不同社交媒体使用目的对员工工作绩效的影响机制

基于工作要求-资源理论, 本研究探讨了两种社交媒体使用目的对员工工作绩效影响的内部作用机制, 进而分析两种社交媒体使用目的对员工工作绩效的影响效果。通过369份“领导者-下属”匹配数据, 研究发现：(1)基于工作、社交的社交媒体使用均促进员工工作绩效; (2)基于工作、社交的社交媒体使用均通过工作投入影响工作绩效, 基于社交的社交媒体使用还通过关系冲突影响工作绩效; (3)社交媒体的工作使用和社交使用对员工工作绩效的影响存在相互替代关系。本研究结果不仅从理论上拓展了社交媒体使用的研究视角, 为后续研究提供新的理论框架, 同时通过比较分析为组织管理社交媒体使用提供了新思路。     

Correlations between Dual-Pathway White Matter Alterations and Language Impairment in Patients with Aphasia: A Systematic Review and Meta-analysis

Neuropsychology Review - While converging evidence suggests linguistic roles of white matter tracts, detailed associations between white matter alterations of dual pathways and language abilities...     

Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety

Due to the outbreak of the COVID-19 pandemic, the implementation of quarantine policy led to an unprecedented home-quarantined living and online learning context for Chinese college students. This study aimed to investigate whether and how social support contributed to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic. In particular, this study examined the mediating role of online learning self-efficacy in explaining how social support contributed to home-quarantined Chinese college students’ well-being. The study also examined the moderating effect of anxiety, which may buffer the effectiveness of social support and online learning self-efficacy in home-quarantined online learning contexts. Data include 2481 responses to an online questionnaire survey from home-quarantined Chinese college undergraduates. Data were analyzed by performing Partial Least Squares regression. Results showed that social support associated positively with home-quarantined Chinese college students’ online learning self-efficacy and well-being. The results revealed a partial mediating effect of online-learning self-efficacy on the positive effect of social support on well-being. The moderating effect analysis found that the positive association of online learning self-efficacy with social support and well-being was stronger in home-quarantined Chinese college students who perceived no anxiety.

     

基于网络理论的物质成瘾新视角

物质成瘾是一种涉及生理、心理和环境等多因素的复杂现象, 但是当前基于生物还原论的解释对物质成瘾现象整体性的理解和康复研究造成了阻碍。网络理论聚焦于心理障碍变量之间相互作用形成的反馈环路, 从整体视角为研究物质成瘾提供了新的理论框架。将网络理论应用于物质成瘾的研究中将有利于:(1)理解症状之间的相互关系和影响; (2)理解症状网络的整体性和系统性动态变化过程; 以及(3)将多层次和多水平因素整合到统一的理论框架中。从网络理论视角来理解物质成瘾, 也将对未来的干预和治疗提供了理论支持。目前, 网络理论仍处于言语模型阶段, 未来需要进一步提出更具体、可验证的统计模型, 以完善对于物质成瘾机制的了解, 更加有效地推进物质成瘾的治疗与恢复。     

解读不显著结果：基于500个实证研究的量化分析

不显著结果(如, p > 0.05)在心理学研究中十分常见, 且容易被误解为接受零假设的证据, 并可能导致分组匹配研究的错误推断或者忽视被小样本的不显著结果掩盖的真实效应。但国内目前尚无实证研究对不显著结果的普遍性及其解读进行调查。本研究调查500篇中文心理学实证研究, 统计其摘要中出现与不显著结果相关的阴性陈述的频率, 判断并统计基于阴性陈述的推断准确性, 并使用贝叶斯因子对不显著结果中包含t值的研究进行重新评估。结果表明, 36%的摘要提及不显著结果, 共包含236个阴性陈述。其中, 41%的阴性陈述对不显著结果的解读出现偏差(如, 解读为支持了零假设)。对包含t值的研究进行贝叶斯因子分析, 结果显示仅有5.1%的不显著结果可以提供强证据支持零假设(BF₀₁ > 10)。与先前对国际心理学期刊的调查结果相比(32%的摘要包含阴性陈述; 72%的阴性陈述对不显著结果的解读错误), 中文心理学期刊中报告不显著结果的比例更高, 且对不显著结果解读错误的比例更低。但国内研究者仍需进一步加强对不显著结果的认识, 推广适于评估不显著结果的统计方法。     

教师的存在能否促进视频学习?

随着网络教学和视频学习的普及, 近期大量研究关注视频学习过程中教师角色的作用。真人教师对学习的作用存在不同的理论解释：准社会交往理论、社会存在理论和社会代理理论支持真人教师能够促进学习; 而多媒体学习认知理论、认知负荷理论等则认为教师的存在会阻碍视频学习。汇总以往实证研究发现：第一, 教师对视频学习效果有比较弱的促进效应, 这主要体现在保持测验(d = 0.23)和迁移测验(d = 0.1)中; 第二, 教师对视频学习主观体验的影响主要体现在学习感知(d = 0.49), 学习兴趣(d = 0.5)和学习满意度(d = 2.21)上, 显示中等及大的效应; 第三, 教师的存在会降低学习者对视频学习材料的注视时间(d = -2.02)。未来研究仍需要从真人教师呈现方式、学习者特征、学习材料特征以及测量方式等方面加以探讨。     

亲子间科技干扰与青少年网络人际关系成瘾：有调节的中介模型

对1353名高中生进行问卷调查,探究亲子间科技干扰与青少年网络人际关系成瘾之间的关系,相对剥夺感的中介作用及内在觉知的调节作用,结果表明：（1）亲子间科技干扰正向预测青少年网络人际关系成瘾;（2）相对剥夺感是亲子间科技干扰与网络人际关系成瘾之间的中介变量;（3）亲子间科技干扰与网络人际关系成瘾的间接效应前半段受到内在觉知的调节。因此,亲子间科技干扰和网络人际关系成瘾之间存在有调节的中介效应。     

象似性和手语学习经验对中国手语-汉语跨模态语义启动效应的影响

采用启动条件下的词汇判断任务,考察熟练手语使用者和无手语经验成年听人的跨模态语义启动效应。结果发现：1)在象似词条件下,两组被试判断汉语语义相关词的反应时均快于语义无关词,说明手语象似词和汉语词之间存在跨模态语义启动效应。2)在非象似词条件下,仅手语熟练被试判断汉语语义相关词的反应时快于语义无关词,无手语经验被试判断汉语语义相关词和无关词的速度没有差异。这是由于前者心理词库中的手语词和口语词共享语义表征,而后者主要依赖手语象似词的视觉模拟性。整个研究表明,中国手语和汉语间存在跨模态语义启动效应,但该效应受到手语词象似性和手语学习经历的调节。     

问题性网络游戏使用青少年未来取向的助推研究

摘要：以问题性网络游戏使用青少年为研究对象,基于锚定效应助推国民身心健康的理论前提和态度改变理论视角,通过实验1和实验2分别建立未来取向内部锚和未来取向外部锚,检验未来取向内部锚和外部锚对减少问题性网络游戏使用青少年游戏时间的有效性。结果表明,未来取向内部和外部的助推方式,均能够有效促进问题性网络游戏使用青少年游戏时间的减少,提高了决策效用。     

Active school travel is associated with fewer suicide attempts among adolescents from low-and middle-income countries

Background/Objective: This study explored the association between active school travel (AST) and suicide attempts among adolescents in low- and middle-income countries (LMICs). Method: We used the data from the Global School-based Health Survey, including 127,097 adolescents aged 13-17 years from 34 LMICs. A self-reported survey was used to collect data on AST and suicide attempts as well as some variables. Multivariable logistic regression was performed to assess the association between AST and suicide attempts. A meta-analysis with random effects was undertaken to identify the difference in the association between AST and suicide attempts. Results: Across all the adolescents, the prevalence of AST was 37% and the prevalence of suicide attempts was 11.60%. Adolescents who engaged in AST were less likely to have suicide attempts irrespective of gender. The country-wise analysis indicated a large inconsistency in the association between AST and suicide attempt across the countries. Conclusions: AST would appear to be a protective factor for reducing suicide attempts among adolescents. However, the association between AST and suicide attempts varied greatly across the countries. Future studies should confirm the association between AST and suicide attempts.