In the present study,home visit by videotape including free play session and copy-model session was carried out when these children were four years old.The characteristics and types of parent-child interaction in the two sessions and their relationships with the development of behavioral inhibit ion from two years old to seven years old were explored.The findings are follows:(1) In free play session and copy-model session at home,the behavioral frequency of mother is more than that of father,which indicated that mother is the major interactive person of children.In the two play sessions at home,Chinese children displayed more compliant behaviors.(2) There is significant differences in the father cs behaviors,mothercs behaviors and childrencs behaviors between in the free play session and in the copy-model session.Mothers significantly displayed less high-power,low-power,communication and non-communication in the copy-model session than those in the free play session.For fathers,except non-communication,the other behaviors in the free play session are significantly more than those in the copy-model session.The childrenc's behaviors including compliance,noncompliance,communication and non-communication in the copy-model session are significantly less in the copy-model session than those in the free play session.(3) In free play session,parent-child interaction is classified as four types:Parent communicat ion-child non-communication,mother high-power) child compliance,father control-child noncompliance,and mother non-communication-child communicat ion.In copy-model session,parent-child interact ion is classified as four types:parent permission-child independence,parent control-child compliance,mother-child communication and father control-child compliance.

The two experiments addressed whether 89 monolingual Chinese-speaking children with different language ability between 3 and 4 years old will consider speaker s knowledge states when establishing initial word-referent links.The result of experiment Ⅰ indicated that children with high language ability showed better word learning when the speaker was knowledgeable.Children with normal language ability,however,showed no difference in word learning in both conditions.In experiment Ⅱ,the speaker expressed hesitancy in both conditions.The finding further confirmed the results of the experiment Ⅰ.These findings suggested that theory-of-mind developments drives word learning.

Affective decision-making was studied in 60 children at 2 ages (3 and 4 years) using the Children's Gambling Task,to examine the development of hot executive function.Results showed a significant age difference between 3-and 4-year-olds.Scores increased across blocks for 4-year-olds,and 4-year-olds made more advantageous choices than 3-year-olds on three blocks,especially the last two blocks.This indicated that affective decision 2 making develops rapidly between 3 and 4 years.On the other hand,a lot of variability in children's performance on this task migh have obscured sex effects.Therefore,sex difference was not statistically significant,though boys did better than girls on the last two blocks.

The temperament and language expression of 64 children from Beijing were studied through lab observation,and parents' rearing styles did through questionnaire.The results showed that parents' rearing styles,especially father's,had positive effect on children's language expression.There was significant relationship between children's temperament and some aspect of their language expression.There was some interaction between children's temperament and their parents' rearing styles,which together influenced children's language expression.

The study examined the relationship between Children's Chinese and English phonological awareness in the first,third and fifth grade.Three hundred and two children were tested four Chinese and English phonologiral anareness separately.The results show:(1) there is significant correlation between tasks of Chinese and English phonological awareness,and the developed level of Chinese phonological awareness is higher than that of English phonological awareness at all of first,third and fifth grades; (2) there is a significant difference between high and low Chinese phonological awareness group in all English phonological awareness tasks.

175 graders from 3 to 6 were selected from one primary school to explored that if and how the cognitive load influenced the strategies selection of pupils' distributing working memory resources in solving the running-arithmetic problems.The results showed:Intrinsic cognitive load did influence the strategies selection of pupils' distributing working memory resources.In the strategies selection,cognitive load effected the cognitive performance,but for the lower graders the effect is not remarkable.For the sixth graders,the effect is remarkable.In the accuracy of the strategies,the effect of cognitive load reduced by the grades.And in the efficiency of the strategies,cognitive load did influence the strategies.

Subjects were 84 middle school students in grade 2.By analysis of covariance of single factor to investigate the effect of the teacher-expectancy on the self-worth sense and the motivational belief.The results showed that (1) the change of teachers' expectancy influenced significantly on three self-worth senses of junior middle school students:the overall,individual oriented general and individual oriented special self-worth senses (2) The change of teachers' expectancy has a significant influence on three dimensions:evading-self dimension,social effect-teacher dimension and social effect-classmates dimension.

The purpose of this study is to explore the relationship among Chinese overseas students.cultural identification,social orientation and subjective well-being in the process of acculturation.A questionnaire including scales of cultural identification,social orientation and subjective well-being was developed to investigate 144 Chinese students in Australia.The results indicate:(a) Chinese students.identification to Chinese culture will reduce with significant increase in ident ification to Australian mainstream culture along with the process of acculturation; (b) the process of acculturation can not directly bring about increase of individualism and reduction of collectivism but indirectly weaken one's collectivism through host national identification and co2national identification; (c) Chinese students.both cultural identification and social orientation can directly influence the subjective well-being (d) acculturation will directly influence Chinese overseas students.subjective well2being and also indirectly affect the subjective well-being through its effect on the students.cultural identification and social orientation,which are two mediate factors in the effect of acculturation on the students subjective well-being.

The present study examined 122 participants about the learning experience of statistics for psychology.The results showed:(1) In contrast with male students,female students were superior for the learning experience and test performance; (2) There existed the significant relationship between learning anxiety,learning attitude and motivation with the test performance.There existed the negative correlation between learning anxiety and the test performance; it is a positive correlation between learning attitude and motivation with the one.The study found the lower scorers were higher in level of learning anxiety than higher scorers; (3) the test performance was influenced not only directly by learning anxiety and motivation,but also indirectly by learning attitude.

169 students from junior and senior high school completed an open ended questionnaire after reading two short stories.The results showed:(1) The number of students decrease with the number of problem posed increase by students; (2) The problems posed by students were graded in term of three levels,they are:factual,inferential and evaluative.No significant differences existed among 7,8,10,11 grade students.10th grade students' scores are highest on secondary and third levels; (3) Significant gender differences were found on secondary and third level,female students outperform than male students.

It was proved in a previous study that the accessing of backgrounded information in discourse reading comprehension was restricted to the situation described by the story.Using on-line window display technique,the present study further investigated the factors restricting this accessing processing by passages describing two people.In the reading materials,the supporting role was just mentioned but didn't appear in the situation of the story,and its characteristic was inconsistent with the target action carried out by the protagonist.Participants made judgments about the probe sentences according to the characteristics of the supporting roles.The data showed that probe sentences put after the first target sentences demanded less reaction time than those before the first target sentences,indicating that the supporting role's characteristic could be activated by the protagonist's action.Such result implied that the situation restricting the accessing of backgrounded information was not only the real situation occurring in the story but also the mental situation restructured by the readers.

Schema was measured by 60 third and fourth graders' categorizing for simple arithmetical word problems.Results showed that the participants classified these problems respectively on schematic level or pre-schematic level or procedural level.Performances on problem solving were different between schematic level and pre-schematic level,pre-schematic level and procedural level.There were significant gender differences on schema level and performances on problem solving.Concretely,girls exceeded boys.

This study is conducted with self-compiled/Scale of Middle School Students.Learning Subjective Well-Being 0 on 910 middle school students across six grades.Results show that:(1) Middle school students.learning subjective well-being is generally low,and differences exist among schools and grades:Students from non-key-schools have lower learning subjective well-being than others.Grade-two students in both junior and senior high schools have the lowest learning subjective well-being.(2) Factors directly influencing middle school students.learning subjective well-being are learning experience and present performance,with the former playing a major role.(3) Factors indirectly influencing middle school students.learning subjective well2being are social pressure and expected performance,they influence students.learning subjective well2being through students.learning experience or their present performance.

Under the guidance of ecosystems theories,the paper focused on confirming the effect mechanisms of family ecosystems on development of children's mental health,finding that,in the group of the mentally healthy,all of the subsystems (i.e.parent subsystem,family environment subsystem,and children subsystem) have buffering function,while in the group of the mental unhealthy,only one subsystem of family ecosystem (children subsystem) buffers the risks and disadvantages,other two subsystems (parent subsystems,family environment subsystem) have opposite function.

Teacher-student relationships are set up between students and teachers in cognition,emotion acts in schools.As a part of children's interpersonal relationships,they are important to children's socialization greatly affect on students'school adjustment.867 primary and junior middle school students in 6 grades were surveyed by questionnaire and interview methods so as to see the effect of the teacher-student relationships on students'school adjustment.It was found:(1) There were significant positive relations between the teacher-student relationships and the primary and junior middle school students'school adjustment.(2) Multi-regression analysis showed that the teacher-student relationships affected students'school adjustment.

This study explores perceptions of control in victims of school bullying,by surveying 108 adolescents with questionnaires.The result shows there are significant gender differences on external control in life,internal control of sociality,and victimization of physical bullying.With the age,physical victimization is decreasing,but unknown control is increasing.Social victimization is positively correlated with all factors of external control.Verbal victimization is positively correlated with factors of unknown control of sociality,external control of sociality,in life; and negatively correlated with factors of internal control of sociality and physicality.Victimization of property bullying is positively correlated with average external control.External control is a predictor of victimization of social,verbal,and property bullying; internal control of body is that of verbal victimization.

To analyze the relationships between life events,negative automatic thoughts,coping style and depression,321 college students were asked to complete the ASLEC,ATQ,TCSQ,and CES-D.Results:(1) Life events,negative automatic thoughts,and coping style were significantly correlated with depression (P<0.01),While significant correlations were obtained between negative automatic thought,coping style and life events (P<0.01).(2) Through path analysis,automatic thought and coping style influenced depression directly,respectively,while Automatic thought influence depression through coping style.Life events perform influence in depression by the mediators,automatic thought and coping style.

To explore the relationship between interpersonal forgive and revenge and their effects on depression in college students,A Rumination Scale,Tendency to Forgive Scale,Revenge Motivation Scale,Attitude Toward Forgiveness Scale and Center for Epidemiologic Studies Depression Scale were administered to 236 sophomores.Results and Conclusion:(1) There were significant gender differences in the degree of seeking revenge.(2) Correlation analysis showed significantly negat ive correlation between tendency to forgive and revenge motivations as well as rumination,; Correlation analysis also showed significantly positive correlat ion between rumination and depression.(3) Regression analysis revealed that rumination were signif icant positive predictors of depression; tendency to forgive were significant negative predictors of depression.(4) Regression analysis also revealed that the TTF ATF interaction and TTF Revenge interaction were not significant predictors of depression.

The life and social adjustment Scale of children had high reliability and validity; This Scale includes five dimensions:prosocial behavior,daily-life,self-manage life,feeling monitoring,social communication.There were significant sex differences among prosocial behavior,daily-life,self-manage life and feeling monitoring,and in these categories the scores for girls were higher than that for boys.Children's life &social adjustment increased with grade as a whole.

The aim of the study was to adapt a famous teacher efficacy scale (TES) developed by Hoy & Woolfolk (1993) into a Chinese version.The psychometrics and construct validity were also evaluated in the study.The results showed that the Chinese version of TES is of good reliability,structural validity and concurrent validity,which can be generalized for future research and practical use.The results of factor analysis of showed that the TES was consisted of two independent dimensions,namely general teaching efficacy (GTE) and personal teaching efficacy (PTE).The differences of teachers' characteristics such as years of teaching and professional job title affect the personal teaching efficacy very little.

The research investigated 4~9 years old children's cognitive development of judging author's age characteristic of drawings.The results showed that for children younger than 6 years,there were difficult for them to appropriately judge author s age charact eristic of drawings.And for children between 5 and 8 years olds,there was a perfect tendency during the process of drawing judgment which the author is older than oneself.It could be inferred that children experienced from egocentricity to de-egocentricity during the development of picture judgment. There were some suggestions to children's art appreciation education.

This study sought to clarify the construction of preschool children's curiosity.Curiosity characters of 480 preschool children were described by 80 preschool teachers.Based on this,the paper designed a 60 items original Curiosity Questionnaire For Three-to Six-Year-Olds(Teacher Rating),then 500 infants were evaluated by their teacher with this questionnaire.Based on the results of exploratory factor analysis for original questionnaire,formed a 33 items formal questionnaire.The formal questionnaire was administered to 1000 infants.The authors analyzed and tested the formal questionnaire by means of confirmatory factor analysis.As results showed,the questionnaire included six factors:sensitivity,attention to unknown things,intention to ask,intention to manipulate,permanent exploratory and experience of curiosity.

This study focused on exploring the developmental characteristics of 90 grade 1～3 primary students'strategy selection through the strategies children use to solve addition and subtraction problems.The results were as follows:1.children used 13 types of strategies in solving two-number problem and 8 types of strategies in solving tri-number problem.2.Children used two and more types of strategies in solving the same problem.3.with increase of age,the amount of strategies decreased.4.There were significant differences in Phonation,ten-decomposition, gesture reverse and count strategy selection when children'solving two-number problems,and the older children used less of these strategies than younger children.5.There were significant differences in phonation,gesture and contraposition strategy selection when children'solving tri-number problems,and the older children used more of these strategies than younger children.

This study used addition comparison problem to test 142 8~11 year-old children.We used oral report to examine the developmental characterist ics of children in solving addition comparison problems.The results are as follows:(1)children have various strategies in solving addition comparison problems;(2)use numbers of strategy has not significant dif erence in grade,but has significant difference in different achievement levels;(3)in general, use rate in correct strategies increase with age,but use rate in wrong strategies is in reverse.

This research aimed to reveal the relationship between peer acceptance and social strategies among 10～12 years old children.The behavioral measure of social strategy is to see whether children can adjust cooperation level according to their will of future interaction.Ultimatum game was used to evaluate children's cooperation level,and 190 participants completed a survey providing their peer acceptance level and will of future interaction.Results showed that children generally exhibited cooperation in ultimatum game,while females had higher cooperation tendency than males.There were different social strategies in groups depending on peer acceptance level.Those who were accepted by others had positive correlation between cooperation and will of future interaction,while those rejected by others showed negative correlation.Strategies of those accepted by others are more effective at enhancing further interaction and protecting ones'own interest.

The researches in the last 30 years found that higher marital conflict would lead to children's adjustment problem behaviors.But the mechanisms by which marital conflict affects children's adjustment are controversial. Many researchers advanced different frameworks to explain it.The relationship of children's perception of marital conflict,cognitive appraisal and problem behaviors was examined in a survey of 303 primary school students from Grade 2 to Grade 6 using the Children's Perception of Interparental Conflict Scale and Children's Problem Behaviors Scale.The study introduced and analyzed similarities and differences of cognition-mediator model and cognition-moderator model widely used in the field of relationship of marital conflict and children's problem behaviors.Comparative analysis of mediating model and moderating model supported mediator role of cognitive appraisal in the relation between marital conflict and children's internalized problem behaviors.Marital conflict affected children's externalized problem behaviors directly.

The current research adopted 3×3×2(age,material,sex)mixed factor design,chose 54 subjects(18 from Grade Two of Elementary School,18 from Grade Two of J unior High School,and Grade Two of College) according to their school achievements(excellent,average,poor),half male,used three different difficulties of material,and tested all the subjects'JOC.The results are as follows(1)there is a rapid enhancing of accuracy of JOC between grade two of elementary school and grade two of junior high middle school,but not between grade two of junior high middle school and grade two of college.There is a better accuracy of JOC with the easier material. (2)there is no difference of accuracy of JOC between the subjects with different genders.It is condued that the The distance between rating of JOC and memory performance is changed with ages and difficulties.

This experiment was conducted on 90 subjects to investigate why uncontrol able cognition,which is caused by inconsistence of information feedback,could lead to learned helplessness.The result showed that,inconsistence of information feedback damaged cognition,emotion and the following task performance under uncontrollable circumstance;While the objective performance evaluation or repeated negative evaluations would not initiate helplessness and no interfered with motivation,cognition and emotion;Uncontrollability over behavioral outcomes and the feedback on outcomes had notable effection cognition,emotion and task performance.It could be concluded that the inconsistence of information feedback in cognitive activities is the critical factor that result in helplessness, and it couldn't lead to learned helplessness whether the subjects were given achievement feedback in their manipulation;while the theory model of learned helplessness was further testify on the information processing.This experiment also indicated that the inconsistence of information feedback couldn't form the responded depression to the subjects.

The research objective was to investigate the psychological structure of the organizational commitment among the Chinese middle school teachers.A survey questionnaire was designed on the basis of semi-structured interview,data collection and scientific analysis.Confirmatory factor analysis was employed to test the construct of teacher organizational commitment,reasonable fit was demonstrated in a geographically diverse sample of 278 teachers according to five measures of overall fit:χ²/df、TLI、CFI、IFI、RMSEA.In accordance with the factor analysis of the organizational commitment among the Chinese middle school teachers,a 4-factor model was discovered,including affective commitment,normative commitment,ideal commitment and involvement commitment.

Based on 162 elementary school mathematical teachers' performance on required professional knowledge, the study examined the internal relationship among three domains of professional knowledge included subject-matter knowledge,general pedagogical knowledge and pedagogical practical knowledge.The results showed that the measures were found to be reliable and valid.Teachers' pedagogical practical knowledge was predicted by their subject-matter knowledge and general pedagogical knowledge significantly.

Questionnaire method has been applied in this research and researched 283 of 7^th grade and 11^th grade in two middle schools in order to explore the relations between achievement goal orientation and learning strategy, academic performance.The findings indicate that:(1)the correlation between master goal orientation and deep cognitive strategies,meta-cognitive strategies is significant.Same significant correlations exist between performance approach goal and three learning strategies,but performance avoidance goal seldom adopts deep cognitive and meta-cognitive strategies;(2)while master goal orientation and performance approach goal can enhance students' achievement,performance avoidance goal obstacles to obtain good achievement;(3)compared to 7^th grade,11^th grade's performance approach goal and master goal obviously decreases.In the same time,deep cognitive strategies and meta-cognitive strategies also decreases.Secondly,female students use more surface cognitive strategies,while male students use more meta-cognitive strategies;(4)those students who hold multi-goals use more deep cognitive strategies and meta-cognitive strategies,but multi-goals has not certainly correlation with good achievement.

Head teachers'self-efficacy in classroom management was hypothesized to influence students' attitudes toward learning and relations between students' academic efficacy and attitudes toward learning.These hypotheses were tested in a sample of 109 primary school classes consisting of 109 head teachers and 3066 students grades 3 to 6.The hierarchical linear modeling analysis revealed that after controlling students' gender,the means of students' attitudes toward learning,learning method and learning technique,respectively,were significant different across classes,also the difference effects of students' academic efficacy on them were founded.When accounting for the grade of teaching,the results indicated that the higher the head teachers'self-efficacy in classroom management, the higher class means of students' attitudes toward learning.Moreover,head teachers'self-efficacy in classroom management moderated the relation between students' academic efficacy and attitudes toward learning.For students' learning method and technique,the similar results were obtained,suggesting that student-level relations were weakened by head teachers' characteristic.

By measuring English writing meta-cognition,self-efficacy,achievement goals,task value and loci of control in 1043 non-English-major undergraduates,this research analyzed developmental characteristics of meta-cognition in English writing.The results were as follows:there was grade difference in language strategies,criterion of composition,repairing and planning;the sexual difference also appeared in some components of meta-cognition knowledge,meta-cognition experience and some specific domains of regulation;and there were significant difference in English writing meta-cognition between low and high motivation groups.

Following the features-theme paradigm of Kaplan and Murphy,a 3×3 multi-factor experiment is designed to examine the age-related difference of the knowledge effects in children's category learning.And the artificial categories with family resemblance are used as materials.205 students participated in this research,including 3 age groups from 4,6 and 8 grades respectively of primary school and middle school.The results show children would rather construct categories by themes based on prior knowledge than by appearance similarity,especially when the themes are apparent;and the results also indicate the senior group made more advance by prior knowledge than the younger group.

The Study conducted the educational intervention program with the training in empathy and consequence cognition on the 18 children who have bullying behavior for three month,such as individual counseling,group counseling.The result showed that the comprehensive educational intervention is feasible and effective in diminishing the bullying behavior of the chindren.

31 junior high school students were measured on their spiritual belief.The results showed:(1)Social belief ranked the first,pragmatistic belief the second,and supernatural belief the last.The rank(from high to low) of the seven belief domains was countrynation,political belief,familism,life worship,religion belief,money substance and supernatural belief.(2)Boys got higher scores than girls in political belief and money substance. Girls had higher religion belief than boys;(3)On money substance and life worship,students in grade 9 ranked the first,grade 8 second and grade 7 the last.(4)Non-student leaders got higher scores than leaders on money substance.(5)Young pioneers got higher scores than non-pioneers on political belief.(6)Students whose achievements were crackajack got the highest scores than students whose achievements were medium and third-rate on country-national.Students whose achievements were third-rate got the highest scores than students whose achievements were medium and crackajack on money substance.