初中生乐观归因风格与抗挫折能力:自尊的中介作用

采用《中学生抗挫折能力》、《自尊》和《乐观归因风格》三个问卷,以574名初中生作为被试,应用中介效应检验程序探讨乐观归因风格与抗挫折能力的关系及自尊在二者之间的中介作用.结果表明:(1)乐观归因风格与抗挫折能力、自尊之间存在密切关系;(2)积极事件归因不仅会直接影响初中生的抗挫折能力,而且还会通过自尊对其产生间接影响;(3)消极事件归因仅通过自尊间接地影响初中生的抗挫折能力.这表明不同性质的事件归因对抗挫折能力的影响有差异,自尊在初中生乐观归因风格与抗挫折能力之间起着重要的中介作用.     

归因取向理论建构及实证

尝试用一种新的视角—— 取向研究视角, 对以往归因理论进行整合研究, 建构一种与社会情境结合更紧密, 更具概括性的归因取向理论。归因取向理论的假设建构模型包括四种归因取向维度：社会取向, 个人取向, 积极取向和消极取向。根据理论模型编制归因取向量表, 以1301名被试为研究对象, 运用探索性因素分析和验证性因素分析方法对该理论模型进行实证研究。结果证明了该理论建构的存在, 理论建构中各维度的因素负荷和拟合指数良好, 归因取向量表具有良好的信度和建构效度。检验归因取向维度和8个社会心理变量的关系, 证明了四种归因取向维度具有概括性、普遍性、稳定性和评估有效性特征。     

通过归因训练改善留守初中生应对方式的干预研究

目的:运用归因训练改善留守初中生的不良应对方式。方法:选用归因风格问卷和青少年应对方式问卷筛选出存在不良应对方式的留守初中生,设计归因训练团体辅导活动进行干预。干预结束后进行后测。结果:留守初中生的归因风格和情绪取向应对方式得分在归因训练前后存在显著差异。结论:归因训练改变了留守初中生的归因风格,减少了留守初中生幼稚的情绪取向的应对方式。归因训练对留守初中生应对方式的改善有一定的效果。     

人际责任归因与助人意愿的关系

人际责任归因研究是归因研究与责任推断相结合的一个新领域,它将归因理论应用于对他人失败行为的责任分析之中,为行为责任的推断提供了一个崭新的视角。本研究结合助人行为探讨人际责任归因与助人意愿之间的内在联系,204名教育硕士生和大学生被试参与了此项研究,并通过EQS建立了有关归因的控制性、情感反应、责任推断以及助人行为之间关系的结构方程模型。研究结果支持Weiner的人际责任归因理论假设,并且表明在归因与助人意愿关系模型中责任推断与情感反应是双向的而非单向的关系。     

婚姻关系中的归因研究述评

有关婚姻关系中归因的研究一般基于两个假设,一是稳定性假设,即夫妻对配偶行为的归因是其稳定的归因风格的体现。二是因果关系假设,即归因在婚姻关系的发展中起着因果作用。传统的研究一般是在这两个假设基础上进行的。但最近的研究发现,婚姻关系中夫妻的归因并非是稳定特质的反映而是随着婚姻状态的变化而改变的。这对稳定性假设提出了挑战。本还讨论了神经过敏症和离婚与归因的关系。     

评估职业兴趣的结构

Holland的职业兴趣理论对当今兴趣研究产生了广泛、深远的影响。但是目前,还没有研究考察Holland理论假设在中国的适用性。研究共检验了5个与Holland的6种兴趣类型(RiASEC)有关的假设,其中两个是由本文研究者提出。研究搜集了在中国进行的、与Holland理论有关的研究,并最终选择了9个RIASEC相关矩阵。假定顺序的随机化检验以及方差分析的结果表明,Holland的圆形假设与数据的拟合程度在5个模型中最差;多维标度法结果表明,RIASEC的空间结构图并没有很好地符合Holland的圆形假设。     

从归因视角探讨组织公正感产生机制

目前组织公正感研究的重点是组织公正与后续行为之间的关系,但某一特定事件的公平/不公平感产生的过程却未得到实验检验.本研究旨在将归因理论的观点和方法纳入到公正判断之中,从归因的视角探讨组织公正感的产生机制.研究结果表明,归因过程是公平判断的认知前提,对公平判断有显著的预测作用.     

中学生自我概念、学业归因与学业成绩关系的研究

该研究采用问卷法探讨中学生自我概念、学业归因与学业成绩的关系,并分别对初中生和高中生建立了因果关系模型。两模型区别在于：（1）学业成绩对初中生自我概念的影响大于对高中生的;（2）高中生学业自我概念受内部控制、非学业自我概念受未知方控制直接影响。研究还表明：（1）初中生的学业自我概念显著高于高中生的;（2）学业自我概念、一般自我概念与学业成绩高低一致;（3）内部控制源与有势力的他人控制源显著相关。     

陕西地区初中生心理健康素质特点调查

对陕西地区1299名城乡初中生进行分层整体取样调查,结果表明：（1）初中生心理健康素质在人际素质、动力系统、自我和归因风格方面城乡差异显著;（2）在适应、人际素质、动力系统、自我和归因风格方面初二得分高于初一和初三,年级差异显著;（3）在动力系统和归因风格方面女生得分显著高于男生,男生认知风格得分显著高于女生。     

文本阅读中情境模型建构和更新的机制

采用移动窗口阅读技术探讨了文本阅读中情境模型建构和更新的机制。实验材料按照特征描述与目标行为 的关系总体上分为可能、不可能和重新可能三个版本。实验1主要探讨了文章开始部分有明显的焦点信息时情境模 型建构和更新的机制,检验了更新追随假设的合理性;实验2主要探讨了文章开始部分没有明显的焦点信息时情境 模型建构和更新的机制,检验了记忆基础文本加工理论的合理性;实验3使用再认探测任务,进一步检验了更新追 随假设和记忆基础文本加工理论的差异。实验结果表明,文本阅读中情境模型的建构和更新是一个双加工过程,在 自然阅读过程中,读者根据所阅读的信息不同会产生不同的信息加工活动,既会有记忆基础文本加工理论所支持的 协调性整合,也会有建构主义的更新追随假设所支持的焦点整合     

小学生不同课堂情境的成就归因及再归因训练

在广泛调查的基础上,考察了小学生对不同课堂情境的成就归因特点;并运用韦纳的归因训练模式与策略指导相结合的方法,根据不同课堂的成就情境对小学生进行再归因训练。结果表明：小学生把课堂成就归因于努力、策略、能力、基础、兴趣、目的、难度。教法、心境和家境等１０个主要因素,这些因素除家境外,均在不同课堂的成就情境中存在显著的差异;韦纳的归因训练模式与策略指导相结合的再归因训练能有效地改变小学生对不同课堂情境的成就归因倾向,增强其学习动机水平,提高学业成绩。     

中学生学业成就动机归因训练效果的追踪研究

研究用定性和定量相结合的研究方法,对13年前为初中生进行的成就动机训练效果进行了追踪研究。结果显示,与对照组相比,这些受训者在任务选择、行为强度和坚持性方面均表现出较高水平;成功期望较强烈;对成功或成就倾向于作能力、努力归因。这一结果表明,归因训练能够对人产生深远的影响,动机的改善具有长期效果。     

Attributional style,attributional retraining,and inoculation against motivational deficits

College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk. Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time. Findings are discussed within Weiner's (1985, 1986) attribution theory. This research was based, in part, on the first author's dissertation submitted to the Department of Psychology and the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment for the Degree of Doctor of Philosophy. This research was supported by a Social Sciences and Humanities Research Council of Canada (SSHRCC) doctoral fellowship, a University of Manitoba doctoral fellowship, and a SSHRCC postdoctoral fellowship to the first author. In addition, the research was also supported by a SSHRCC research grant (#410911296) to the second author. The authors gratefully acknowledge the helpful comments of Bernard Weiner, Harvey Keselman, John Adair, Rodney Clifton, and Robert Altemeyer. Also appreciated was the assistance of Verena Menec and the Higher Education Research group.     

Performance as a function of resultant achievement motivation (perceived ability) and perceived difficulty

Subjects worked on a task which was described as either easy or difficult. When the task was thought to be difficult, Ss high in resultant achievement motivation performed better than those low in resultant achievement motivation. However, when the task was perceived as easy, the high motive group performed worse than the low group. These results confirm a prediction from Kukla's attributional theory of performance, in which resultant achievement motivation is conceived as a measure of perceived ability. They are not, however, deriveable from Spence's theory of the effects on performance of objective task difficulty, nor from Weiner's hypothesis concerning the motivational effects of success and failure. On the other hand, Kukla's theory provides an explanation for both the data usually cited in support of Spence's position and those taken to confirm Weiner's hypothesis. The relationship between the present results and Atkinson's theory of achievement motivation, which also hypothesizes an effect of perceived difficulty on performance, is discussed.     

西北地区城乡中学生学习动机发展特点研究

运用问卷调查法对西北地区942名初一至高三学生的学习动机进行探讨。结果表明：学习动机呈现由附属性动机→威信性动机→认知性动机→成就性动机的强度递增特点,成就性动机是支配学习的优势动机;随年级升高城市生动机总强度下降趋势明显,农村生存在一定波动性;四类动机和归因在城乡、年级、性别之间存在差异,与学业成绩也有密切关系。教育教学改革应重视学习动力问题,加强对中学高年级学生、女生和城市生学习动机的培养与激发。     

认知能力对学业成绩的影响:有中介的调节模型

学业成绩是衡量学生掌握知识水平的重要指标,受到认知能力、社会支持和学习动机等多重因素的显著影响,而这多重因素间的关系及其对学业成绩的共同作用机制尚不明确。本研究采用标准化的认知能力测验、社会支持量表、学习动机量表对4,973名初中生进行测试,并以各科测验成绩总分的平均值作为学业成绩指标。结果表明：（1）认知能力、社会支持、学习动机均与学业成绩正相关;（2）社会支持在认知能力对学业成绩的影响中起调节作用,学生感受到的社会支持水平越高,学业成绩表现越好,且其认知能力对学业成绩的预测作用越强;（3）社会支持的调节作用部分通过学习动机这一中介变量实现。本研究构建了一个基于个体因素（认知能力和学习动机）和环境因素（社会支持）共同影响学业成绩的理论模型,有利于人们深入理解认知能力影响学业成绩的内在机制和边界条件,为提升学生学业成绩提供了理论依据和实证支持。     

An Attribution Theory Analysis of Romantic Jealousy

Two studies examined the utility of attribution theory (B. Weiner, 1985, 1995) in explaining romantic jealousy responses. In Study 1, by varying hypothetical scenarios according to Weiner's attribution distinction (B. Weiner, 1995), 156 undergraduates perceived jealousy to increase when an unfaithful partner's interaction with interlopers was deliberate (i.e., personal causality), controllable, intentional, and without mitigating excuses. High trait jealousy amplified these ratings but did not affect the underlying attribution relationships. Reversing the attribution-to-jealousy linkage in Study 2, 128 participants from the general population recalled jealousy episodes in their lives, then made attributions for the events and categorized them using Weiner's dimensions (B. Weiner, 1985). Jealousy was more likely when the cause of a partner's indiscretion was perceived to be internal, controllable, and intentional—although not necessarily stable. The findings verify that attribution theory identifies blame conditions that trigger jealousy responses.     

An attributional analysis of social-comparison jealousy

Five studies tested Weiner's attributional theory (Weiner, 1985) in relation to the arousal of social-comparison jealousy. Studies 1 and 2 assessed the association between causal attribution and the arousal of jealousy in social comparison episodes via a critical incident technique. Studies 3 and 4 assessed the arousal of jealousy as a function of the causal structure of a social-comparison episode. Study 5 assessed that relationship in interaction with another antecedent of jealousy (i.e., self-relevance of the domain). Results showed that the attribution of personal failure to internal factors promoted more jealousy than an external attribution. The findings also indicated that both causal attribution and jealousy were associated with the threat to self-esteem people experienced in the comparison episode. Finally, the findings showed that internal attribution affected jealousy independently from the self-relevance of the domain. Results are discussed in terms of Weiner's attributional theory and Tesser's self-evaluation maintenance model.     

The Prediction of Achievement Motivation Using Performance and Attributional Variables

This study was designed to predict achievement motivation with attributions and performance in English course work among 346 ninth-grade boys and girls. Multiple regression analysis indicated that attribution of success to ability was the best predictor of achievement motivation. This finding diverges from previous work that supports the hypothesis that attribution of success to effort is a better predictor. The use of performance as an indicator variable showed that nonfailing students had higher levels of achievement motivation than did failing students.