Table of Content

15 July 2000, Volume 16 Issue 3

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The Relation between Crawling Status and Mother-Infant Socioemotional Interaction:Difference by Infants’ Age

Psychological Development and Education. 2000, 16(3):  1-6. 

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This study explored the relation between crawling status and the transformations of mother-infant socioemotional interaction among different age groups. 79 mothers with infant aged 8-9-month were interviewed with standardized procedures in the laboratory. The results indicated that crawlers and their mothers showed more frequent and stronger socioemotional behaviors toward each other than pre-crawlers and their mothers. Furthermore,the differences were significant in 9-month-old group while there was no significant difference in 8-month-old group,which suggested that the effect of crawling status on infant-mother interaction may be age-specific.

Relations among Primary Schoolers’ Academic Achievement, Prosocial Behavior and Peer Acceptance/Rejection

王美芳, 陈会昌

Psychological Development and Education. 2000, 16(3):  7-10. 

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Relations among children's academic achievement,prosocial behavior and peer acceptance/rejection were investigated in a sample of 402 fifth and sixth graders in primary school. It was found that (1)significant differences existed in the prosocial behavior among children with different academic achievement.(2)Prosocial behavior positively predicted children's peer acceptance and negatively predicted peer rejection,while academic achievement only positively predicted children's peer acceptance. (3)Prosocial behavior predicted children's peer acceptance more than academic achievement did.

Depression and Anxiety of Secondary School Students: Structure and Development

阳德华, 王耘, 董奇

Psychological Development and Education. 2000, 16(3):  12-17. 

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This study,involving 500 secondary school students in schools,explored the structure and development of student's depression and anxiety.CES-D and RCMAS were used to measure student's depression and anxiety.The results showed that(1)Depression and anxiety of secondary school students had their internal structures.(2)There were significant differences between different grades on depression and anxiety.The levels of depression and anxiety increased with the student's grade intreasing;(3)there were not significant differences between boys and girls on depression and anxiety.

The Relationship Between Social Models and Smoking Behavior

Psychological Development and Education. 2000, 16(3):  18-24. 

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The present study assessed the impact of best friends,parents,schools and mass media as role models influencing adolescents smoking behavior.The results showed that:(1)best friends'and fathers'smoking behavior,parents'and schools'attitude towards adolescents'smoking,male teachers'smoking behavior,cigarette advertises were significantly related to adolescents'smoking behavior;(2) the effect of best friends'smoking behavior,mothers'smoking behavior and attitude,outdoor advertises were stronger predictors for girls than for boys;(3)J unior middle school students were more influenced by best friends'smoking and schools'sttitude.While senior middle school students'smoking behavior was more predicted by fathers'smoking behavior and outdoor cigarette advertise;(4)the magnitude of four social factors'effect on adolescents'smoking was:best friends'smoking behavior,fathers'smoking behavior,cigarette advertise around schools,mothers'and schools'attitude towards smoking.

The Influence of the Organization of Text Themes on the Effects of Text Signals

Psychological Development and Education. 2000, 16(3):  25-29. 

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The effects of the different organization of the text themes on the retention of the topics information and the total information of the text were explored. The results showed that both the organization of text themes and the text signals had separate significant effects on the retention of text themes information,but there were no significant interaction. However,there were significant interaction between them on retention of the tatal information of the text. The facilitating effects of the text signals on the themes-organized text were much more bigger than that of themes-unorganized text.

Efficacy Beliefs Processing Style and Failure-coping Strategy: Characteristics of Self-regulated Learning and the Relationships among Its Components

汪玲, 雷雳, Tanja CULJAK

Psychological Development and Education. 2000, 16(3):  30-35. 

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Self-regulated learning involves not only cognitive aspect,but also motivational and behavioral components,while there are few studies on the whole structure of self-regulated learning and the relationship among its components. The present study explored the relationship among efficacy beliefs, processing style and failure-coping strategy,as well as the relationship among these variables and study performance.

A Survey on Teachers’Perception and Readiness for Information Techology Education in Hong Kong’s Primary and Secondary Schools

Psychological Development and Education. 2000, 16(3):  36-41. 

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146 teachers in Hong Kong's primary and secondary schools were investigated for their computer experience,epistemological view of learning and teaching,attitude toward CAI,and perception of CAI.The results showed that there were much more teachers with positive attitude toward CAI than those with negative attitude.However,most teachers had not yet recognized the unique potential of computers and their role in changing the instructional paradigm.Teachers'attitude toward CAI was significantly related to their computer experience.Teacher's perception of CAI was significantly related to their computer experience as well as their epistemological view of learning and teaching.

Competitive Reward Structure and Valence of Outcome on Children’s Achievement Attributions

张学民, 郭德俊

Psychological Development and Education. 2000, 16(3):  42-46,17. 

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This study examined how success and failure outcomes under competitive and noncompititive reward structure influence children's achievement attributions,and self/other reward ratings.The experi-mental design is a 2×2×2 three-factor design with one repeated measure.Fifth-grade primary school boys(N=36)and girls(N=38)solved a set of achievement-related puzzles,working in pairs which one success and one failur at the puzzles.After solving these puzzles,each subject attributed and rated self/other's achievement outcomes.The results showed that reward structure and valence of outcome are important determinants of self/other attributions and evaluations.The effects of reward structure on self/other competence attribution,self/other rating on luck attribution,valance of outcome on self/other reward were significant.These results showed that Chinese primary school children tend to attribute self/other achievement outcomes to ability and luck,and ignore the effects of effort and task difficulty.

Research on Speed Reading Training for Junior High School Students

Psychological Development and Education. 2000, 16(3):  47-50,29. 

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Two speed reading experiment were conducted among junior high school students to explore the effectiveness of speed reading training.The results indicated:(1)The reading speed,valid speed and reading scores could be improved significantly by systematic training on speed reading.(2)Speed reading eraining was less effective for articles with high levels of difficulty.(3)The reading pattern of question-text was better than the pattern of text-question in terms of reading speed and valid reading speed.