扩招时期研究生心理压力现状及其相关影响因素

文章采用研究生心理压力问卷对334名在读研究生进行调查和测试,研究扩招时期研究生心理压力现状及其相关影响因素。结果发现,研究生心理压力主要来自学业、就业、经济、爱情婚姻、人际关系、身心健康、成就需要等七个方面;研究生心理压力主要受专业、家庭教养方式、家庭经济状况、学校类型、学校所在地的生活方式和生活节奏以及学校所在地的气候等客观条件的影响。     

幼儿心理压力的现状及与行为问题、家庭生态环境之间的关系

本文考察了幼儿心理压力的现状,并对性别、年龄和入托性质等影响因素做了检验与分析,此外还进行了幼儿心理压力与行为问题及家庭生态环境之间的相关研究。结果发现,68.9%幼儿存在一定程度的心理压力,其中压力较大的孩子约占10%;幼儿的心理压力与性别无关,但与年龄、入托性质等因素有关,大班比小班、全托比日托的孩子的心理压力大;幼儿心理压力与行为问题尤其是违纪行为存在一定的关系,与家庭生态环境的诸因素之间也都存在一定的关系。     

青年企业家的心理健康问题

近年来,我国学者对一些年龄在30—40岁左右的企业总经理、厂长作了一次调查,发现有53%的青年企业家存在不同程度的心理健康问题,主要表现在以下诸方面:工作繁忙,心理压力过重青年企业家深感自己对企业的兴衰所肩负的重任。面对各种竞争、多变的市场、日益增加的信息、复杂的人际关系,他们不仅工作繁忙,而且感到心理压力很大。心理压力过重是引起其他一系列心理问题的关键因     

大学生心理压力感基本特点的调查研究

本研究采用自编的大学生心理压力感问卷对全国 1 3所大学共 2 0 0 7名大学生的心理压力感状况进行了调查研究。结果表明 :(1 )在大学生群体中心理压力感的主要来源依次有学业压力、学校环境压力、情绪压力、择业压力和人际压力 ,大都是社会环境方面的原因 ;(2 )从大学生心理压力感的年级发展趋势看 ,二、三年级的大学生在各方面的压力感均高于一、四年级 ;(3 )女生在择业和学业压力感方面高于男生 ,男生在家庭、恋爱、身体健康、适应和挫折方面的压力感高于女生 ;(4)来自乡村的大学生在家庭、择业和学校环境方面的压力感高于来自城市的大学生 ;(5)在家庭、择业、学校环境和学业压力感方面非独生子女高于独生子女     

4—6岁蒙汉族城市幼儿交往心理的比较研究

本研究用问卷调查法对219名4～6岁蒙汉族城市幼儿进行了交往心理的对比研究,结果发现:70％以上的蒙汉族幼儿都有喜欢交往的倾向;交往中同伴交往占首位;交往以游戏和学习为主要内容,以面对面的直接交往为主要形式,在同伴交往的类型、交往的支配性、交往中能力表现及交往频率等方面,两个民族的幼儿存在着不同程度的差异。     

研究生心理压力特点的调查研究

目的研究研究生心理压力的特点。方法采用自编的研究生压力量表对1067名研究生分三个阶段进行调查。结果（1）研究生压力问卷具有良好的内容效度和预测能力,内部一致性和测量稳定性较理想。（2）研一、研二和研三的学生在学业压力上具有显著性差异。（3）男女研究生、来源于农村和城市的研究生以及是否工作过的研究生均在经济压力上具有显著性差异。     

任务、年龄和性别对幼儿情绪理解成绩的影响

以69名3-6岁幼儿为被试,考察了在简单面部表情识别任务、基于愿望的情绪理解任务、基于信念的情绪理解任务和冲突情绪理解任务四种条件下幼儿情绪理解的表现。结果表明:1)幼儿的情绪理解能力随年龄发展不断提高,各层次的情绪理解上存在先后顺序,情绪理解性别差异不显著;2)幼儿在情绪类型识别上表现出一定的偏好;3)幼儿在情绪理解任务上的表现总体上存在潜在的认知一致性,在不同层次上又具有显著的任务特异性。     

大学生恋爱心理压力现状及对策

本研究采用大学生恋爱心理压力源量表对478名在校大学生恋爱心理压力状况进行调查,结果发现:1.在校大学生中四分之一的人恋爱心理压力需要作一定程度调整;2.在校大学生汉族和少数民族在价值倾向这一因素上存在显著差异;3.在校学生中城镇学生和农村学生在学业负担这一因素上存在显著差异;     

广东汕头大学高年级学生心理健康及压力调适研究

目的研究汕头大学高年级大学生心理压力特点及心理压力的调适。方法对128名毕业班的高年级大学生进行问卷调查,分析不同专业、性别与各压力的相关性,并了解其压力调适特点。结果大学毕业生的就业压力比其它压力重,不同专业大学生之间压力程度无显著差异。结论大学毕业生压力总体上仍属于轻度压力,在压力源中就业压力占主要地位,大学校园不应忽视对毕业生的就业指导及心理辅导。     

关于中国、日本大学生应激行为的比较研究

本研究借助社会支持系统的研究成果 ,以调查法对当今大学生的应激源、应激行为及其机制进行了探讨 ,主要获得以下结果 :1中日被试具有相同的因素模型 ;2本研究采用的八类心理压力源基本上概括了当今中日大学生日常生活中出现的各类心理障碍 ;3心理压力与社会支持系统之间存在负相关 ,即 :越倾向于认为自己容易得到社会性支持系统帮助的学生 ,越不容易感受到心理压力 ;4中日大学生心理应激行为特征存在显著差异。     

Family involvement for children with disruptive behaviors: The role of parenting stress and motivational beliefs

Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental motivational beliefs (i.e., role construction and efficacy) as a potential mechanism by which parenting stress impacts family involvement for families of children with disruptive behaviors. Results indicated that parent role construction mediated the relation between parenting stress and all aspects of family involvement examined (i.e., home-based involvement, school-based involvement, and home-school communication). Parent efficacy mediated the relation between parenting stress and home-based involvement only. Parents of children with disruptive behaviors reporting stress may experience negative beliefs about their role and efficacy to support their child's education, which may thereby negatively influence their actual involvement. Therefore, parent motivational beliefs may serve as an important point for intervention to support involvement of families of children with disruptive behavior.     

A Model of Psychological Distress for Mothers of Children with Attention-Deficit Hyperactivity Disorder

We functionally defined and tested a model of psychological distress for mothers of children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD). This operationalized model includes three latent constructs which are hypothesized to influence mother's psychological symptomatology: Parenting Stress, Parent Characteristics, and Environment Characteristics. Structural equation modeling was used to reformulate and test the measurement models and the overall model. Data supported a model with some empirically-based model revisions founded on both comparisons of best fit and by an examination of statistical modification indices. The final model maintained the Parenting Stress and Parental Characteristics constructs, but replaced independent environmental variables with a more generalized construct of life stress.     

母亲养育压力与学前儿童社会适应的关系及其性别差异：一项交叉滞后分析

本研究采用交叉滞后的研究设计探讨母亲养育压力与学前儿童社会适应的相互作用关系,选取上海市两所公办幼儿园202名幼儿及其母亲进行为期一年的追踪调查。结果表明：（1）母亲养育压力与男孩的外化问题行为可以相互预测,与女孩外化问题行为相互预测不显著;（2)母亲养育压力与幼儿社会能力可以相互预测;（3）母亲养育压力不能显著预测幼儿内化问题行为,但内化问题可以显著预测母亲养育压力。母亲养育压力与学前儿童社会适应存在相互作用关系,且在幼儿外化问题行为上存在性别差异。     

儿童青少年创伤后应激障碍(PTSD)治疗的研究热点——基于美国文献的知识图谱分析

为了解近10年(2006~2016)来美国18岁及以下的儿童青少年创伤后应激障碍(PTSD)治疗研究的热点和重点,利用Bicomb 2.0软件和IBM SPSS Statistics 20.0软件,对ISI Web of Science数据库中查询到的363篇论文进行了知识图谱的可视化分析。结果表明,近10年来美国儿童青少年PTSD治疗研究可分为两个大的研究领域。领域一为儿童青少年PTSD的精神科和神经生物学相关的治疗,包括了两个小的研究热点:(1)儿童青少年PTSD精神科药物治疗相关的研究;(2)儿童青少年PTSD眼动脱敏再加工治疗等神经生物学机制的疗法。领域二为儿童青少年PTSD的心理学治疗,包括了两个小的研究热点:(1)家庭暴力导致的儿童青少年PTSD心理学治疗研究;(2)儿童青少年PTSD的认知行为治疗研究。其中关于儿童青少年PTSD的认知行为治疗研究是研究的热点和重点领域,但关于儿童青少年PTSD治疗效果的长期纵向研究还较为缺乏,未来研究者应加强对儿童青少年PTSD治疗效果的追踪研究,并开展心理治疗与药物治疗相结合的疗效研究。     

Social information processing in preschool children: Relations to sociodemographic risk and problem behavior

Using a multicomponent, process-oriented approach, the links between social information processing during the preschool years and (a) sociodemographic risk and (b) behavior problems in preschool were examined in a community sample of 196 children. Findings provided support for our initial hypotheses that aspects of social information processing in preschool are related to both sociodemographic risk and behavior problems in preschool. Response evaluation and in particular the positive evaluation of an aggressive response were related to both sociodemographic risk and children’s aggressive behavior and partially mediated the links between sociodemographic risk and aggressive behavior in preschool.     

The nature of adolescent competencies predicted by preschool delay of gratification

Delay of gratification, assessed in a series of experiments when the subjects were in preschool, was related to parental personality ratings obtained a decade later for 95 of these children in adolescence. Clear and consistent patterns of correlations between self-imposed delay time in preschool and later ratings were found for both sexes over this time span. Delay behavior predicted a set of cognitive and social competencies and stress tolerance consistent with experimental analyses of the process underlying effective delay in the preschool delay situation. Specifically, children who were able to wait longer at age 4 or 5 became adolescents whose parents rated them as more academically and socially competent, verbally fluent, rational, attentive, planful, and able to deal well with frustration and stress. Comparisons with related longitudinal research using other delay situations help to clarify the important features of the situations and person variables involved in different aspects of delay of gratification.     

父母感知的家庭压力对儿童问题行为的影响：父母心理攻击和儿童应激下皮质醇反应的中介作用

儿童问题行为受到环境与个体因素的协同影响。研究以北京150名五、六年级儿童及其家长为被试,探究心理攻击和应激下皮质醇反应在父母感知的家庭压力与儿童问题行为间的中介作用。采用儿童版特里尔社会应激测试测量儿童应激下皮质醇反应,并由家长报告感知的家庭压力、对儿童的心理攻击及儿童的问题行为。结果发现：(1)父母感知的家庭压力可正向预测儿童问题行为;(2)心理攻击在父母感知的家庭压力与儿童问题行为间起中介作用;(3)心理攻击和儿童应激下皮质醇反应在父母感知的家庭压力与儿童问题行为之间起链式中介作用。研究揭示了父母感知压力对儿童问题行为影响的心理和生理机制,从父母和儿童角度为减少儿童问题行为提供了参考。     

Executive Functions in Preschool Children with Aggressive Behavior: Impairments in Inhibitory Control

The question whether executive function (EF) deficits in children are associated with conduct problems remains controversial. Although the origins of aggressive behavior are to be found in early childhood, findings from EF studies in preschool children with aggressive behavior are inconsistent. The current study aimed to investigate whether preschool children with aggressive behavior show impairments in EF. From a population-based sample, 82 preschool children who were showing aggressive behavior as indicated by scores at or above the 93rd percentile on the Aggressive Behavior Scale of the CBCL 1 1/2-5 were selected. These children with aggressive behavior were matched on IQ to a group of typically developing control children (N = 99). Six neuropsychological tasks were administered to assess set shifting, inhibition, working memory and verbal fluency. A factor analysis was conducted which yielded one clear factor: inhibition. Aggressive preschool children showed poorer performance on this inhibition factor than control children and boys performed worse on this factor than girls. This association between aggressive behavior and inhibition deficits was maintained after controlling for attention problems. In addition, gender differences in all EFs measured were found with boys exhibiting more impairment in EF than girls. These findings demonstrate that preschool children with aggressive behavior show impairments in inhibition, irrespective of attention problems.     

The relationships between parenting stress,parenting behaviour and preschoolers' social competence and behaviour problems in the classroom

Young children develop social and emotional competence through interactions with others in the two major contexts in which they spend time: home and preschool. This study examined whether parenting stress in the home context is related to the children's behaviour while in preschool. Previous research has suggested that parenting stress negatively influences parenting behaviour, which in turn has been shown to impact children's development. This study examined the direct relationship between parenting stress and children's behaviour in two types of preschool programmes: private day care centres and Head Start. Parenting stress was significantly related to teacher ratings of social competence, internalizing behaviours, and externalizing behaviours, and the effects of parenting behaviour do not appear to mediate this relationship. Parenting stress was most strongly related to children's social competence. Parents' reports of expectations for their child's behaviour appear to weakly moderate the relationship between externalizing behaviour and parenting stress. This study suggests that examination of a parent's level of stress, in addition to parenting practices, may be important in research and interventions with preschool children's behaviour and social competence. Copyright © 2005 John Wiley & Sons, Ltd.