作者： Liu, Xiao-xian;Gong, Shao-Ying;Zhang, Hong-po;Yu, Quan-lei;Zhou, Zhi-jin

期刊： Thinking Skills and Creativity,2021年39:100752 ISSN：1871-1871

作者机构： [Zhou, Zhi-jin; Gong, Shao-Ying; Zhang, Hong-po; Yu, Quan-lei; Liu, Xiao-xian] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Liu, Xiao-xian] Henan Normal Univ, Fac Educ, Xinxiang 453007, Henan, Peoples R China.

关键词： Perceived teacher support;Autonomous motivation;Achievement emotion;Creative self-efficacy

摘要： Teacher support plays a role in promoting students? motivations in the academic settings, but little is known about how teacher support impacts students? creative self-efficacy. The purpose of this study was to explore the relationship between perceived teacher support and students? creative self- efficacy, taking into account the possible mediating effects of autonomous motivation and achievement emotions. A total of 512 junior high school students (age M = 12.58, SD = 0.74) completed the Perceived Teacher Support Questionnaire, Adolescent Achievement Emotions Questionnaire, Self-Regulation Style Questionnaire-Academic and Students? Creative Self-Efficacy Scale. Results showed that: (1) junior high school students? autonomous motivation and positive achievement emotions (enjoyment and relaxation) mediated the relationship between perceived teacher support and creative self-efficacy, but the mediating effects of negative achievement emotions (anxiety and boredom) were not significant. (2) perceived teacher support also affected creative self-efficacy through the chain mediation of students? autonomous motivation and relaxation, but the chain mediation of students? autonomous motivation and other achievement emotions was not significant. The present study has implications for educators and researchers interested in enhancing students? creativity.

语种： 英文

作者： Charles Gbollie;Shaoying Gong

期刊： International Journal of Educational Management,2020年34(1):18-34 ISSN：0951-354X

通讯作者： Gong, S.

作者机构： [Charles Gbollie; Shaoying Gong] School of Psychology, Huazhong Normal University, Wuhan, China

通讯机构： School of Psychology, Huazhong Normal University, Wuhan, China

关键词： International student mobility;Push-pull factors;African and Asian international students;Study abroad motivation

摘要： Purpose: The purpose of this paper is to explore the push-pull factors and motivations of African and Asian international students in Chinese universities. Design/methodology/approach: Concurrent mixed methods (qualitative and quantitative) design was used. The quantitative component included 537 Africans and Asians from five notable universities, while the qualitative aspect consisted of 30 participants in Wuhan and few other cities in China. Findings: Findings revealed availability of scholarship opportunities, China’s flexibility (visa and program entry) and perception of better education quality as important push-pull factors. It also discovered several new pull factors, including citizens’ attitude and good report, development potential and hospitality and receptiveness, while career development and entertainment were found to be the most and least significant motivational factors, respectively. The study also found a significant relationship between push-pull factors and study abroad motivation (SAM) as well as cross-cultural differences between African and Asian students. Research limitations/implications: Most of the participants were drawn from Wuhan city. Hence, the findings cannot be outrightly generalized to other contexts. Practical implications: This research provides valuable knowledge for policy makers, higher education institutions, international students and other stakeholders in China to inform better student experience. Originality/value: There was no study found that combines push-pull factors and SAM or comparatively investigates African and international students in China. Knowledge about sojourners push-pull factors and motivations, their relationship and cross-cultural differences is essential for evidence-based interventions. © 2019, Emerald Publishing Limited.

语种： 英文

作者： 黎晓娜;何远梅;王倩;龚少英;刘华山

期刊： 成都中医药大学学报：教育科学版,2020年(01):92-95+106 ISSN：1008-8288

作者机构： 陇东学院教育学院,甘肃庆阳745000;广州大学体育学院,广东广州510006;华中师范大学心理学院,湖北武汉430079;[黎晓娜] 陇东学院;[龚少英; 刘华山; 王倩] 华中师范大学

关键词： 坚毅人格;曾国藩;质的研究

摘要： 目的:了解晚清历史上的关键人物曾国藩坚毅人格构成、养成路径及对教育的启示。方法:采用质的研究方法,对其日记及家书等第一手文本资料进行整理和分析。结果:曾国藩的坚毅人格主要由兴趣、持久性、努力、信念以及自控力五个维度构成,曾国藩坚毅人格养成的路径主要包括遗传素质、家庭氛围、地域环境、时代环境、文化素养及自省修身这几个方面,对教育的启示为注重坚毅家庭氛围、构建坚毅校园文化、自省慎独修身养性、修炼能力信念系统、低于不利坚毅成长环境等几个方面。结论:曾国潘坚毅人格造就了他日后卓越显赫的成就,为探析曾国潘的人生哲学提供理论和实践意义。

语种： 中文

作者： Shangguan, Chenyu;Wang, Zhen;Gong, Shaoying*;Guo, Yawei;Xu, Sheng

期刊： FRONTIERS IN PSYCHOLOGY,2020年10 ISSN：1664-1078

通讯作者： Gong, Shaoying

作者机构： [Wang, Zhen; Xu, Sheng; Gong, Shaoying; Shangguan, Chenyu] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Wang, Zhen; Xu, Sheng; Gong, Shaoying; Shangguan, Chenyu] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Guo, Yawei] Univ Georgia, Coll Educ, Athens, GA 30602 USA.

通讯机构： [Gong, Shaoying] C;[Gong, Shaoying] M;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.

关键词： behavioral design;emotional design;middle school students;multimedia learning;visual design

摘要： Previous studies on multimedia learning have provided shreds of evidence for the positive effect of visually attractive emotional design on college students’ emotion and learning outcomes. However, the effect may vary among middle school students. The aim of this study was to examine the impacts of visual and behavioral emotional design on the emotional, motivational and cognitive outcomes of middle school students. In Experiment 1, 50 participants (ages 13–15) were randomly assigned to one of two conditions: visual positive emotional design (colorful and anthropomorphic design) and visual neutral emotional design (achromatic and without anthropomorphic design). In Experiment 2, 173 participants (ages 13–16) were randomly assigned to one of four conditions created by the two factors: visual emotional design (positive vs. neutral) and behavioral emotional design (positive vs. neutral). The behavioral positive emotional design allows learners to interact with learning materials, whereas behavioral neutral emotional design only allows learners to watch learning video. Results showed that both visually attractive and behaviorally interactive design (visual positive emotion design and behavioral positive emotional design) had positive effect on learners’ positive emotions. Combining visual positive with behavioral positive emotional design could facilitate learning performance. © Copyright © 2020 Shangguan, Wang, Gong, Guo and Xu.

语种： 英文

作者： Shangguan, Chenyu;Gong, Shaoying*;Guo, Yawei;Wang, Xia;Lu, Jiamei*

期刊： Educational Psychology,2020年40(9):1076-1093 ISSN：0144-3410

通讯作者： Gong, Shaoying;Lu, Jiamei

作者机构： [Lu, Jiamei; Wang, Xia; Shangguan, Chenyu] Shanghai Normal Univ, Dept Psychol, Shanghai, Peoples R China.;[Gong, Shaoying] Cent China Normal Univ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Guo, Yawei] Univ Georgia, Coll Educ, Athens, GA 30602 USA.;[Lu, Jiamei] Shanghai Normal Univ, Sch Educ, 100 Guilin Rd, Shanghai 200234, Peoples R China.;[Gong, Shaoying] Cent China Normal Univ, Minist Educ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Gong, Shaoying] C;[Lu, Jiamei] S;Cent China Normal Univ, Minist Educ, Sch Psychol, Key Lab Adolescent Cyberpsychol & Behav, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;Shanghai Normal Univ, Sch Educ, 100 Guilin Rd, Shanghai 200234, Peoples R China.

关键词： emotional design;learners’ prior knowledge;middle school students;Multimedia learning

摘要： Extending studies on emotional design in multimedia learning beyond college samples and further considering individual differences, we examined the effects of emotional design on middle school students’ learning and whether this relationship is moderated by learners’ prior knowledge, using a computer-based lesson covering the topic “the formation of lightning.” Participants were middle school students (N = 124; 58 females; age range 13 to 16) who volunteered to participate with permission. Learners with high prior knowledge (n = 63) and learners with low prior knowledge (n = 61) were randomly assigned to one of two instructional design conditions: positive emotional design (colourful and anthropomorphic features) and neutral emotional design (grey and non-anthropomorphic features). The results showed that the positive emotional design operationalised via visual elements did not induce more positive emotions than the neutral design group, although there was a trend towards facilitating more learning transfer (η2p =.02, p =.098) and increasing the mental effort of learners with low prior knowledge (η2p =.03, p =.06). There was a tendency for learners with high knowledge to perceive higher mental effort (η2p =.03, p =.06), satisfaction (η2p =.05, p =.01) and achieve better transfer scores (η2p =.03, p =.087) compared with those learners with low knowledge. These findings suggest that positive emotional design should be cautiously applied in multimedia learning for middle school students. Individual differences must be considered in instructional design in a multimedia learning environment. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文

作者： 刘小先;龚少英;周治金;封晓伟;于全磊

期刊： 心理发展与教育,2020年36(01):45-53 ISSN：1001-4918

作者机构： [刘小先; 龚少英; 周治金; 封晓伟; 于全磊] 华中师范大学.心理学院

关键词： 父母自主支持;父母心理控制;学业情绪;创意自我效能

摘要： 为了探索父母自主支持、心理控制与初中生创意自我效能的关系,以及学业情绪的中介作用,采用整群抽样法,使用父母自主支持问卷、父母心理控制问卷、学生创意自我效能量表和青少年学业情绪问卷,对512名初中生进行调查.结果 表明:(1)初中生低唤醒的学业情绪——放松和厌倦在父母自主支持和创意自我效能之间的中介作用显著;初中生高唤醒的学业情绪——高兴和焦虑在父母自主支持和创意自我效能之间的中介作用不显著;(2)四种学业情绪(高兴、放松、焦虑和厌倦)在父母心理控制和初中生创意自我效能之间的中介作用不显著.研究结果说明充分的父母自主支持能增加初中生的积极学业情绪,进而提升其创意自我效能.

语种： 中文

作者： Zhang, Hongpo;Sun, Cuicui;Liu, Xiaoxian;Gong, Shaoying;Yu, Quanlei*;...

期刊： Thinking Skills and Creativity,2020年37:100680 ISSN：1871-1871

通讯作者： Yu, Quanlei;Zhou, Zhijin

作者机构： [Sun, Cuicui; Yu, QL; Zhou, Zhijin; Yu, Quanlei; Liu, Xiaoxian; Gong, Shaoying; Zhang, Hongpo] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhang, Hongpo] Henan Univ Chinese Med, Mental Hlth Educ & Counseling Ctr, 156 Jinshui Rd, Zhengzhou 450046, Henan, Peoples R China.

通讯机构： [Yu, QL; Zhou, ZJ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.

关键词： Perceived teacher support;Creative self-efficacy;Creative thinking;Gender;Primary students

摘要： This study explored the relationship between perceived teacher support and primary students’ creative thinking as well as the mechanism underlying these associations and gender differences. A sample of 362 primary students (196 boys) was surveyed using the Perceived Teacher Support Questionnaire, Creative Self-efficacy Scale, Divergent Thinking Test, and Remote Associate Test. The results indicated that perceived teacher support was positively associated with students' creative thinking, and creative self-efficacy mediated the relationship between perceived teacher support and divergent thinking. Additionally, gender moderated the first stage of the mediating model of creative self-efficacy between perceived teacher support and divergent thinking; specifically, the effect of perceived teacher support on divergent thinking was more pronounced in boys than girls. These findings suggest that teachers can be considered valid attachment figures for students and have a positive effect on improving primary students’ creative thinking.

语种： 英文

作者： Wang, Zhen;Gong, Shao-Ying*;Xu, Sheng;Hu, Xiang-En

期刊： Computers & Education,2019年136:130-140 ISSN：0360-1315

通讯作者： Gong, Shao-Ying

作者机构： [Gong, Shao-Ying; Wang, Zhen; Xu, Sheng; Hu, Xiang-En] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Gong, Shao-Ying; Wang, Zhen; Xu, Sheng; Hu, Xiang-En] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Gong, Shao-Ying] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.

关键词： Evaluation of CAL systems;Interactive learning environments;Pedagogical issues;Teaching/learning strategies

摘要： The effects of feedback vary widely and little is known about how feedback influences learning. This study investigated the complexity of elaborated feedback (additional instructional information of the correct answer) and item format as influences on learning in a computer-based formative assessment. Undergraduate students (N = 107) were randomly assigned to one of four experimental conditions formed by a 2 (complexity of elaborated feedback: detailed explanation in the form of concise problem-solving steps or cue in the form of key formula) × 2 (item format: multiple-choice items or constructed-response items which require learners to produce answers without response alternatives) factorial design. Results revealed that item format moderated the effect of feedback complexity on learning: Detailed explanation promoted learners' feedback perception (learners’ response to the quality and use of feedback) and transfer performance in the constructed-response item condition. Detailed explanation resulted in lower extraneous cognitive load but higher germane cognitive load and learning motivation than cue; constructed-response items resulted in lower intrinsic and extraneous cognitive load but higher germane cognitive load than multiple-choice items. Furthermore, the assumed indirect effects were verified: Feedback perception fully mediated the moderating effect of item format on feedback complexity and transfer performance; feedback complexity had an indirect effect on transfer performance via germane cognitive load. The results have implications for matching item type and feedback type to maximize learning. © 2019 Elsevier Ltd

语种： 英文

作者： 龚少英;韩雨丝;王祯;徐升;刘小先

期刊： 心理与行为研究,2019年17(6):765-772 ISSN：1672-0628

作者机构： 华中师范大学心理学院暨青少年网络心理与行为教育部重点实验室,武汉 430079;[韩雨丝; 龚少英; 刘小先; 王祯; 徐升] 华中师范大学

关键词： 反馈复杂性;精细反馈;先前知识;外在认知负荷

摘要： 采用两因素实验设计探索计算机环境下精细反馈的复杂性和先前知识对学习的影响。106名具有高或低先前知识的大学生被随机分配到线索和详细解释两种复杂程度不同的反馈条件下进行学习,在学习过程中和学习结束之后分别测量学习者对反馈内容的外在认知负荷评价、迁移成绩、反馈知觉和动机。结果发现:（1）反馈复杂性只影响低先前知识者的学习迁移,他们在详细解释条件下的迁移成绩显著高于线索条件。高先前知识者的迁移成绩高于低先前知识者。（2）反馈复杂性和先前知识都显著影响学习者对反馈内容的外在认知负荷评价,详细解释条件引发了更低的外在认知负荷,高先前知识者感知到更低的外在认知负荷。（3）先前知识影响学习者的反馈知觉,高先前知识者的反馈知觉更好;但反馈复杂性只影响低先前知识者的反馈知觉,他们在详细解释条件下产生了更好的反馈知觉。（4）反馈复杂性和先前知识促进学习者的动机。

语种： 中文

作者： 王祯;龚少英;曹阳;袁新

期刊： 教育研究与实验,2019年(6):92-96 ISSN：1003-160X

作者机构： [王祯; 龚少英; 曹阳; 袁新] 华中师范大学.心理学院青少年网络心理与行为教育部重点实验室

关键词： 混合学习;自我调节学习;动机信念;动机调节;元认知调节

摘要： 自我调节学习能力对学习者的网络学习效果具有重要影响,而以往研究缺少对其机制的考察。本研究以参与混合学习的336名大学生为被试,采用问卷法探讨了动机信念(任务价值、自我效能感)、动机调节与元认知调节之间的关系。结果表明:在混合学习环境下,自我效能感、任务价值正向预测动机调节;动机调节正向预测元认知调节;动机调节在动机信念与元认知调节之间起完全中介作用。据此,研究从学习者的动机因素方面提出了改善学习效果的建议。

语种： 中文

作者： Feng, Xiaowei;Xie, Ke;Gong, Shaoying*;Gao, Lei;Cao, Yang

期刊： FRONTIERS IN PSYCHOLOGY,2019年10(MAR):612 ISSN：1664-1078

通讯作者： Gong, Shaoying

作者机构： [Feng, Xiaowei; Gao, Lei; Xie, Ke; Cao, Yang; Gong, Shaoying] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Gong, Shaoying] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.

通讯机构： [Gong, Shaoying] C;[Gong, Shaoying] M;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.

关键词： homework autonomous motivation;homework effort;mathematics;middle school students;parental autonomy support;teacher support

摘要： The present study tested whether students' autonomous motivation mediated the association between adult support (parental autonomy support, teacher support) and students' homework effort. A sample of 666 Chinese middle school students was recruited to complete the parental autonomy support questionnaire, teacher support questionnaire, homework autonomous motivation questionnaire and homework effort questionnaire. Structural equation modeling showed that both parental autonomy support and teacher support positively predicted mathematics homework effort, and mathematics homework autonomous motivation was a mediator in these associations. The present study reveals the importance of adult support and autonomous motivation, and has theoretical and practical implications. © 2019 Feng, Xie, Gong, Gao and Cao.

语种： 英文

作者： Liu, Ying;Sang, Biao*;Liu, Junsheng;Gong, Shaoying;Ding, Xuechen

期刊： Educational Psychology,2019年39(5):617-635 ISSN：0144-3410

通讯作者： Sang, Biao

作者机构： [Liu, Ying; Liu, Junsheng; Sang, Biao] East China Normal Univ, Sch Psychol & Cognit Sci, 3663 North Zhongshan Rd, Shanghai 200062, Peoples R China.;[Gong, Shaoying] Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Hubei, Peoples R China.;[Ding, Xuechen] Shanghai Normal Univ, Dept Psychol, Shanghai, Peoples R China.;[Sang, Biao] Shanghai Acad Educ Sci, Shanghai, Peoples R China.

通讯机构： [Sang, Biao] E;East China Normal Univ, Sch Psychol & Cognit Sci, 3663 North Zhongshan Rd, Shanghai 200062, Peoples R China.

关键词： Chinese children;emotion regulation strategy;homework emotions;homework self-efficacy;Parental support

摘要： The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in urban China. Measures of parental support, homework self-efficacy, emotion regulation strategies, and homework emotions were collected using self-report assessments. Results from multiple mediation analyses demonstrated that parental support indirectly predicted homework emotions through its positive associations with homework self-efficacy and cognitive reappraisal strategy. However, homework self-efficacy and expressive suppression strategy did not mediate the relation between parental support and homework emotions. Results are discussed with regard to the roles of homework self-efficacy and emotion regulation strategies in the links between parental support and children’s homework emotions. Educational implications are also considered. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

语种： 英文

作者： 熊俊梅;辛亮;高苗苗;王福兴;周丽;...

期刊： 心理科学,2018年41(5):1124-1129 ISSN：1671-6981

作者机构： 华中师范大学.心理学院青少年网络心理与行为教育部重点实验室;[熊俊梅; 辛亮; 高苗苗; 王福兴; 周丽; 龚少英] 青少年网络心理与行为教育部重点实验室, 青少年网络心理与行为教育部重点实验室, 武汉, 430079 华中师范大学心理学院, 武汉, 430079

关键词： 多媒体学习;视觉情绪设计;听觉情绪设计;积极情绪;认知负荷;学习效果

摘要： 以大学生为被试,特异性免疫工作原理为材料,通过实验法研究视觉和听觉情绪设计对多媒体学习的影响。实验1发现视觉情绪设计诱发了学习者的积极情绪,提高了保持成绩。实验2发现听觉情绪设计可以诱发学习者的积极情绪,提高相关认知负荷、保持和迁移成绩。研究表明视觉和听觉情绪设计都能显著提高多媒体学习效果。听觉情绪设计的发现突破了已有研究仅从视觉角度优化学习材料的方式,拓展了多媒体学习情绪设计的内涵。

语种： 中文

作者： Charles Gbollie;Shaoying Gong

期刊： Educational Research and Reviews,2018年13(8):270-280 ISSN：1990-3839

作者机构： [Charles Gbollie] School of Psychology, Central China Normal University, 152 Luoyu Street, Wuhan City, Hubei Province, 430079, China.;[Shaoying Gong] Key Laboratory of Adolescent Cyberpsychology and Behavior, Central China Normal University, 152 Luoyu Street, Wuhan City, Hubei Province, China.

关键词： Pre-K students;learning outcomes;synergic alignment;education stakeholders

摘要： Building strong synergy among policy-makers, school administrators, teachers and parents in the execution of their roles is very important to improve student learning outcomes. It helps to lay a firm educational foundation for children from Pre-K-12 and facilitates life-long learning in order to assist learners to acquire knowledge, skills, values and attitudes that empower them to contribute to sustainable development. As a remedy to deteriorating student learning outcomes (exemplified in Liberia), this paper examines and discusses synergic alignment of education stakeholders’ roles towards the primary goal of better learning outcomes for students from pre-primary through high school, focusing on the need for combined efforts. It highlights why synergic alignment matters in spite of their traditionally ascribed roles and pinpoints some challenges and benefits of building synergy among stakeholders. Finally, this article offers suggestions aimed at improving student performance, particularly in developing countries through collaborative partnership. It sees synergy in group roles as one of the most effective solutions to cultivating better student learning outcomes and condemns children’s education as the sole responsibility of school workers (administrators and teachers). It was concluded that the survivability of social institutions and continuity of human existence hinges on synergy built to support children’s learning.

语种： 英文

作者： 上官晨雨;龚少英;王霞;卢家楣

作者机构： [上官晨雨; 龚少英; 王霞; 卢家楣] 上海师范大学教育学院;[上官晨雨; 龚少英; 王霞; 卢家楣] 青少年网络心理与行为教育部重点实验室暨华中师范大学心理学院

会议名称： 第二十一届全国心理学学术会议

会议时间： 2018-11-02

会议地点： 中国北京

关键词： 多媒体学习;情绪设计;中学生;学习者先前知识经验

摘要： 情绪设计是指运用不同设计元素激发学习者情绪、促进其学习的方式。以往多媒体学习中情绪设计的相关研究表明,情绪设计对大学生多媒体学习有积极的影响。然而,情绪设计的促进作用是否只对特定群体有效?是否会受到学习者个体差异例如学习者先前知识经验的影响?本研究以"闪电形成的原理"为实验材料,对学习材料进行颜色和拟人化的积极情绪设计,考察情绪设计对中学生多媒体学习的影响以及学习者先前知识经验可能的调节作用。本研

语种： 中文

作者： 曹阳;龚少英

作者机构： [曹阳; 龚少英] 华中师范大学心理学院;[曹阳; 龚少英] 青少年网络心理与行为教育部重点实验室

会议名称： 第二十一届全国心理学学术会议

会议时间： 2018-11-02

会议地点： 中国北京

关键词： 游戏化;排行榜;目标设定;学习表现

摘要： 游戏化学习作为一种新的学习形式,将游戏设计元素应用于学习之中以增加趣味性,逐渐受到研究者和教育者的青睐。排行榜是游戏设计元素的一种,已被广泛运用在商业、运动等领域。但目前缺乏研究探讨排行榜在典型学习环境中的作用,以及该作用是否与学习者的目标设定有关。为探究该问题,本研究设计了英语单词学习系统,包括学习界面、小测验界面、排行榜界面/休息界面、大测验界面,排行榜根据小测验阶段的回答情况进行排名。学习系

语种： 中文

作者： 刘影;柴晓运;龚少英;桑标

期刊： 心理发展与教育,2017年33(5):577-586 ISSN：1001-4918

作者机构： [刘影; 桑标] 华东师范大学.心理与认知科学学院脑功能基因组学教育部重点实验室;[柴晓运] 北京师范大学.发展心理研究院;[龚少英] 华中师范大学.心理学院青少年网络心理与行为教育部重点实验室

关键词： 小学生;教师支持;父母自主动机;学生自主动机;家庭作业情绪

摘要： 采用问卷调查法,以702名小学生为被试,探讨了教师支持、父母参与作业的自主动机和学生家庭作业自主动机影响积极数学家庭作业情绪的内在作用机制.结果发现:(1)父母参与作业的自主动机是积极数学家庭作业情绪的预测因素;(2)学生家庭作业自主动机在父母参与作业的自主动机与积极数学家庭作业情绪之间起完全中介作用;(3)教师支持在父母参与作业的自主动机通过学生家庭作业自主动机影响其积极数学家庭作业情绪的过程中起有中介的调节作用.研究表明,教师支持、父母参与作业的自主动机和学生家庭作业自主动机均是学生积极家庭作业情绪的重要影响因素.

语种： 中文

作者： 龚少英;上官晨雨;翟奎虎;郭雅薇

期刊： 心理学报,2017年49(6):771-782 ISSN：0439-755X

作者机构： [龚少英; 上官晨雨; 翟奎虎; 郭雅薇] 华中师范大学心理学院, 青少年网络心理与行为教育部重点实验室, 武汉, 430079

关键词： 多媒体学习;情绪设计;拟人化;积极情绪;学习效果

摘要： 通过两个实验探讨多媒体学习中情绪设计对学习者情绪、认知过程和学习结果的影响。实验1将内部情绪设计与外部情绪诱发两种方式结合起来,探讨多媒体学习环境中不同方式诱发的积极情绪对学习的影响。实验2进一步聚焦于内部情绪设计,考察颜色和拟人化这两个特定的情绪设计元素对学习者情绪和学习的影响。结果发现:(1)积极的外部情绪诱发和内部情绪设计可以诱发积极情绪,并促进学习迁移。(2)对学习材料进行内部积极情绪设计可以诱发学习者积极情绪,增强学习者的学习动机,降低学习者感知到的学习材料的难度,并促进学习迁移。其中,彩色设计可以诱发学习者积极情绪,但拟人化只有与彩色结合才能诱发学习者积极情绪;在拟人化条件下,彩色设计可以增强学习者学习动机;彩色设计可降低学习者对学习材料感知到的难度;彩色和拟人化都可以促进学习迁移。

语种： 中文

作者： 王祯;龚少英;韩雨丝

作者机构： [王祯; 龚少英; 韩雨丝] 青少年网络心理与行为教育部重点实验室;[王祯; 龚少英; 韩雨丝] 华中师范大学心理学院

会议名称： 第二十届全国心理学学术会议--心理学与国民心理健康

会议时间： 2017-11-03

会议地点： 中国重庆

关键词： 基于计算机的形成性评价;反馈复杂性;先前知识

摘要： 在基于计算机的形成性评价学习中,反馈效果很可能会受到反馈特征与学习者特征的影响。为更有效地向学习者提供适应性的反馈,本研究以"心理统计学"为实验材料,选取线索提示、详细解释两种精细反馈类型以及不同先前知识水平的大学生,探讨反馈复杂性和学习者先前知识水平对基于计算机的学习效果的影响,并利用主观评定和实时记录的方法对不同学习条件下学习者产生的认知负荷、反馈学习时间、反馈知觉评价以及动机进行测量,进一步

语种： 中文

作者： 封晓伟;高雷;龚少英

作者机构： [封晓伟; 高雷; 龚少英] 青少年网络心理与行为教育部重点实验室;[封晓伟; 高雷; 龚少英] 华中师范大学心理学院

会议名称： 第二十届全国心理学学术会议--心理学与国民心理健康

会议时间： 2017-11-03

会议地点： 中国重庆

关键词： 家长参与;家长自主支持;教师支持;数学家庭作业自主动机;数学家庭作业努力

摘要： 以往研究发现,在家庭作业行为中,家庭作业努力是影响学生学业成绩的重要变量,是衡量学生家庭作业投入程度以及自我调节学习能力的有效指标,对学生的意义重大。因此,有必要深入探查家庭作业努力的影响因素及其作用机制。本研究以666名初中生为被试,以数学学科为背景,采用问卷调查法,探讨了初中生感知到的家长参与、家长自主支持、数学教师支持、家庭作业自主动机与数学家庭作业努力的关系。结果发现:（1）家长参与、家长自主支持、数学教师支持、家庭作业自主动机和数学家庭作业努力之间显著正相关;（2）初中生的数学家庭作业自主动机在家长参与对数学家庭作业努力的影响中起部分中介作用;（3）初中生的数学家庭作业自主动机在家长自主支持、数学教师支持对数学家庭作业努力的影响中均起完全中介作用。研究表明,家长参与、家长自主支持、教师支持以及家庭作业自主动机都是影响家庭作业努力的重要因素,并且,家长参与、家长自主支持和教师支持都能通过影响家庭作业自主动机进而影响家庭作业努力。在今后的实践中,除了家庭作业质量,家长和教师也应重视对学生的认知支持、情感支持和自主支持。

语种： 中文