Hyunju Choi, S. Cho, Jiwon Kim, Eun-Joo Kim, Jihyun Chung, S. M. Lee
Abstract Maladaptive perfectionism and controlled motivation are vulnerability factors for burnout. This study examined the relationships between two aspects of perfectionism (high standards, discrepancy), four academic motivational orientations (intrinsic, identified, introjected, extrinsic), and academic burnout. The target population was 12th graders in South Korea, and a total of 950 participants were recruited using cluster sampling. Data were collected from three waves of longitudinal study. In particular, the mediating role of academic motivation (T2) in the link between perfectionism (T1) and academic burnout (T3) was tested using structural equation modelling. The results indicated that introjected motivation mediated the relationship between perfectionism and burnout. Specifically, both high standards and discrepancy were positively associated with introjected motivation, and in turn, introjected motivation was positively associated with burnout. The theoretical and practical implications of these findings are discussed.
{"title":"The mediating effect of introjected motivation on the relation between perfectionism and academic burnout","authors":"Hyunju Choi, S. Cho, Jiwon Kim, Eun-Joo Kim, Jihyun Chung, S. M. Lee","doi":"10.1017/jgc.2020.8","DOIUrl":"https://doi.org/10.1017/jgc.2020.8","url":null,"abstract":"Abstract Maladaptive perfectionism and controlled motivation are vulnerability factors for burnout. This study examined the relationships between two aspects of perfectionism (high standards, discrepancy), four academic motivational orientations (intrinsic, identified, introjected, extrinsic), and academic burnout. The target population was 12th graders in South Korea, and a total of 950 participants were recruited using cluster sampling. Data were collected from three waves of longitudinal study. In particular, the mediating role of academic motivation (T2) in the link between perfectionism (T1) and academic burnout (T3) was tested using structural equation modelling. The results indicated that introjected motivation mediated the relationship between perfectionism and burnout. Specifically, both high standards and discrepancy were positively associated with introjected motivation, and in turn, introjected motivation was positively associated with burnout. The theoretical and practical implications of these findings are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"207 - 219"},"PeriodicalIF":1.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44625021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Starting from the importance and purpose of school counselling, the article highlights the content-methodical specifics and assumptions of effective counselling work with students, and gives a brief overview of the practice of school counselling in Serbia. On that basis, this study aimed at examining school counsellors’ experiences in counselling elementary/primary school children (e.g., reasons for counselling, ways of implementation and difficulties). A sample of 81 school counsellors participated in a semistructured interview. The results show that undesirable behaviour and learning difficulties are the most common reasons for counselling, initiative is mainly coming from teachers or counsellors, and individual work and corrective counselling are more common. The difficulties respondents mentioned mainly related to the students’ personalities. The experiences of practitioners imply that the counselling practice insufficiently appreciates the importance of an integrative-systematic approach in student counselling. In this regard, the conclusion provides some recommendations that could contribute to improving the practice of counselling in schools in Serbia.
{"title":"Counselling Elementary School Students — Experiences of School Counsellors from Serbia","authors":"Sladjana Zuković, S. Slijepcevic","doi":"10.1017/jgc.2020.15","DOIUrl":"https://doi.org/10.1017/jgc.2020.15","url":null,"abstract":"Abstract Starting from the importance and purpose of school counselling, the article highlights the content-methodical specifics and assumptions of effective counselling work with students, and gives a brief overview of the practice of school counselling in Serbia. On that basis, this study aimed at examining school counsellors’ experiences in counselling elementary/primary school children (e.g., reasons for counselling, ways of implementation and difficulties). A sample of 81 school counsellors participated in a semistructured interview. The results show that undesirable behaviour and learning difficulties are the most common reasons for counselling, initiative is mainly coming from teachers or counsellors, and individual work and corrective counselling are more common. The difficulties respondents mentioned mainly related to the students’ personalities. The experiences of practitioners imply that the counselling practice insufficiently appreciates the importance of an integrative-systematic approach in student counselling. In this regard, the conclusion provides some recommendations that could contribute to improving the practice of counselling in schools in Serbia.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"185 - 197"},"PeriodicalIF":1.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Colmar, Kit S. Double, Nash Davis, Linda Sheldon, N. Phillips, M. Cheng, Sophie Briddon
This applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.
{"title":"Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention","authors":"S. Colmar, Kit S. Double, Nash Davis, Linda Sheldon, N. Phillips, M. Cheng, Sophie Briddon","doi":"10.1017/jgc.2020.9","DOIUrl":"https://doi.org/10.1017/jgc.2020.9","url":null,"abstract":"This applied experimental research tested the effectiveness of a universal, student-focused intervention (‘Memory Mates’), specifically focused on supporting students to use attention and working memory strategies within academic contexts, unlike computer-based programs. Memory Mates is presented in the form of icons and explanations, with the strategies embedded within the classroom. Analyses compared the impact of the intervention over 8 months in three schools with three control schools, comprising 13 Year 4 primary school classes. The intervention group students showed a significant improvement in mathematics and spelling; however, there was no differential effect on reading comprehension or academic engagement. Based on the present results, it is contended that implementing Memory Mates within classroom contexts demonstrated promising potential as a new approach to supporting academic progress.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"159 - 171"},"PeriodicalIF":1.3,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41377646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of the study was to examine how school counsellors cope with suicide attempts among students in their schools. A qualitative phenomenological methodology was used. Participants included 24 Israeli high school counsellors aged 32–62. All interviews were recorded, transcribed, and analysed thematically. The findings indicate that counsellors find students’ suicide attempts difficult, disconcerting, painful and confusing to manage, and note the complex nature of their dealings with the adolescents, their families and the school administrators. Despite feeling insecure about their ability to provide help, the counsellors felt they were at the forefront of the treatment effort in the school environment. To cope with the responsibility and challenges, the counsellors relied mainly on informal sources of support. Implications for practice are discussed.
{"title":"How school counsellors cope with suicide attempts among adolescents — A qualitative study in Israel","authors":"Inbar Levkovich, Ina Vigdor","doi":"10.1017/jgc.2020.14","DOIUrl":"https://doi.org/10.1017/jgc.2020.14","url":null,"abstract":"Abstract The aim of the study was to examine how school counsellors cope with suicide attempts among students in their schools. A qualitative phenomenological methodology was used. Participants included 24 Israeli high school counsellors aged 32–62. All interviews were recorded, transcribed, and analysed thematically. The findings indicate that counsellors find students’ suicide attempts difficult, disconcerting, painful and confusing to manage, and note the complex nature of their dealings with the adolescents, their families and the school administrators. Despite feeling insecure about their ability to provide help, the counsellors felt they were at the forefront of the treatment effort in the school environment. To cope with the responsibility and challenges, the counsellors relied mainly on informal sources of support. Implications for practice are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"31 1","pages":"63 - 75"},"PeriodicalIF":1.3,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.14","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45777515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.
{"title":"Assessing educational difficulties of students from refugee backgrounds: a case study approach","authors":"N. Khawaja, Glenn Howard","doi":"10.1017/jgc.2020.2","DOIUrl":"https://doi.org/10.1017/jgc.2020.2","url":null,"abstract":"Abstract The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"97 - 111"},"PeriodicalIF":1.3,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48990736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Basharpoor, F. Heidari, M. Narimani, U. Barahmand
Abstract Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females) from elementary schools in Iran participated in this study. Results showed that school adjustment was positively related to family adaptability/cohesion, social acceptability, school engagement, and academic self-concept. Family adaptability/cohesion and social acceptability also positively correlated with school engagement and academic self-concept. In addition, the data provided a good fit for the hypothesised model of the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability, and school adjustment. The results showed that coherent and adaptable family systems and high social acceptability of students can affect school adjustment both directly and indirectly through school engagement and academic self-concept.
{"title":"School adjustment, engagement and academic self-concept: family, child, and school factors","authors":"S. Basharpoor, F. Heidari, M. Narimani, U. Barahmand","doi":"10.1017/jgc.2020.6","DOIUrl":"https://doi.org/10.1017/jgc.2020.6","url":null,"abstract":"Abstract Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females) from elementary schools in Iran participated in this study. Results showed that school adjustment was positively related to family adaptability/cohesion, social acceptability, school engagement, and academic self-concept. Family adaptability/cohesion and social acceptability also positively correlated with school engagement and academic self-concept. In addition, the data provided a good fit for the hypothesised model of the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability, and school adjustment. The results showed that coherent and adaptable family systems and high social acceptability of students can affect school adjustment both directly and indirectly through school engagement and academic self-concept.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"23 - 38"},"PeriodicalIF":1.3,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45766706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. A. Fajardo, Laura Hudswell, S. Lu, Ryan M. Saunderson, H. Hulme
Abstract The professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.
{"title":"First-year school counsellor in training professional experience in NSW: A qualitative study","authors":"M. A. Fajardo, Laura Hudswell, S. Lu, Ryan M. Saunderson, H. Hulme","doi":"10.1017/jgc.2019.24","DOIUrl":"https://doi.org/10.1017/jgc.2019.24","url":null,"abstract":"Abstract The professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"264 - 274"},"PeriodicalIF":1.3,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2019.24","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42081255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article describes an intervention program to improve writing skills, intended to be a useful tool for everyday remedial work in primary school. The design was based on an initial review of the approaches most often used for writing intervention and identification of the main concerns for such intervention; namely, the use of direct and explicit instructions, the importance of feedback, recommended levels of intervention, the main content to consider, and use of motivating activities to get the student engaged or even to enjoy the intervention. All these considerations guided decision making about the appropriate features that would ensure an effective intervention in children with general and specific writing difficulties. The intervention program follows evidence-based practice strategies and may be useful for educational professionals in primary school, acknowledging that the program needs to be experimentally evaluated.
{"title":"Writing intervention: A comprehensive program for primary school children","authors":"Antonio Iniesta, F. Serrano","doi":"10.1017/jgc.2019.35","DOIUrl":"https://doi.org/10.1017/jgc.2019.35","url":null,"abstract":"Abstract This article describes an intervention program to improve writing skills, intended to be a useful tool for everyday remedial work in primary school. The design was based on an initial review of the approaches most often used for writing intervention and identification of the main concerns for such intervention; namely, the use of direct and explicit instructions, the importance of feedback, recommended levels of intervention, the main content to consider, and use of motivating activities to get the student engaged or even to enjoy the intervention. All these considerations guided decision making about the appropriate features that would ensure an effective intervention in children with general and specific writing difficulties. The intervention program follows evidence-based practice strategies and may be useful for educational professionals in primary school, acknowledging that the program needs to be experimentally evaluated.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"255 - 263"},"PeriodicalIF":1.3,"publicationDate":"2020-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2019.35","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JGC volume 30 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jgc.2020.12","DOIUrl":"https://doi.org/10.1017/jgc.2020.12","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":"b1 - b2"},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.12","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48011275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Despite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.
{"title":"Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia","authors":"Robyn Anderson, C. Anderson","doi":"10.1017/jgc.2019.5","DOIUrl":"https://doi.org/10.1017/jgc.2019.5","url":null,"abstract":"Abstract Despite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"30 1","pages":"146 - 158"},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2019.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44849160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：