法轮功邪教存在的社会心理因素分析及对策

法轮功是中国当代的邪教组织,与世界上其他邪教一样都表现出强烈的反社会性。尽管如此,仍有一些痴迷深陷其中。为了有效地治理邪教法轮功,挽救痴迷,就必须从社会心理学的角度,对其存在、蔓延的社会心理因素进行深入地研究,并据此寻找相应的对策。     

衡阳市农村邪教调研——邪教的文化学分析

世纪之交,邪教在我国一些农村地区活动猖獗。认识邪教的本质,分析其产生原因,寻求反邪教的有效措施,是无邪农村建设的关键。本文以文化学的方法,通过对衡阳市农村邪教的调研,指出邪教是危害农村社会发展的文化恶魔,其产生的原因在于农村主文化失范及其维持力量弱化,反农村邪教应注意加强主文化建设与对农民个体的教育及其利益、需要合理、正当地满足。     

我国邪教防控的法律对策研究

邪教与国家安全、社会稳定、人民幸福的目标背道而驰,成为稳定环境中的一枚暗雷。当前我国邪教发展呈现复杂、多样、隐秘的特征,与法律相背离和实施精神控制。对邪教的特征认定、存续原因进行探究,应利用党政领导、社会参与形成反邪教合力,以防为优、防控并抓,适时启动反邪教立法与完善相关法律。     

邪教的划分依据、治理对策

同宗教相比,邪教目前已成为国际社会的公害和文明社会的天敌。打击邪教不仅是受危害国家的紧迫任务,而且是国际社会的共同责任。     

邪教的制度经济学分析

世纪之交,邪教肆虐,如何认识其本质,分析其产生原因并寻求反邪教的有效措施,是人类共同难题。本文从制度经济学的角度,对邪教进行分析,指出邪教的根本性质是越轨性与封闭性,其产     

巫术与邪教关系的宗教社会学分析

本文运用现代宗教社会学理论,分析了高级宗教与巫术的严格区别,点明了中国传统宗教已属于高级宗教,但其中含有的巫术影响尚未祛尽的实际情形,强调主要是巫术及与之相联的民俗传统信仰对现代化建设有重大阻碍,呼吁应十分重视化传统的阻力为动力。进而,分析了中国式邪教与巫术的内在联系,指出由巫题活动向会道门组织及邪教蜕化的具体途径,并从中概括出巫术与邪教的共同特征。最后,根据其中的主要特征,根据当代被邪教迷惑者的主观原因与邪教所采用的手法分析,强调只有理性才是破邪的利器,只有明确区分巫术与经验技术、高级宗教与巫术、个人体验和普遍经验等,才能切实提高对邪教的辨识能力,从根本上破邪。     

关于非智力心理因素的探讨

一、非智力心理因素的定义及构成要素非智力心理因素是一个较为复杂的问题。就其提法上来说,意见也是不一的。有提“非智力因素”,有提“非认知因素”;也有提“人格因素”;还有提“个性心理品质”等等,但内容上却大同小异。我们认为,应提“非智力心理因素”较为科学。所谓非智力心理因素,主要是指那些不直接参予认知过程,但对认知过程起着始动、定向、引导、维持、强化作用的心理因素,也就是除了智能以外的心理因素。它包括动机、兴趣,情感、意志、性格、信念等心理成份,是促进人的学习和工作积极性的外部动力,对一个人的成长有着要重作用。     

恐怖主义与邪教的异同

学者和政治家为解释“基地”组织的行为提出过很多理论模型。其中一个理论假设是．恐怖组织可能类似于一种膜拜或邪教。并用此观,量去解释和理解“基地”组织等恐怖组织的活动。该观点认为,本·拉登是一个实施控制的人物．通过他的控制和操纵使组织成员同广大伊斯兰社会相脱离。如果该理论成立,我们就有可能创建一个一般意义上的恐怖组织膜拜理论模型．把他们的行为解释成一种破坏性的宗教运动．而并非暴力性的政治集团。“基地”组织以及大多数恐怖组织并非传统意义上的膜拜或邪教。基地组织具备某些邪教特征。本文提出了一些标志,可有助于辨识可能向恐怖暴力活动发展的宗教运动。     

恐怖主义与邪教的异同

学者和政治家为解释“基地”组织的行为提出过很多理论模型。其中一个理论假设是．恐怖组织可能类似于一种膜拜或邪教。并用此观,量去解释和理解“基地”组织等恐怖组织的活动。该观点认为,本·拉登是一个实施控制的人物．通过他的控制和操纵使组织成员同广大伊斯兰社会相脱离。如果该理论成立,我们就有可能创建一个一般意义上的恐怖组织膜拜理论模型．把他们的行为解释成一种破坏性的宗教运动．而并非暴力性的政治集团。“基地”组织以及大多数恐怖组织并非传统意义上的膜拜或邪教。基地组织具备某些邪教特征。本文提出了一些标志,可有助于辨识可能向恐怖暴力活动发展的宗教运动。     

Effect of Altered Instructions on the MMPI-2 Profiles of College Students Who Are Not Motivated to Distort Their Responses

Research has shown that when the MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989) is administered with instructions designed to make people aware of the validity indexes and when people are encouraged to respond honestly rather than invalidate the test through defensiveness, their scores on validity scales suggest a more candid responding. Before such modified administration procedures can be broadly used to increase the validity of the MMPI (Hathaway & McKinley, 1943) profiles, it is necessary to have more information about the effect of the altered instructions on test performance of people in general. This study involved administering the MMPI-2 to a group of 218 "normals" (college students) with instructions that differed from traditional instructions. Specifically, the test instructions were altered to explain more about the test and the presence of validity scales to apprise participants that disingenuous responding can be detected. The responses of college students taking the test under altered instructions were compared with those of a similar sample of 150 college students who took the test under standard instructions. Although under altered conditions there was a statistically significant tendency for measures assessing defensiveness (L, K, and S) to be lower for some participants (women but not men), the differences were trivial. Modified instructions made little practical difference in test performance when people who were not motivated to deceive on the test were informed of the presence of validity checks on the test.     

大学生宗教信仰成因及对策探析

当今大学生宗教信仰的状况如何?笔者在本校不同专业不同年级的2000名大学生中进行了一次调查。此次调查要求学生以作业的形式回答信不信宗教,若不信,信什么,理由何在?若信,信哪种宗教,原因何在?等等。调查结果显示: 认为宗教“可信可不信”、“说不清”、“很模糊”、“宁信其有,不信其无”的有1180人,约占总数的60％。     

Students Who Like and Dislike School

The major goal of this study was to investigate relationships among levels of 341 secondary school students’ school satisfaction and various intrapersonal, interpersonal, and academic measures. The measures included the School subscale from the Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994), Students’ Life Satisfaction Scale (Huebner, 1991), Children’s Hope Scale (Snyder et al. 1997), Behavioral Assessment System for Children (Reynolds & Kamphaus, 1992), self-perceived grade point average (GPA) and participation in extracurricular activities (SEAs). Students were placed into three groups based on their school satisfaction reports, including very low (lowest 20%), average (middle 30%), and very high (highest 20%) levels of school satisfaction. Students with very low school satisfaction differed from students with very high school satisfaction on all adjustment measures; students with very low school satisfaction also differed from students with average levels of school satisfaction on all measures, except the self-esteem measure. Relative to students reporting average levels of school satisfaction, students reporting very high satisfaction demonstrated significantly higher scores on measures of global life satisfaction, hope, internal locus of control, and GPA. Finally, only three students in the very high satisfaction group and nine students in the average satisfaction group reported clinical levels of psychological symptoms. In the very low satisfaction group, clinical levels of symptoms were reported by 30%, 22%, and 16% of the students on the Clinical Maladjustment, Personal Adjustment, and Emotional Symptoms Index, respectively. Implications for future research and educational practices are discussed.     

Time-Series Analysis of Dogmatism Norms Among College Students

Research has shown that values of student activists in the late 1960s differed considerably from student values in the 1950s, and that activists were noticeably low in either dogmatism or authoritarianism. The hypothesis that dogmatism among students in general in the late 1960s was lower than among students in the 1950s was tested by a time-series analysis of secondary data. Dogmatism norms available for the period 1958–1968 showed a significant negative trend over time, and this trend persisted when norms were controlled for education level, geographic region, and college selectivity.     

Perceptions of Major Roles by College Students

This study concerns women's and men's perceptions of five roles and role combinations: worker, spouse, parent, worker-spouse, and worker-parent. Undergraduates wrote stories to relevant projective cues. A variation of the Thematic Apperception Test was used. Protocols were coded for degree of (a) conflict, (b) positive outcome, and (c) positive affect, with inter-rater agreement at least 77% for each category. Sex and role differences were analyzed. Results indicate minimal sex differences. The tentative nature of the results is stressed.     

聋人与健听大学生汉语阅读知觉广度的比较研究

阅读知觉广度是指阅读中每次注视获取信息的范围.本研究采用刺激呈现随眼动变化技术,对语言发展前全聋大学生与健听大学生这两组被试的汉语阅读知觉广度进行了比较研究.结果发现:(1)语言发展前全聋大学生的理解正确率低于健听大学生;(2)两组被试在相同可视窗口条件下的眼动模式相同;(3)两组被试知觉广度的右侧范围均是注视点右侧2～3个汉字,发展前全聋大学生左侧第2个汉字影响阅读,健听大学生则为注视点左侧1个汉字.     

Advising and Counseling Students Who Have Unrealistic Academic Objectives

This study explores the motivation of United States and foreign students who have academic or career aspirations that seem beyond their reach and suggests approaches for working with them.     

高校大学生人际敏感与社交焦虑相关因素分析

目的:分析比较大学生人际困扰、社交焦虑和心理症状的现状与影响,为大学生心理健康教育提供见解。方法:采用自制大学生压力源情况调查表,症状自评量表,社交回避及苦恼量表对大一、大二、大三共1291名大学生进行了测查。结果:人际关系困扰各年级总检出率为27.2%;大二和大三人际敏感因子均分高于大一,女生得分高于男生,并有显著差异;社交苦恼因子和总均分高于常模,存在差异显著性(P<0.05),总体社交回避及苦恼与抑郁、强迫、焦虑等心理症状有显著正相关,并有统计学意义。结论:人际困扰、人际敏感症状存在年级、性别差异,和典型表现形式;社交回避及苦恼可导致不同类型心理症状。