Objective:To explore whether emotional motivation affects judgment of learning and its mechanism in short-term memory stage.Methods:Through the preliminary test and using E-Prime software, a set of suitable experimental procedures was compiled, and 134 middle school students were selected as subjects.Taking the instant judgment of learning after emotional video induction as the experimental paradigm, a four-factor mixed experiment of 2(emotional motivation direction: positive approach and negative avoidance) ×2(motivation intensity: high and low) ×2(word pair relevance: high and low) ×2(short-term memory load: more and less) was conducted to observe the subjects' judgment of learning scores.SPSS 23.0 software was used for repeated measurement analysis of variance.Results:Regarding learning judgment level, there was a significant interaction effect between emotional motivation direction and intensity( F=5.177, P=0.025, η2 =0.040). Emotional motivation intensity and direction both significantly interacted with short-term memory load capacity( F=4.778, P=0.031, η2=0.037 ; F=4.302, P=0.040, η2=0.034 ). Furthermore, emotional motivation direction( F=15.256, P<0.001, η2=0.110), motivation intensity( F=7.518, P=0.007, η2=0.057), short-term memory load( F=13.384, P<0.001, η2=0.097), and word pair relevance( F=212.238, P<0.001, η2 =0.631) all showed significant main effects.Regarding learning judgment accuracy, there was a significant interaction effect between emotional motivation direction and intensity( F=5.646, P=0.019, η2 =0.044). Both emotional motivation intensity and direction significantly interacted with short-term memory load capacity( F=4.593, P=0.034, η2 =0.036; F=4.033, P=0.047, η2 =0.031). Additionally, emotional motivation direction( F=15.318, P<0.001, η2=0.110), motivation intensity( F=7.572, P=0.007, η2=0.058), short-term memory load( F=11.119, P=0.001, η2=0.082), and word pair relevance( F=135.814, P<0.001, η2 =0.523) all showed significant main effects.Regarding recall performance, word pair relevance( F=416.326, P<0.001, η2=0.771) and short-term memory load( F=9.609, P=0.002, η2=0.772) showed significant main effects. Conclusion:The direction and intensity of emotional motivation have an impact on judgement of learning, emotional motivation and short-term memory jointly affect the level and accuracy of judgment of learning, and emotional motivation affects judgement of learning through clues related to the learning process in short-term memory stage.

Background: Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades.Methods: Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement.Results: The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students' academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies.Conclusion: As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.

为探讨成就目标定向对学习投入的影响及作用机制,采用成就目标量表、学习策略量表、学业自我效能感量表和学习投入量表对987名高中生进行调查.结果表明:掌握目标正向影响学习投入;通过学习策略、学业自我效能感的单独和链式中介,掌握目标、成绩趋近正向影响学习投入,成绩回避负向影响学习投入.因此,学习策略和学业自我效能感在掌握目标与学习投入的关系中起部分中介作用,在成绩趋近、成绩回避与学习投入的关系中起完全中介作用.

文章首先提出思政教学存在的问题,其次从思政课的目标与内容指出其与心理咨询的契合性,再次分析心理咨询为课程思政提供理论指导以技术支持,提出心理咨询融入思政课的必要性,最后依据萨提亚冰山理论指出心理咨询技术为课程思政教学改革提供可行的路径,并从师生关系、提升教师情怀、心理咨询技术迁移等角度就课程思政教学改革与创新提供科学技术支持进行论述,助力课程与思政深度自然融合.

Objective:To investigate the role of perceived social support and self-esteem between the passive social network site use and depression among college students.Methods:Totally 1 393 college students were investigated by social website use scale, perceived social support scale, self-esteem scale and center for epidemiologic studies depression scale. SPSS 20.0 and Amos 21.0 softwares were used for descriptive analysis, Pearson correlation analysis, mediating effect test and structural equation model construction.Results:The total scores of passive social network site use, perceived social support, self-esteem and depression were (13.96±3.47), (61.04±12.03), (27.28±4.35) and (31.18±8.74) respectively. The scores of passive social network site use group in perceived social support (60.03±12.25), self-esteem (27.03±4.34) and depression (31.53±9.06) were statistically different with those in the active social network site use group (perceived social support (63.61±11.03), self-esteem (27.91±4.31) and depression (30.31±7.82), t=-5.04, P<0.01, t=-3.39, P=0.001, t=2.35, P=0.019). After controlling gender variables, the use of passive social network sites was positively correlated with depression ( r=0.053, P<0.01), while negatively correlated with perceived social support and self-esteem ( r=-0.157, -0.088, P<0.01). Perceived social support was positively correlated with self-esteem ( r=0.45, P<0.01). Perceived social support and self-esteem played a partial mediating role between passive social network site use and depression. The mediating effect includes two paths: one was the separate mediating effect of social support, and the other was the chain mediating effect of perceived social support and self-esteem, which accounted for 27% and 25% of the total effect respectively. Conclusion:The use of passive social networking sites can indirectly affect depression through the perceived social support or the chain mediating of social support and self-esteem.

当前,国内对大学生自我同一性研究以横断方法描述一般自我同一性地位发展状况为主,而以纵横结合描述大学生自我同一性发展轨迹和地位变化趋势的研究稀少;以相关范式为主,叙事范式和实验范式为辅.目前就自我同一性地位形成机制,从同一性风格、自传体思维、危机叙事角度开展研究;就自我同一性地位影响因素,从危机应对模式、内部依恋工作模式、文化适应角度开展研究;大学生自我同一性地位观测工具,从引进走向自主开发.虽然我国大学生自我同一性研究已经取得以上进展,但仍有以下不足:同一般性的自我同一性研究相比,领域性自我同一性研究尚显单薄;我国大学生自我同一性形成机制和影响因素的研究方法还需整合;我国大学生自我同一性状态和影响因素的理论研究薄弱.未来还需要在领域性自我同一性过程与状态、自我同一性的本土文化心理、自我同一性干预方面深入系统研究.