情绪调节困难对大学生手机成瘾的影响:相貌负面身体自我和社交回避与苦恼的链式中介作用

为考察相貌负面身体自我、社交回避与苦恼在情绪调节困难和手机成瘾关系中的链式中介效应,使用情绪调节困难量表、相貌负面身体自我量表、社交回避与苦恼量表和大学生手机成瘾倾向量表对734名大学生进行问卷调查。研究显示：（1）情绪调节困难会正向预测大学生手机成瘾;（2）相貌负面身体自我是情绪调节困难与大学生手机成瘾之间关系的中介变量;（3）社交回避与苦恼是相貌负面身体自我与大学生手机成瘾之间关系的中介变量;（4）社交回避与苦恼是情绪调节困难与大学生手机成瘾之间关系的中介变量。因此,相貌负面身体自我和社交回避与苦恼在情绪调节困难与大学生手机成瘾之间起链式中介作用,这些结果对于大学生手机成瘾的预防与干预具有重要的价值。     

大学生自我监控与自我设限的关系

采用问卷法以在校大学生为研究对象,研究自我监控与自我设限的相关关系。提出理论假设,即大学生群体在社会交际过程中自我监控越高的人更可能倾向于采取自我设限的保护策略。结果显示,自我监控与自陈式自我设限存在显著相关,但是与行动式自我设限没有相关。这表明在大学生群体中,自我监控对自我设限存在一定的预测和干预作用。     

自我监控量表的比较研究

该文旨在比较我们新编的自我监控量表是否优于Snyder自我监控量表.在360名大学生被试中用两种量表筛选出高自我监控者,通过比较他们(1)对情境线索的敏感性,(2)行为的控制源,以及(3)社会适应三个效标上的表现,比较新旧自我监控量表的优劣.研究结果显示新自我监控量比Snyder自我监控量表在对内在线索敏感性方面,在行为的内在控制方面比较旧量表好;在社会适应性方面,在艾森克人格量表中的精神质和神经质子量表上,得分要明显地低.说明新量表比旧量表有较大的改善.     

主动性人格、自我监控与大学毕业生职业决策自我效能感的关系

为探讨主动性人格、自我监控与大学毕业生职业决策自我效能感的关系,采用主动性人格量表、职业决策自我效能感量表和自我监控量表对339名大学毕业生进行了测查。结果表明:大学毕业生在自我监控上的得分与主动性人格得分呈显著正相关;主动性人格与自我监控与职业决策自我效能感部分及五个维度均显著正相关;主动性人格和自我监控能显著预测职业决策自我效能感,其中主动性人格能够单独预测职业决策自我效能感的34%变异,自我监控对职业决策自我效能感及其4个分量表有显著预测作用,能解释2%左右的增益方差。     

中学生的未来时间洞察力、时间管理自我监控和学业成绩的关系

采用未来时间洞察力量表和时间管理自我监控量表对563名中学生进行调查,探讨未来时间洞察力、时间管理自我监控和学业成绩的关系。结果表明：未来时间洞察力、时间管理自我监控和学业成绩之间存在显著相关关系,时间管理自我监控在未来时间洞察力与学业成绩之间的关系中具有显著的中介效应。因此,未来时间洞察力不仅对学业成绩有直接影响,而且还通过时间管理自我监控间接影响学业成绩。     

印象整饰对强迫服从后态度改变的影响

以194名大学生为被试,采用实验室实验法和利克特型态度量表,对Festinger和Carlsmith“强迫服从的认知性后果”实验进行了验证研究,并对个体印象整饰水平—自我监控力的差异对强迫服从后的态度中庸现象的影响作用进行了实验研究。结果表明：（1）自我监控性高低极端组在强迫服从后的态度得分不支持Festinger等实验的结果;（2）个体的印象整饰水平的差异对强迫服从中出现的态度中庸现象有显著影响作用。仅从个体内在的心理因素来解释复杂的社会行为是不够的,我们既要考虑个体自身的因素也要考虑外在环境的作用     

自我同情对大学生拖延行为的影响：经验回避和羞耻的链式中介作用

为探讨自我同情对拖延的影响及其作用机制,采用自我同情量表、大学生拖延量表、大学生羞耻量表和接纳与行动量表对795名大学生进行调查,结果发现：(1)自我同情对大学生拖延行为具有负向预测作用;(2)羞耻在自我同情与大学生拖延行为的负向效应中起到中介作用;(3)经验回避、羞耻在自我同情和大学生拖延行为之间起链式中介作用。     

自我厌恶与大学生同伴关系：抑郁和社会支持的链式中介作用

为考察自我厌恶对大学生同伴关系的影响机制以及抑郁和社会支持在其中的作用,采用中文版自我厌恶量表、同伴关系量表、抑郁自评量表和青少年社会支持评定量表对443名大学生进行调查。结果发现：(1)自我厌恶与大学生同伴关系呈显著负相关;(2)抑郁和社会支持在自我厌恶对大学生同伴关系的影响过程中起链式中介作用。结果表明,通过降低大学生的自我厌恶和抑郁水平,同时充分发挥社会支持的作用,有助于提升大学生的同伴关系。     

国家青年排球队员时间管理倾向与自我价值感的相关研究

运用时间管理倾向量表和自我价值感量表对13名国家青年排球队运动员的研究表明,国家青年排球队运动员的整体时间管理倾向与大学生没有显着差异;自我价值感显着高于常模群体,具有较高的自我价值感水平;相关分析发现,时间监控观与总体自我价值感和一般自我价值感之间的相关显着,时间监控观与社会取向的家庭自我价值感、时间管理倾向的三维度与个体自我价值感之间存在显着的相关;多重回归分析发现时间监控观对总体自我价值感和一般自我价值感具有直接的预测作用。     

学业成就中等生和优良生的成就目标、自我监控与学业成绩关系的比较研究

采用量表法对学业成就中等生的研究发现：与学业优良生相比,学业成就中等生的自我监控水平显著低下;成就目标与学业成绩并无直接关系,但学习目标会通过自我监控间接影响学业成绩;在学业成就中等生中,高学习目标、低成绩目标者表现出更高的自我监控水平。     

大学生安全感对手机成瘾的影响:回避现实社交的中介作用

为有效预防和干预大学生的手机成瘾，本研究在失补偿假说的视角下探讨了安全感与手机依赖的关系，并检验现实社交回避在手机成瘾者和一般手机使用者中的中介作用。对420名在校大学生进行安全感量表、社交回避与苦恼量表、手机成瘾指数量表调查，结果发现此次调查中49.8%的大学生被界定为手机成瘾者，手机成瘾者的安全感显著低于一般手机使用者。手机成瘾者和一般手机使用者的安全感都显著负向预测手机依赖；但回避现实社交的中介效应只在手机成瘾者的安全感与手机依赖中显著，在一般手机使用者中不显著。本研究揭示了回避现实社交在手机成瘾者的安全感与手机依赖中的独特作用机制，为失补偿假说提供了实证支持，并为手机成瘾行为治疗开展安全感和社交干预提供了心理学依据。     

高校大学生人际敏感与社交焦虑相关因素分析

目的:分析比较大学生人际困扰、社交焦虑和心理症状的现状与影响,为大学生心理健康教育提供见解。方法:采用自制大学生压力源情况调查表,症状自评量表,社交回避及苦恼量表对大一、大二、大三共1291名大学生进行了测查。结果:人际关系困扰各年级总检出率为27.2%;大二和大三人际敏感因子均分高于大一,女生得分高于男生,并有显著差异;社交苦恼因子和总均分高于常模,存在差异显著性(P<0.05),总体社交回避及苦恼与抑郁、强迫、焦虑等心理症状有显著正相关,并有统计学意义。结论:人际困扰、人际敏感症状存在年级、性别差异,和典型表现形式;社交回避及苦恼可导致不同类型心理症状。     

Spanish adaptation of the Perceived Acceptance Scale (PAS) in university students

The main objective of the present study was to adapt the Perceived Acceptance Scale (PAS), developed by Brock, Sarason, Sanghvi and Gurung to evaluate the cognitive component of perceived social support, to the Spanish language. In a sample of 855 university students registered for the first time in different degree courses, the reliability, dimensionality and external validity of the scale scores were analyzed. The results show adequate internal consistency in both the subscales (friends, family, father and mother) and in the overall scale. The factorial structure, derived from a confirmatory factorial analysis, fitted the theoretical model proposed by the authors of the scale. The scale scores showed evidence of convergent and discriminant validity from the observed relationships with the measures of perceived social support. The psychometric properties of the adapted scale provide an adequate measuring instrument for evaluating perceived acceptance in Spanish university students.     

Symptoms of Depression and Psychological Distress in United States and Japanese College Students

Abstract

We compared United States and Japanese university students on self-report measures of depression (Beck Depression Inventory; BDI) and psychological distress (General Weil-Being Scale; GWB). In addition, we reassessed sex differences on these measures for students in the United States and examined sex differences for Japanese students. We found that (a) Japanese students had significantly higher scores than their U.S. counterparts on the BDI but not on the GWB scale and that (b) male and female college students in the U.S. and Japan did not differ in scores on the BDI or the GWB scale.     

The Eysenck psychoticism dimension and delinquent behaviours among non-criminals: changes across the lifespan?

This study assessed relationships between scores on Eysenck's psychoticism (P) scale and delinquent behaviours among high school and university students. Respondents were 347 high school students (M AGE=15.34 years) and 220 first-year university students (M AGE=19.11 years). There were notable differences across the two groups. Whereas most delinquency items correlated significantly with P among the school students, this was not the case among the university students. It is concluded that, while the P scale predicts most delinquent behaviours among younger respondents, it best predicts more serious delinquent behaviours among non-criminal adults. The results are discussed in the context of previous research using the P scale.     

Deconfounding the Effects of Local Element Spatial Heterogeneity and Sparsity on Processing Dominance

Black and White American college students were compared to determine how daily hassles, coping strategies, and social support related to depression. Although the mean intensity of hassles did not differ, Black students reported a higher frequency of hassles. Cumulative severity of hassles, defined in terms of both intensity and frequency was therefore higher for Black students. White students perceived more support from friends than from family, but the opposite held for Black students. Mean scores on type of coping (active problem solving, seeking social support, or avoidance) were similar, as were the reported levels of depression. Hierarchical multiple regression showed that the severity of hassles was directly related to depression for both groups. Race did not interact with any index of social support, except perceived family support, which was related to lower depression among Black students. There was no support for the notion that social support serves as a buffer against depression.     

The Effect of Response Cards on Participation and Weekly Quiz Scores of University Students Enrolled in Introductory Psychology Courses

Increasing student participation in college classrooms is an overlooked yet socially valid endeavor. The present study attempted to increase student participation, accuracy of responding, and weekly quiz scores, by incorporating student response-cards. Measures of social validity were also addressed. One hundred twenty university students in two sections of an introductory course served as participants. An augmented incomplete ABA reversal design was used to compare the effects of review questions with and without response-cards. Results suggest that response cards can increase participation as well as measures of learning, in this case quiz scores. Also, students rated the intervention positively on a consumer satisfaction rating scale. In addition to improving rates of student participation and quiz scores, response-cards positively impacted both students and the instructor's subjective experience in the classroom.     

Psychometric validation of two Procrastination inventories for adults: Arousal and avoidance measures

Lay's (1986) General Procrastination (GP) and McCown and Johnson's (1989) Adult Inventory for Procrastination (AIP) measures were evaluated across two studies. In Study 1, both inventories were administered to two groups of college students (Sample 1 n=52; Sample 2 n=59), who were asked to return completed scales before the end of the semester. Students' attendance rates at study groups, test grades, and time required to complete multiple choice items on two exams also were recorded. Results indicated that high procrastination scores were related to a higher number of days to return completed inventories but not attendance, exams scores, or test-taking time. In Study 2, nontraditional age university students (n=215) were asked to complete procrastination measures as well as sensation-seeking, need for cognition, and self-esteem inventories. Factor analysis indicated that scores on Lay's (1986) scale loaded on sensation-seeking, while McCown and Johnson's (1989) scale loaded negatively with need for cognition and self-esteem variables. It would appear that although the scales assessed procrastinatory behavior, one inventory is indicative of sensation-seeking and the other the avoidance of poor self-esteem.Data for Study 1/Sample 1 and Study 2 were collected when the author was a Visiting Assistant Professor at Baruch College/CUNY. The author thanks instructors for permitting class time to be devoted to the data collection process. Also, the author thanks Bill McCown and Clarry Lay for editing an early draft of this paper.     

Attachment Orientations: Predicting Psychological Distress in German and Turkish Samples

This study examined the relationship between attachment orientations and psychological distress, as well as cultural moderation in this relationship, among 241 university students from Germany and Turkey. Attachment orientations predicted the elevation of psychological distress in both samples. Attachment anxiety in the German sample and attachment avoidance in the Turkish sample showed stronger association with the elevation in psychological distress. The results and potential implications for counseling research and practice are discussed.