姜怡 等：Using cost to improve predictions of adolescent students’ future choice intentions, avoidance intentions, and course grades in mathematics and English
Understanding students? perceptions of the negative aspects of task engagement, known as cost, can provide new insights regarding how to predict outcomes related to students? learning behavior in school. The present study investigated the associations of cost, compared to and in interaction with self-efficacy and task value, with students? future choice intentions, avoidance intentions, and expected or actual course performance. Associations were assessed separately in two studies and focused on the subject areas of mathematics and English. Participants were students (N = 598 in Study 1 and N = 443 in Study 2) aged between 13 and 18 from two schools in Shanghai, China. For each subject domain in each study, three structural equation models were examined to test the unique associations of cost with outcomes, controlling for self-efficacy and task value. Latent moderated structural equation modeling was used to examine interaction effects among the motivational constructs. Results from two studies demonstrated that cost related negatively to students? course performance in both subject areas. In both studies, cost also interacted with task value in predicting avoidance intentions in both subject areas. Findings highlight the importance of including cost in the expectancy-value framework in order to capture more fully the factors that affect students? motivational dynamics in school.
沈晓敏：立足法治思维的日本法教育——在解决冲突中体悟规则（法律）的意义与作用
日本法教育研究会在其2004年报告书中将“培育支撑自由公正社会的法治思维”作为基本目标，要求儿童从小开始理解何谓“自由公正的社会”，法律和司法制度具有什么意义和作用，并基于这些理解，审慎地思考自己、他人和组织的行为是否恰当、怎样做才是恰当的。案例1“操场上的纠纷”与案例2“自来水供应与生存权”展现了日本法教育的特色：法治思维的培养从青少年早期就开始起步，重视对法律(规则)普遍原理的理解，可通过引发多种不同看法的冲突情境培养法治思维。日本法教育的理念、内容和方法值得我国关注与研究。
沈伟 等：美国伊利诺伊州儿童社会情感学习标准的落实——基于霍尼格政策实施理论的分析
自幼儿阶段开始培养儿童的社会情感能力,有助于促进儿童的全面发展,为其将来的学校学习做好准备。美国伊利诺伊州在制定和完善儿童社会情感学习标准、提供支持促进儿童社会情感学习标准落实方面取得了显著成就。从霍尼格的政策实施理论分析伊利诺伊州的经验,可以发现其之所以能够成功,主要原因在于该州不仅有系统明确的政策,统一了各相关行动者对儿童社会情感能力的认识与发展期待,而且建构了不同相关机构与团体互动协商的实施机制,共同助力教师与家长不断提高支持儿童社会情感学习的教育能力。这使得伊利诺伊州形成了互相尊重与信任的文化,能够广泛调动各个层面的政策实施者的能动性,由此带来了政策工具的持续更新与相关资源的优化配置。我国若要进一步推动包括社会情感领域在内的幼儿学习与发展指南的落实,应进一步清晰界定政策目标和工具,形成有序且灵活的标准框架;以信任文化孕育共识,发挥政策对象的能动性;提升系统间的协同性,改进标准实施的支持系统。
