中小学智力超常学生人格发展特点的比较研究

通过对170名普通学校中智力超常学生人格特点的差异分析,发现:①智力超常学生的内外向人格类型随年级的增高,愈来愈倾内向;②初中阶段不稳定的人格特点体现出独立与依赖、稳定与动荡的统一;③环境与教育要求是人格发展变化的最重要条件.     

超常儿童和常态儿童之间人格特征的比较研究

超常儿童和常态儿童之间人格特征的比较研究李淑艳（佳木斯师专）１问题的提出近年来,对非智力因素探讨很受重视,对于超常儿童也不例外．国外有对超常儿童动机类型、独立性、情绪稳定性自我概念方面的研究等等．关于超常儿童和常态儿童在人格特征方面系统的对比研究则很...     

从人际关系看人格--认知-情感系统理论的视角

人格的认知—情感系统理论(cognitive-affective system theory of personality,简称CAPS)被视为是与大五人格理论齐名的一种人格理论。该文拟从个体外部的人际关系层面来阐述该理论,以加深对理论的理解。然后,又从CAPS与其它人际关系理论的契合说明该理论是一种整合性的人格理论。最后,指出了CAPS的优点和局限性,并由此对人格研究的未来发展方向进行了探讨。     

超常儿童数学能力的因素分析

培养与发展超常儿童的智力与能力是教育心理研究的一个重要课题。本文将在智力与能力发展理论的基础上,重点对组成超常儿童数学能力的因素进行结构分析。通过因素分析的方法抽出了五个主因素．即综合运算能力、逻辑思维能力、抽象概括能力、空间想象能力、灵活的形象思维能力,并对各能力特点作了进一步分析。本文的结果将为超常儿童智能发展的理论研究提供可资参照。     

对超常教育实验班与普通班学生学业情感态度的研究

这是一项对初中二年级超常与常态儿童学业情感态度的研究,其特点是详细考察学生对于学习课程(特别是数学课程)的情绪感受范围和层次。从得到的结果使我们看出,超常(高智力)班学生对学业内容有着比常态班学生更积极的情感态度;而超常班学生情感态度测量与学习成绩较低相关是出于他们的智力水平;另外,性别差异上女生突出的现象是由于青春期起始阶段。本研究显示,学业儿童的学习成绩不仅基于较高的智力,儿童积极的学业情感是重要的心理因素,应引起教育者的注意。     

国内父母教养方式与儿童发展研究

近年来,我国心理与教育研究者探讨了父母教养方式对儿童的认知、社会性情感及各种人格品质的发展的作用以及影响父母教养方式的因素,为儿童教育提供理论支持,并获得了中国文化背景下与西方不同的父母教养方式对儿童发展的特点。     

人格心理学的未来:等待“大一”

本文对当前人格心理学存在的问题进行了综述,从中发现其发展趋势是需要“大一”———一个大理论来指导人格研究,然后以“大五”模型和“认知－情感系统理论”为例深入分析了“大一”的可取性、可能性和可行性。最后对人格心理学的未来作出展望。     

当代西方道德人格研究的两类取向

道德人格研究是西方道德心理学的新主题,主要有两类取向：特质取向和社会认知取向。特质取向把道德人格理解为与道德有关的人格特质,对道德榜样的自然概念和真实道德榜样的人格特征进行了大量研究。社会认知取向以社会认知图式、知识结构和认知－情感机制来解释道德人格,揭示了个体内部动态的心理过程。未来的道德人格研究要强调两类取向的结合,加强发展过程和影响因素研究,并注重多水平与多学科的整合。     

动机的目标理论

章对动机的目标研究领域的发展脉络、研究方法以及所取得的新近成果进行综述,总结各种目标理论的共同点和分歧,并对这一领域的未来发展方向做出了展望。作认为,目标理论将导致行为的情感因素、动机力量与认知过程有机结合,这体现了一种整合趋势;同时,目标理论强调目标对于人格功能、情绪以及健康的重要性,使得该领域的研究与社会生活密切相联。而这一研究领域的未来方向则是,探查动机倾向与个人目标之间的联结。     

中国儿童青少年人格发展与培养研究三十年

儿童青少年人格发展与培养是新世纪全面推进素质教育的一个关键性问题。自1981年以来,我们将理论研究、实证研究和经验总结有机结合,在全面系统地评述儿童人格发展理论的基础上,采用综合研究方法对我国儿童青少年人格进行全方位系统研究,基本构建出我国儿童青少年,特别是儿童人格发展与教育的基本框架。本文将具体阐述我们三十多年来对于儿童青少年人格发展研究的成果,系统地阐述儿童青少年人格及重要特质的结构,发展的一般特点,影响儿童青少年人格发展的因素,以及培养儿童健全人格发展的有效模式,并对未来的研究提出建议。     

超常儿童心理与教育研究15年

中国超常儿童心理与教育的研究１５年来收获如下：在理论方面：１．超常与常态儿童在不同的认知方面差异的显著性,认知构成的模式特点、及发展趋势均有不同。２．超常儿童的个性倾向和特征具有明显特点,但发展不平衡,表现为３种类型;个性特征与学习成绩相关密切。３．超常儿童的成长过程可概括为４种类型。４．超常儿童心理成分不限于高智力、创造力,还包括良好发展的个性倾向和特征。在应用方面：研究结果在鉴别和教育超常儿童等方面进行了应用和检验。     

Kazimierz Dabrowski's Theory of Positive Disintegration and the American Humanistic Psychology

The author discusses the differences and similarities between Dabrowski's theory of positive disintegration and the theories of the American Humanistic psychologists. All are personality growth theories; however, the philosophical assumptions underlying the theories differ. The Humanistic psychologists subscribe to eudaimonistic ethics of self-fulfillment and happiness, whereas Dabrowski follows the Existentialists and stresses the dignity of human beings. He stresses the suffering associated with the attainment of higher levels of spiritual development. Underlying these different views on the nature of human existence may be differing assumptions about the metaphysics of evil. Theologians have discussed the metaphysics of evil since the early days of the church as the problem of theodicy. This article suggests that the American Humanistic psychologists and Dabrowski implicitly followed different theodicies. This could account for the resistance to Dabrowksi's theory in North America.     

Racial Identity Development Among Gifted Black Students: Counseling Issues and Concerns

A review of the literature suggests that a paucity of information exists regarding how culture-specific issues such as being both Black and gifted influence the psychological needs and personality development of gifted Black students. Stellar attempts, however, are currently underway to develop theories and perspectives of racial identity development among Black students. These theories and perspectives are discussed in an attempt to understand and address the psychological and social needs of gifted Black students.     

The origins and ends of giftedness

Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood giftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children.     

CPQ personality factors of upper elementary gifted students

The results of administering the Children's Personality Questionnaire (CPQ) to gifted students in the fourth, fifth, and sixth grades indicated that they had personality profiles similar to the norm group. Gifted males were more controlled, socially precise, self-disciplined, and compulsive than females, described as more casual and careless of social rules. Also, gifted females were more assertive and independent than males who had scores suggesting a more obedient, mild, or conforming personality. In comparing personality factors across grades, fourth graders had profiles significantly different from sixth graders.     

Do academically gifted and nongifted students differ on the Big-Five and adaptive status? Some recent data and conclusions

This study examined a representative sample of academically gifted (N = 374) and non-gifted (N = 428) Israeli high-school students in order to compare these different student populations on the Big-Five and adaptive outcomes. Consistent with prior research, gifted students scored higher than non-gifted peers on Openness to Experience but scored lower on Neuroticism. In addition, gifted students scored lower on state anxiety facets and were not reliably different from their nongifted counterparts on mental distress or subjective well being. Overall, the empirical data are consistent with recent research suggesting that when gifted students are compared with nongifted students on various socio-emotional and personality characteristics, the results are not unfavorable to gifted students.     

完美主义心理研究的历史和现状

完美主义(perfecrionism)心理是《心理障碍诊断与统计手册》(DSM-Ⅲ)的重要的诊断标准之一,被认为参与多种心理障碍的形成与发展。但是长期以来,对于完美主义心理缺少精确的定义和量化研究。上世纪八十年代以来,在欧美的心理咨询和资质优异教育领域,这种心理愈来愈被看作是与个体的心理健康及创造力息息相关的人格特质,并且已普遍承认这种特质是多维度、多侧面的。本文追溯了完美主义心理研究的历史渊源。介绍了完美主义心理研究的现状和进展。     

Vulnerabilities of Academically Gifted Students

Abstract

It is often assumed that gifted students enjoy relatively good social and emotional adjustment, vibrant mental health, and overall well being. Unfortunately, this is not always the case, and a significant number of gifted students experience painful, troubling and often debilitating psychological problems. Gifted children and youth possess a set of personality characteristics that make them uniquely vulnerable. School personnel and parents need to be cognizant of these risk factors so that they can provide coordinated and comprehensive educational and social opportunities to foster resilience and, when needed, provide preventive and therapeutic mental health interventions for those gifted students with actual psychological problems.     

Change in Self-concept and Attributional Styles Among Academically Gifted Adolescents1

A nonequivalent control group design involving academically gifted students who would participate in a residential summer program where they could achieve “consensual validation” by being with other gifted students (n= 156), those eligible but who would not attend the program (n= 172), and academically competent students (n= 106), was used to identify differences in global self-concept, the structure of self-concept and attributional style before, immediately after, and about four months after the intervention. There were no initial differences on any of the measures for the two gifted groups. However, competent students differed from gifted students on both self-concept and attributional measures. While global self concept for gifted and competent students was similar, competent students boasted significantly greater self-concepts in the domains of social and physical activities and significantly lower self-concepts in the academic domain. On the attributional style measure, gifted students were significantly less likely than competent comparisons to take credit or see as pervasive the causes for social successes. In general, differences observed initially were robust over time. Only tentative support for the effectiveness of the short-term intervention being effective in modifying aspects of social self-concept among the gifted was obtained. Here, gifted program attenders decreased the extent to which they internalized blame for or perceived as pervasive the causes for social failure subsequent to program participation. The relationship of observed changes in attribution to self-concept and the effectiveness of short-term interventions to effect change in cognitive functioning and personality are discussed.     

Academic Careers of Gifted Women

As part of a larger study concerning academically gifted college women, gifted freshman women who graduated (723) were compared with those who did not graduate (526) on certain academic variables. Graduates took an average of 12.6 quarters to complete their degrees. Average length of attendance before departure for Nongraduates was 5.8 quarters. Graduation with honors was achieved by 51.9 per cent of the Graduates. Graduates and Nongraduates differed significantly in GPA (3.06 to 2.50), contact with the Counseling Bureau (43.6 to 30.9 per cent), and in major fields of study. More Graduates had Liberal Arts (CLA) “social science,” CLA “interdepartmental and double,” Education, and Home Economics majors. More Nongraduates had CLA “English, linguistics, and languages,” CLA “natural science and mathematics,” and Business Administration majors. These results are discussed in relation to findings of the larger study concerning personality characteristics and vocational interests of gifted women, and a follow-up study of the Nongraduates.