师生关系对研究生自我效能感的影响:有调节的中介模型

为探讨师生关系与自我效能感的关系,并着力考察专业认同和导师负面评价恐惧在其中所起的作用,采用一般自我效能感量表、研究生师生关系感知问卷、专业认同量表、害怕导师负面评价量表对458名研究生进行调查,结果发现：（1）师生关系可正向预测研究生自我效能感;专业认同在两者间起中介作用;（2）导师负面评价恐惧在师生关系通过专业认同影响自我效能感的中介模型后半段起调节作用,即对于导师负面评价恐惧较高的研究生来说,专业认同对其自我效能感的影响更大。研究结果揭示了师生关系对自我效能感的作用机制。     

民族文化认同与大学生职业成熟度的关系及其心理机制

为考察大学生民族文化认同与职业成熟度的关系及其内在心理机制,本研究采用多民族青少年文化认同问卷、大学生生涯自我效能感量表和大学生职业成熟度量表对4292名在校大学生进行测查,结果发现：（1）大学生的主流文化认同、民族文化认同、生涯自我效能感和职业成熟度之间具有明显的正相关;（2）主流文化认同--生涯自我效能感在民族文化认同与职业成熟度之间起链式中介作用;（3）生涯自我效能感中介民族文化认同与职业成熟度的关系在男生样本中不显著而在女生样本中显著;主流文化认同、生涯自我效能感分别单独中介民族文化认同与职业成熟度的关系在汉族大学生样本中为部分中介,而在少数民族大学生样本中为完全中介。     

学业自我效能感与在线学习投入的关系：学习动机和心流体验的链式中介作用

为探讨学业自我效能感对在线学习投入的影响及其作用机制,采用学业自我效能感量表、学习动机量表、心流体验量表和在线学习投入量表,对310名在线学习者进行问卷调查。结果发现：（1）学业自我效能感对在线学习投入具有正向预测作用;（2）学习动机和心流体验分别在学业自我效能感和在线学习投入之间起部分中介作用;（3）学习动机、心流体验在学业自我效能感和在线学习投入之间起链式中介作用。     

朋友支持与大学生幸福感：自我效能感的中介与社会比较倾向的调节

为探讨朋友支持与幸福感的关系,并重点关注自我效能感和社会比较倾向在其中所起的作用,该研究采用总体幸福感量表、一般自我效能感量表、社会比较观念量表和朋友支持评价量表对776位大学生进行施测。结果表明：（1）朋友支持正向预测大学生幸福感;自我效能感在两者间起中介作用;（2）社会比较倾向调节了社会支持→自我效能感→幸福感的后半段,即相对于高社会比较倾向的大学生而言,自我效能感对低社会比较倾向大学生的幸福感促进作用更强。该结果揭示了朋友支持影响大学生幸福感的内在机制：朋友支持和大学生幸福感之间是有调节的中介关系,朋友支持通过自我效能感影响幸福感,社会支持对间接效应起调节作用。     

导师排斥感知对研究生科研创造力的影响：科研自我效能感和科研焦虑的双向链式中介作用

为探讨导师排斥感知对科研创造力的影响及作用机制，本研究采用整群抽样法对江苏省四所高校的608名硕士研究生进行问卷调查。结果发现：(1)导师排斥感知、科研自我效能感、科研焦虑和科研创造力之间两两显著相关；(2)科研自我效能感和科研焦虑在导师排斥感知和科研创造力之间分别起独立中介作用；(3)科研自我效能感和科研焦虑在导师排斥感知与科研创造力之间起双向链式中介作用。结果表明，研究生导师排斥感知越强，科研自我效能感越低，科研焦虑越高，进而导致研究生的科研创造力越低。     

师生关系与硕士研究生学习适应：科研自我效能和专业承诺的链式中介作用

为探讨师生关系与硕士研究生学习适应的关系，本研究采用师生关系感知问卷、学习适应问卷、科研自我效能问卷、专业承诺问卷对751名硕士研究生进行测量。结果表明：(1)科研自我效能和专业承诺在师生关系和硕士研究生学习适应之间分别起着部分中介作用；(2)科研自我效能、专业承诺在师生关系与硕士研究生学习适应的关系中起链式中介作用，即师生关系不仅能够直接影响硕士研究生的学习适应，还能够通过科研自我效能、专业承诺间接影响硕士研究生的学习适应。研究结果有助于提升硕士研究生学习适应的能力，也为相关教育工作者的教育教学提供了指导建议。     

中学生网络利他行为与希望的关系:自我效能感与自尊的中介作用

采用希望特质量表、网络利他行为量表、自尊量表和一般自我效能感量表对326名中学生进行调查, 考察中学生网络利他行为对其希望的影响, 以及自我效能感和自尊在其中的中介作用。结果发现:(1)相关分析显示, 中学生网络利他行为、自我效能感、自尊和希望之间呈显著正相关;(2)结构方程模型分析表明, 自我效能感在中学生网络利他行为对希望的影响中起完全中介作用, 自尊在中学生网络利他行为对希望的影响中不起中介作用, 自我效能感和自尊在中学生网络利他行为对希望的影响中起链式中介作用。     

自我关注与社交焦虑：负面评价恐惧的中介与关系型自我构念的调节

为明确自我关注对社交焦虑的影响机制,建构了一个有调节的中介模型,考察负面评价恐惧、关系型自我构念的作用以及性别差异。选取446名大学生进行问卷调查。结果表明：（1）自我关注部分通过负面评价恐惧的中介作用间接预测社交焦虑;（2）关系型自我构念调节中介模型的前半路径：在高关系型自我构念下,自我关注可以显著预测负面评价恐惧;在低关系型自我构念下,该预测作用不显著;（3）有调节的中介模型存在性别差异：在女生群体中,负面评价恐惧的中介效应大于男生群体,且关系型自我构念的调节作用显著;而在男生群体中,该调节效应不显著。     

大学生主动性人格对学业成绩的影响:学业自我效能感和学习适应的中介作用

以388名大学生为研究对象,考察大学生主动性人格对学业成绩的影响,以及学业自我效能感和学习适应在其中的中介作用。结果发现：（1）主动性人格、学业自我效能感、学习适应与学业成绩四个变量相互之间存在显著正相关。（2）学业自我效能感在主动性人格对学业成绩的影响中起完全中介作用,但学习适应并不在主动性人格与学业成绩之间起显著的中介作用;学业自我效能感在主动性人格对学习适应的影响中起部分中介作用。     

职业使命感对大学生可就业能力的影响:求职清晰度与求职效能感的中介作用

基于生涯发展理论与自我效能感理论探讨了职业使命感与大学生可就业能力的关系,以及求职清晰度与求职效能感的中介效应。采用职业使命感量表、求职清晰度量表、求职效能感量表和大学生可就业能力量表对802名大学生进行研究。结果显示：（1）职业使命感对大学生可就业能力的影响受到了求职清晰度的中介作用;（2）求职清晰度对大学生可就业能力的影响受到了求职效能感的中介作用;（3）职业使命感对大学生可就业能力的影响受到了求职效能感的中介作用。因此,求职清晰度与求职效能感在职业使命感与大学生可就业能力之间起链式中介作用,职业使命感不仅会直接影响大学生可就业能力,还会通过求职清晰度与求职效能感间接影响大学生可就业能力。     

研究生对导师负面评价的恐惧与师徒文化内隐观的关系

本研究旨在探索“怕导师”现象的文化原因,从师徒关系内隐观分析“怕导师”的影响因素。采用问卷调查和启动实验的研究方法,结果表明：（1）“怕导师”现象是存在的,即研究生害怕来自导师的负面评价。相比女性导师,研究生更害怕男性导师;导师的职称会影响研究生的害怕程度,当导师是教授时,研究生更为害怕。（2）研究生的师徒关系内隐观与其负面评价恐惧有关,越具有“学从师教”观念的人越害怕来自导师的负面评价。（3）“学从师教”文化观的启动会影响研究生对导师负面评价的恐惧程度。     

The Concerns about Counseling Racial Minority Clients scale

The purpose of this study was to develop and validate the Concerns about Counseling Racial Minority Clients (CCRMC) scale among counselor trainees. Sample 1 was used for an exploratory factor analysis and confirmatory factor analysis. Four factors were identified, Managing Cultural Differences (α = .82), Offending or Hurting Clients (α = .87), Biased Thoughts and Behaviors (α = .81), and Client Perceptions (α = .77). The coefficient alpha for the CCRMC was .90. The results support the validity of the scale. The scores on the CCRMC and its subscales have positive associations with fear of negative evaluation from others (r = .19 to .40) and negative associations with general counseling self-efficacy (r = -.30 to -.46) and multicultural intervention self-efficacy (r = -.30 to -.64). The CCRMC significantly predicted fear of negative evaluation, session management self-efficacy, and multicultural intervention self-efficacy over and above multicultural social desirability. The validity evidence was not different between White and minority graduate trainees. In Sample 2, the estimated 1-week test-retest reliabilities ranged from .75 to .96 for the CCRMC and its four subscales.     

社会支持与大学生抑郁的关系:一个有调节的中介模型

为考察社会支持、社交焦虑、一般自我效能感和抑郁之间的关系,采用社会支持评定量表、社交焦虑量表、一般自我效能感量表以及抑郁自评量表对640名大学生进行调查。研究显示:(1)社交焦虑在社会支持与大学生抑郁之间起部分中介作用;(2)一般自我效能感在社会支持—社交焦虑—抑郁这一中介过程中的后半路径起调节作用。     

负面评价恐惧对社交焦虑的影响:基于社交焦虑的认知行为模型

在社交焦虑认知行为模型的理论视角下，本研究拟探讨负面评价恐惧、不确定性容忍度和依赖型自我构念对社交焦虑的影响及其作用机制。以424名大学生为被试，使用问卷调查法的研究结果表明：（1）负面评价恐惧对社交焦虑有显著预测作用，且不确定性容忍度在这一关系中的中介作用显著；（2）不确定性容忍度的间接效应受到依赖型自我构念的调节。具体而言，该中介效应在高依赖型自我构念群体中更为显著。本研究结果不仅有助于揭示负面评价恐惧对社交焦虑的影响及其作用机制，而且对社交焦虑的预防和干预也有一定的理论和实践指导价值。     

The longitudinal relationship between fear of positive evaluation and fear of negative evaluation

Available research suggests that fear of negative evaluation and fear of positive evaluation are related but distinct constructs that each contribute to social anxiety, implying a need to focus on these fears in treatment. Yet, this research is almost entirely based on cross-sectional data. We examined the longitudinal relationship between fears of positive and negative evaluation over three time points in a sample of undergraduate students. We tested competing models consistent with two basic positions regarding these fears: (1) that fear of positive evaluation only appears to affect social anxiety because it arises from the same, single underlying trait as fear of negative evaluation, and (2) fears of positive and negative evaluation are correlated, but clearly distinct, constructs. The best-fitting model was an autoregressive latent-trajectory model in which each type of fear had a separate trait-like component. The correlation between these trait-like components appeared to fully account for the relationships between these constructs over time. This investigation adds to the evidence in support of the second position described above: fear of positive evaluation is best interpreted as a separate construct from fear of negative evaluation.     

The Relationship Between Perceived Parental Attitudes and Shyness among Turkish Youth: Fear of Negative Evaluation and Self-esteem as Mediators

The aim of this study was to evaluate the relationship between three perceived parental attitudes and shyness, testing self-esteem and fear of negative evaluation as mediators. The study used a total of 492 undergraduate students in Turkey. Data was collected through measures of shyness, fear of negative evaluation, self-esteem, and perceived parental attitudes. The proposed model was estimated using path analysis. Goodness of fit statistics showed that the model fit the data well. Results indicated that parental acceptance/involvement predicted self-esteem; perceived parental strictness/supervision predicted fear of negative evaluation; and perceived parental psychological autonomy predicted self-esteem. Self-esteem partially mediated the relationship between parental acceptance/involvement and shyness, whereas it fully mediated the relationship between parental psychological autonomy and shyness. Fear of negative evaluation fully mediated the relationship between parental strictness/supervision and shyness. In addition, the relationship between self-esteem and shyness was partially mediated by fear of negative evaluation. The findings provided evidence for the propositions that parental attitudes are important in the development of self-image and fears of rejection which result in the experience of shyness.     

Development and validation of the Guided Group Discussion Self-Estimate Inventory (GGD-SEI)

A 19-item self-report measure was designed to promote increased self-awareness of a group leader's perceived ability to facilitate guided small-group discussion. A factor analysis of responses from students about to embark on a micro-training course in guided group discussion(N = 154) yielded four factors that reflected subjects' belief in their ability to utilise specific group management skills. The scale had high internal reliability (a = 0.92). Initial validity estimates show that the instrument is (i) positively associated with an assessment of interpersonal skills, and (ii) minimally related to self-perceptions of locus of control, fear of negative evaluation, and estimates of self-esteem. The instrument, developed for use within education and training settings, provides a useful measure of guided small-group discussion self-efficacy.     

免费师范生职业认同感与生命意义的关系

该研究采用师范生职业认同感量表和生命态度剖面图(LAP)中的"生命意义的追寻与肯定"分量表,对258名一至三年级的免费师范生进行问卷调查,探讨免费师范生职业认同感与生命意义的关系。结果表明,免费师范生职业认同感及其各因子均与生命意义及其各因子呈显著正相关;高中低不同职业认同感组的生命意义及其各因子的组别效应显著;免费师范生职业认同感的职业效能、职业意愿与期望、职业价值三因子是生命意义的显著预测变量。     

Dissertation experiences of doctoral graduates from professional psychology programs

Worldwide, dissertation experiences are acknowledged to be challenging endeavors for students and the faculty members who advise them, and dissertation completion continues to be a concern when seeking to improve overall doctoral graduation rates. Although a number of factors have been associated with completion rates across disciplines, further research is needed within professional psychology graduate programs to understand overall student dissertation experiences. In this USA-based investigation, a mixed-method design was used to examine the experiences of 25 professional psychology doctoral graduates’ dissertation experiences, 12 of which were self-identified as positive and 13 as negative. Participants with positive experiences typically had supportive relationships with their dissertation chairs and committee members, which enhanced their research confidence and professional development. Participants with negative dissertation experiences typically had difficult relationships with dissertation chairs and committee members, which was associated with immediate and long-lasting negative consequences for participants’ professional growth and emotional well-being. The advisory working alliance was stronger for graduates with positive than negative experiences, although research attitudes and self-efficacy beliefs were not different between the two groups.