学前儿童执行功能与问题行为的关系:情境和性别的特异性

运用追踪设计检验了学前儿童执行功能特定成分和问题行为跨情境和性别的关系。选取101名学前儿童（48名男孩）为研究对象,采用实验任务测量儿童的执行功能,一年后采用母亲和教师报告分别收集儿童在家庭和学校情境的问题行为。结果发现,控制儿童年龄后：（1）在男孩中,抑制控制、认知灵活性和工作记忆负向预测一年后家庭情境的外化问题,认知灵活性负向预测一年后学校情境的外化问题,抑制控制正向预测一年后学校情境的内化问题;（2）在女孩中,执行功能三个成分均不能显著预测家庭情境的问题行为,认知灵活性正向预测一年后学校情境的外化问题。执行功能三个成分与问题行为间存在不同效应模式,且存在跨情境和性别的特异性。     

父母行为控制、心理控制与高中生消极社会适应的关系：人际自立和校园排斥的序列中介作用

基于自我决定理论和人与环境互动理论,研究考察了父母行为控制、心理控制与高中生消极社会适应的关系,以及人际自立与校园排斥的中介效应。采用父母控制问卷、青少年人际自立量表、青少年校园排斥问卷、消极社会适应问卷对辽宁省3所中学的1209名高中生进行施测。结果发现:(1)父母行为控制对高中生消极社会适应无明显预测作用,心理控制对消极社会适应具有正向预测作用;(2)人际自立和校园排斥在父母控制与消极社会适应之间发挥中介作用。具体而言,父母行为控制只能通过人际自立的单独作用以及人际自立与校园排斥的序列中介作用预测高中生消极社会适应;父母心理控制既能直接预测消极社会适应,还能分别通过人际自立和校园排斥的单独作用,以及人际自立与校园排斥的序列中介作用预测高中生消极社会适应。研究最终梳理出一条“父母教养→人格发展→人际反馈→适应结果”的理论作用机制。     

Subjective Social Status of High School Freshmen in the Transitional Period: the Impact of Extraversion

Applied Research in Quality of Life - Most adolescents successfully adjust to common school transitions, but face some psychological risks. We explored the subjective social status trajectory of...     

A cross-lagged model of self-esteem and life satisfaction: Gender differences among Chinese university students

Past research has shown a close relationship between self-esteem (SE) and life satisfaction (LS). Using cross-lagged structural equation modeling, the current longitudinal study examined the directionality of the relationship among a sample of Chinese university students (214 males and 134 females). In the model, SE and LS at Time 1 were used to predict SE and LS at Time 2, with socioeconomic status (SES) as the independent variable of both constructs. Results showed that SE consistently predicted subsequent LS among both genders, whereas no significant effects of LS on subsequent SE were found. Furthermore, SES had significant effects on LS among both genders. Its influence on SE, however, was significant among females only. Implications and limitations are discussed.     

ICU护士角色模糊-角色冲突和工作疲溃感对其组织承诺的影响

了解ICU护士的角色模糊-角色冲突、工作疲渍感和组织承诺水平,探讨角色模糊-角色冲突和工作疲溃感对ICU护士组织承诺的影响作用.角色模糊对ICU护士的组织承诺有显著的预测作用(P＜0.01).在情感承诺方面,角色模糊和情绪疲溃感有显著的负向预测作用(P＜0.01);情绪疲溃感和个人工作无成就感对继续承诺有显著的影响(P＜0.05);情绪疲溃感、角色冲突和角色模糊对规范承诺有显著的负向预测作用(P＜0.05).护理管理者应采取积极有效的措施减轻其影响,稳定护理队伍,提高护理质量.     

青年情绪智力与主观幸福感的关系

以444名青年为研究对象,采用Schutte编制的《情绪智力量表》、艾森克人格问卷和Diener等人编制的《国际大学调查》为研究工具,调查青年各群体的主观幸福感水平,并对情绪智力和主观幸福感的关系进行了研究。结果发现,青年不同群体之间存在显著的主观幸福感差异,本科生群体的主观幸福感水平最高;在控制了人口学变量和人格变量之后,情绪智力能独立预测主观幸福感各维度的变异。     

镜像神经元:认知具身性的神经生物学证据

传统认知心理学认为认知类似于计算机对抽象符号的加工和运算,这种观点支持了身心二元论。但是近年来兴起的具身认知运动却否定了这一观点的合理性。具身认知认为认知是身体与世界互动的结果,是身体的感觉-运动系统作用于世界而塑造出来的。认知是具身的,离不开身体的构造和感觉运动系统的作用。镜像神经元的发现支持了认知的具身特征,为认知的具身性提供了神经生物学的证据。     

低家庭社会经济地位与青少年社会适应的关系:感恩的补偿和调节效应

该研究采用家庭社会经济地位问卷、青少年外化问题行为调查表、焦虑抑郁量表、学业成就问卷和感恩问卷对1518名中学生进行调查,考察了低家庭社会经济地位(低家庭SES)与青少年社会适应的关系,以及感恩在其中的补偿和调节效应。结果发现:1)低家庭SES与外化问题行为和内化问题行为(以焦虑抑郁为指标)显著正相关,与学业成就显著负相关;2)感恩在低家庭SES与青少年社会适应各指标关系间的补偿效应均显著;3)感恩在低家庭SES与青少年社会适应各指标关系间的调节效应均不显著。这表明低家庭SES对青少年发展具有跨领域的不利影响,而感恩在其中具有显著"滞后的"补偿作用,但"同步的"风险缓冲作用有限。     

Post-migration Growth Scale for Chinese International Students: Development and Validation

There has been a significant paradigm shift in recent acculturation research from a psychopathological perspective to a resilience framework. However, one indicator of positive adaptation outcomes in acculturation—measurement of personal growth in migration—is lacking. The purpose of this study was to develop and validate a Post-migration Growth Scale (PMGS) for Chinese international students. A 14-item scale was developed through in-depth interviews, item analysis and factor analysis. The scale was initially validated in a sample of 400 mainland Chinese students studying in Hong Kong. Exploratory factor analysis suggested two factors (interpersonal growth and intrapersonal growth), which were cross-validated in an independent sample of Chinese international students in Australia from mainland China (n = 154) by confirmatory factor analysis. The PMGS showed satisfactory internal consistency reliability and concurrent validity. The PMGS can thus be a reliable and valid instrument to measure Chinese international students’ personal growth from overseas study experiences. Limitations were discussed and implications were suggested.