元认知在线监控和离线监控与一般元认知能力的关系

该研究探索元认知在线监控和离线监控与一般元认知能力之间的关系,采用跟踪击键任务、学习判断任务和大学生元认知能力量表,对40名大学生进行研究。结果表明:(1)元认知离线监控对一般元认知能力各个子成分的预测作用受元认知在线监控的影响;(2)元认知在线、离线监控对一般元认知能力的预测作用是彼此独立的。     

Prevalence and associated factors of poly‐victimization in Chinese adolescents

Multiple types of victimization or poly‐victimization (PV) can occur simultaneously during childhood, resulting in outcomes that are detrimental and difficult to reverse. Very few studies have focused on PV in Chinese adolescents. The present study is based on information collected from a stratified cluster sample of 1,561 females and 1,594 males aged 12–18 years living in Shandong Province, China. A self‐administered questionnaire was used to assess background information, the Juvenile Victimization Questionnaire was used to measure the extent of victimization and PV, the Screen for Child Anxiety Related Emotional Disorders was used to measure anxiety levels, and a Depression Self‐rating Scale for Children was used to ascertain depression. A majority of the study sample (66.2%) had experienced at least one form of victimization over the past year. Prevalence of PV was 16.9%, and was significantly higher among males (21.1%) than females (12.5%). Younger ages, one‐child families, and lower socioeconomic status were positively associated with PV. Logistic regression analysis indicated that smoking, alcohol consumption, exposure to pornography, and anxiety‐ and depression‐like symptoms were risk factors of PV. Results of this study highlight the need for further exploration of factors related to the PV of Chinese adolescents.     

Minority goals for interaction with the majority: Seeking distance from the majority and the effect of rejection on identification

Four studies investigated the conditions under which minority group members respond to group‐based discrimination with increased identification with their group. We propose that minorities' interaction goals should serve as a moderator: seeking distance from the majority might keep minority identification alive in the face of perceived discrimination. These predictions were tested correlationally in Study 1 among Chinese immigrants in Australia (sample 1a) and children of rural migrant workers in a Chinese city (sample 1b). In Studies 2 and 3, perceived discrimination was manipulated among Romanian immigrants in France and Polish immigrants in Scotland. In Study 4, both minority goals and perceived discrimination were manipulated among a sample of international students in Australia. Results showed that only for those who were inclined to seek distance from the majority, minority group identification increased when discrimination was high compared with low. Discussion focuses on the way that seeking distance might be an important strategy for coping with discrimination. Copyright © 2012 John Wiley & Sons, Ltd.     

Offender interviewing in custodial settings: Understanding validity,value and veracity issues

The purpose of this scoping literature review was to identify trends regarding validity, value and veracity issues when conducting (qualitative) interviews with offenders in custodial settings. We selected for review works from electronic databases in SAGE, Springer, and Taylor and Francis by using e-journals, Google Scholar and the behavioural science database, PsycINFO. The inclusion criteria for our studies were based on whether sources addressed offender interviewing as a wellspring of information, but excluded those that focused solely on the acquisition of clinical information (at the expense of focusing on validity, value and veracity issues). We utilised the content analysis approach to identify themes/ patterns in the research findings. Key findings suggest that offenders with impression management motivations deceive and manipulate in their research interview presentations. When gathering data from inmates in custodial care settings, best practice includes cross-checking offender interview data against other sources of evidence and taking into account the context in which they are serving their sentences.     

“Too Asian?” or the Invisible Citizen on the Other Side of the Nation?

In November 2010, Maclean’s magazine published a provocative article “Too Asian?” which aroused hot debate and critique from various social groups. However, its racist nature and the role of media in reinforcing racial stereotypes, manufacturing consent, and naturalizing unequal power relations has not been examined in a systematic way. Using critical discourse analysis, this paper aims to reveal its ideological and hegemonic function in constructing unequal social identities and social relations which consequently prevents racialized minorities from accessing post-secondary educational opportunities. Four themes are identified and discussed here. First, the “Too Asian?” article reinforces an Us/Them division and a “forever foreigner” identity of racialized minorities. Second, it essentializes ethnic culture and identifies culture rather than structural constraints as an explanation for individual social behaviors. Third, it represents “Asian” students as self-segregationists who should be blamed for their own exclusion. Last, but most important, it aims to justify white privilege in the field of post-secondary education by questioning the idea of meritocracy as university admission criteria and suggests maintaining “WASP Credentials.”     

中学生厌学心理及其干预与学习效率的相关研究

本研究旨在考察两个问题：1．心理咨询是否是改变中学生厌学心理的有效途径,如果是,它能够在多大程度上改变厌学心理;2．厌学心理的改善能否有效提高中学生学习效率。本实验用问卷调查法从183名中学生中筛选出有厌学心理的学生24名。运用个体心理咨询、团体心理咨询等手段对这24名学生进行为期4个月干预、结果表明：心理咨询能够有效且明显地改善厌学心理。但要完全消除厌学心理则还需要辅以其他干预手段;随着学生厌学心理的改善,其学习效率也相应有了明显的提高。     

相互作用的认知子系统理论述评

该介绍和分析了“相互作用的认知子系统”理论的基本观点,即信息的意义分为具体的、低层次的意义和一般的、高层次的意义;编码形式的转换遵循着特定的规则;不同信息的存储具有各自独立的记忆存储系统：高层次的意义对情绪产生具有直接作用。同时阐述了该理论对抑郁性情绪障碍的研究,并指出了该研究对治疗情绪障碍的意义及存在的问题。     

互联网对大学生社会性发展的影响

本研究对110名本科大学生的上网情况和他们在对他人的信任感、主观幸福感及社会疏离感三方面的社会性发展进行了测评,结果表明,对互联网的依赖显著影响了大学生的主观幸福感与社会疏离感,上网时间与对网络的依赖程度呈显著正相关。     

重点中学与普通中学学生非智力因素的比较研究

本研究分别对重点中学与普通中学初一、初三年级学生的非智力因素状况进行调查,结果表明初一年级学生的非智力因素水平在两类学校之间不存在差异,而初三年级学生的非智力因素水平在两类学校之间存在着显著性差异（Ｐ＜０．０５）。随着年龄的增长,重点中学与普通中学学生的非智力因素水平都有所发展,但重点中学的学生发展得更好。本研究表明学校的教育环境影响着学生非智力因素的发展。