家庭背景与幼儿感觉统合能力的关系

Objective: To examine relationship between the sensory integrative ability of preschool children and their family background. Methods: 411 preschool normal children completed the Sensory Integrative of Children Rating Scale and the Family Educational Background Questionnaire. Results: The sensory integrative dysfunction of the preschool children was related to family type, family structure, educational investment, house area, parental expectancy, father’s culture degree and parental career, but not significantly. By contrast, the sensory integrative dysfunction of the preschool children was found to highly correlate with mother’s levels of education, time of supervision, and family incomes. It was also significantly affected by parent’s mode of teaching and family atmosphere. Conclusion: The sensory integrative dysfunction of preschool children result from combined effects of economical, cultural and educational variables of family backgrounds. The normal development of the sensory integrative ability of preschool children depends on harmonious family atmosphere and democratic nurturing environment.

大学生自主-受控学习动机特点及相关因素的调查

本文通过对大学生学习动机特点及与自我效能、气质性乐观关系的调查发现:大学生的学习动机具有自主-受控连续体结构特征,且自主性动机显著强于受控性动机。在自主性动机上男生得分显著高于女生;在挑战性维度上理科生得分显著高于文科生。自我效能、气质性乐观对学习动机各维度均有显著的预测作用。这显示,自我知觉、积极情绪通过自我决定在激发大学生自主性动机或内化受控性动机上有重要的调节作用。增进其积极情绪体验是促使大学生受控动机内化的有效对策。

7-9年级语文、数学单科标准化成就测验的编制

目的:编制7～9年级语文、数学单科标准化成就测验。方法:在多次试测基础上形成正式测本,采用分层和整群抽样方法,抽取语文样本1008人和数学样本1018人作项目分析,另有一定数量的被试用作信、效度估计及学科专家作内容效度评定。结果:语、数75%的项目难度为0.20～0.80,88%以上的项目鉴别力达到可接受水平,各分测验在各年级和总测验的D值均在0.50以上。语文测验总分的复本信度、分半信度在0.74～0.87之间,数学测验总分的各信度值在0.73～0.88之间。语数A、B题本总分与学科成绩相关为0.47～0.69,探索性因素分析语数各抽取2因素模型为佳,验证性因素分析结果表明两因素模型拟合较佳。结论:7-9年级语、数单科成就测验符合测量学的要求。