人际自立特质对大学生情绪调节策略作用的纵向研究

虽然不少学者认为人格会影响情绪调节策略的使用,但是目前尚缺乏人格与认知重评、表达抑制这两种情绪调节策略关系的纵向研究。根据人际自立与情绪关系的系列研究,假设人际自立会影响情绪调节策略的使用。采用青少年学生人际自立量表和情绪调节问卷对374名大学生进行了间隔6个月的两次调查。结果发现,人际主动、人际灵活显著预测6个月后的认知重评。这说明某些人格特质可以影响特定情绪调节策略的使用。     

Flexibility and Originality in Children's Divergent Thinking

Previous research on the ideational process indicates that original ideas increase in frequency as an examinee works through an open-ended task. In the present investigation, ideational flexibility was evaluated to determine if ideas also become more varied and diverse. Additionally, the relationship of intelligence (IQ) with order effects of both originality and flexibility was investigated. Tests of verbal and figural divergent thinking were administered to 80 intermediate school children. The midpoint of each individual's ideational set was found, and the flexibility and originality scores of each half of the set were compared. Results indicated that flexibility and originality scores were higher in the second half than the first half of the ideational set, but there were significant differences between high- and low-originality subjects and differences between the verbal and the figural tests. The order effect was unrelated to the IQ scores of the subjects. Suggestions are made to integrate ideational flexibility into existing theories of divergent ideation.     

Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student–teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student–teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning.     

Turkish Version of Self-Reflection and Insight Scale: A Preliminary Study for Validity and Reliability of the Constructs

The current study aims to explore the validity and reliability characteristics of the self-reflection and insight scale originally developed by Grant et al. (Soc Behav Pers 30(8):821–836, 2002). The study includes two convenience samples, comprising a total of 659 university students. The test–retest reliability study was carried out in a private university in Istanbul. The validity study was carried out in a state university that is located in Samsun, a city in the black sea region of Turkey. Both schools recruit students coming from various regions in Turkey. The results revealed a 10-item scale as a better fit compared to the original 20-item scale. The presence of both subfactors self-reflection and insight were confirmed. The Cronbach’s alpha for the whole scale was .70, .80 for the self-reflection and .65 for the insight subscales. The convergent and discriminant validity analyses revealed a negative relationship between private self-consciousness and insight scores, positive relationship between self-reflection and social anxiety plus external locus of control. There was no significant relationship between private self-consciousness and self-reflection scores. A negative relationship was found between insight and public self-consciousness, a positive relationship between mindfulness and insight scores, and finally a nonsignificant relationship between narcissism and insight scores.     

Effects of maternal attention-directing strategies on preterms' response to toys

The relationship between maternal attention-directing strategies in 12-month play interactions and infant response level was investigated for 40 preterm (subdivided into two risk groups) and 20 full-term infants. Mothers use of particular strategies (i.e., maintenance of infants' interests and use of verbal and nonverbal techniques that focus attention, were hypothesized to affect the various infant risk groups in different ways. Results indicated that mothers of preterms used different attention-directing strategies than mothers of full-terms. Mothers of preterms could be further differentiated by the severity of their infants' medical complications. These differences did not, however, adversely affect infant response level. Mothers across the three infant groups used strategies that facilitated infants' manipulation of toys. Discrepancies between the mothers of preterms and full-terms in their use of particular verbal and nonverbal techniques (e.g., questions, attention-directing gestures) can be explained in part by the relationship between the use of these techniques and the infants' developmental level.     

Sex differences in primary process thinking and flexibility in problem-solving in children

The relationship between primary process thinking and flexibility in problem-solving was investigated. Specifically, it was hypothesized from psychodynamic theory that primary process integration on the Rorschach (Holt's scoring system) would be positively related to the capacity to shift problem-solving strategies on the Luchins' water-jar test. The Rorschach and water-jar test were individually administered to 47 third grade children. The hypothesis was confirmed for boys in that the Adaptive Regression score on the Rorschach was significantly related to performance on Luchins' water-jar test (r = .64, df = 16, p < .01). This relationship remained significant when IQ was partialed out (r = .59, df = 16, p < .01). There was no relationship between primary process integration and flexibility in problem solving for girls (r = .02, df = 26, NS). These results and sex differences were replicated with a second sample of children. Consistent sex differences also were found in the amount of primary process material expressed. Girls showed a significantly smaller percentage of primary process material than boys. Primary process integration was also related to Iowa test achievement scores, independent of IQ. This finding is consistent with previous studies.     

Selection,optimization, and compensation strategies: Interactive effects on daily work engagement

The theory of selective optimization with compensation (SOC) proposes that the “orchestrated” use of three distinct action regulation strategies (selection, optimization, and compensation) leads to positive employee outcomes. Previous research examined overall scores and additive models (i.e., main effects) of SOC strategies instead of interaction models in which SOC strategies mutually enhance each other's effects. Thus, a central assumption of SOC theory remains untested. In addition, most research on SOC strategies has been cross-sectional, assuming that employees' use of SOC strategies is stable over time. We conducted a quantitative diary study across nine work days (N = 77; 514 daily entries) to investigate interactive effects of daily SOC strategies on daily work engagement. Results showed that optimization and compensation, but not selection, had positive main effects on work engagement. Moreover, a significant three-way interaction effect indicated that the relationship between selection and work engagement was positive only when both optimization and compensation were high, whereas the relationship was negative when optimization was low and compensation was high. We discuss implications for future research and practice regarding the use of SOC strategies at work.     

Everyday Problem Solving and Emotion: An Adult Developmental Perspective

ABSTRACT— Despite cognitive declines that occur with aging, older adults solve emotionally salient and interpersonal problems in more effective ways than young adults do. I review evidence suggesting that older adults (a) tailor their strategies to the contextual features of the problem and (b) effectively use a combination of instrumental and emotion-regulation strategies. I identify factors of problem-solving contexts that affect what types of problem-solving strategies will be effective. Finally, I discuss how this identification of factors affects what we know about developmental differences in everyday problem-solving competence.     

The correlation between coping with stress and blood pressure reaction]

This study explored the relationship between individual strategies of coping and blood pressure responses during and after mental stress. Blood pressure behavior was measured noninvasively and continuously before, during and after a mental stress situation in 27 normotensive subjects. Coping strategies were assessed with the Stressverarbeitungsfragebogen (SVF; coping with stress inventory). Two extreme groups were formed on the basis of the scores in the SVF. Results were: (a) Individuals who used coping strategies characterized by controlling the situation directly and constructively, in contrast to probands not using these strategies, exhibited lower blood pressure during the stress situation and a faster return to baseline levels after cessation of stress. (b) Subjects using a coping behavior characterized by the use of defense mechanisms such as suppression and denial, also showed lower blood pressure during stress but a significantly delayed return to baseline levels of blood pressure after stress was concluded.     

Developmental Risk and Young Children’s Regulatory Strategies: Predicting Behavior Problems at Age Five

Children with early developmental delays are at heightened risk for behavior problems and comorbid psychopathology. This study examined the trajectories of regulatory capabilities and their potentially mediating role in the development of behavior problems for children with and without early developmental delays. A sample of 231 children comprised of 137 typically developing children and 94 children with developmental delays were examined during mildly frustrating laboratory tasks across the preschool period (ages 3–5). Results indicated that children with delays had greater use of maladaptive strategies (distraction, distress venting) and lower use of adaptive strategies (constructive coping) than typically developing children. For both groups, strategies had similar rates of growth across time; maladaptive strategies decreased and adaptive strategies increased. The intercept of strategy use, but not the slope, was found to mediate the relation between developmental risk and externalizing behaviors. Findings support that dysregulation, rather than the developmental risk, may be responsible for the high levels of comorbid psychopathology.     

Insight into illness and adherence to psychotropic medications are separately associated with violence severity in a forensic sample

Violence towards others by a minority of psychotic individuals is a significant public health concern. The severity of this other-directed violence (ODV) in the community may be influenced by insight into illness and adherence to psychotropic medications; however, few studies have tested these associations. Sixty male psychotic inpatients, legally detained at a forensic unit in New York City, were assessed with semi-structured interviews, supplemented with information from hospital and official records, family members and the treating clinician. Results indicated that in this unique sample of detained persons with psychotic disorders; (1) increase in the severity of community violence is associated with medication non-adherence, all dimensions of poor insight into illness, and several previously reported covariates such as substance use comorbidity; (2) no relationship was found between insight and adherence in this particular sample; (3) multivariate analyses showed that select covariates, along with medication adherence, and select insight domains predicted a total of 73% of the magnitude of ODV behavior in this sample. Overall, medication non-adherence explained a large amount of how violently participants behaved toward others. Since non-adherence was independent of poor insight, it may be more worthwhile for clinicians to develop treatment strategies to target medication adherence without directly addressing an elusive target such as insight into illness. Treatment addressing medication adherence needs to concomitantly target substance use behaviors since the latter was responsible for a substantial increase in ODV.     

Coping flexibility and eudaimonic well‐being in university students

Despite the growing interest in the relationship between coping strategies and eudaimonic well‐being, few studies have examined this issue from the perspective of coping flexibility. Therefore, the present study aimed to: (1) identify approach coping profiles in the university context and (2) analyze the differences between these profiles in terms of eudaimonic well‐being. A prospective ex post facto design was used and 1,402 university students were selected through convenience sampling. Data were collected using validated self‐reported instruments. A latent profile analysis was conducted to identify the participants’ coping profiles. The relationship between profiles and eudaimonic well‐being was determined using a multivariate analysis of covariance (MANCOVA ), with gender, age, and university degree as covariates. Six student profiles were identified based on the degree to which they combined positive reappraisal, support seeking, and planning strategies. The profiles that involved the use of these three strategies to a greater extent experienced more eudaimonic well‐being, and vice versa. To analyze the impact of coping on eudaimonic well‐being, it is necessary to consider students’ ability to combine different approach coping strategies.     

Religiosity,Marital Quality and Couple Generativity in Italian Couples Belonging to a Catholic Spiritual Association: A Quali-Quantitative Study

The current studies aimed, firstly, at exploring the relationship between the level of religiosity and marital outcomes, in terms of relationship quality and couple generativity; secondly, at gaining insight into which strategies the couples use to ensure their marital quality/couple generativity, and understanding if religious practices have a positive influence on the development of such strategies. The studies focused on a specific aspect of religiosity, that is the active involvement in a Catholic association, and compared couples with a high level of religious involvement (HRI) belonging to a Catholic international association (New Families) and couples with a low level of religious involvement (LRI). Study 1 (N = 194) adopted a quantitative approach and analyzed data from questionnaires administered in two phases. Study 2 (N = 32) adopted a qualitative approach (grounded theory) and analyzed data from semi-structured interviews. Results of Study 1 showed that HRI men scored higher in relationship quality and couple generativity than LRI men, while HRI women scored higher in couple generativity than LRI women. In Study 2, no differences were found between HRI and LRI couples with respect to the factors that ensure marital quality and generativity (care of the relationship, dialogue, sharing, maintenance of the centrality of the relationship), but HRI and LRI couples used different strategies to achieve these goals.

     

Differentiating insight from non-insight problems

This study aimed to investigate whether a range of tasks that have been generally classed as requiring insight form an empirically separable group of tasks distinct from tasks generally classed as non-insight. In this study, 24 insight tasks, 10 non-insight tasks, and tests of individual differences in cognitive abilities and working memory were administered to 60 participants. Cluster analysis of the problem-solving tasks indicated that the presumed insight problems did tend to cluster with other presumed insight problems, and similarly the presumed non-insight problems tended to cluster with other presumed non-insight tasks. Performance on presumed insight problems was particularly linked to measures of ideational flexibility with a different pattern of results for the non-insight tasks. Spatial insight problems were linked to spatial flexibility and verbal insight tasks were linked to vocabulary scores. The results are discussed in relation to recent developments of dual process theories of thinking.     

Memory training and strategy use in older adults: results from the ACTIVE study

Little is known about the long-term effects of memory training in later life on strategy use. Data from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study (n = 1,401) were used to describe strategy use in a community-dwelling sample of older adults. Strategy clustering scores on verbal list learning tasks of episodic memory were used to test the impact of memory training on strategy use and study longitudinal associations between strategy clustering, memory performance, and everyday functioning. Results suggested that younger, female, white, healthier, and more educated participants show higher strategy clustering scores initially but no characteristics were consistently associated with different trajectories in strategy clustering across all strategy clustering measures together. Memory training had significant immediate effects on all measures of strategy use that were maintained through five years of follow-up. With respect to longitudinal mediation, pre-post training changes in most strategy clustering scores mediate changes in objective memory performance and everyday functioning, implying that strategies can be modified and are closely related to both memory ability and the ability to function independently. This study provides evidence that older adults can be trained to use cognitive strategies, the effects are durable, and strategies are associated with memory and everyday functioning.     

Machiavellian flexibility in negative mate retention

Among the Dark Triad traits (psychopathy, narcissism, and Machiavellianism), Machiavellianism is uniquely associated with flexibility. This flexibility should result in the use of aggressive short‐term tactics only when they do not interfere with long‐term goals. Study 1 found that individuals high in Machiavellianism differed from those high in psychopathy with respect to retrospective accounts of negative mate retention tactics. Study 2 found an interaction between Machiavellianism and relationship type such that individuals high in Machiavellianism tempered the use of negative tactics for long‐term (but not short‐term) relationships. The findings highlight the flexibility of the Machiavellianism construct and its relevance to mating strategies among the Dark Triad.     

Disengaging from Workplace Relationships

A randomly‐selected sample of 306 adults employed full‐time rated how likely individuals would be to use various communication strategies (cost escalation, depersonalization, and state‐of‐the‐relationship talk) to disengage from a workplace relationship (with the target of the deteriorations being a supervisor, a peer coworker, or a subordinate employee) in 5 different scenarios. The results indicated that strategy use likelihood scores varied little as a function of the hierarchical level of the target. Likelihood of strategy use scores did vary by deterioration event; however, that accounted for little variance in strategy scores. In general, the participants perceived individuals were most likely to use depersonalization and least likely to use cost escalation to decrease closeness in a workplace relationship.     

Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?

Background. Although considerable research has examined beliefs and learning outcomes (e.g. Schommer, 1990, 1993a, 1993b ; Schommer & Dunnell, 1997 ), little has looked at the relationship between beliefs and the actual learning process. Aims. This research examines the relationship between beliefs about learning and knowledge, and reports of learning strategy‐use relevant for successful text comprehension. Sample. Participants were 81 Norwegian university students who had studied from 1 to 4 years in a range of disciplines. Method. Students' beliefs about knowledge and learning were measured with the Schommer Epistemological Questionnaire (SEQ; Schommer, 1998b ). Learning strategies particularly useful for text‐based learning were measured with the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991 ). A correlational analysis between measures and full regression analyses of how beliefs influence strategy selection were performed. Results. Beliefs about how thoroughly knowledge is integrated in networks (simple) and how fixed the ability to learn is from birth (fixed) contributed significantly to reported strategy use: Simple to rehearsal and organizational strategies, fixed to elaboration and critical thinking strategies, and a combination of simple and fixed to strategies relevant to the thoughtful monitoring of learning tasks. Beliefs about how certain knowledge is (certain) and how quickly learning can be expected to occur (quick) were not found to contribute to reported learning‐ strategy use in any significant way. Conclusion. Some, but not all, beliefs about knowledge and learning offer insight into students' reported use of learning strategies relevant for reading course literature.     

Auditory attention switching: a developmental study

The developmental course of the ability to rapidly allocate attention was studied using a dichotic listening task with 8-year old, 11-year old and college age subjects. In this task, subjects were instructed to listen to one ear for predescribed targets and then were later signaled (on some trials) to switch their attention to the other ear. Reorientation was assessed by comparing the pattern of subjects' omission and intrusion errors on trials following a command to switch ears with the pattern of errors on no-switch trials. Older subjects were better able to reallocate their attention in accordance with task demands, with the greatest gains in performance occurring between ages 8 and 11. This developmental change appears to be generally continuous and quantitative in nature. Since successful performance of this task requires flexibility in subjects' ability to control their focus of attention, these results support the hypothesis that the basis of the developmental improvement in the ability to ignore irrelevant information is linked to the ability to use active attentional strategies.