Relationships between perceived teachers' controlling behaviour,psychological need thwarting,anger and bullying behaviour in high-school students

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.     

数字化校园构建之理论基础探讨

从总结数字化建设的实际出发,从建构主义教学理论、教育传播理论和管理科学理论三个方面,较为全面地论述了构建数字化校园的理论基础,并探讨了在数字化校园建设中如何应用理论来指导实际工作.     

网络成瘾和睡眠时长在青少年受校园欺凌与抑郁间的链式中介作用

目的 探索青少年网络成瘾和睡眠时长在受校园欺凌与抑郁关系之间的中介作用,为青少年抑郁的预防干预提供依据。 方法 使用青少年健康相关危险行为问卷及CES - D抑郁量表,采用多阶段整群抽样法抽取徐州市4 190名青少年进行问卷调查。结果 在控制人口学等变量后,受校园欺凌、网络成瘾、睡眠时长对抑郁均有预测作用（r = 0.283,P＜0.01;r = 0.331,P＜0.01;r = - 0.184,P＜0.01）。路径分析表明,网络成瘾在受校园欺凌和青少年抑郁之间起中介作用;网络成瘾和睡眠时长在受校园欺凌和青少年抑郁间起链式中介作用。结论 受校园欺凌不仅直接影响青少年抑郁,还通过网络成瘾和睡眠时长的链式中介作用间接影响青少年抑郁。可通过减少青少年网络使用和提高睡眠时长来降低受校园欺凌对青少年抑郁的影响。     

Early childhood exposure to intimate partner violence and teen depression symptoms in the U.S.

Among the various negative outcomes of intimate partner violence (IPV) exposure to children, depression symptoms are worthy of attention given the effects on well-being and long-term achievement. This study examined the effects of early childhood exposure to IPV between ages 1 and 3 on depression symptoms at age 15 and investigated whether maternal physical punishment at age 5 and peer bullying victimisation at age 9 affected the association. Data came from five waves of the Fragile Families and Child Wellbeing Study. The study was based on 20 U.S. cities with populations of over 200,000 people. The most recent wave of data collection occurs during the period between 2014 and 2017. The final analytic sample was 1,690 children. Structural equation modeling was utilised to examine the effects of exposure to IPV on physical punishment, bullying victimisation, and depression symptoms. Early exposure to IPV was associated with experiencing physical punishment at Year 5, which subsequently increased peer bullying victimisation at Year 9 and then depression symptoms at Year 15. Early exposure to IPV had a direct effect on depression symptoms at Year 15. Early exposure to IPV also had indirect effects on Year 15 depression symptoms through its effects on physical punishment and bullying victimisation. The total standardised effect of early exposure on depression symptoms was 0.06. Consistent with trauma theory and the ecobiodevelopmental framework, the results indicate that exposure to IPV appeared to have a long-term effect on children, manifested in teen depression symptoms.     

基于校园网的医学多媒体资源库的建设

文章结合实践阐述了利用校园网进行医学多媒体资源库建设的过程,并就多媒体资源库建设中面临的问题及对策进行了讨论。     

基于QinQ＋Portal认证技术在校园无线网中的应用

基于对陕西师范大学校园网络现状分析,介绍了QinQ技术和Portal认证技术的相关理论,设计并部署了基于QinQ和Portal认证技术的无线控制器与无线AP结合的无线网络方案,以期对其他学校和单位有所借鉴。