大学生自信现状研究

采用自编大学生自信心量表对广州市396名大学生的自信状况进行调查,结果表明：大学生自信心量表信度和效度较好,包含交往、综合确认、能力、个体发展四个维度。男女大学生在个体发展上的自信水平存在性别差异,男生得分显著高于女生;独生子女与非独生子女在综合确认上存在显著差异,非独生子女得分显著高于独生子女;学生干部与非学生干部在自信诸维度及自信总分上差异非常显著,前者显著高于后者;学习成绩越好的大学生在综合确认、能力、个体发展以及自信总分上得分越高。     

大学生自尊与社会支持的关系

采用自编的《大学生社会支持问卷》和自尊量表（SES）调查了370名大学生,考察其自尊与社会支持的关系。结果表明：来自城市的大学生自尊水平显著高于来自乡镇的大学生;女大学生的社会支持显著高于男生,大学二年级学生的社会支持显著低于大学三、四年级的学生;大学生自尊与社会支持的结构（同学朋友支持,家人支持,恋人支持,老师支持）、性质（情感支持,陪伴支持,物质支持,信息支持）和评价（满意程度）各个维度均呈显著的正相关;社会支持、情感支持、同学朋友支持对大学生自尊具有正向预测作用;自尊高的大学生在社会支持各维度上的得分均显著高于自尊低的大学生。     

大学生学业自我效能感与学习态度的关系

探讨大学生学习态度的现状以及与学业自我效能感之间的关系,为改善大学生学习态度提供依据。采用学业自我效能感问卷和学习态度问卷对302名大学生进行调查。得出结论为:1.在学习能力自我效能感、学习态度、情感品质、行为品质维度上存在显著性别差异,女生得分显著高于男生得分。2.在行为品质维度上存在显著年级差异,大四学生得分显著低于大一、大二和大三学生得分,大一学生得分显著高于大二学生。3.学业自我效能感与学习态度存在显著正相关。学业自我效能感能解释学习态度总变异的12%,能显著正向预测学习态度。     

辽宁省大学生心理健康素质调查研究

通过对辽宁省不同层次的大学982名大一与大三年级学生进行分层整体取样调查,结果显示：（1）大学生心理健康素质在适应和应对风格分量表上的得分大三年级高于大一年级,在归因风格分量上的得分大一年级高于大三年级,年级差异显著;（2）在人际素质、个性素质、认知风格分量表上性别差异显著;（3）大学生心理健康素质在适应、人际素质、动力系统、自我和应对风格分量表上均存在显著的专业差异,艺术类、文史类学生得分高于理工类学生。     

初中学生自尊特点的初步研究

对991名城乡在校初中生施以Coopersmith自尊问卷（25条目版）测验。对问卷的测量学分析发现：该自尊问卷的中文版具有较高的信度,其与有关测量工具之间的效标关联效度合乎逻辑;对被试自尊特点的分析发现：初中阶段学生的自尊存在极显著的年级差异,初中二年级开始自尊极显著地降低;初中生的自尊不存在性别差异;城市被试的自尊在总体上高于农村被试,但城乡因素与被试的性别有交互作用;独生子女的自尊高于非独生子女,但这一差异仅存在于初中一年级。     

2004至2016年中国大学生身体自尊的变迁:一项横断历史研究

大学生身体自尊是如何随年代变化的呢？研究对2004年至2016年107篇使用身体自尊量表的研究进行了横断历史研究,涉及大学生30738名。结果显示：（1）我国大学生身体自我价值感、运动能力和身体素质与年代有着显著正相关关系;（2）男女大学生身体自尊水平都有了一定提升;（3）男生在身体自尊各个因子的得分高于女生0.2~0.3个标准差,显示出了大学生在身体自尊水平上的性别差异;（4）从大学生整个群体来看,经济因素、高等教育因素与大学生身体自尊具有显著相关,而从不同性别群体来看,经济因素与人口压力对于男大学生的身体自尊影响更为明显。     

大学生自信发展特点的研究

本研究选取931名大学生为被试,采用自编“大学生自信问卷”?考察了大学生自信的年龄特点、性别差异及学校类型差异。结果表明：大学生自信总水平差异显著,除社交自信外,整体自信、学业自信和身体自信均存在极显著性别差异,男生高于女生;大学生在整体、学业和身体自信及其分维度上存在显著年级差异：一、四年级显著高于二、三年级,其中三年级自信度明显低于其它年级;学业、社交、身体自信及其分维度存在显著学校类型差异,非重点大学学生显著高于重点大学学生;年级和学校类型在身体自信、整体自信、学业自信、社交自信及其某些层面上存在显著交互作用;性别和学校类型在身体自信某分维度的交互作用达显著水平。     

14～20岁青少年民族自尊的心理学实证研究

本研究的目的是探讨我国当代青少年民族自尊的心理维度及其年龄发展。研究采用了团体问卷调查的方法,探索性因素分析得到了民族自尊的四个维度,且说明问卷有较好的信度,验证性因素分析表明民族自尊问卷有较好的结构效度。研究得到的结论是:①民族自尊是一个四维心理结构;②初二、高二和大二的学生总体上有积极正向的民族自尊;③民族自尊总分在年级上具有"V"型发展趋势,除了在共同命运感得分上各年级呈现出直线发展趋势外,其他三个维度都呈"V"型发展趋势;④民族自尊总分没有性别差异,但女性比男性有更强烈的共同命运感。     

运动员与非运动员大学生身体自尊及整体自尊研究

以267名运动员与非运动员大学生为被试对其身体自尊和整体自尊进行测量,其结果：(1)运动员大学生的身体自尊与整体自尊水平均显著高于非运动员;(2)无论在总体上还是在运动员组、非运动员组,男大学生的身体自尊水平均显著高于女大学生;(3)总体上,男大学生的整体自尊水平显著高于女大学生。其中,运动员组男大学生的自尊水平显著高于女大学生,而非运动员中整体自尊的性别差异不显著;(4)运动员男大学生在“身体强壮”和“身体状况”方面明显比非运动员男大学生更自尊、自信,尤其是在“身体强壮”方面;运动员与非运动员女大学生在身体自尊及其各维度上都不存在显著差异;(5)随着身体自尊水平的提高,整体自尊水平也相应提高。     

5·12地震前后灾区大学生生命价值观比较

采用自编大学生生命价值观问卷（LVS）分别三次对灾区大学生进行测试：5·12地震前1年、震后2周、震后5个月。结果表明:（1）自编的大学生生命价值观问卷（LVS）包括存在价值、目标价值、规则价值三个维度,探索性与验证性因素分析证明问卷具有良好的信效度。（2）在LVS总分和其存在价值维度上,震后2周得分均高于震前1年和震后5个月。（3）在存在价值取向维度上,女生震后2周和震后5个月得分显著高于男生;理科生震后2周得分高于震后5个月和震前1年,理科生震后2周得分显著高于文科生。（4）在规则价值取向维度上,文科生震后2周得分显著低于震后5个月,文科生震后2周得分显著低于理科生     

3~8岁儿童自尊发展特点的研究

采用自编的《3~8岁儿童自尊教师评定量表》,探讨了3~8岁儿童自尊发展的年龄和性别差异。结果表明：(1)3~8岁儿童的自尊存在显著的年龄差异,4岁和7岁可能是儿童自尊发展的转折年龄;(2)3~8岁儿童自尊发展存在非常明显的性别差异,女生自尊发展水平显著高于男生。     

Self-esteem,belongingness, and worldview validation: Does belongingness exert a unique influence upon self-esteem?

The current work examined whether belongingness influences self-esteem independently from worldview validation (the extent to which one lives to beliefs that are shared by others). Questionnaire measures demonstrated that people with stronger social ties had higher self-esteem, and that worldview validation did not account for this relationship. Further, belongingness and worldview validation were manipulated such that they pulled self-esteem in opposing directions, yet belongingness still influenced self-esteem. Participants had higher self-esteem after writing about social acceptance than rejection even though acceptance was accompanied by either failing to live up to an important value or having one’s worldviews rejected. This latter effect was most pronounced among participants with high social anxiety. Results indicate that belongingness makes a unique contribution to self-esteem.     

Summer and school-term youth employment: ecological and longitudinal analyses.

The effects of summer versus school-year employment on self-esteem, peer relationships, and family social climate were investigated in a sample of 135 adolescents. Students were assessed the summer before entrance into high school and during the second semester of high school, using a longitudinal design. Cross-sectional findings indicated that, during the summer, 52 workers possessed higher self-esteem than 79 nonworkers. Longitudinal analysis indicated that 10 girls who worked only during the school term reported increases in both stress and activity with peers. At our final assessment, the families of 49 students who did not work at either time had become more conflicted and less cohesive than families of all other students. The developmental implications of these results are discussed.     

Drinking to belong: The effect of a friendship threat and self-esteem on college student drinking

The current study examined how implicit and explicit self-esteem and time spent drinking with friends influence college student drinking after a friendship threat manipulation. Poisson regression analyses revealed that students with low implicit self-esteem showed a greater increase in alcohol consumption when drinking with friends after experiencing a friendship threat than in the control condition. These effects were not found among students with high implicit self-esteem. A similar, but weaker, pattern emerged when testing the independent effects of explicit self-esteem. We suggest that low self-esteem students are drinking because they lack the self-resources to deal with unmet belongingness needs. These findings suggest that low implicit self-esteem may be a risk factor for college student drinking.     

汉语儿童英语语音意识与拼写的关系

对92名二到四年级的汉语儿童进行英语语音意识和英语拼写测试,探索汉语儿童英语拼写的发展特点以及语音意识中的不同成分对其拼写的影响作用。结果发现：（1）汉语儿童的英语拼写成绩随着年级和学习经验的增多而提高,其中二年级到三年级是英语拼写能力发展的关键时期,女生的拼写成绩优于男生。（2）语音意识中的首音韵音意识对汉语儿童的英语拼写有较强的影响作用,此外,拼音和工作记忆也是影响汉语儿童英语拼写的重要因素。     

How do only children differ from other children?

Developmental outcomes of only and non-only children, categorized by birth order and by family size, were investigated. Multiple hypotheses based on meta-analyses of the only-child literature (Falbo & Polit, 1986) were tested with independent comparison techniques. Results indicated that developmental outcomes of only children were similar to outcomes for firstborns and children from two-child families but dissimilar to outcomes for later borns and children from larger families. Furthermore, outcomes were more positive for only children, firstborns, and children from two-child families than for all other comparison groups. In agreement with Falbo and Polit, only-child deprivation and only-child uniqueness explanations for outcome differences were not supported in favor of an explanation that emphasizes qualities of the parent-child relationship. Results suggest that future comparisons to only-child outcomes should preserve the independence of contrast results and expand the only-child category to include data from firstborns and others from two-child families.     

When Silence Speaks Louder Than Words: Explorations Into the Intrapsychic and Interpersonal Consequences of Social Ostracism

Respondents wrote 2 stories, 1 about a time they were given the silent treatment and 1 about a time they used the silent treatment on another. Content analyses indicated that targets who were unable to attribute the ostracism to a specific cause suffered greater threats to belongingness and self-esteem than those who understood the reasons for their treatment. Targets who felt that others were oblivious to their presence reported stronger threats to belongingness, self-esteem, and meaningful existence and were more likely to affiliate with others than were targets who generated alternative reasons for their treatment. People high in self-esteem were more likely than those low in self-esteem to (a) use ostracism as a means of terminating the relationship and (b) terminate relationships with their ostracizing partners. People low in self-esteem, conversely, were more likely to ostracize others in defense against criticism or rejection, ostracize others in general, and report being ostracized by others. Finally, perspective differences indicated that sources portrayed the ostracism as a useful interpersonal tactic that ultimately led to conflict resolution, whereas targets emphasized feelings of withdrawal and resentment.     

初中生依恋与主观幸福感:自尊的中介作用

为了探讨初中生亲子依恋、同伴依恋对其主观幸福感的影响以及集体自尊和个体自尊在两者之间所起的中介作用,本研究采用问卷调查的方法对两所初中学校的857名初一至初三的学生进行了调查.主要结果如下:(1)总体而言,男生的父子依恋水平、集体自尊水平和生活满意度更高,女生的同伴依恋水平和消极情绪更高;(2)男女生表现出不同的年级发展特点,女生在亲子依恋、集体自尊和消极情绪,男生在集体自尊上表现出明显的初二现象;(3)亲子依恋、同伴依恋水平越高,初中生的集体自尊和个体自尊水平越高,其主观幸福感程度也越强;(4)母子依恋、同伴依恋、个体自尊和父子依恋依次显著正向预测初中生的生活满意度,并依次负向预测初中生的消极情绪;同伴依恋、个体自尊、母子依恋和集体自尊依次显著正向预测初中生的积极情绪;(5)亲子、同伴依恋不仅能直接影响初中生的主观幸福感,而且通过两种途径(依恋→集体自尊→主观幸福感;依恋→集体自尊→个体自尊→主观幸福感)间接对其产生影响.     

Self-Esteem Among Young Adults: Differences and Similarities Based on Gender, Race, and Cohort (1990–2012)

The major purpose of this study was to examine the joint effects of race and gender on the self-esteem of young adults. Data came from a large sample of undergraduate students (N?=?7,552; 2,785 men and 4,767 women) enrolled at a Midwestern U.S. University over the period 1990–2012. Consistent with prior research, we found that men had higher self-esteem than women and that Blacks had higher self-esteem than Whites, Hispanics, and Asians. The analyses, however, revealed that the gender differences in self-esteem were not found among Blacks and that the higher self-esteem of Blacks relative to other races was greater among women than among men. The effects of race and gender did not change controlling for social class and other demographic variables, did not differ across domains of self-esteem, and were not affected by period of time. This study deepens our knowledge of social group differences in self-esteem, providing evidence that the higher self-esteem of men (relative to women) and of Blacks (relative to other races) persisted across the past two decades.     

Do ethnicity and sex-role ideology influence self-esteem among US and West-African young adults: An exploratory cross-cultural study

We explored ethnicity and sex-role ideology influences on self-esteem among young adults contrasting self-report data by university students from West-Africa (n = 144; females = 58.33%) and the United States (n = 57; females = 73.68%). The students (N = 201) completed measures of sex-role ideology and personal and collective self-esteem. Following regression analysis, we found ethnicity differences in self-esteem. US students scored higher than West-African students did on three self-esteem measures. Sex-role ideology did not predict self-esteem both between and within cultural settings. Findings may be explained by the conflation of ethnicity and sex-role ideology in the study sample.