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自尊的群体关联性及其启示 总被引：1，自引：0，他引：1
王磊 《华南师范大学学报(社会科学版)》2008,(4)
在国外学者关于自尊领域关联性的研究基础上,总结了自尊群体关联性的相关效应,并结合以往社会认同和集体自尊的研究,从理论上分析并论证了自尊对群体事件的依随性。最后,对由此产生的启示也作了分析和讨论。 相似文献
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Two studies showed that the link between how much students base their self-worth on academics and their math performance depends on whether their identification with math was statistically controlled and whether the task measured ability or not. Study 1 showed that, when math identification was uncontrolled and the task was ability-diagnostic, basing self-worth on academics was unrelated to the students' math performance. When math identification was controlled, however, the more students based self-worth on academics the worse their math performance. Study 2 showed that, when math identification was uncontrolled and the task was ability non-diagnostic, the more students based self-worth on academics the better their math performance. When math identification was controlled, however, students' level of basing self-worth on academics was unrelated to math performance. These results held for females and males even when gender was made salient. In both studies, higher math identification linked to better math performance. 相似文献
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章若昆 《湖北第二师范学院学报》2013,(10):101-106
自我价值感权变性研究是对过去着眼于自尊高低性的自尊研究的补充和拓展.个体将自我价值感建立在权变领域中,权变领域的成功能增强自尊,失败会降低自尊.人们会自我监督在这些领域中的行为,努力想要做好.这种对自尊的追逐会带来很多消极后果,如影响自我调节、人际关系和心理生理健康等方面.自我价值感权变性的研究尚存不少争议,比如是否人人都有权变领域、权变性结构以及和自尊的关系等问题都需要进一步厘清. 相似文献
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Jaime Smith 《Early Childhood Education Journal》2009,37(2):147-151
Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to
have behavior management strategies to manage the students’ negative behaviors within the classroom setting. This article
will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age
students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies,
anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will
have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood
educators on how to implement these blended management techniques. 相似文献
6.
高校突发事件的成因与对策 总被引：3，自引：0，他引：3
吕绍华 《绵阳师范学院学报》2006,25(3):73-76
本文运用马克思主义的立场、观点和方法,全面分析了新形势下高校突发事件的新情况、新特点,着重研究了高校突发事件的诱因,并提出了主动预防和妥善处置高校突发事件的对策。 相似文献
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Researchers have suggested that the self-affirmation intervention may motivate students to approach a challenging task and improve their performance. However, we posited that self-affirmation may not be beneficial for students whose self-esteem is based more on others’ approval (i.e., having high others’ approval contingencies of self-worth; OACSW). This is because the main motive for undertaking a challenging task among high OACSW students may be to obtain others’ approval and increase self-esteem. Being self-affirmed may increase high OACSW students’ sense of self-integrity, satisfying this motive, and thus cause them to perceive a lower value in undertaking the task. Consequently, high OACSW students would be less inclined to undertake the task and would not perform more favorably on it after being self-affirmed. In support of this hypothesis, the results of Experiment 1 (value affirmation) and Experiment 2 (attribute affirmation) showed that for high school students who did not receive self-affirmation, OACSW tended to be positively associated with their tendencies to confront a challenging task and their performance. However, for self-affirmed participants, the positive relationships between OACSW and both their tendencies to confront the task and performance flattened, and even went negative, mainly through a reduction of perceived value in confronting the task. Potential underlying mechanisms and implications are discussed. 相似文献
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Christopher H. Skinner Jade Bennett Robert Richardson Katie Scott Laura S. Wheat James Martinez 《Psychology in the schools》2023,60(1):5-22
School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards. 相似文献
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Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency 
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下载免费PDF全文 Teachers are responsible for providing an education to students of all ability levels. Recent data suggest that roughly 95% of students with a disability are receiving some form of education in their general education setting. Individuals with disabilities tend to engage in higher levels of disruptive behaviors (e.g., talking out in class, noncompliance, throwing materials) than peers without disabilities. With an increase in the number of students with disabilities receiving some form of education in their general education setting, teachers may be spending more time managing disruptive behaviors and less time teaching. Research suggests a strong relationship between classroom‐management techniques and academic achievement. These data highlight the importance of classroom‐management interventions that promote the learning of all students in the classroom. Despite the importance of classroom‐management techniques, a lack of training, as well as the feasibility of the interventions may prevent the ultimate adoption and long‐term success of effective techniques. Self‐management is a potential solution, as self‐management techniques can be easily trained and implemented. 相似文献