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我们人类当前的生活方式不是可持续的。提升可持续性的途径之一是发展更绿色的科学技术, 另一种补充性途径是改变人们的态度、习惯和行为。在本文中, 我们讨论了6种心理技术, 其宗旨是推动或助推(nudge)人们做出更环保的选择和行为。这些心理技术涵盖范围非常广泛, 有些可以远程使用, 如在通知公告中建构沟通信息, 有些则涉及对人们的决策情境做出的改变。因此, 本综述关乎到各行业从业人员, 如市场营销人员、政策制定者、消费者代表等。对于每项心理技术, 我们讨论了其认知和(或)情绪的理论性基础。此外, 我们探讨了目前文献中存在的空白, 并提出了可填补这些空白的未来研究方向。 相似文献
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This study examined the association between parenting locus of control, discipline practices, and bullying and victimization
experiences of elementary school children. A total of 186 children and 160 parents responded to structured questionnaires,
assessing parenting locus of control and discipline practices among the parents, and bullying and victimization experiences
among the children. Results indicated that parental discipline practices were correlated with specific dimensions of parenting
locus of control. Although parental characteristics did not seem to predict children’s behavior, the reverse was partially
supported, in that involvement in bullying explained a small amount of variance in parenting practices. More importantly,
parenting locus of control dimensions were significantly predictive of discipline practices, such that the more external the
locus of control, the less effective the discipline practices (i.e. punishment and inconsistency) used by parents. It appears
that parenting locus of control needs to be taken into consideration when attempting to understand parenting behavior. 相似文献
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Constantinos M. Kokkinos Kyriakos Charalambous Aggeliki Davazoglou 《Social Psychology of Education》2010,13(3):331-349
The present study investigates the association between students’ Eysenckian personality traits and their perceptions of teacher
interpersonal behavior. A sample of 273 Cypriot public primary school fifth and sixth graders, as well as their teachers participated
in the study. Students completed a three-part self-report questionnaire of: (a) a demographic questions sheet, (b) the Greek
adaptation of the Questionnaire of Teacher Interaction for Primary students and (c) the Greek Eysenck Personality Questionnaire
Junior. Teachers rated students’ academic achievement in language and mathematics. Extraversion was associated with cooperative
teacher behaviors, (i.e. leadership, helping friendly, understanding, and student responsibility freedom), whereas Neuroticism
and Psychoticism, with teacher oppositional behaviors (i.e. dissatisfaction, strictness, and admonishing behavior). Regression
analyses, run separately for each dimension of perceived teacher interpersonal behavior, revealed different predictors, with
only Extraversion and Psychoticism explaining variance in students’ perceptions, whereas academic achievement was more likely
to predict all but one of the dimensions of teachers’ interpersonal behavior. 相似文献
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A feature is central to a concept to the extent that other features depend on it. Four studies tested the hypothesis that people will project a feature from a base concept to a target concept to the extent that they believe the feature is central to the two concepts. This centrality hypothesis implies that feature projection is guided by a principle that aims to maximize the structural commonality between base and target concepts. Participants were told that a category has two or three novel features. One feature was the most central in that more properties depended on it. The extent to which the target shared the feature’s dependencies was manipulated by varying the similarity of category pairs. Participants’ ratings of the likelihood that each feature would hold in the target category support the centrality hypothesis with both natural kind and artifact categories and with both well-specified and vague dependency structures. 相似文献