Table of Content

15 April 2005, Volume 21 Issue 2

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Research on Children’s Cognitieve Development About Author’s Age Characteristic of Drawings

GUO Li-ping, LIN Lin, WANG Xiao-lei

Psychological Development and Education. 2005, 21(2):  1-6. 

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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.

Exploratory and Confirmatory Factor Analysis of Structure of Teacher Evaluation for Curiosity of Three-to Six-Years-Olds Infants

ZHANG Ri-sheng, HU Ke-zu, YANG Li-zhu

Psychological Development and Education. 2005, 21(2):  7-10. 

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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.

The Developmental Characteristics of Children Addition and Subtraction Strategy Selection in Grade 1～3 Primary Students

YING He-chen, GENG Liu-na

Psychological Development and Education. 2005, 21(2):  11-16. 

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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.

The Developmental Characteristics of 8～11 Year-old Strategy in Solving Addition Comparison Problems

CHEN Shang-bao, WO Jian-zhong, LUO Liang

Psychological Development and Education. 2005, 21(2):  17-23. 

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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.

Relationship between Peer Acceptance and Social Strategies in 10～12 Years Old Children

MU Yan, SU Yan-jie

Psychological Development and Education. 2005, 21(2):  24-29. 

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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 Role of Cognitive Appraisa Between Marital Conflict Children’s Problem Behavior:Mediator or Moderator?

CHI Li-ping

Psychological Development and Education. 2005, 21(2):  30-35. 

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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.

An Experimental Study of The Development of Accuracy of “Judgment of Confidence”

TANG Wei-hai, LIU Xi-ping, FANG Ge

Psychological Development and Education. 2005, 21(2):  36-41. 

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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.

Experimental Study on the Learned Helplessness Mechanism Resulted from Inconsistence of Information Feedback

CAO Xin-mei, GUO De-jun

Psychological Development and Education. 2005, 21(2):  42-47. 

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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.

Teacher Organizational Commitment Construct: Confirmatory Factor Analysis

SHONG Ai-hong, CAI Yong-hong

Psychological Development and Education. 2005, 21(2):  48-51. 

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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.

The Professional Knowledge of Elementary Mathematics Teachers: Its Structure and Internal Relationship

XIN Tao

Psychological Development and Education. 2005, 21(2):  52-55. 

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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.

Research on the Relationship between the Achievement Goal Orientation and the Learning Strategy & the Academic Performance

JIANG Jing-chuan, LIU Hua-shan

Psychological Development and Education. 2005, 21(2):  56-61. 

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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.

The Effects of Head Teachers’ Classroom Management Self-efficacy on Students’Attitudes towards Learning and its Relationship with Academic Efficacy

LIU Hong-yun, MENG Qing-mao, ZHANG Lei

Psychological Development and Education. 2005, 21(2):  62-67. 

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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.

Developmental Characteristics of Meta-cognition in Non-English-Major Undergraduates’ English Composition

JIANG Ying-jie, LI Guang, CHE Wen-bo, LIU Li

Psychological Development and Education. 2005, 21(2):  68-74. 

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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.

The Age-related Difference of Knowledge Effects in Children’s Category Learning

ZHANG Kuo, YIN Guo-en, WANG Jing-xin

Psychological Development and Education. 2005, 21(2):  75-80. 

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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.

An Experimental Study on the Influence of Training in Empathy and Consequence Cognition on The Children-Bullying

DU Hong-mei, FENG Wei

Psychological Development and Education. 2005, 21(2):  81-86. 

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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.

Research on the Characteristics of Junior High SchoolStudents’ Spiritual Belief

TIAN Li-li, JIN Sheng-hua

Psychological Development and Education. 2005, 21(2):  87-91. 

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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.

Relationship Between Coping Style and Mental Health of Higher Vocational Education Students

CHEN Qi-shan, WEN Zhong-lin

Psychological Development and Education. 2005, 21(2):  92-97. 

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This study explored the character of coping style and its relation with mental health in 187 vocational college students with questionnaire.The results showed that:(1)The order of the coping style in vocational college students was problem solving,help seeking,fantasy,avoidance,rationalization and self-abusiveness.There are differences between male and female students in problem solving and between major in help seeking and rationalization.(2)Psychological health status of higher vocational education students is not optimistic.The main mental health problems were obsessive-compulsive,interpersonal sensitivity,paranoid ideation,hostility,and so on. There are gender difference in depression and phobic anxiety,and there are differences between major in paranoid ideation.The interaction between gender and major has significant on obsessive-compulsive,interpersonal sensitivity,depression,phobic anxiety,and psychoticism.(3)The stepwise regression analysis showed that unhealthy psychological health status was positively related to fantasy,self-abusiveness.However,help seeking forecast blahs,crankiness,psychosis,and the score of SCL-90 negatively.

The relationship between Big Five Personality and Subjective Well-being of Adolescent Students

ZHANG Xing-gui, ZHENG Xue

Psychological Development and Education. 2005, 21(2):  98-103. 

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This research examined the relationship between big five personality and SWB,the data showed that extraversion,neuroticism and conscientiousness are the most powerful factors to forecast SWB,this result is consistent with other research.The results on two other major dimensions of personality,agreeableness,openness to experience and SWB is different from Costa&McCrae.

A Research of Three-in-one Intervention Model in Promoting Mental of Pubils

LI Hui, LIN Xiu-yun, SHI Jiang-yu, GAO Jun, HU Jin-lian

Psychological Development and Education. 2005, 21(2):  104-108. 

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Objective: To investigate the effect of three-in-one intervention on the pupil's mental health which involve teachers,parents and pupils.Then,we want to conclude an effective mental health education model for pupil. Method: We selected two elementary schools as experiment and control group respectively in kunming,Yunnan Province.And,we have done some intervention for the teacher,parent,and pupil who came from experiment group within two years.Results: Comparing with the control group,(1)The general anxiety of the pupils who are in experiment group decreased remarkably(p<0.001)after the intervention;(2)The learning adaptation of the pupils who received the intervention increased more significantly than the control group(p<0.001);(3)The number of the pupils with problem behaviors and the frequency of the problem behaviors were both reduced significantly after intervention(p<0.001).Conclusion: This experiment invalidated that the three-in-one intervention model for teacher,parent and student was effective in promoting mental health of primary school students.