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1.
Interpersonal aspects of teaching have repeatedly been linked to teacher emotions and well-being on a general level. However, it is unclear how teachers’ moment-to-moment interpersonal behavior is associated with their physiological arousal during teaching and how this contributes to their lesson-focused emotional outcomes. Eighty secondary education teachers with a mean age of 43.7 years (SD = 11.5) and 13.4 years of teaching experience (SD = 9.7) participated during one real-life lesson. We coded teacher behavior from an interpersonal perspective on the dimensions of agency (i.e., social influence) and communion (i.e., friendliness). Teachers’ physiology (in terms of heart rate) was measured as a proxy for their affective arousal. Teachers differed widely in their behaviors and in how behavior and physiology were associated from moment to moment. Being generally agentic was associated with higher levels of self-reported positive emotions after the lesson, also when being agentic went together with a high heart rate. In contrast, the stronger and the more positively a teacher’s physiological arousal was associated with displaying communal behavior, the more likely a teacher was to report negative emotions. We conclude that combining moment-to-moment data of teachers’ interpersonal behavior and physiological arousal has the potential to explain differences in teachers’ emotional outcomes. Such an approach might ultimately provide teachers and teacher educators with the fine-grained and personalized information needed to foster teacher well-being. 相似文献
2.
Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological regulation, and maternal behavior in the laboratory at 2 years of age. A latent profile analysis resulted in 4 longitudinal profiles of disruptive behavior, which were differentiated by interactions between reactivity, regulation, and maternal behavior. A high profile was associated with high reactivity combined with high maternal control or low regulation combined with low maternal control. Results are discussed from a developmental psychopathology perspective. 相似文献
3.
Schiff碱型大环化合物改性壳聚糖的研究 总被引：3，自引：0，他引：3
居红芳 《常熟理工学院学报》2005,19(2):58-62
通过一系列的反应先合成Schiff碱型大环化合物,然后以Schiff碱型大环化合物改性壳聚糖,合成得到的该种壳聚糖衍生物具有特殊结构与性能,这一活性产物对重金属如Pb^2 具有良好的吸附与富集性能,与其他壳聚糖衍生物的吸附性能相比,该种Schiff碱型大环化合物改性的壳聚糖更加优越,吸附性能更好。 相似文献
4.
Type A behaviors were observed in a group of 48 preschool children in different free-play and competitive situations. Interrater reliability was assessed on the Matthews Youth Test for Health (MYTH), and the children's and their parents' type A scores were compared. Scores on the MYTH were used to classify children as either type A or type B. Comparisons were made between type A and type B children's play in classroom and in laboratory situations. For the laboratory situations, 24 same-sex type A-type B dyads were formed, and the dyads were observed in free play, followed by car racing, by a tower-building contest, and by an interview. Type A children more frequently showed annoyed facial expressions, gross motor activity, interruptions during classroom free play, and gross motor activity and aggressive play with an inflatable Bobo doll during the laboratory free-play situation. Type A children more often won the car race and the tower-building contest, and they answered a greater number of questions and more frequently answered first during the interviews. These data are consistent with other findings on type A behavior in preschool children and suggest that the behavioral dimensions of type A (competitiveness and impatience-aggression) may emerge as early as the preschool years, particularly in competitive situations. 相似文献
5.
K A Matthews 《Child development》1977,48(4):1752-1756
Type A behavior, 1 of the risk factors for heart disease, is characterized by impatience and competitive achievement striving. An opposing type B pattern is characterized by patience and a lack of competitive achievement striving. Previous observations of mother-child interactions revealed that mothers gave type A and type B children different frequencies of pushing and positive task evaluation. To isolate the effects of type A and B children on caregivers, the present study examined the caregiver behavior of female strangers elicited by boys' type A and B behavior. In addition, it examined whether the child effects differed according to the caregivers' behavior pattern. Results indicated that, relative to type B children, type A children elicited more pushing and positive task evaluation from type B caregivers. However, type A caregivers did not respond to the differences in the children's behavior pattern. The caregiver behavior of type A's and type B's is discussed in light of previous experimental findings of their general responsiveness to variations in their environment. 相似文献
6.
The Older Americans Act of 1964 generated not only interest and concern but also a myriad of programs directed at a unique and growing population of American citizens—the elderly. The unique features of this population come with a wide range of physiological, sociological, and psychological problems that need to be addressed by the professional counselor and counselor education programs which provide training for the mental health specialist. A major problem of this population, alcoholism, has received little emphasis in counseling literature. In an attempt to bridge this gap, this article presents physiological, sociological, and psychological aspects of alcoholism as they apply to the elderly. The discussion which follows the presentation sets forth conclusions and recommendations for counselor education programming. 相似文献
7.
对部分研究生认知内驱力弱化的透视 总被引：1，自引：0，他引：1
认知内驱力是个体求知的一种需要,是学生渴望认知、理解和掌握知识,以及陈述和解决问题的一种内部动机。然而,随着高等教育由精英型向大众化的转变,部分研究生的认知内驱力呈现出弱化的趋势。本文透过研究生认知内驱力弱化的具体表现,重点分析了隐藏在这种现象背后深层次的社会、教育根源以及研究生主观上的影响因素,并提出了一些强化研究生认知内驱力的具体措施。 相似文献
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9.
网络群体性事件的发生机制及其社会效应 总被引：1，自引：0，他引：1
李亚妤 《广播电视大学学报》2010,(2):66-70,87
作为群体性事件的类型之一,网络群体性事件遵循普遍性的形成机制,网络作为重要变量在机制的各个环节发挥新的作用。网络群体性事件的参与者体现出＂网络最优选择策略＂。通过对参与主体的类型学研究,表明网络群体性事件有两种社会效应：失范倾向与公共性实践。 相似文献
10.
Kimberly A. Rhoades 《Child development》2008,79(6):1942-1956
A meta‐analysis examined the relations between children’s adjustment and children’s cognitive, affective, behavioral, and physiological responses to interparental conflict. Studies included children between 5 and 19 years of age. Moderate effect sizes were found for the associations between cognitions and internalizing and externalizing behavior problems and self‐esteem problems, negative affect and behavioral responses and internalizing behavior problems, and behavioral responses and self‐esteem problems. Small to moderate effect sizes were found for the associations between cognitions and relational problems, negative affect and behavioral responses and externalizing behavior problems, and physiological reactions and internalizing and externalizing behavior problems. Effect sizes were, with 1 exception, larger for internalizing than for externalizing behavior problems. Age significantly moderated the majority of effect sizes. 相似文献
11.
智慧教育是信息化教育应用的一个新范式,学习分析技术也必将在智慧教育发展中随着大数据应用产生不可预估的价值。通过分析行为序列这一主流的学习分析技术,结合聚类分析、相关分析对高职学生在线学习课程行为序列和参与模式进行了实证探索,得出在线学习行为序列频次和与成绩显著相关的行为序列,参与模式划分为低投入型、浅层次投入型、目标投入型和深层次参与型四类。最后对在线课程教与学过程、有效的行为序列、学生的最佳参与模式和在线课程设计进行讨论总结,以期对高职院校学生在线学习的分析、评估、改进提供参考和借鉴。 相似文献
12.
A new type of ductile lowrise shearwall with many short horizontalkeyways is proposed in this paper in order to improve the earthquake resistant behav-ior of ordinary lowrise shearwall.The behavior of this wall is studied through low-frequency cyclic loading test.Based on the test results,the paper puts forward thedifferent restoring force models for different lowrise shearwalls,and a program fortheir nonlinear dynamic analysis is worked out.Thr(?)h directly inputting earth-quake waves,the paper analyses the dynamic response and energy dissipation of 3types of lowrise shearwalls.The calculation results dem(?)strate that the newly de-vised ductile shearwall has good earthquake resistant behavior. 相似文献
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14.
189 infants/toddlers and their parents were visited in their homes 2 weeks before starting an out-of-home care arrangement and followed every two weeks until 6 months after care had begun (or its equivalent for parent care groups). At the beginning of the study infant/toddlers ranged in age from 2 to 30 months. In this report, hypotheses examining the role of pre-care family characteristics in determining child care use and later child adjustment were evaluated. Discriminant function analyses reliably separated care type and age of entry groups using pre-care family and infant characteristics as predictors. There were no significant differences in child behavior problems (externalizing and internalizing behavior) as a function of care arrangement type experienced. Mother's pre-care parent stress (PSI parent domain subscale: attachment to child) predicted anxious/withdrawn behavior 6 months later. Aggressive/destructive behavior was related independently to mother's health status and parent stress (PSI parent domain subscale: sense of competence) as measured before out-of- home care was begun. Difficult temperament infants had more behavior problems of all types. 相似文献
15.
Marcos Sanchez-Elez Inmaculada Pardines Pablo Garcia Guadalupe Miñana Sara Roman Margarita Sanchez Jose Luis Risco 《Journal of Science Education and Technology》2014,23(1):15-25
The use of new technologies in higher education has surprisingly emphasized students’ tendency to adopt a passive behavior in class. Participation and interaction of students are essential to improve academic results. This paper describes an educational experiment aimed at the promotion of students’ autonomous learning by requiring them to generate test type questions related to the contents of the course. The main idea is to make the student feel part of the evaluation process by including students’ questions in the evaluation exams. A set of applications running on our university online learning environment has been developed in order to provide both students and teachers with the necessary tools for a good interaction between them. Questions uploaded by students are visible to every enrolled student as well as to each involved teacher. In this way, we enhance critical analysis skills, by solving and finding possible mistakes in the questions sent by their fellows. The experiment was applied over 769 students from 12 different courses. Results show that the students who have actively participated in the experiment have obtained better academic performance. 相似文献
16.
龙文莉 《贵州教育学院学报》2009,25(2):65-67
在歌唱的过程中,有许多“支点”帮助我们达到稳定的目的。这些支点有生理的也有心理的。从诸多的生理支点入手,力图梳理出一幅便于理解、掌握的支点图。 相似文献
17.
生产力既是促进社会不断进步的动力源泉,也是整个时代、整个社会不断进步的结果。审美是人的生理活动和心理活动相统一的过程。它是一种综合的活动,服从认识的一般规律,即从生动直观的感性认识到抽象深刻的理性思维。在简要阐释生产力的历史发展对于审美的意义后,较为深入地分析了不仅生产力的发展促进了人类审美的产生,而且生产力的发展也丰富了人类审美的内容和形式。 相似文献
18.
Merikay M. Ringer Patricia F. Doerr Jean H. Hollenshead Georgia D. Wills 《Psychology in the schools》1993,30(2):168-175
Research has investigated different variables involved in the implementation of behavioral interventions in the classroom. Results suggest that different factors such as acceptability of the intervention, psychologist-related variables, teachers' preferences, variables involving the intervention itself, and children's intervention preferences affect the implementation of behavioral interventions. However, no research has investigated the types of interventions teachers actually use in the classroom for behavior problems. This study surveyed a national stratified random sample of 228 regular and special education teachers. A questionnaire that had been previously developed by the researchers was utilized to ask what methods were used by the teachers to remediate behavior problems in their classrooms. Data were analyzed to determine types of interventions used and relationships to gender, degree, type of school (elementary, middle, or high school), grade taught, type of class (regular or special education), and region. Implications for school psychologists are discussed. 相似文献
19.
冯韵 《广东职业技术师范学院学报》2014,(8):35-40
我国新民事诉讼法在正文中明确了“民事诉讼应当遵循诚实信用原则”,然而对于当事人在民事诉讼程序中违反诚实信用原则的具体行为类型及相应的规制措施并没有予以划分和规定。因此应当对当事人违反诚信原则的行为进行具体分析,并以违反诚信行为所侵害的利益为划分标准,将违背诚实信用原则的行为进行类型化,并针对不同类别的行为设置不同的规制措施。 相似文献
20.
Is an attenuated physiological response to family conflict, seen in some youth exposed to early adversity, protective or problematic? A longitudinal study including 54 youth (average age 15.2 years) found that those with higher cumulative family aggression exposure showed lower cortisol output during a laboratory‐based conflict discussion with their parents, and were less likely to show the normative pattern of increased cortisol reactivity to a discussion they rated as more conflictual. Family aggression interacted with cortisol reactivity in predicting youth adjustment: Adolescents from more aggressive homes who were also more reactive to the discussion reported more posttraumatic stress symptoms and more antisocial behavior. These results suggest that attenuated reactivity may protect youth from the negative consequences associated with aggressive family environments. 相似文献