation of high-density gratings

A Talbot scanning near-field optical microscopy (SNOM) method for non-contact evaluating of high-density gratings was described. This method combines the Talbot self-imaging effect of the gratings and the conventional SNOM technique without damage. The significant advantages of this method are its simple structure, reliable and fast measurement for the surface quality of the tested gratings. Experimental results of three different kinds of gratings were demonstrated to indicate that this method is effective for evaluation surface quality of high-density gratings. (c) 2004 Elsevier B.V. All rights reserved.

Conservation strategies for endemic fish species threatened by the Three Gorges Dam

The largest damming project to date, the Three Gorges Dam has been built along the Yangtze River (China), the most species-rich river in the Palearctic region. Among 162 species of fish inhabiting the main channel of the upper Yangtze, 44 are endemic and are therefore under serious threat of global extinction from the dam. Accordingly, it is urgently necessary to develop strategies to minimize the impacts of the drastic environmental changes associated with the dam. We sought to identify potential reserves for the endemic species among the 17 tributaries in the upper Yangtze, based on presence/absence data for the 44 endemic species. Potential reserves for the endemic species were identified by characterizing the distribution patterns of endemic species with an adaptive learning algorithm called a "self-organizing map" (SOM). Using this method, we also predicted occurrence probabilities of species in potential reserves based on the distribution patterns of communities. Considering both SOM model results and actual knowledge of the biology of the considered species, our results suggested that 24 species may survive in the tributaries, 14 have an uncertain future, and 6 have a high probability of becoming extinct after dam filling.

Pressure behaviour of self-assembled In0.55Al0.45As/Al0.5Ga0.5As quantum dots with multi-modal distribution in size

The pressure behaviour of In0.55Al0.45As/Al0.5Ga0.5As self-assembled quantum dots (QDs) has been studied at 15 K in the pressure range of 0-1.3 GPa. The atomic force microscopy image shows that the QDs have a multi-modal distribution in size. Three emission peaks were observed in the photoluminescence (PL) spectra, corresponding to the different QD families. The measured pressure coefficients are 82, 93 and 98 meV GPa(-1) for QDs with average lateral size of 26, 52 and 62 nm, respectively. The pressure coefficient of small QDs is about 17% smaller than that of bulk In0.55Al0.45As An envelope-function calculation was used to analyse the effect of pressure-induced change of barrier height, effective mass and dot size on the pressure coefficients of QDs. The Gamma-X state mixing was also included in the evaluation of the reduction of the pressure coefficients. The results indicate that both the pressure-induced increase of effective mass and Gamma-X mixing respond to the decrease of pressure coefficients, and the Gamma-X mixing is more important for small dots. The calculated Gamma-X interaction potentials are 15 and 10 meV for QDs with lateral size of 26 and 52 nm, respectively. A type-II alignment for the X conduction band is suggested according to the pressure dependence of the PL intensities. The valence-band offset was then estimated as 0.15 +/- 0.02.

Evaluation and application of micro-sampling system for inductively coupled plasma mass spectrometry

Two Meinhard microconcentric nebulizers, model AR30-07-FM02 and AR 30-07-FM005, were employed as a self-installed micro-sampling system for inductively coupled plasma-mass spectrometry (ICP-MS). The FM02 nebulizer at 22 muL/min of solution uptake rate gave the relative standard deviations of 7.6%, 3.0%, 2.7%, 1.8% for determinations (n = 10) of 20 mug/L Be, Co, In and Bi, respectively, and the detection limits (3s) of 0.14, 0.10, 0.02 and 0.01 mug/L for Be, Co In and Bi, respectively. The mass intensity of In-115 obtained by this micro-sampling system was 60% of that by conventional pneumatic nebulizer system at 1.3 mL/min. The analytical results for La, Ce, Pr and Nd in 20 muL Wistar rat amniotic fluid obtained by the present micro-sampling system were precisely in good agreement with those obtained using conventional pneumatic nebulization system.

中小学生欺负行为及其主要影响因素研究

The present paper studied the school bullying and the primary impact factors, for understanding the nature of bullying, and providing measures and references to the elimination and controlling of school bullying. Primarily with methods of questionnaires and psychometrics, combined with case study and interviews, the following findings were found: in Chinese culture, bullying is a behavior intentionally causing harm to the weaker or weakers. There were 5 types of bullying-physical, social exclusion, threat, breakage and verbal. In Chinese schools the occurrence of bullying had regular patterns. The factor that impact children's bullying behavior was personality traits, interpersonal techniques, family atmosphere, education and upbringing styles. In personality traits, bullies tended to be more extroversive, impulsive, obstinate, obdurate and lack of sympathy. Victims tended to be more introversive, self-restrained, lack of confidence, lonely, anxious and depressive. Both of them expressed more mental problem tendencies than normal children did. When confronted with interpersonal conflicts, they used little problem solving strategies. Bullies had more extroverted emotional responses, and victims had more social support strategies. In the light of family influence, bullies were relatively superior in family's social economic conditions. But their parents had little time and energy spent on them. They tended to be punitive, and had indulgent, reject or despotic upbringing styles. The role of victim might be related to the disadvantage of family's social economic status. Their parents had the tendency of spoiling and overindulgence. The research concluded that in different cultures the connotation of bullying was not homogenous. The occurrence of school bullying had regular patterns. Bullying behavior was primarily influenced by the personality traits of both bullies and victims, the coping strategies of interpersonal conflicts, family's social economic status, parents' basic emotional attitudes, ways of educating, punitive tendencies and school atmosphere. The occurrence of bullying behavior was the result of the combined process of past experience, behavior habits, personality traits, cognitive evaluation, certain evocative clues and the environment conditions. It reminded that quality education and mental health education in schools was essential. Strengthening basic social skill training in school, creating positive family atmosphere, having more communications between schools and families and implementing strict regulations against bullying was essential to interfere and eliminate the school bullying.