影响学生体育学习情境兴趣的主因素研究

本研究以上海市中学生为研究对象,修订了中文版体育情境兴趣量表的信效度资料,构建了体育情境兴趣的模型结构,通过对被试学习过程中情境兴趣的测试与分析,揭示了影响学生体育学习情境兴趣的主因素及其相关关系。研究结果表明： 中文版体育情境兴趣量表具有良好的信度和效度,能较好地解释总体变量;相关与回归分析表明：即时愉悦感是激发体育学习情境兴趣的主要因素,而体育学习内容本身过高的新颖性和挑战性不利于情境兴趣的激发。     

情境判断测验的效度研究述评

情境判断测验是一种为作答者呈现工作相关的典型情境以及该情境下可能的行为反应, 要求根据指导语提示进行选择或评价的测验形式。随着其理论和实践的发展, 研究者越来越关注情境判断测验的效度研究, 包括对其构想效度、效标关联效度和递增效度的探讨, 以及指导语类型、情境保真度以及计分方式等因素对其效度的影响。基于这些研究进展, 未来情境判断测验实践领域可能的方向是：(1)开发针对特定构想的情境判断测验; (2)结合具体构想选用相应的指导语; (3)应用作假和培训对效度影响的研究结果指导实践。     

情境信息对模糊表情识别的影响及其作用机制

识别模糊表情对人类社会交往具有重要意义。研究者们发现, 情境信息影响模糊表情识别。基于此, 文章探究了影响模糊表情识别的五种情境信息, 包括文字描述、情绪表情、颜色背景、嗅觉信号和人格因素, 旨在揭示情境信息影响人类识别模糊表情的作用机制。未来研究可以从突出模糊表情的主体研究地位、清晰界定情境信息、探索新的研究范式以及明确影响效价转移的脑区四个方面入手, 进一步拓宽模糊表情识别研究领域。     

依赖结构对信任行为的影响:基于互依理论的视角

信任是人际互动中的重要主题,受到诸多因素的影响,越来越多的研究者关注情境特征对信任的影响。以相互依赖理论为基础,操作依赖的相互性、依赖水平和利益协同,构建互动双方间不同的依赖结构,分析不同依赖结构对被试信任的影响。结果表明:(1)在双向依赖情境中被试的信任水平显著高于单向依赖情境;(2)单向依赖、低利益协同情境中,依赖水平对个体的信任行为有显著影响,双向依赖、高利益协同情境中,依赖水平对个体信任行为的影响不显著;(3)单向依赖、低依赖水平情境中,利益协同对信任行为有显著影响,双向依赖、高利益协同情境中,利益协同对信任行为影响不显著。     

《中学生课堂情境兴趣问卷》的信效度检验及应用

以300名高中生为被试,采用问卷法,检验了《中学生课堂情境兴趣问卷》的信、效度,并考察了中学生课堂情境兴趣的特点。结果发现：（1）《中学生课堂情境兴趣问卷》具有较好的信、效度指标,是测量中学生课堂情境兴趣的一个有用工具。（2）中学生在英语、数学与语文课堂情境兴趣上,不存在显著性别差异。（3）中学生在英语、数学与语文课堂情境兴趣上存在年级差异,随年级升高,英语、语文课堂情境兴趣逐渐降低,数学课堂情境兴趣逐渐上升。     

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。     

基于选择反应的学习迁移效应：从个人情境到社会情境

先前习得的空间不相容联结可以减少、消除甚至反转Simon效应, 这种现象被称为学习迁移效应。研究者已经在个人情境和社会情境中发现一些影响学习迁移效应的因素, 并提出短时记忆联结解释、自下而上的启动机制和反应对立策略等相关解释。未来研究需要澄清刺激-反应迁移的双向性以及学习迁移效应的认知神经机制和发展路径。     

补偿他人还是保护自己?内疚与羞耻情绪对合作行为的影响差异

作为两种常见且易被混淆的自我意识情绪, 诸多研究者对内疚和羞耻的产生前因及影响后效进行研究, 尤其是近年来的研究逐渐关注两者对合作行为的影响。我们通过对已有研究进行梳理发现, 内疚和羞耻对合作行为的影响及其机制存在差异, 内疚的影响更为稳定及具有普适性, 羞耻的影响具有复杂性和多样性, 更容易受到其他因素的影响。内疚和羞耻对合作行为的不同影响可从动机机制和调节机制两方面进行解释。首先, 动机机制包括内疚对他人的补偿、修复动机以及羞耻对自我的保护、修复动机。内疚对他人的补偿、修复动机主要体现在维护社会互动中的公平; 弥补对他人造成的伤害, 降低自己和他人的痛苦; 修复人际关系, 重新获得他人或自己的接纳与认同。羞耻对自我的保护、修复动机主要体现在释放消极的情绪状态; 维护积极的自我形象和声誉, 修复自我; 保护自我, 防止后续伤害及不良后果。总体而言, 内疚者关注过失行为及后果, 侧重于对受害他人的补偿或对与他人关系的修复, 而羞耻者关注整体自我的受损, 侧重于对自我的保护和对自己社会形象的修复, 基于此, 我们在前人研究的基础上构建了内疚与羞耻影响合作行为的动机机制对比模型图。其次, 调节机制涉及到个体因素和情境因素的调节作用, 其中个体因素包括认知因素、社会价值取向、自我控制能力、情绪特质和情绪状态, 情境因素包括暴露情境和掩蔽情境、实验情境和日常情境、相关情境和不相关情境。具体而言, 内疚对合作行为的影响的较少受情境的限制, 而羞耻受情境因素限制较多, 在暴露情境、相关情境中更能促进合作行为的产生, 而在掩蔽情境、不相关情境中, 羞耻较难影响个体的合作抉择, 且无论是实验室情境还是日常情境, 内疚似乎都比羞耻更易影响合作。最后, 鉴于内疚与羞耻的诱发和测量方法的有效性仍需检验, 两种情绪对合作行为影响的过程机制和生理机制仍不明晰, 个体因素影响的研究尚不充足以及跨文化研究较为缺乏, 未来研究可以从内疚和羞耻诱发与测量方法的有效性, 情绪作用发生的内在过程和生理机制, 情绪影响的个体和文化差异这几方面进行扩展和深挖。     

父母控制与儿童顺从行为的研究综述

该文考察了近年来国外对父母控制与儿童顺从行为之间关系的研究。有研究者把父母的控制分成身体控制和言语控制,或根据控制中所包含权力水平的高低分成强控制型和弱控制型;有人考察了情感因素和父母的反应性等对儿童的顺从所起的作用,还有人把顺从分成自觉顺从和情境性顺从。早期,研究者把顺从看作成人期望的社会化目标,而视不顺从为一种行为问题。后来的研究者以发展的观点看待不顺从,认为对不顺从行为要作分析。不同的研究者从不同角度得出父母的控制和儿童的顺从行为之间的相互关系。     

幸灾乐祸的重新审视和互动过程模型的构想

幸灾乐祸是人类普遍存在的一种社会情绪, 但却是一个远未研究透彻的领域。以往研究将幸灾乐祸视为一种不道德的情绪, 而现在越来越多的研究者认为其有一定的正向意义并循此展开研究。通过对国内外相关研究的全面梳理, 对幸灾乐祸的概念与测量方法的总结及对现有研究的整合, 构想了幸灾乐祸的互动过程模型。该模型的优势在于基于互动视角融合了互动双方(自身和他人)因素, 并基于过程视角明晰了幸灾乐祸乐祸发生的过程和发生后的变化。该模型指出今后研究者应关注幸灾乐祸前后事件的发生情境和情境中的多方互动, 并希冀对其他社会情绪研究具有一定启发意义。     

Situational variables related to aggression in institutional settings

For decades, aggressive behavior among psychiatric inpatients has been identified as disruptive to the therapeutic environment and a workplace hazard. Most previous research has focused on individual patient risk factors with less attention paid to the situational, environmental, or therapeutic milieu factors that could influence violence rates. This review outlines the prominent areas discussed in situational factor research and presents recent theoretical models that integrate these factors. Based on the identified shortcomings in the available literature, suggestions for future research directions are offered.     

Personality and stress

Recent years have witnessed an upsurge of interest in how personality affects the stress process. This paper reports on a broad spectrum of findings on the relationships between personality and stress, taking transactional stress theory as the point of departure. A first part outlines the different approaches stress research has taken within personality psychology as opposed to research based on transactional stress theory and discusses the debate between these two paradigms. The second part gives an overview of empirical findings, with a focus on the Big Five personality factors, in order to demonstrate that personality affects the stress process in every aspect. The discussion suggests that we address unresolved problems of transactional stress research in the framework of interactionist personality psychology. Special attention ought to be given to developing a better understanding of situational characteristics, stress-producing mechanisms, and the functions of situational choices and coping strategies for personality.     

An Ideal Student Factor and the validity of noncognitive measures of student potential

The presence of a general factor has been found in previous research on the utilization of personality tests in selection contexts. Termed the Ideal Employee Factor (IEF), this factor is thought to represent an effort to present oneself as an ideal employee to some degree on all items in the test. Examining the responses to biodata and situational judgment items, we provide evidence for the existence of a factor similar to the IEF within the college admissions context, termed the Ideal Student Factor (ISF), but the magnitude of this factor relative to specific factors was small. Mixed support was found for the hypothesized differences in the factor loadings on the ISF for different constructs included in the model. The presence of the ISF was not found to substantially impact the validity of other predictors within this study. The overall conclusion is that this general factor would not impact the use of these biodata and situational judgment items in college admissions.     

Situational influences on the desirability of different objects of affiliation

The desire to affilitate was examined as a function of two variables: situational context and the type of potential companion. Data were collected via four questionnaires composed of 48 identical items. Each item described a specific situation related to one of four situational clusters previously extracted by factor analytic method (Fox, 1980) and reconfirmed in this study. Each questionnaire examined the desirability of a particular type of companion in various situations (being alone, or with intimates, acquaintances, or strangers). The subjects consisted of 900 male Israeli high school students, 17-19 years of age, each of whom responded to two out of the four questionnaires. The situational factor had the decisive effect on the affiliative preferences. There was a general desire for companionship in pleasant as well as threatening situations, whereas solitude was preferred when concentration was necessary or in periods of unpleasant moods. Across situational categories, there was a relatively less marked preference for the company of intimates over that of acquaintances and strangers, who appear to be equally desirable objects of affiliation. The interaction between situational and companion factors was minimal, in contrast to hypothesis. The results are illuminated in the context of utility affiliation theory. Ths research was supported in part by a grant from the Research Authority, Bar-Ilan University.     

绩效考核中宽大效应的成因及控制方法

绩效考核中宽大效应对于组织的人力资源管理有极大的危害性。该文从考核情境因素、考核工具因素以及考核者因素三方面分析了绩效考核中宽大效应的成因,考核情境因素主要包括组织文化、考核目的、考核的匿名性;考核工具因素主要指考核指标的清晰与结构化;考核者因素包括考核者的动机、认知过程、情感、情绪以及稳定的人格特质。同时,根据对成因的分析提出了对绩效考核中宽大效应的控制方法。最后,指出了以往研究的不足以及未来需要深入研究的几个问题     

Solitude experiences: varieties, settings, and individual differences

Solitude may be positive or negative, depending on situational and personal factors. From prior research, nine types of solitude were identified. Based on data from a questionnaire study of undergraduate participants, factor analysis suggests that these nine types can be reduced to three dimensions, two positive and one negative. These are, respectively, Inner-Directed Solitude (characterized by self-discovery and inner peace), Outer-Directed Solitude (characterized by intimacy and spirituality), and Loneliness. Personality and value correlates, as well as situational correlates, of the various types of solitude also were explored.     

To what degree do situational influences explain spontaneous helping behaviour? A meta-analysis

Prosocial behaviour is an interdisciplinary topic, involving psychologists, philosophers, and educators. Based on experimental helping research, some moral philosophers have claimed that helping behaviour is entirely situationally determined. The dominance of situational factor experimentation gives the appearance that situational factors alone can explain helping behaviour. This meta-analysis investigated situational explanations of helping behaviour with 286 effects and 46,705 participants from experimental studies with non-manipulation control groups, and observed unilateral adult behavioural helping. Results indicated expected group differences in helping behaviour frequency among help encouraging or help discouraging experimental conditions and no-manipulation control conditions. Helping behaviour was also frequent in help discouraging and control conditions and far from universal in help encouraging conditions. Because helping occurred in control groups, situational factors cannot explain all observed helping. Because helping was not universal in help encouraging conditions, it raises the question of individual differences in responsiveness to helping cues.     

Vocational behavior and career development, 1980: A review

Papers were reviewed in the sections where their major findings seemed to have the most important implications. Since it typically was not possible to do justice to individual studies in a few lines of summary, readers are referred to the specific articles of their interest for further information regarding other findings.As has been the case in the past several years, the number of studies related to vocational behavior and career development appears to be expanding, along with perceptions of what is relevant to the field. As greater emphasis is placed on the working life of individuals after initial occupational choices are made, researchers on vocational behavior and career development will increasingly find it necessary to synthesize research findings from the areas of industrial/organizational psychology, organizational sociology, and organizational behavior and theory. This factor may suggest greater collaboration among researchers across these fields in the future. In any event, the broadening base of relevant research, while challenging, also is an exciting development with rich potential for increased knowledge of vocational behavior.As Walsh mentioned in his review of 1978 literature, there is a vital need for more work of a longitudinal nature. We see some increase this year, but we are too frequently forced to draw conclusions regarding long-term vocational development from studies which are mainly crosssectional and correlational in nature.Among the research directions of note this year is the increasing emphasis on information processing/decision-making frameworks as a means of studying the vocation development process. Other trends were the growing concern with the relationship between work and nonwork, interest in recruitment processes, and the emphasis on situational as well as individual factors in predicting vocational behavior.     

Personality and Behavior in Social Dilemmas: Testing the Situational Strength Hypothesis and the Role of Hypothetical Versus Real Incentives

Previous research aimed at testing the situational strength hypothesis suffers from serious limitations regarding the conceptualization of strength. In order to overcome these limitations, the present study attempts to test the situational strength hypothesis based on the operationalization of strength as reinforcement contingencies. One dispositional factor of proven effect on cooperative behavior, social value orientation (SVO), was used as a predictor of behavior in four social dilemmas with varying degree of situational strength. The moderating role of incentive condition (hypothetical vs. real) on the relationship between SVO and behavior was also tested. One hundred undergraduates were presented with the four social dilemmas and the Social Value Orientation Scale. One‐half of the sample played the social dilemmas using real incentives, whereas the other half used hypothetical incentives. Results supported the situational strength hypothesis in that no behavioral variability and no effect of SVO on behavior were found in the strongest situation. However, situational strength did not moderate the effect of SVO on behavior in situations where behavior showed variability. No moderating effect was found for incentive condition either. The implications of these results for personality theory and assessment are discussed.