心理理论与社会互动方式对初中生社会善念发展的影响

为了探讨初中生社会善念的发展特点及相关影响因素,实验1采用卡通插图范式和SoMi范式,以628名7~9年级初中生为被试,考察不同心理理论类型初中生的社会善念的发展;实验2使用社会互动情境和SoMi范式,以360名7~9年级初中生为被试,考察社会互动方式与反馈类型对不同年级初中生社会善念的影响。结果发现:(1)初中生的社会善念不存在年级和性别差异,但7年级中高情感心理理论初中生的社会善念显著多于高认知心理理论初中生;(2)7年级初中生在积极反馈条件下的社会善念较多,而8年级初中生在消极反馈条件下较多,9年级初中生在这两种条件下则不存在显著差异;(3)在合作情境中,初中生在积极反馈下的社会善念更多,而在竞争情境中,初中生在消极反馈下的社会善念更多。研究说明初中生的社会善念具有跨年龄和跨性别的稳定性,并且会受到心理理论、社会互动方式及反馈类型的影响。     

父母教养行为、自主与大学生职业生涯探索的关系

该研究以676名大学生为被试,采用问卷法考察了大学生的父母教养行为、自主与职业生涯探索的关系。结果表明：（1）父母教养行为显著预测大学生的职业生涯探索。其中,父亲和母亲情感温暖和理解、母亲监控与保护、父亲监控维度为正向预测,而父亲和母亲惩罚严厉维度是负向预测;（2）自主对大学生的职业生涯探索有明显的预测作用。投射调控、认同调控和整合调控在其中起着主要的作用,且认同调控的解释率最高;（3）父母教养行为通过自主间接影响大学生的职业生涯探索,其中,自主在父母情感温暖与理解、母亲监控与保护与大学生职业生涯探索的关系间起完全中介作用。     

Individual characteristics and career exploration in adolescence

The effects of gender, age and school grade on several career exploration dimensions measured by the Career Exploration Survey were investigated. Subjects were high school students facing an imminent career decision. Regression analyses indicated that sex and grade-level were the most significant and prevailing individual characteristics related to the adolescents' career exploration behaviours, reactions and beliefs. Implications for career exploration interventions are discussed.     

The Relationship Between Biblical Literacy,Academic Achievement,and School Behavior Among Christian- and Public-School Students

This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. A total of 160 students who attended either Christian or public schools in the 7th to 12th grade were randomly selected for the study sample. Three measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. The results indicate that students with the highest level of Bible literacy also had the highest average grade point average (GPA) and the highest ranking in test and grade results. In contrast, those with the lowest level of Bible literacy also had the lowest average GPA and the lowest ranking in test and grade results. This trend held for students attending both Christian schools and public schools. Christian school students were also rated higher than public school students in school behavior.     

友伴关系与中学生的吸烟行为

友伴关系与中学生吸烟行为有非常直接的关系,然而,对此进行的研究却很少.社会网络结构分析技术的提出使研究者可以同时从友伴相互接纳和友伴地位两个角度对这一问题展开研究.从北京市1所普通中学和1所重点中学选取1091名初一至高三的学生为被试,运用NEGOPY软件包对中学生的友伴关系进行分析,结果发现,友伴相互接纳和友伴地位与中学生的吸烟行为都有显著的关系,为今后对中学生的吸烟行为进行预防和干预提供了非常重要的依据.     

高中生的个人规划与抑郁的关系：性别的调节作用

以1261名高一和高三青少年为被试,采用个人规划问卷和抑郁量表,考察了高中生对未来教育、职业和婚姻/家庭领域的个人规划(探索和投入)与抑郁之间的关系,以及性别在其中的调节作用。研究发现:(1)高中生的个人规划对抑郁的预测具有领域特殊性:教育探索和投入可以显著负向预测抑郁,婚姻/家庭探索显著正向预测抑郁、婚姻/家庭投入显著负向预测抑郁,职业探索和投入均不能预测抑郁;(2)性别能调节婚姻/家庭探索与抑郁之间的关系:女生对婚姻/家庭的探索水平越高,其抑郁水平越高,男生对婚姻/家庭的探索则不能预测其抑郁。     

African Americans' Educational Expectations: Longitudinal Causal Models for Women and Men

The long‐term educational development of African American adolescents was investigated using a national longitudinal sample. The dependent variable was the highest level of education that participants ever expected to achieve. These expectations were assessed when participants were 2 years beyond high school. Background variables and family variables were assessed when students were in the 8th grade. High school behavior variables were assessed when students were high school seniors. Path models revealed differing processes for women and men. Overall, effects of early academic performance variables were strongest, followed by effects of family variables and high school behavior variables. Implications for theory and practice are included.     

Vocational identity trajectories: Differences in personality and development of well‐being

This person‐centred study investigated the longitudinal patterns of vocational identity development in relation to personality, the development of well‐being, gender, nationality and the attended school track among two cohorts of Swiss adolescents in 8th or 9th grade (N = 269) and in 11th or 12th grade (N = 230). The results confirmed the existence of four identity statuses, namely, achievement, foreclosure, moratorium and diffusion. Forty‐two per cent of students showed progressive patterns of identity development, while 37% remained in their identity status over time. Students with different statuses and status change patterns differed significantly in their personality traits. Higher neuroticism related to the emergence of identity exploration over time, while conscientiousness related to maintaining or achieving a sense of identity commitment in terms of achievement or foreclosure. Controlling for the effects of socio‐demographics and personality traits, students who reached or maintained a state characterized by identity clarity and commitment showed a relative increase in life satisfaction, while those entering a state of identity crisis or exploration showed a decrease in life satisfaction. Copyright © 2011 John Wiley & Sons, Ltd.     

The Consequences of School Environment and Locus of Control on Adulthood Deviant Behavior

We examine the long-term effect of school environment on individual deviant behavior. Specifically, we contrast the effects of school deviance and students’ perception of school deviance on personal deviance later in life. Using longitudinal data from four waves of more than 3,100 participants in the Kaplan Longitudinal and Multigenerational Study, we are able to show that school deviance in 7th grade has only a short-term effect on individual deviance. However, when students perceive a lack of deviance in their school at 7th grade, it decreased their personal deviance in their mid-forties if they were both deviant in 7th grade and reported an external locus of control.     

Career development and personal functioning differences between work-bound and non-work bound students

We surveyed 506 Australian high school students on career development (exploration, planning, job-knowledge, decision-making, indecision), personal functioning (well-being, self-esteem, life satisfaction, school satisfaction) and control variables (parent education, school achievement), and tested differences among work-bound, college-bound and university-bound students. The work-bound students had the poorest career development and personal functioning, the university-bound students the highest, with the college-bound students falling in-between the other two groups. Work-bound students did poorest, even after controlling for parent education and school achievement. The results suggest a relationship between career development and personal functioning in high school students.     

Variations of career decision ambiguity tolerance between China and the United States and between high school and college

The variation of career decision ambiguity tolerance (CDAT) by cultures and development stages was examined in a sample of Chinese high school students (n = 339), a sample of Chinese college students (n = 356), along with U.S. college students (n = 328). It was hypothesized that career decision ambiguity tolerance decreases when individuals experience more societal/cultural pressure on decidedness and responsibility for their career decision making. Based on the three-factor structure of CDAT (i.e., preference, tolerance, and aversion), measurement invariance was examined between Chinese and U.S. college students and between Chinese high school and college students. While the factor of tolerance was not upheld in both Chinese samples, the factors of preference and aversion were found to be structurally invariant across cultures and developmental stages. The analyses comparing means of preference and aversion found that U.S. college students had a higher level of preference relative to Chinese college students. It was also found that in comparison to Chinese high school students, Chinese college students had a higher level of aversion. The criterion validity of CDAT in Chinese culture was supported in the findings of preference and aversion being associated with career exploration and career indecision. The implication of this study was discussed along with its limitations and suggestions for future research.     

Perpetration of Aggressive Behaviors Against Peers and Teachers as Predicted by Student and Contextual Factors

This study uses an ecological/contextual theory to explore how students’ perpetration of violence and other aggressive behaviors is associated with individual factors such as gender, age, and perception of school climate, and contextual factors such as cultural affiliation, school climate, and teacher characteristics among 4th‐ through 6th‐grade Jewish and Arab students in Israel. A questionnaire testing the use of aggressive behavior in school was completed by 120 homeroom teachers and 3,375 students. The results of the study show that levels of perpetration of violence and other aggressive behaviors vary between classes (15.20% directed against students and 7.33% directed against teachers). At the teacher–classroom level, higher levels of perpetration were found in classes with a lower percentage of girls and in classes with fewer or less clear and consistent policies to deal with aggressive behaviors. At the individual level, gender and perception of school climate were found to be associated with levels of perpetration of aggression. The “Discussion” section highlights the importance of improving school climate in order to deal more effectively with violence and aggressive behaviors in schools. Aggr. Behav. 38:253‐262, 2012. © 2012 Wiley Periodicals, Inc.     

Socio‐economic,socio‐political and socio‐emotional variables explaining school bullying: a country‐wide multilevel analysis

Why do some countries, regions and schools have more bullying than others? What socio‐economic, socio‐political and other larger contextual factors predict school bullying? These open questions inspired this study with 53.316 5th‐ and 9th‐grade students (5% of the national student population in these grades), from 1,000 schools in Colombia. Students completed a national test of citizenship competencies, which included questions about bullying and about families, neighborhoods and their own socio‐emotional competencies. We combined these data with community violence and socio‐economic conditions of all Colombian municipalities, which allowed us to conduct multilevel analyses to identify municipality‐ and school‐level variables predicting school bullying. Most variance was found at the school level. Higher levels of school bullying were related to more males in the schools, lower levels of empathy, more authoritarian and violent families, higher levels of community violence, better socio‐economic conditions, hostile attributional biases and more beliefs supporting aggression. These results might reflect student, classroom and school contributions because student‐level variables were aggregated at the school level. Although in small portions, violence from the decades‐old‐armed conflict among guerrillas, paramilitaries and governmental forces predicted school bullying at the municipal level for 5th graders. For 9th graders, inequality in land ownership predicted school bullying. Neither poverty, nor population density or homicide rates contributed to explaining bullying. These results may help us advance toward understanding how the larger context relates to school bullying, and what socio‐emotional competencies may help us prevent the negative effects of a violent and unequal environment. Aggr. Behav. 35:520–529, 2009. © 2009 Wiley‐Liss, Inc.     

School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations

The messages youth receive in schools about how they matter as individuals and as members of ethnic‐racial groups are influential in constructing their developing ethnic‐racial identities (ERI). However, the developing ERI students hold also have a role in shaping their experiences at school. The current study examined the longitudinal and reciprocal association between ERI (exploration and resolution) and school climate (support for cultural pluralism and teacher supportiveness) among 491 Black, Latino, and White middle school youth (M_age = 12.03, SD = 1.05, range: 11–17) in the Midwest. Cross‐lagged analyses revealed that greater perceptions of support for cultural pluralism within the school predicted greater exploration and resolution at later time points for all students. Moreover, greater exploration and resolution among White students was predictive of greater perceptions of support for cultural pluralism at the school. Higher quality teacher–student relationships predicted greater engagement in ERI exploration for all youth. The findings highlight the importance of school climate in helping shape ERI among youth attending a culturally diverse school and the role of such youth in shaping the climate at their school.     

Public school vandalism: toward a synthesis of theories and transition to paradigm analysis

Public school vandalism was investigated with a sample of students in 7th through 12th grade. Vandalism was found to be the highest in Grade 7 and decreased progressively with each increase in grade level. Being from classes in the lowest academic track was the strongest predictor of school vandalism. For high school students, having committed acts of vandalism during their junior high year was the second strongest correlate of vandalism. Other correlates of vandalism were: coming from higher status families and being absent less from school. Vandals were no more negative toward themselves, their classes, and school in general than were other students. Vandals and nonvandals were rather uncritical of vandalism. While this research has relevance for several theories, it is suggested that delinquency and deviancy research move toward paradigm analysis.     

友伴网络结构与中学生的吸烟行为

运用社会网络理论和分析技术考察友伴网络结构与中学生吸烟行为的关系。被试选自北京两所中学1091名初一至高三学生,要求他们最多提名10名友伴,并报告自己及其友伴的吸烟行为。然后,使用NEGOPY社会网络分析软件对中学生的友伴网络结构进行分析。研究结果表明,中学生的友伴网络结构存在团体成员、团体联系者和孤立者三种类型,团体成员所占比例超过团体联系者和孤立者,但随年级升高,团体成员有下降趋势。此外,团体成员的吸烟率显著低于孤立者和团体联系者,即使排除性别、年龄和学校类型的影响后,友伴网络结构与中学生的吸烟行为仍然有非常明显的关系。     

职业评定量表(VIESA)的信度和效度研究

根据D.E.Super的职业发展理论,职业选择的成熟与发展一般分为五个阶段,中学生正处在从探索到成熟的重要转变期。本研究以美国大学测验中心的职业分类系统为基础,以职业评定量表VIESA为工具和对象,对北京市第六十五中学的179名高中三年级学生和北京师范大学心理学系的55名二年级学生进行了施测,检验了量表的信度和效度。量表的信度指标基本在.70以上,构想效度良好,以专业满意感为效标的效标效度达到显著水平。     

Democratic School Climate and Sense of Community in School: A Multilevel Analysis

This study examines individual- and school-level predictors of sense of community in school among adolescents. Hierarchical linear modeling was used to examine the relationships between individual (demographics, control and monitoring by parents, and perception of democratic school climate), class, and school characteristics (mean democratic school climate, demographics, activities, school size, public/private governance of the school, and facilities) and students' sense of community in the school. Data were analyzed using a three-level model based on 4,092 10- to 18-year-old students nested within 248 classes (across three grade levels: 6th, 8th, and 10th grade level, where the median age was 11, 13, and 15, respectively) in 134 schools in the Veneto region of northeast Italy. Individual and contextual measures of the perception of a democratic school climate, modeled at the individual, class, and school levels simultaneously, were each significant predictor of school sense of community. More parental monitoring and less parental control were also predictive at the individual level. School-level SES predicted between school variation in sense of community, controlling for individual student SES and other student and school-level predictors. School size, facilities (physical spaces resources), level of interaction of the school with the community, public, or private governance, and number of extracurricular activities offered were all nonsignificant. The study demonstrates significant variation in school sense of community at the student, class, and school levels and the important role played by democratic school practices, such as student participation in making rules and organizing events, freedom of expression, and the perceived fairness of rules and teachers, in determining this variable.     

Measuring up: Academic performance of Canadian immigrant children in reading,mathematics, and science

Using the Canadian sample from the Programme for International Student Assessment, this study examined the effects of student and school characteristics on academic achievement of immigrant and non-immigrant students. No differences were found in mathematics achievement, but non-immigrant students outperformed immigrant students in both reading and science achievement. At the student level, there was more gender equity in academic achievement among immigrant than non-immigrant students. Socioeconomic inequity was related to fathers among immigrant students but to both mothers and fathers among non-immigrant students. Home language had weaker effects among immigrant than non-immigrant students. At the school level, teacher-student ratio, teacher morale, and academic pressure were predictors for immigrant students, whereas disciplinary climate for non-immigrant students. Non-immigrant students demonstrated tremendous regional differences that were absent among immigrant students.     

权威与群体因素对中学生受暗示心理的影响研究

本研究在前人的基础上再次证实权威与群体是影响受暗示心理的主要因素,选取了即将参加高考的高三学生作为被试,从而证明该结论在不同的群体样本中都成立。同时也比较了两者影响作用的大小和在不同群体中的表现是否有差异。通过设计由两个群体暗示实验组、两个权威暗示实验组和一个控制组组成的实验来进行研究。研究表明在中学生群体中权威与群体都对受暗示心理有影响,但是群体的暗示作用更大,权威的暗示作用显得比较小甚至会出现相反的结果,这说明中学生和大学生相比,心理发展还处于不稳定时期,在受权威暗示上还存在一定程度的逆反心理。