A Review of Research on Second Language Acquisition from a Positive Psychology Perspective

This paper reviews the research on second language acquisition from the perspective of positive psychology.First,it introduces the background and purpose of the study and discusses the significance of the application of positive psychology in the field of language acquisition.Then,the basic theories of positive psychology,including the core concepts and principles of positive psychology,are summarized.Subsequently,the theory of second language acquisition is defined and outlined,including the definition,characteristics,and related developmental theories of second language acquisition.On this basis,the study of second language acquisition from the perspective of positive psychology is discussed in detail.By combing and synthesizing the literature,this paper summarizes the current situation and trend of second language acquisition research under the perspective of positive psychology and puts forward some future research directions and suggestions.

Study on the Psychology of Students in English Learning and the Teaching Strategies

In the new period, the importance of English is becoming increasingly significant, and it has gradually developed to be the first international language. Learning English has been one of the important tasks necessary for students to complete. In the process of English leaming, students will be in a different psychological state： some keeps confident, and some step back. All these psychological states in English leaming have exerted a huge impact on English education. Therefore, targeted teaching strategies are necessarily taken by teachers in combination with the students＇ psychological states in English learning, and then twofold results with half the effort will be achieved.

Effects of Presentation- Assimilation- Discussion (PAD) Class Teaching Model on Learning Attitudes of Nursing Students ——Taking the "Nursing Psychology" Course as an Example

Purpose: to explore and discuss the effects of PAD Class Teaching Model on nursing students who are expected to enter undergraduate schools from junior colleges. Method: Randomly select 112 students from two classes (2016) who are expected to enter undergraduate schools from junior colleges in a medical school in Pingdingshan, and divide them into a control group and an experimental group using a method of cluster randomization. In the teaching process of "Nursing Psychology", the control group and the experimental group respectively adopted the traditional teaching mode and the PAD class teaching mode. After the implementation of one semester, compare the nursing students' learning attitudes change before and after the implementation. Results: The scores of the nursing students in the experimental group at the three latitudes of learning interests, learning habits, and professional cognition were significantly higher than those of the control group, and the differences have statistical significance (P<0.05). Conclusions: PAD class teaching mode helps improve nursing students' learning attitudes.

Research on Application of Design Psychology in Development of English Learning APP

English learning app is taking an increasingly large proportion in education app in recent years, English app is getting increasingly demanding, English learning app with simple function is not good enough for people's spirit pursue. Based on the theory related to design psychology, this paper studied English learning app and discussed how to apply design psychology in English app development to provide better user experience and service.

Mediating effect of undergraduate nursing students’ professional commitment on positive psychological capital and learning burnout

Objective:The objective of this study is to explore the mediating role of professional commitment of undergraduate nursing students between positive psychological capital(PsyCap)and learning burnout.Materials and Methods:A cluster sampling method was used to survey 442 students of a bachelor’s degree in freshman to the junior in a medical college in Shaanxi Province.Results:Professional commitment was positively related to positive PsyCap(=0.487,P<0.01),while positive PsyCap and professional commitment were negatively related to learning burnout(r=−0.456,r=−0.411,P all<0.01).There are certain mediating effects of professional commitment in the relationship between positive PsyCap and learning burnout.The mediating effect value of professional commitment is−0.065,accounting for 16.08%of the total effect.Conclusion:Nursing educators in medical colleges and universities should focus on developing and training the positive PsyCap of undergraduate nursing students,thereby enhancing and stabilizing their professional commitment level and reducing the risk of learning burnout.

Solutions to Rural College Students' Psychological Plight in Career Choice Based on Social Learning Theory:A Case Study of Northwest A&F University

The rural college students are facing psychological plight in their career choice.The social learning theory can use the triadic theory of learning to set reasonable career choice goals,the observational learning theory can be employed to establish a correct outlook on career choice,and the self-efficacy theory can be adopted to make up for the deficiencies in career choice.

At the Beginning of Learning Studies There Was the Maze

A generally forgotten means of observing the developmental stages of scientific psychology is the study of maze devices. Considered in ancient times as a symbol of the process of moving in the direction of knowledge, the labyrinth, or maze, was at the centre of psychologists’ attention from the end of the 19th century. The current paper aims to reconstruct the history of the early years of maze learning, starting from the original interests of the experimenters in brain physiology or in mental evolution, and to examine how the experiments they designed continued to be important in the general theory of learning throughout the 20th century: maze studies helped uncover general principles about learning that can be applied to many species, including humans. At the beginning of the 21st century the question has become: what parts of the brain are used for spatial learning and memory, as shown by the Morris water maze, which is very popular in studies of behavioural neuroscience.

Psychological Analysis of the Gender Differences to English Autonomous Learning in Secondary Vocational Schools

This thesis makes a hypothesis there exist gender differences in autonomous learning after make a review of related researches in and abroad.The writer uses questionnaire to make an investigation of students in Rizhao Economics and Trade School.The research re sults show that males and females do have differences in setting up self-learning objectives,making learning plans,state of learning,taking notes in class,participating in class discussions and so on.At last,the writer points out the limitations of this research and give suggestions for future research.

Design and Research of APP Interface Based on the Psychological Characteristics of Secondary Vocational School Students (Take English Learning App for Example)

This paper mainly revisits the interface design of the English learning app which is currently used by secondary vocational students by exploring the English learning of secondary vocational students and the psychological characteristics of secondary vocational students.The author puts forward some suggestions to the interface design of English learning APP which is suitable for secondary vocational students,hoping to provide some help for English learning of secondary vocational students.

A Study on the Causes of Students'Poor Learning Attitudes and the Social Psychological Countermeasures to Change Them

At this stage,with the continuous improvement of the quality of life and education,students at all levels of education are facing great pressure of learning and competition in life.If these pressures are not relieved orsolved in a timely manner,the lighter they affect daily life and learning,the more serious they cause mental health problems such as depression and anxiety,and even the horrible idea of ending their lives prematurely.Therefore,educators must pay great attention to students'learning status and mental health,and if students are found to have bad learning attitudes,they must promptly understand the causes of their balearning attitudes and,on that basis,develop and implement effective psychologicalguidance and mental health education programs to alleviate students'learning stress and mental health problems.In social psychology,students'behavior is the main influencing factor of learning mental health,behavior and mental health have a close relationship,through student behavior patterns and changes in learning attitudes can understand the psychological characteristics and health status of students.Therefore,many educators analyze the causes of students'poor learning attitudes based on socialpsychology,and develop and implement effective mental health education countermeasures to improve and transform poor learning attitudes.

Psychological Distress in the Association between Medical Education Changes and Clinical Learning Worry among Students Receiving Clinical Education during the COVID-19 Pandemic in Taiwan,China

Background:The COVID-19 pandemic profoundly impacted medical education and caused psychological distress and worry about clinical learning for those who received clinical medical education during this period.Although the acute phase of COVID-19 has now ended,understanding its impact is essential for strengthening medical system preparedness.Therefore,the present study examined the association between changes in medical education and worry about clinical learning,considering the mediating role of psychological distress among participants who received clinical training.Methods:A cross-sectional online survey was conducted with 542 post-graduate year(PGY)doctors and allied health students from the 2020 and 2021 cohorts in Taiwan.The survey assessed changes in clinical training modes,direct patient care,learning stress,psychological distress,and worry about clinical learning.Results:Among the participants,76.0%experienced changes in clinical training mode,and 84.3%had direct patient care experience.Direct patient care/contact was significantly correlated with lower levels of worry about clinical learning.Learning stress was positively correlated with increased psychological distress and worry about clinical learning.Psychological distress partially mediated the relationship between learning stress and worry about clinical learning.Conclusion:The findings highlight the importance of direct contact with patients because it was associated with lower levels of worry about clinical learning.Moreover,increased learning stress was associated with psychological distress and worry about clinical learning.Therefore,effective support systems are essential to mitigate these impacts and enhance clinical training during national health crises.The findings provide valuable insights for improving medical education and support systems in future health emergencies.However,the present study used a cross-sectional study design.Therefore,the mediation findings should be interpreted with caution(i.e.,no causal relationships can be determined based on cross-sectional data).

情感计算在e-Learning系统中的应用探索

本文针对目前e-Learning系统中情感缺失的现状,分析了其负面影响及已有的相关对策。在此基础上,笔者提出了将情感计算融入e-Learning系统中,利用表情识别、语音情感识别以及姿态识别等技术构建基于情感计算e-Learning系统模型,并对系统实现的关键技术进行了阐述。

e-Learning情感计算模型设计研究

目前,绝大多数e-Learning系统是在传统智力观指导下设计开发而成,严重忽视了学习者情感智能的发展。脑科学研究表明,情感在注意、记忆、推理和决策等方面发挥重要作用。以情感计算学说、人工心理学、脑科学等相关理论为指导,赋予计算机和网络以情感智能,以设计出支持适应性学习的e-Learning情感计算模型。

真实与虚拟的物质—辩证实践:数智化背景下学习的真实性危机与重构

随着现代自然科学和技术的发展,虚拟现实、生成式人工智能、元宇宙等数智技术被引入教育场域中,数字化学习的真实性成为一个问题。需要重新配置数字化学习中的虚拟性结构来理解数字化学习的运作机制,在外部确认由数字算法和数字第三持存技术的物质性纠缠决定的符号性虚拟和真实的虚拟,在内部重建学习者内在想象的虚拟。通过真实性哲学为数字化学习的科学真实、社会真实、个体真实奠定基础。通过学习者与第三持存技术物共同组建的行动者聚合体网络确立数字化学习的科学真实,通过知觉经验结构的符号性、教育性改造以塑造数字化学习的社会真实,通过理性融化于感性的审美经验建立数字化学习的个体真实。数字化学习是真实与虚拟的物质—辩证实践活动,在虚拟和真实的辩证实践中,在学习者与第三持存的内行动物质纠缠中,人类群体实现文化文明的传递、集体记忆的生产,人类个体则获得属于自身的工具本体和文化心理本体。

文化与心理的相互作用:协同演化的观点

文化与心理之间的关系十分引人注目。研究回顾了关于动物文化现象的研究,提出创新与社会性学习是驱动文化产生的重要心理因素。人类在适应不同的生存环境中,创造出了不同类型的文化,不同文化又塑造出不同的心理模式,使特定行为在相应的环境中更具适应力。文化影响了自然选择的进程,选择出更具适应性的大脑,而这又增强了人类的创新和社会学习能力。总而言之,文化与心理以多种方式塑造了彼此的特征,实现协同演化。

同群效应对农户农产品电商采纳的影响——基于陕西省苹果种植户的调研数据

基于同群效应理论、创新扩散理论、从众行为理论和社会学习理论,构建同群效应与农户农产品电商采纳之间的理论框架,并基于陕西省苹果种植户的调查数据,检验同群效应对农产品电商采纳的作用机理。在充分考虑个体、家庭和村庄层面的特征后的调研结果显示:同群效应对农户农产品电商采纳具有显著正向影响;从众心理和社会学习是同群效应得以发挥作用的中间传导机制,且社会学习具有更重要的传导作用。研究进一步证实,同群效应对农户农产品电商采纳的影响在农产品电商模式和农户资本禀赋方面存在群体差异,具体而言,同群效应对农户农产品电商采纳的影响在微商模式群体及家庭收入水平较高、文化程度和社会资本水平较高的群体中具有更显著的作用。

创业挫败、创业学习与轻创业绩效——基于新生代农民工心理资本的中介作用

农民工依托平台开展轻资产创业将降低创业门槛,促进社会就业。为揭示创业挫败者心理资本对平台创业绩效的影响效应和作用路径,本文构建了创业挫败、心理资本、创业学习、创业绩效理论模型。利用3303份新生代农民工轻创业调查样本,运用层次回归法进行计量分析,并采用Bootstrap法进行效应检验。研究发现,新生代农民工创业韧性对创业绩效产生负向作用,创业信心对创业绩效产生正向影响;新生代农民工风险态度对创业韧性产生调节作用,而对创业信心没有调节作用,表明创业信心在一定程度上能够有效应对创业风险。创业韧性是一把双刃剑,只有从创业挫败中汲取经验教训,修正创业目标和创业策略,创业韧性驱使的创业学习才有效果,否则创业韧性将无助于创业绩效的提高。建议将新生代农民工与大学生纳入统一的政策支持框架,加强新生代农民工再创业资金支持,健全农产品仓储冷链物流设施,深入开展农民数字技术应用培训等。

Psychosocial mechanisms for the transmission of somatic symptoms from parents to children

AIM: To examine familial aggregation of irritable bowel syndrome(IBS) via parental reinforcement/modeling of symptoms, coping, psychological distress, and exposure to stress.METHODS:Mothers of children between the ages of8 and 15 years with and without IBS were identified through the Group Health Cooperative of Puget Sound.Mothers completed questionnaires,including the Child Behavior Checklist(child psychological distress),the Family Inventory of Life Events(family exposure to stress),SCL-90R(mother psychological distress),and the Pain Response Inventory(beliefs about pain).Children were interviewed separately from their parents and completed the Pain Beliefs Questionnaire(beliefs about pain),Pain Response Inventory(coping)and Child Symptom Checklist[gastrointestinal(GI)symptoms].In addition,health care utilization data was obtained from the automated database of Group Health Cooperative.Mothers with IBS(n=207)and their 296 children were compared to 240 control mothers and their 335 children,while controlling for age and education.RESULTS:Hypothesis 1:reinforcement of expression of GI problems is only related to GI symptoms,but not others(cold symptoms)in children.There was no significant correlation between parental reinforcement of symptoms and child expression of GI or other symptoms.Hypothesis 2:modeling of GI symptomsis related to GI but not non-GI symptom reporting in children.Children of parents with IBS reported more non-GI(8.97 vs 6.70,P<0.01)as well as more GI(3.24 vs 2.27,P<0.01)symptoms.Total health care visits made by the mother correlated with visits made by the child(rho=0.35,P<0.001 for cases,rho=0.26,P<0.001 for controls).Hypothesis 3:children learn to share the methods of coping with illness that their mothers exhibit.Methods used by children to cope with stomachaches differed from methods used by their mothers.Only 2/16 scales showed weak but significant correlations(stoicism rho=0.13,P<0.05;acceptance rho=0.13,P<0.05).Hypothesis 4:mothers and children share psychological traits such as anxiety,depression,and somatization.Child psychological distress correlated with mother’s psychological distress(rho=0.41,P<0.001 for cases,rho=0.38,P<0.001 for controls).Hypothesis 5:stress that affects the whole family might explain the similarities between mothers and their children.Family exposure to stress was not a significant predictor of children’s symptom reports.Hypothesis 6:the intergenerational transmission of GI illness behavior may be due to multiple mechanisms.Regression analysis identified multiple independent predictors of the child’s GI complaints,which were similar to the predictors of the child’s non-GI symptoms(mother’s IBS status,child psychological symptoms,child catastrophizing,and child age).CONCLUSION:Multiple factors influence the reporting of children’s gastrointestinal and non-gastrointestinal symptoms.The clustering of illness within families is best understood using a model that incorporates all these factors.