我国部分地区中学生的学校回避倾向研究

The aim of this research is to explore the relationships between school avoidance tendency and school stressors, stress response, social support, coping style of secondary school students. Three studies were carried out. School avoidance tendency scale, mental health scale, coping style scale of secondary school students from Japan were revised in the first research. In the second research, the difference in gender, cities, grades of five variables were discussed. In the third research, the relationships of five variables were discussed. A total of 883 students from grade one of middle school to grade 3 of high school in Beijing, Taiyuan and Wulanchabu, completed three scales. Analysis showed that: 1. The main effects of city, gender, and grade were present significantly on School avoidance tendency, and the inter-effects were not significant. The differences were significant between three grades of middle schools, and not significant between three grades of high schools. The high school students were significant than middle school students on school avoidance tendency. 2. The main effect of city was not significant, but gender, and grade were present significantly on stressor, and the inter-effects were not significant. The most stressor was study one, than the relationship stressor from teachers. The relationship stressor from friends was at least. 3. The main effects of city and grade were present significantly on stress responses, but the main effect of gender was not significant, and the inter-effect was not significant. The most stress response was the physical response. 4. The main effects of city and gender, the inter-effect were not present significantly on social supports. The main effect of grade was present significantly. The most social support was from mother, than from friends, father, and the teachers. 5. The differences between cites on coping styles were not significant. Positive coping style was used mostly, than the style of help requirement, cognitive coping style. 6. Stressor and stress responses had significant positive predictive role on school avoidance tendency. Social supports had negative predictive role. Social supports had not moderator role between stressor, stress responses and schools avoidance tendency. Stress responses had a part of mediator between stressor and school avoidance tendency. 7. In the coping styles, positive coping style and help requirement style had negative predictive role, but cognitive coping style had positive predictive role on school avoidance tendency. Coping styles had negative predictive role. Coping styles had not moderator role between stressor, stress responses and school avoidance tendency.

中职生的成就动机与行为问题的关系

Achievement motive is human’s social motive. In some sense, one’s all-life achievements are decided by his/her achievement motive. By which we can conclude that achievement motive has close connection with individual emotional experience. People pursuing success experience more positive emotion and less negative one, and have good behavioral adaptability. This study aims at explore the relation between achievement motive and behavior problems in the secondary vocational education schools through questionaries (the achievement motivation scale, UCLA Loneliness Scale，State-Trait Anxiety Inventory，Center for Epidemiologic Studies depression Scale and middle school students'behavior questionnaire). There were 1005 students whose age ranged from 14to21 years completed the questionnaires. The main conclusions of this thesis are as follows: (1) Achievement motive of student in the secondary vocational education schools is significantly lower than that of students in the senior high school. (2) Students in the secondary vocational education schools show more obvious emotion and Externalizing behavior problems than those of the senior high schools. (3) Students’ motivation for pursuing success in the secondary vocational education schools has negative correlation with emotion and Externalizing behavior problem, while the motivation for avoiding failure has positive correlation with the emotion and Externalizing behavior problem. Achievement motivation has negative correlation with emotion and Externalizing behavior problem. (4) Students’ achievement motivation shows obvious gender difference in the secondary vocational education schools. The avoiding failure element shows upward trend with the grades increasing and the difference is obvious. While the students’ achievement motive in the secondary vocational education schools shows significantly downward trend with the grades increasing. Whether holding a post at school has influence on the students’ achievement motivation, and the difference is significant. (5) Students’ Externalizing behavior problem in the secondary vocational education schools shows obvious gender difference. Whether holding a post at school has influence on the students’ Externalizing behavior problem, and depression and loneliness, and the difference is significant. Key words: Students in the Secondary Vocational Education Schools, Achievement Motivation, Behavior Problem, Emotion Problem, Externalizing Behavior Problem (Note: In this study, the behavior problems include not only the externalizing behavior problems, but also emotion problems.)

北京市中学生考试焦虑状况及其相关因素分析

In order to analyze the test anxiety of Beijing's high school students, relevant factors affecting test anxiety and how those factors have effect on the test anxiety of those high school students, a cross-sectional study had been conducted among 2,089 students randomly selected from 15 high schools in Beijing, using the Test Anxiety Scale（TAS）, Parenting Style Scale (PSS) and Academic Aggregate Graphic (AAG). Five months later, 194 students from one of those high schools were retested with TAS with students remaining anonymous. In the retest, the classes and birth dates of those students were strictly matched. This paper is composed of three parts to examine the issue. The first part examines the test anxiety among high school students in Beijing and establishes the model; the second part conducts a comparative study of issues related to test anxiety and academic performance; the third part examines the factors affecting test anxiety and establishes the model. Results showed that: 1. The reliability and validity of TAS are satisfied and can meet survey requirement. The 25-item version of TAS turned out to have equal or even better performance compared with the original 37-item version. 2. Incidence of test anxiety in high schools of Beijing: 57.9 percent of samples have an overall score at or higher 15. 55 percent of male student samples have a score at or higher than 15 while that for female student samples is 61 percent. A score of 20 refers to fairly serious test anxiety and 31.9 percent of samples have a score over 20. 28.1 percent of the male student samples have a score of over 20 while that for female student samples is 35.9 percent. 3. The effect of grade and sex and the interaction between the two factors are statistically significant. Female students have higher test anxiety than male students and the level of test anxiety varies from grade to grade. 4. Samples are divided into two groups, one with test anxiety and the other without. The academic performance gap between the two groups is very significant. There is a significant negative correlation between academic score and test anxiety. 5. There is a negative correlation between test anxiety and mastery goal orientation and a positive correlation between test anxiety and performance goal orientation. Students with higher academic self-efficiency have lower test anxiety. The more one thinks study is valuable, the lower his/her test anxiety is. Those whose parents communicate smoothly with them have lower test anxiety. Those whose parents have an inconsistent communication style have higher test anxiety. 6. Achievement goal is mediate variable for the effect of lack of values on test anxiety. 7. The indirect effect of introduction of achievement goal and parenting style, including communication, monitoring and communication consistence, on test anxiety is significant. Key words: Test anxiety，reliability, validity, self-efficiency，parenting style，achievement goal orientation, academic values, academic score

农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.

情绪对创造力影响的发展性特点

Although robust findings have been that positive mood leads to greater creativity, several other literatures have found that negative mood sometimes results in more creative performance than positive or neutral mood. Several possible explanations for this emotion–creativity link have been proposed by researchers, but there has not yet been definitive research identifying the mechanism(s) behind this relationship. This research represents an initial step in this direction, examining the possibility that Intelligence Current may be a contributing mechanism in the emotion–creativity link from the perspective of development. The object of the present study was to do the followings 1) the effects and mechanism(s) of emotions on creativity development from adolescence to young adulthood by Unusual Uses Test; 2) the possibility that Intelligence Current may be a contributing mechanism in the emotion–creativity link. The participants were 849 adolescents in high schools and 267 undergraduates in the university aged from 11 to 22 years old. The mechanism(s) for emotion-creativity link was explored by cognitive flexibility (assessed using Abstract Match Task), tolerance (inclusive) ratings (assessed using Categorization of Analogy Task), uses originality ratings, and confidence ratings. Results indicated that: 1) The level of creativity varied with age. It increased from 11 years on, but decreased at about 14 to improve again from 15 to 22 years. 2) The different effects of emotions on creativity development among adolescents and undergraduates emerged, but the effects of positive and negative emotions on creativity didn’t differ from each other for the whole participants. Furthermore, compared with positive and negative emotions, the neutral emotions produced the lowest creativity for 11.00-13.99 years old group, but produced the highest creativity for 14.00-14.99 and 17.00-21.99years old. 3) Positive emotions have been shown to enable individuals to higher level of cognitive flexibility and better performance than negative emotions by Abstract Match Task, which could be considered that the Intelligence Current may be a contributing mechanism in the emotion–creativity link. 4) Positive emotions have been shown to enable individuals to own higher confidence, to categorize items with more flexibility, to see more potential relatedness among unusual and atypical members of categories, to evaluate items more originality than negative emotions among most of participants, especially the group of 14.00-14.99 years old. In sum, the present study helps us to further understand that the term ‘Intelligence Current’ is further explained and the problems found in relationships between creativity and emotions. However, further research is required to explore and confirm the conclusions of the present study.