补偿性消费行为：概念、类型与心理机制

补偿性消费行为是指为了弥补某种心理缺失或自我威胁而发生的消费行为, 是一种替代的心理需求满足工具。补偿性机制作为看待行为的重要视角, 可以解释许多看似不理性或不合常理的消费现象。自尊威胁、控制感缺失和归属感缺失是导致补偿性消费的3种动机来源。未来研究可以从以下4个方面对补偿性消费行为进行深入探讨：1)根据补偿机制的不同, 对补偿性消费的表现形式和类型进行细分; 2)评估消费行为的心理补偿效果; 3)探讨除消费外其他替代性的心理补偿方式, 以及消费补偿与其他补偿方式之间的关系; 4)挖掘中国社会文化环境下的补偿性消费行为的特点与产生机制。     

‘Women are Bad at Math,but I'm Not,am I?’ Fragile Mathematical Self‐concept Predicts Vulnerability to a Stereotype Threat Effect on Mathematical Performance

The present research reports the results of three studies showing that individuals with a fragile self‐concept in the domain of performance are particularly vulnerable to stereotype threat effects. Specifically, women who explicitly described themselves as rather mathematical but whose implicit self‐concepts contradicted these claims were vulnerable to stereotype threat effects on mathematical performance. This effect was robust across three studies, independent of the subtleness or content of the stereotype threat manipulation. Additionally, it was shown that the effect was mediated by anxious worrying (Study 3). Copyright © 2012 John Wiley & Sons, Ltd.     

Self‐esteem and its relationship to bullying behaviour

From the rapidly growing literature on bullying, it is increasingly recognised that peer relationship problems as manifested in being bullied are associated with low self‐esteem. However, the literature on self‐esteem in relation to children who bully others is controversial. The objective of this paper is to elucidate further our understanding of the relationship between self‐concept and bullying behaviour. Data from a nationwide study of bullying behaviour carried out in Ireland during 1993‐1994 have been reviewed. The relevant results from 8,249 school children aged 8 to 18 years are presented. The paper examines the global and dimensional nature of self‐esteem and how it relates to children and adolescents who either have been victimised or bullied others. A distinction is made between “pure victims,” “pure bullies,” and children and adolescents who were both bullied and who bullied others. In other words, pure victims were those who had not bullied others, and pure bullies had not themselves been bullied. Those who were both bullied and bullied others were subdivided further into victims who bully occasionally, sometimes, and frequently and bullies who are victimised, occasionally, sometimes, and frequently. The results show that children of both primary and post‐primary age who were involved in bullying as victims, bullies, or both had significantly lower global self‐esteem than did children who had neither bullied nor been bullied. However, the pure bullies, in contrast to the pure victims, placed the same value on their physical attractiveness and attributes and on their popularity as did their peers who had not bullied others or been bullied. The bully‐victims of all ages had the lowest self‐esteem of the subgroups in the study. Also, the more frequently children were victimised or bullied others, the lower was their global self‐esteem. The typology and frequency of bullying and the age of the children when they were involved in bullying influenced the status of the specific domains of self‐esteem. There were, e.g., significant differences in anxiety between the pure bullies of post‐primary age and their peers who had not bullied others or been bullied. The post‐primary children who bullied most frequently were the least anxious. The results indicate that high self‐esteem protects children and adolescents from involvement in bullying. Thus, in view of the strong relationship between self‐esteem and bullying that has been found in the present paper, it is recommended that top priority be given by parents and teachers to preventing and reducing feelings of poor self‐worth among children and adolescents. Aggr. Behav. 27:269–283, 2001. © 2001 Wiley‐Liss, Inc.     

Is paranoia a defence against or an expression of low self‐esteem?

Paranoia has been hypothesized to be negatively correlated with self‐esteem. However, hypotheses differ about how low self‐esteem might produce paranoia. The paranoia as defense model views paranoia as a defensive reaction against low self‐esteem. In contrast, the paranoia as expression model views paranoia in part as a reflection of low self‐esteem. In the current study, paranoia was negatively associated with global explicit self‐esteem, self‐competence, self‐liking and self‐serving attributional style, but unassociated with implicit self‐esteem as measured with the Implicit Association Test. In contrast, facets of narcissism, which also have been hypothesized to be associated with defensive self‐processing, were associated with defensiveness. Overall, these results suggest that paranoia is better represented by the expression model. Copyright © 2010 John Wiley & Sons, Ltd.     

Teacher Racism,Academic Self‐Concept,and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self‐Sabotage for Indigenous and Non‐Indigenous Australian Students

The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education research. Although there is an expanding research base identifying factors that may increase (or decrease) the risk of disengagement for Indigenous students, little acknowledgement has been given to international research highlighting how stigma and discrimination may be associated with student disengagement and the resiliency factors that may nullify these associations. Utilising a sample of 1,376 (305 Indigenous; 1,071 non‐Indigenous) students from five New South Wales high schools in Australia, this study sought to examine the influence of academic self‐concept and two culturally sensitive constructs—specifically, perceived multiculturation (perceived cultural respect) and racial discrimination—on two disengagement‐orientated outcomes: affective disengagement and self‐sabotaging behaviour (behavioural disengagement) for both Indigenous and non‐Indigenous students. The findings showed relatively consistent direct and positive effects of academic self‐concept and direct negative effect of teacher racism for both groups of students. An interaction effect (discrimination × multiculturation) for the Indigenous students only was also identified, which suggested that the negative effects of racial discrimination on self‐sabotaging behaviour are exacerbated when the Indigenous students perceived higher levels of cultural respect from others. Overall, while these findings suggest that promoting higher levels of inter‐cultural respect may be beneficial for Indigenous and non‐Indigenous alike (e.g., culturally inclusive programmes), such positive perceptions may put Indigenous students at greater risk if the impact of racism is not also addressed. The implications of these findings suggest that cultural safety must be framed both in promoting the positive (cultural respect) and in eliminating the negative (racism).