大学生网络和当面咨询态度的比较研究

该研究的目的是比较大学生对网络和当面咨询的态度及其影响因素的不同。采用问卷调查的方式对603名大学生进行网络和当面咨询态度调查。结果表明从目前看当面咨询态度比网络咨询态度积极,但是网络咨询态度的两个维度均在中性评价之上,且接受心理帮助污名、交流恐惧度和自我隐蔽等三个求助态度的负面影响因素,对当面咨询态度有显著的负向预测作用,对网络咨询态度没有显著的负向预测作用。结论:网络咨询可以减弱学生求助态度负面因素的影响,弥补当面咨询的不足,增进学生的求助行为。     

Mencius’ refutation of Yang Zhu and Mozi and the theoretical implication of Confucian benevolence and love

Confucianism defined benevolence with “feelings” and “love.” “Feelings” in Confucianism can be mainly divided into three categories: feelings in general (seven kinds of feelings), love for one’s relatives, and compassion (Four Commencements). The seven kinds of feeling in which people respond to things can be summarized as “likes and dislikes.” The mind responds to things through feelings; based on the mind of benevolence and righteousness or feelings of compassion, the expression of feelings can conform to the principle of the mean and reach the integration of self and others, and of self and external things. The “relations between the seven kinds of feelings and the Four Commencements,” however, was not developed into a theoretical idea in Confucianism. After Confucius, the relationship between the universality of natural sympathies and the gradation of love for relatives gradually became an important subject in Confucian ideas of benevolence and love. By “refuting Yang Zhu and Mozi,” Mencius systematically expounded on this issue. Love had two ends: self-love and natural sympathies, between which existed the love for relatives. These two ends were not the two extremes of Yang’s self-interest and Mozi’s universal love. Love for relatives not only implied a gradation, but also contained universality and transcendence that came from self-love. Love for relatives, natural sympathies and self-love had a kind of tension and connectivity between two dynamic ends. The Confucian idea of benevolence and love hence demonstrated differences and interconnectivity. An accurate understanding of such “feelings” and “love” is important for us to grasp Confucian thoughts on benevolence and its realization.     

谈道教养生的三条原则

养生文化是中国传统文化中一个很重要的组成部分,它虽然不属于道教的专利,但毫无疑问,道教是提倡养生的集大成者.然而道教养生号称有三千六百法门,应该从哪里人手呢?当然应该先从道理学起."本立而道生",养生之术是标不是本,这个本就是养生的道理、理念.简而言之,有三个原则,就是"自然养生"、"清静养生"、"以德养生".     

中学生好胜心培养的实验研究

以积极的归因训练、表扬与奖励和适当的竞赛等手段对中学生的好胜心进行培养,通过一个学期三个阶段的培养,结果发现,实验班学生的好胜心水平增量显著高于对照班学生,实验班学生的学习成绩增量也显著高于对照班学生,好胜心水平与学习成绩存在着显著的正相关。研究表明,积极的归因训练、表扬与奖励、适当的竞赛是培养中学生好胜心的有效措施。     

医疗保险支付方式的研究进展

医疗保险支付方式是医疗保险体制改革的重点与难点,直接关系着医疗保险各方的经济利益,影响医疗保险制度的平稳运行,也是医疗保险费用控制的关键。就国内外医疗保险支付方式的研究现状及进展进行综述,并进一步提出医疗保险支付方式的发展趋势。     

感知易用性会影响网络游戏中虚拟商品的使用意愿么?——感知有用性和玩家神经质的作用

基于技术接受模型考察了网络游戏中虚拟商品感知易用性对其使用意愿的影响,以及感知有用性、玩家神经质在其中的作用。采用虚拟商品使用意愿问卷、感知易用性问卷、感知有用性问卷和大五人格量表神经质分量表对559名有过网络游戏经验的大学生进行调查。结果显示:(1)虚拟商品的感知易用性可显著正向预测使用意愿;感知有用性在两者间起中介作用;(2)虚拟商品感知有用性的中介作用受到玩家神经质的调节:对于低神经质的玩家,该间接效应显著;而对于高神经质的玩家,该间接效应不显著。     

Visually perceived eye level: changes induced by a pitched-from-vertical 2-line visual field.

The physical elevation corresponding to visually perceived eye level (VPEL) changes linearly with the pitch of a visual field. Deviations from true eye level average more than 0.5 times the angle of pitch over a 65 degrees pitch range. A visual field consisting of 2 dim, isolated vertical lines in darkness is more than 4/5 as effective as that of a complexly structured visual field; 2 horizontal lines have a small and inconsistent effect. Differences in influence on VPEL between pitched-from-vertical and horizontal lines were predicted from an analysis that extracted differences in retinal perspective resulting from changes in pitch. The Great Circle Model (GCM), based on a spherical approximation to the erect, stationary eye, predicts the present results and results of 8 other sets of experiments. The model treats the influence of a single line on VPEL as systematically related to the elevation of the intersection between the great circle containing the image of the line and the central vertical retinal meridian; generalized GCM combines visual inputs with inputs from the body-referenced mechanism and maps onto the central nervous system.     

Bidirectional semantic associations between social power and weight

Two experiments were conducted to examine bidirectional semantic associations between power and weight using a priming paradigm. Bidirectionality in the relationship between power and weight was demonstrated, utilising tasks that were identical except that the orders in which the stimuli were presented were reversed. In Experiment 1, an empty scale leaning either leftward or rightward was used as a priming stimulus, and a scale that appeared in equilibrium with a pair of power words was used as a target stimulus. In Experiment 2, a scale with a pair of words that appeared in equilibrium was used as a priming stimulus, and an empty scale leaning either leftward or rightward was used as a target stimulus. We identified interaction effects between power and weight in both experiments. Associations between power and weight provide evidence for both conceptual metaphor views and evolutionary theory. The bidirectionality of metaphorical effects is in line with the strong version of metaphoric structuring. Both language and experiential correlations play important roles in the development of the mapping between power and weight.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

Who got vaccinated against H1N1 pandemic influenza? A longitudinal study in four U.S. cities

The recent H1N1 pandemic influenza stimulated numerous studies into the attitudes and intentions about the H1N1 vaccine. However, no study has investigated prospective predictors of vaccination behaviour. We conducted a two-wave longitudinal study among residents in four U.S. cities during the course of the H1N1 outbreak, using Internet surveys to assess demographic, cognitive and emotional predictors of H1N1 vaccination behaviour. Surveys were conducted at two time points, before (Time 1) and after (Time 2) the H1N1 vaccine was widely available to the public. Results show that Time 2 vaccination rates, but not Time 1 vaccination intentions, tracked H1N1 prevalence across the four cities. Receipt of seasonal influenza vaccine in the previous year, worry, compliance with recommended interventions, household size and education assessed at Time 1 were significant prospective predictors of vaccination behaviour. Perception of the H1N1 vaccine, social influence and prioritised vaccine recipient status assessed at Time 2 also predicted vaccination behaviour. Critically, worry about H1N1 mediated the effects of both objective risk (prevalence at the city level) and perceived risk on vaccination behaviour. These results suggest that H1N1 vaccination behaviour appropriately reflected objective risk across regions, and worry acted as the mechanism by which vaccination behaviour followed objective risk.