5-6岁幼儿分享行为和分享动机研究

本研究以厦门市某幼儿园的40名5-6岁幼儿为被试，运用实验法和访谈法，探讨“偶得物品”和“拥有性物品”下幼儿分享行为及其分享动机的特点。结果如下：（1）百分之百的幼儿具有正确的分享判断，但绝大部分幼儿并不愿意分享，“偶得物品”和“拥有性物品”之间的分享行为并没有明显差异。（2）愿意分享的幼儿中，被动分享占主导，其中一大部分是伪分享行为。（3）分享动机中，“同伴倾向”占主导，尤其是“偶得物品”的分享动机；“权威/规则倾向”和“移情倾向”也占有重要地位。     

基于修正UTAUT模型的农信社手机银行使用行为研究——以福建省农户调查数据为例

基于UTAUT模型,引入感知风险、替代软件等2个变量进行修正,构建农信社手机银行使用行为影响因素研究模型,并运用结构方程模型、Bootstrap中介检验、多群组分析等方法对福建省农户调查数据进行实证分析。研究发现:(1)感知易用性显著正向影响农信社手机银行使用意愿;感知风险和替代软件显著负向影响农信社手机银行使用意愿;社会影响对农信社手机银行使用意愿影响不显著。(2)便利条件和使用意愿显著正向影响农信社手机银行使用行为;农信社手机银行使用行为影响因素由大到小依次为便利条件、替代软件、感知风险、感知易用性。(3)教育在感知易用性对农信社手机银行使用意愿影响中具有调节作用。据此提出,应进一步增强操作的便利性以优化业务办理效率,增强信息的安全性以降低软件使用风险,增强软件的特色性以降低软件可替代性,增强软件的易用性以优化便捷使用体验,从而优化农村金融服务供给,助推农村经济发展。     

我国幼儿食育必要性及其促进策略

食育是饮食行为教育，是对孩子进行包括饮食观念、膳食营养知识和饮食卫生安全等一系列营养学的教育。食育的开展是一项利国利民，值得大力推广的事情。食育应当成为全民的教育，且越早开始越好。目前我国食育还处于萌芽阶段，幼儿食育的推进更是任重而道远，需要幼儿园、家庭、政府、社区乃至全社会的共同参与。     

Attention and Executive Functions as Mediators of Attachment and Behavior Problems

The purpose of this study was to provide a more comprehensive understanding of the relation between early parent‐child interactions and subsequent behavior problems and how certain cognitive processes mediate this relation. Specifically, this study investigated whether attention, inhibition, and planning skills mediate the relation between attachment security and behavior problems. Data were collected as part of the National Institute of Child Health and Development‐Study of Early Child Care and Youth Development when children (N = 1004) were between 36 months and the third grade. Results from structural equation models indicated that sustained attention mediated the relation between disorganized attachment and social problems. Planning mediated the relation between disorganized attachment and subsequent thought problems, attention problems, and delinquent behavior. Avoidant, ambivalent, and disorganized attachment directly predicted several behavior problems. Implications for theory and future research are discussed.     

Parenting perceptions among college students: A qualitative examination

This study assessed the knowledge and attitudes of young adults without children in regard to discipline and parenting practices. A qualitative design was utilized (n?=?26) with semistructured focus groups. Results indicated participants believed discipline is important, with spanking and loss of privileges being the most effective strategy for behavior change. The majority of participants reported plans to discipline future children the way in which they were disciplined, suggesting a high percentage intend to utilize spanking. Findings suggest that personal experiences shape parenting beliefs, attitudes, and knowledge. Results inform efforts at educating future parents on appropriate parenting practices and indicate the need for protocols for young adults to educate about practices that may diverge from their personal experiences.     

Sexual Orientation Change Efforts and the Search for Authenticity

This article is based on structured interviews of a sample of 15 former participants in sexual orientation change efforts (SOCE), who currently identify as gay or lesbian. The primary research question for this study was, “What was the experience of self-identified gay men and lesbians who went through some type of SOCE and eventually asserted themselves as gay or lesbian?” The research concludes that participants sometimes identified as heterosexual during SOCE, but never changed their underlying homosexual orientation, and that suppression, disconnection, and a sense of inauthenticity were significant phenomena of this process.     

The effect of joint control training on the acquisition and durability of a sequencing task

Gutierrez (2006) experimentally demonstrated the effects of joint control and particularly the role of response mediation in the sequencing behavior of adults using an unfamiliar language. The purpose of the current study was to replicate and extend the procedures used by Gutierrez by comparing the effects of joint control training with the effects of a prompt-and-fade procedure on the acquisition of a sequencing task. The effects of each procedure on delayed sequencing behavior were also tested. Ten undergraduate students participated in 2 experiments. The results indicated that all participants acquired the sequencing response in fewer trials and maintained accurate delayed responding when the component responses necessary for joint control were directly taught. Finally, when the self-echoic mediation component was blocked, accurate responding deteriorated in 8 of 10 participants.     

以行为分析学为指导科学构建学生综合素质考评体系

目前,大部分高职院校对学生的考核模式不适应社会对高职院校学生的要求。应当建立科学的考评体系,对学生的行为进行科学的分析,为学生综合素质考评提供依据,促使学生能扬长避短,不断进步。     

Predicting Children's Prosocial and Co‐operative Behavior from Their Temperamental Profiles: A Person‐centered Approach

The goal of this study was to examine how aspects of self‐regulation and negative emotionality predicted children's co‐operative and prosocial behavior concurrently and longitudinally using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Mothers completed measures of children's temperamental proneness to negative emotionality and self‐regulation at 54 months. Teachers and parents completed measures of children's co‐operative and prosocial behavior at 54 months, first grade, and third grade. A latent profile analysis of the temperamental variables revealed four profiles of children: those high in regulation and low in negative emotionality, those moderate in regulation and moderate in negative emotionality, those low in regulation and high in negative emotionality, and finally those who were very low in regulation but high in anger emotionality. Generally, children with profiles that were high or moderate in terms of regulation and low or moderate in terms of negative emotionality were rated as the most prosocial and co‐operative. Children with profiles that were less well regulated and who were high in negative emotionality (particularly anger proneness) were rated as less co‐operative and prosocial by parents and teachers.     

Self‐Esteem,the Fear of Crime,and the Decision to Protect Oneself From Victimization

This research extends prior work that examines self‐esteem as an outcome of protective behaviors against crime victimization by focusing instead on the moderating influence of self‐esteem on the relationship between the fear of crime and the decision to protect oneself from victimization. The fear of crime is conceptualized as two separate components (fear of victimization and perceived risk) in accordance with prior work. Self‐esteem is conceptualized as three separate components (worth, efficacy, and authenticity), and measured with a recently designed instrument for capturing each aspect of self‐esteem separately. Data are collected through surveys of a population at high risk for victimization (undergraduate college students). Logistic regression analyses demonstrate that self‐esteem does play a role for deciding whether to engage in protective behaviors, and that the specific components of self‐esteem moderate defensive behavioral outcomes differently. Specifically, the self‐worth, self‐efficacy, and authenticity components of self‐esteem influence the decision to carry protection, but not the decision to take a self‐defense class. Implications for both the fear of crime and self‐esteem literatures are addressed.