Table of Content

15 July 2006, Volume 22 Issue 3

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Exploring the Characteristics of Metamemory Monitoring of Children with Learning Disabilities

YU Guo-liang, ZHANG Ya-ming

Psychological Development and Education. 2006, 22(3):  1-5. 

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Use 2×3×3 mixed design,this experimental study compared the level of metamemory of children with learning disabilities and average children under experimenter-paced time and judgment item by item conditions.The result showed that:Significant difference existed between learning disabled children and average children on JOK rating,rating of learning disabled children was lower than that of average children.No Significant difference was found on EOL and FOK rating between two groups.The level of prospective metamenmory monitor of learning disabled children was lower than that of compared group indicated by the correlations between the metamemory judgments and veracity of recall.

The Eye-movements Study on Children With Different Ability Levels in the Figure Reasoning Problem

WO Jian-zhong, LI Qi, TIAN Hong-jie

Psychological Development and Education. 2006, 22(3):  6-10. 

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The children's cognition character in the course of figure reasoning problem was studied.Eye-tracking method is adopted in our study.The materials is matrix completion task(MC).We explored the different eye-tracking patterns on different dimensions.The results were as follows:(1) The children over 8-years-old have already had the logical ability to solve MC.The probability of fixation on right answer is highest.(2) The effect of different err to logic are different:form err and color err are easiest,the size err are easier,and the orientation err is difficult to children to find.(3) For highability children and low-ability children,the difference of the time course to strategy discovery appears from 5 to 11 second.High ability children are faster than low-ability children.

Comprehension-Monitoring Abilities of Children with Comprehending Disabilities

YANG Shuang, LIU Xiang-ping, ZHANG Jing-qiao, ZHANG Xiu-xiu

Psychological Development and Education. 2006, 22(3):  11-15. 

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Based on previous studies on comprehension-monitoring,our study focused on comprehension-monitoring abilities of the students with comprehending disabilities.The results indicated that(1) Share the same aims of reading with normal students,comprehension difficulties students tend to acquire meaning from the information of the text;(2) Comprehension difficulties students' intensity of reading aims drop behind normal students,which lead to a lower comprehension monitoring level.However,the ability of comprehension monitoring is not different between normal students and comprehension difficulties students.

The Relations among Respecting Behaviors, Personalities and Class Environment of Primary School Children

ZHANG Chun-mei, ZOU Hong, HOU Ke

Psychological Development and Education. 2006, 22(3):  16-22. 

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The research investigated the character of respecting behavior of children in primary school,and its relations to their personality and class environment.356 children from grade 3 to grade 5 of two primary schools in Beijing city completed the children's respecting behaviors questionnaire,the five-factor personality inventory and class environment inventory.The results showed:(1) Primary school children's whole respecting behaviors and appreciating behaviors subscale showed significant gender and zone differences.(2) Primary school children's respecting behaviors had significant relation to all dimensions of personality and class environment,except for competing atmosphere in class enviornment.(3) The agreeableness,consciousness,neuroticism and openness in personality and classmate relationship in class environment could significantly predicate respecting behaviors,and the different dimensions of personality and class environment had different predicating effect to different aspects of respecting behaviors.(4) Three distinctive types of class environment were identified:positive,average,conflict,and there were significant differences between three types of class environment on respecting behaviors.

Comparative Researches in the Perceptions of Student-Teacher Relationships by Children and Teachers

WANG Xiao-hua, WANG Yun

Psychological Development and Education. 2006, 22(3):  23-29. 

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The differences between the students' and the teachers' perceptions of the student-teacher relationship(STR) was examined at the present study.Subjects were 508 primary school children of Grade 3～6 in Beijing.They were asked to complete the Student-Teacher Relationship Questionnaires for Student(STRQ-S),and their 16 teachers were asked to complete the Student-Teacher Relationship Questionnaires for Teacher(STRQ-T).The Results showed that(1) the structures of the STR in students' and teachers' perception are significant consistency:Both were consisted of closeness,conflict and response.(2) The features of the STR in students' and teacher's perceptions are different.On Grade 4 to 6,the teacher's perceptions of STR are more positive than the students,but the situation is reverse on grade 3.(3) K-means cluster analysis shows that both students' and teachers' perceptions of STR can be identified as two patterns:closeness and conflict.The percent of the consistent pattern was 62.5,and that of the inconsistent pattern was 37.5(4) On TSR pattern,there is no significantly difference between teachers' and students' perceptions on Grade 4 and 5;the students' perception percentage of the closeness pattern is significantly higher than that of the teachers' on Grade 3,while the perception percentage of the conflict pattern is significantly lower than the teachers’.The situation is reverse on grade 6.

The Mediating Effects of Self-Concept on the Relations between Parental Warmth and Child Social and Academic Performance

WANG Yan, ZHANG Lei

Psychological Development and Education. 2006, 22(3):  30-34. 

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The purpose of the present study was to investigate the mediating effect of children's self-concept on the relation between parental warmth and child social and academic outcomes.Based on a sample of 612 children from primary and secondary schools and their parents,the structural equation modeling results showed that parental warmth had a significant effect on children's development through children's self-evaluation system.Specifically,children's general self-acceptance mediated the relation between parental warmth and children's social withdrawal.Children's academic self-concept also mediated the relation between parental warmth and children's academic achievement.These results add to the understanding of self-concept which affects children's social and academic performance both directly and indirectly by channeling parenting influence on children's behavior.

Urban Fathers’ Involvement in Children-Parenting and its Relationship with Gender Roles

XU Yan, JI Lin-qin, ZHANG Wen-xin

Psychological Development and Education. 2006, 22(3):  35-40. 

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This study examined 400 urban fathers' involvement in parenting children aged 3 to 7 yearss.The results revealed that:father's regulation whose children was in grade 1 of primary school,was more than those whose children in grade 1 and grade 2 of kindergraden.Other dimensions of father's involvement were not variated in terms of children's age.Father's involvement was not different in terms of children's gender.Fathers who were androgyny were involved more than other fathers of sex role types and who was masculinity involved more than femininity and undifferentiation.

Relationships Between Adolescents’ Hopelessness and Life Events, Control Beliefs and Social Supports

XIN Zi-qiang, MA Jun-xue, GENG Liu-na

Psychological Development and Education. 2006, 22(3):  41-46. 

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The characteristics of adolescents' future hopelessness and relationships between it and stressful life events,control beliefs or social supports were explored based on a sample consisting of 607 junior and senior high schools students.It was found that half of participants' hopelessness scored within the normal range,however the others had hopelessness in different degrees,and especially 13 percent of the participants reported at least moderate hopelessness.Among the independent variables involved in this study,control beliefs as most important factors accounted for 12.6% of the variance of hopelessness.Concretely,secondary control including cognitive control as a protective factor and affective control as a risky one had prediction power for hopelessness,but primary control did not.Social support accounted for 6.2% of the variance of hopelessness for the significant predictive role of family support.Finally,stressful life events predicted only 2.7% of the variance of hopelessness.

The Relationship between Parent-adolescent Communication Problems and Adolescents’ Social Adjustments

FANG Xiao-yi, DAI Li-qiong, FANG Chao, DENG Lin-yuan

Psychological Development and Education. 2006, 22(3):  47-52. 

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887 students selected from the 7^th to 12^th grades of an average middle school in Beijing and a key middle school in Jinan were asked to fill a questionnaire anonymously to explore the relationship between parent-adolescent communication problems and adolescents.social adjustment.The results showed that(1) on the whole,parent-adolescent communication problems reported by adolescents were not very much.Among the 9 parent-adolescent communication problems,behavior restriction was the problem of the most and lack of trust was the problem of the least.The situation of boys and girl,and from senior 1 to junior 1,but not senior 2 and 3,which were similar to the whole;(2) Lack of sharing reported by boys was more than that reported by girls significantly.Eight parent-adolescent communication problems existed significant difference among classes,which appeared a reversed U-shape relationship between classes and communication problems,and junior 3 students reached the summit.(3) All correlations of parent-adolescent communication problems and adolescents.social adjustment reached significance.Negative correlations existed in parent-adolescent communication problems and adolescents.self-esteem.Positive correlations existed in parent-adolescent communication problems and adolescents.depression,social anxiety,problem behaviors.(4) Different kinds of parent-adolescent communication problems predicted different aspects of adolescents.social adjustment.The prediction effects to self-esteem and depression were greater than the prediction effects to social anxiety and problem behavior.

Researches Into the Relationships among Temperaments, Parental Rearing Patterns and Loneliness in College Students

DENG Li-fang, XU Qian, ZHENG Ri-chang

Psychological Development and Education. 2006, 22(3):  53-59. 

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This study explored the influence of temperament and parental rearing patterns on Loneliness in 349 college students with questionnaire.The results indicated(1) female students have more loneliness and emotionnality than male students.There are speciality differences in loneliness.The students majoring in science have more loneliness than arts,(2) Bivariate correlation analysis suggested that loneliness correlated with mostly factors of parental rearing patterns and sociability.(3) Regression analysis showed further indication that there was high regression relation among sociability,fathers' firm control and romantic loneliness,certain parental rearing patterns' factors and loneliness.

Researches into Relations among Social-support, Self-esteem and Subjective Well-being of College Students

YAN Biao-bin, ZHENG Xue

Psychological Development and Education. 2006, 22(3):  60-64. 

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This study explored the influence of social support and self-esteem on subjective well-being in 300 college students with questionnaire.The results indicted(1) Bivariate correlation suggested that social support,self-esteem and whole subjective well-being,life satisfaction and positive affects correlated significantly with each other,while social support,self-esteem negatively correlated with negative effects.(2) Regression analysis showed further indication that there was good regression relation between social support and self-esteem whole subjective well-being,life satisfaction,positive effects and negative effects,and then self-esteem was a mediator factor between social support and SWB because its good regression relation with whole subjective well-being,life satisfaction,positive effects and negative effects based on social support.(3) Equations(EQS) 5.7b further validated that self-esteem was a mediator factor between social support and subjective well-being.

Studies on Relationship within and between Dimensions of Children’s Social Behaviors

PANG Li-juan, CHEN Qin, JIANG Yong

Psychological Development and Education. 2006, 22(3):  65-69. 

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The study examined the relationship within and between dimensions of children's social behaviors among 435 children from 3 to 6 years old.The results show that there are obviously high positive relations within children's positive and negative behaviors.The relationship between children's positive and negative behaviors are negative,but it is not absolutely and there are four main types of relationship between them.In different act ivities the relation between positive and negative behaviors are different.

The Development of Creativities on Chinese Language in Adolescents

HU Wei-ping, HU Yao-gang, HAN Qin

Psychological Development and Education. 2006, 22(3):  70-74. 

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Creat ivities on Chinese language in 750 adolescents from grade one of junior middle school to grade one of jun ior college was studied by using Test of Creativities on Chinese Language for Adolescents.The results show that:(1) The grade differences of creat ivities on Chinese language in adolescents are significant.It has increasing tendency,but does not increase linearly;(2) The sex differences of creativities on Chinese language in adolescents are signif icant.From grade two of junior high school to grade two of senior high school as well as grade one of junior college,female's creativities on Chinese language in adolescents are evidently superior to that of male's.

Key Actions in Nine-dot Problem Solving

ZHAO Tong, ZHANG Qi

Psychological Development and Education. 2006, 22(3):  75-81. 

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Based on previous studies by others,the authors hypothesized that drawing out the third line was the key action to solve the nine-dot problem.There were three experiments to verify the hypothesis.The results of these experiments in-dicated that the solution rate was close to 100% after we clued subjects to any two lines at the same time,clues of two lines weren't the key actions to solve the nine-dot problem;the solution rate was significantly higher after we clued sub-jects to the third line than after cluing subjects to any of the other line alone,drawing out the third line was the key action to solve the nine-dot problem;the training which could lead subjects to draw out the third line significantly made the solution rate higher.

The Impact of Self-disclosure by Teachers in Lecture on their Appraisals from Students

LIN li, ChENG Le-hua, YE Jia-wen

Psychological Development and Education. 2006, 22(3):  82-86. 

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In this study,180 college students were randomly assigned into 6 groups to investigate the impact of teachers'self-disclosure in lecture on their appraisals from college students.The experiment is a 2×3 between subject design.Participants were asked to watch the video or listen to the recording in different condition.In every condition,three groups of participants were given no-self-disclosure,disclosure of personal growth experience or disclosure of work experience material of a teacher giving lecture,respectively.The results show that in video group,the teacher talking about self disclosure of personal growth experience earned higher favor than that talking about self disclosure of work experience;in recording group,teacher mentioning self disclosure of personal growth experience earn highest favor among the three.Particularly,referring to the dimension of ‘warm-cold' in the questionnaire that the participants evaluate the teacher in the material,when student watched the teacher talking about his work experience,they were prone to evaluate the teacher warmer than when they just listen to the recording with the same material.And students who watched the video with the no-self-disclosure material considered the teacher much more integrity than those who only listen to the recording.Finally,an interesting situation was found that the discrepancy of the evaluation of participants' towards the teacher in video and recording conditions narrowed down as grade increased.However,there is no significance effect.

Predicting Effect of School Organizational Climate on Teacher’s Commitment

TIAN Bao, ZHAO Zhi-hang

Psychological Development and Education. 2006, 22(3):  87-92. 

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Discussed factors of school organizational climate,which effected teachers.commitment to their organization,based on a survey of 410 teachers from Beijing's high schools.As a result,the revised "Organizational Climate Questionnaire of High School" was a trustful and effective instrument to survey organizational climate related factors of high school teachers.In the dimension of continuance commitment,teachers who hold a bachelor degree were significantly higher than those masters,the same contrast happened on those who had higher title of teaching post to secondary ones of teaching title.Meanwhile,the number of students was positively correlated to teachers.affective and criterion commitment.Furthermore,due to delaminating regression and dominance analysis after the control of demography factors,supportive behaviors,colleagues.behaviors,and alienation behaviors could make a new contribution to predict teachers.emotional commitment,while supportive behaviors and friendliness behaviors were able to create contribution to predict criterion commitment;also,friendliness behaviors could predict continuance commitment.

The Adolescent’s Subjective Well-being and Mental Health and Relationships with Stress Coping

YUE Song-hua, ZHANG Wei, HUANG Hong-qing, LI Dong-ping

Psychological Development and Education. 2006, 22(3):  93-98. 

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To study the relationship between adolescent subjective well-being,mental health and stress coping,1431 middle-school students from Guangzhou district were investigated.The results showed,(1) Adolescent SWB and mental health was just so-so.(2) Elder high school students experienced lower SWB than younger ones,and bad achievement students got more negative affect than others.(3) Males got better mental health than females,and achievement and grade could impact on mental health.(4) Positive coping were found to be associated with better SWB and mental health,whereas negative coping were linked to poorer SWB and mental health.

Experimental Research on the Effect of Psychological Education to Graduate’s Vocational Selection Anxiety

ZHANG Yu-zhu, CHEN Zhong-yong

Psychological Development and Education. 2006, 22(3):  99-102. 

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To study the effect of psychological education,we organized a group based intervention activity to guide graduate's vocational selection anxiety.The experimental design was pre-test and post-test in the research.We used the issue of graduate's vocational selection anxiety and STAI(Form-Y) as the measure tools.Result showed there was obvious dif ference between pre-test and post-test of experiment-group,there was remarkable difference between the dispersion of pretest and post-test of experimental-group and control-group,there was remarkable difference between the post-test of experimental group and control group after analysis of covariance that used pre-test as covariate.The experimental research proved that the group-based counseling activity was an effective method to help graduates to overcome vocat ional selection anxiety and could be used in psychological educat ion process of university.

Research Methods of the Accuracy of Judgment in Learning

JIA Ning, BAI Xue-jun, SHEN De-li

Psychological Development and Education. 2006, 22(3):  103-109. 

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As an important metacognitive judgment,judgment of learning(JOL) is the prediction about the future performance of learned materials.Accuracy is an important problem in the study of JOL and metacognition monitoring.There are two kinds of JOL accuracies,one is absolute JOL accuracy,and the other is relative JOL accuracy.In the article,the previous method and a revised method-pre-judgment recall and monitoring(PRAM) is described for research on metacognitive monitoring,especially judgments of learning(JOLs).We compared the previous method with PRAM,and figured out that PRAM can investigate psychological processing that previously has been only hypothetical and unobservable.During data collection a new stage of recall occurs just prior to the JOLs,so that during data analysis items can be partitioned into subcategories to measure the degree of JOL accuracy in way that are more analytic than was previously possi ble.A weighted-average combinatorial rule allows the component measures of JOL accuracy to be combined into the usual overall measure of metacognitve accuracy.So,investigators can research on JOL and other metacognitive judgments more analytically and exactly.

Development of Chinese Adolescent Personality Scale(QZPS-Q)

WANG Deng-feng, CUI Hong, HU Jun-sheng, CHEN Xia

Psychological Development and Education. 2006, 22(3):  110-115. 

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This research was aimed at exploring the personality structure developing Chinese Adolescent Personality Scale(QZPS-Q).According to lexical approach,Chinese personality was found as seven dimension model,and scales measuring this model were developed for adults and college students,respectively.The longest version of these scales,consisted of 215 items were rewritten according to the understanding and expressive habits of adolescents,and the first version of QZPS-Q was fulfilled by 2827 adolescents.Factor analysis revealed seven dimensions,19 secondary factors,and three super dimensions,which were consistent with previous findings.The new QZPS-Q was consisted of 111 items,and results indicated that adolescents pay more attention on achievement,talents,and overt behavior characteristics,compared with adults.