Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The teacher-student relationship is a key factor that contributes to educational activities and has hence long been considered an important topic in the field of educational practice and research. Previous studies have found that co-experience improves the development of interpersonal relationships. However, the question remains of whether positive co-experience has the same effect on the quality of teacher-student relationships. The current research aims to investigate the impact of positive co-experience on teacher-student relationships and the underlying mechanism. Building on previous studies, two main hypotheses are proposed: Firstly, that positive co-experience effectively promotes the development of teacher-student relationships (H1); secondly, that this effect is mediated by emotional bonding (H2). Three studies have been conducted to test these hypotheses (H1 & H2). In study 1, a total of 1, 273 students were invited to complete a questionnaire exploring aspects of positive co-experience, positive emotional bonding, teacher-student relationships, and a self-assessment of academic performance. In study 2, all students in a middle school in Shanghai were enrolled as research subjects. Taking each class as a unit, we randomly divided students into three groups. A mixed experimental design of 2 (time: pre-test vs. post-test) × 3 (positive co-experience type: sharing and recall group vs. simple recall group vs. normal group) was adopted. In the pre-test, all subjects in three groups were asked to complete the questionnaires. The students and their teachers would then take part in a sports festival, which was designed to foster positive co-experience within teacher-student relationships. The researchers took photos during this process and made a photo album for the enrolled students and teachers. In the post-test, all three groups were required to complete the questionnaire: students in the “sharing and recall group” were required to complete the questionnaire after reviewing the album of their shared experience with their teachers. “the simple recall group” was asked to complete the questionnaire after reviewing the album with their teachers without sharing experience with their teachers; and the normal group, as a control, completed the questionnaire directly. In study 3, 152 middle school students were invited to participate. We divided them into four groups and conducted a mixed experimental design grid with dimensions of 4 (positive co-experience type: recall vs. imagination vs. example vs. control) × 2 (teacher category: specific teacher vs. group teacher). The four groups of subjects were then required to complete tasks assessing the psychological distance and positive emotional bonding between themselves, a specific teacher, and the group teacher, respectively. They were then graded for “the vignette task”. In conclusion, the results of these studies congruently indicate that positive co-experience has a stable facilitatory effect on teacher-student relationships, and further, that positive emotional bonding plays a mediating role in the relationship between positive co-experience and teacher-student relationships. Further, sharing can promote the level of positive emotional bonding between teachers and students, and the positive co-experience of imagination, recall, and example can improve the level of positive emotional bonding between teenage students and their teachers. We also found that the positive aspect of the teacher-student relationship can be transferred to the group relationship between teachers and students.
Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Educational Psychology submitted time 2022-11-27
Abstract：
The teacher-student relationship is a key factor that contributes to educational activities and has hence long been considered an important topic in the field of educational practice and research. Previous studies have found that co-experience improves the development of interpersonal relationships. However, the question remains of whether positive co-experience has the same effect on the quality of teacher-student relationships. The current research aims to investigate the impact of positive co-experience on teacher-student relationships and the underlying mechanism. Building on previous studies, two main hypotheses are proposed: Firstly, that positive co-experience effectively promotes the development of teacher-student relationships (H1); secondly, that this effect is mediated by emotional bonding (H2). Three studies have been conducted to test these hypotheses (H1 & H2). In study 1, a total of 1,273 students were invited to complete a questionnaire exploring aspects of positive co-experience, positive emotional bonding, teacher-student relationships, and a self-assessment of academic performance. In study 2, all students in a middle school in Shanghai were enrolled as research subjects. Taking each class as a unit, we randomly divided students into three groups. A mixed experimental design of 2 (time: pre-test vs. post-test) × 3 (positive co-experience type: sharing and recall group vs. simple recall group vs. normal group) was adopted. In the pre-test, all subjects in three groups were asked to complete the questionnaires. The students and their teachers would then take part in a sports festival, which was designed to foster positive co-experience within teacher-student relationships. The researchers took photos during this process and made a photo album for the enrolled students and teachers. In the post-test, all three groups were required to complete the questionnaire: students in the “sharing and recall group” were required to complete the questionnaire after reviewing the album of their shared experience with their teachers. “the simple recall group” was asked to complete the questionnaire after reviewing the album with their teachers without sharing experience with their teachers; and the normal group, as a control, completed the questionnaire directly. In study 3, 152 middle school students were invited to participate. We divided them into four groups and conducted a mixed experimental design grid with dimensions of 4 (positive co-experience type: recall vs. imagination vs. example vs. control) × 2 (teacher category: specific teacher vs. group teacher). The four groups of subjects were then required to complete tasks assessing the psychological distance and positive emotional bonding between themselves, a specific teacher, and the group teacher, respectively. They were then graded for “the vignette task”. In conclusion, the results of these studies congruently indicate that positive co-experience has a stable facilitatory effect on teacher-student relationships, and further, that positive emotional bonding plays a mediating role in the relationship between positive co-experience and teacher-student relationships. Further, sharing can promote the level of positive emotional bonding between teachers and students, and the positive co-experience of imagination, recall, and example can improve the level of positive emotional bonding between teenage students and their teachers. We also found that the positive aspect of the teacher-student relationship can be transferred to the group relationship between teachers and student
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Subjects: Geosciences >> Geography submitted time 2020-12-17 Cooperative journals: 《干旱区研究》
Abstract：为研究不同辐射强度对里海盐爪爪不同组织中内生微生物群落的影响，利用Biolog-Eco微平板法结合土壤的理化性质，对新疆不同辐射强度污染区的里海盐爪爪地上部分和根部内生微生物群落代谢活性、碳源利用类型、多样性、主成分和环境因子间的差异进行了分析。结果表明：（1）各处理间代谢活性随培养时间的延长而提高，植物不同组织内生菌群落代谢活性存在明显差异。（2）地上部分样品中的主要菌群为利用碳水化合物类、氨基酸类的微生物；根部样品中的主要菌群为利用碳水化合物类、氨基酸类、羧酸类和多聚物类的微生物。（3）不同辐射强度污染区植物样品及植物不同部位的内生菌群落结构也存在显著差异。尤其在根部样品中，中度辐射污染区的代谢活性和多样性指数显著低于其他污染区。（4）土壤全氮、有机质、速效钾和氯根与微生物群落多样性显著相关，但辐射强度与里海盐爪爪内生菌群落多样性之间没有显著的相关性。本研究揭示了不同辐射强度对植物内生微生物生长代谢、碳源利用及群落多样性的影响，为辐射污染区微生物资源的开发和利用提供了科学依据。
Subjects: Biology >> Ecology submitted time 2018-05-29 Cooperative journals: 《生态学报》
Abstract：土壤重金属污染问题日益严重，具有普遍性、隐蔽性、表聚性、不可逆性等特点，已经成为环境污染治理中的热点、难点问题。解磷微生物能够依靠自身的代谢产物或通过与其他生物的协同作用，将土壤中的难溶性磷转化为可供植物吸收利用的磷，具有多重植物促生长功能和重金属解毒能力，可在重金属毒害水平下，促进植物生长、提高植物抗病能力、克服重金属对植物生长的不利影响，从而增强重金属修复植物的生存竞争力。从解磷微生物的研究现状入手，介绍了解磷微生物对土壤重金属污染的修复能力，综述了解磷微生物对土壤重金属污染修复的作用机制，分析了目前解磷微生物在重金属修复过程中存在的问题，并提出了今后研究的方向，为重金属污染土壤的修复提供了新思路。
Subjects: Medicine, Pharmacy >> Preclinical Medicine submitted time 2017-12-27 Cooperative journals: 《南方医科大学学报》
Abstract： Objective To identify the factors that affect the safety and efficacy of peroral endoscopic myotomy (POEM) for treatment of achalasia. Methods Data of consecutive patients undergoing POEM for confirmed achalasia between December, 2010 and December, 2015 were collected, including the procedure time, approach of tunnel entry incision, approach of myotomy, complications and follow-up data. Results Among the total of 439 patients enrolled, the overall complication rate was 28.7% (126/439). Treatment success (Eckardt score≤3) was achieved in 94.5% of 364 patients followed up for a median of 6 months (1-48 months), and the mean score was reduced significantly from 6.7 ± 1.5 before treatment to 1.2 ± 1.1 after the treatment (P<0.05). Logistic regression revealed that the year when POEM was performed and the approach of entry incision were two significant factors contributing to complications: with the year 2015 as the reference, the odds ratio (OR) was 9.454 (95% CI: 2.499-35.76) for the years before 2011, 2.177 (95% CI: 0.794-5.974) for 2012, 3.975 (95% CI: 1.904-8.298) for 2013, and 1.079 (95% CI: 0.601-1.940) for 2014; with the longitudinal entry incision as the reference, the OR was 0.369 (95% CI: 0.165-0.824) for inverted T entry incision and 0.456 (95%CI: 0.242-0.859) for transverse entry incision. The approach of myotomy was the significantly associated with symptomatic relapse: with full-thickness myotomy combined with indwelling an anti-reflux belt as the reference, the OR was 0.363 (95% CI: 0.059-2.250) for gradual full-thickness myotomy, 2.137 (95% CI: 0.440-10.378) for circular muscle myotomy, and 4.385 (95% CI: 0.820-23.438) for circular muscle myotomy in combination with balloon shaping; the recurrence rate was 0 with a full-thickness myotomy. Conclusion The complication rates of POEM appears to decrease over time, and an inverted T entry incision is the best choice for controlling the complications. Gradual full-thickness myotomy is an excellent approach for treatment of achalasia in terms of the relapse rate, procedure time and the incidence of reflux esophagitis.
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