心理咨询助人问题的探究

心理咨询在现代社会中,起着越来越大的作用,改善和提高了人们的心理健康水平,本文旨在加深对心理咨询含义的理解。首先对心理咨询的涵义做了探讨,进一步分析了心理咨询助人的含义,分别从心理咨询助人的基础,助人的方式,助人的目标做了阐释。最后探讨了咨询师的价值观与方法论对心理咨询可能产生的影响。心理咨询是心灵层面的沟通,通过体验关怀,达到来访者的心灵成长。咨询师对心理咨询的本质理解以及不同的咨询价值观和方法论都对心理咨询起着深远的影响。     

Relational Priming Based on a Multiplicative Schema for Whole Numbers and Fractions

Why might it be (at least sometimes) beneficial for adults to process fractions componentially? Recent research has shown that college‐educated adults can capitalize on the bipartite structure of the fraction notation, performing more successfully with fractions than with decimals in relational tasks, notably analogical reasoning. This study examined patterns of relational priming for problems with fractions in a task that required arithmetic computations. College students were asked to judge whether or not multiplication equations involving fractions were correct. Some equations served as structurally inverse primes for the equation that immediately followed it (e.g., 4 × 3/4 = 3 followed by 3 × 8/6 = 4). Students with relatively high math ability showed relational priming (speeded solution times to the second of two successive relationally related fraction equations) both with and without high perceptual similarity (Experiment 2). Students with relatively low math ability also showed priming, but only when the structurally inverse equation pairs were supported by high perceptual similarity between numbers (e.g., 4 × 3/4 = 3 followed by 3 × 4/3 = 4). Several additional experiments established boundary conditions on relational priming with fractions. These findings are interpreted in terms of componential processing of fractions in a relational multiplication context that takes advantage of their inherent connections to a multiplicative schema for whole numbers.     

中国近二十年来教师人格研究述评

教师人格作为教师心理研究的重要内容之一,引起了我国心理学工作者的广泛关注。笔者以近二十年来我国教师人格研究的文献为基础,对教师人格的研究方法、优秀教师的人格特征、影响教师人格的因素、教师人格与学生发展的关系、教师人格与教师心理健康五个方面进行了回顾,在反思教师人格研究现状的基础上,对教师人格的研究内容、研究方法和成果应用三个方面进行了展望。     

童年中期对抗行为的发展及其与同伴拒绝、同伴接纳的关系

采用教师报告法对1254名城市儿童的对抗行为发展进行追踪研究,并采用交叉滞后设计探讨了对抗行为与同伴拒绝/接纳间的关系.结果发现:(1)童年中期,对抗行为呈中等程度稳定性,并表现出随年龄下降的趋势;(2)男生的对抗行为水平显著高于女生;(3)交叉滞后分析发现,早期的同伴拒绝能显著正向预测后期的对抗行为,但早期同伴接纳不能预测后期的对抗行为;早期的对抗行为均能够显著预测后期的同伴拒绝以及同伴接纳.     

Effects of the Positive Action programme on problem behaviours in elementary school students: a matched-pair randomised control trial in Chicago

This study examined the effects of the Positive Action (PA) programme in Chicago Public Schools on problem behaviours among a cohort of elementary school students from grade three through grade five. Using a matched-pair, randomised control design with 14 elementary schools, approximately 510 fifth-graders self-reported lifetime substance use, serious violence-related behaviour, and current bullying and disruptive behaviours. Three-level (i.e. students nested within schools within school pairs) overdispersed Poisson models were used to examine programme effects on the number of items endorsed for each of the four outcomes. Findings indicated that students in the intervention endorsed 31% fewer substance use behaviours (incidence rate ratio [IRR] = 0.69), 37% fewer violence-related behaviours (IRR = 0.63) and 41% fewer bullying behaviours (IRR = 0.59), respectively, compared to students in the control schools. Reduction in reported disruptive behaviours was of a similar magnitude (27%, IRR = 0.73), but was not statistically significant. These results replicate findings of an earlier randomised trial of the PA programme and extend evidence of its effectiveness to youth attending large urban school systems.     

Power fosters context-independent, analytic cognition

The present research tested the hypothesis that power, defined as the capacity to influence others, promotes analytic cognitive processing, by examining the use of linguistic categories and the categorization of objects. Supporting the hypothesis, recalling instances of influencing others facilitated the use of adjectives and discouraged the use of verbs to describe others (Study 1). Recalling instances of influencing others also promoted taxonomic, instead of thematic, categorization (Study 2). Furthermore, the authors also examined the effect of power in a real-life context. They examined whether socioeconomic status (SES) differences in cognitive processing can be partly explained by sense of agency, an antecedent of power (Study 3); high SES individuals made more taxonomic categorization than did low SES individuals, and a sense of agency partially mediated the SES differences in categorization. These findings underscore the role of power in shaping cognitive processes.     

行政人道德风险的经济分析

行政人是“经济人”的特殊形式,其“经济人”的本质属性及边际成本和边际收益的失衡是行政人道德风险产生的内在动因。要避免行政人道德风险的产生,就必须建构以“经济人”假设为逻辑起点,以边际成本和边际收益均衡相等、内控与外控相结合的防范机制。     

深圳与北京中学生价值观特点比较研究

采用中国人价值取向问卷对507名深圳和北京的中学生进行测查。结果表明:深圳归侨生与非归侨生在“法律规范取向”上差异显著。深圳男女中学生在“金钱权力取向”、“爱情取向”和“家庭取向”上两者存在显著差异。在“正义公理取向”维度上,深圳中学生和北京中学生差异显著,在“从众取向”、“家庭取向”和“公共利益取向”上,两者差异非常显著。     

Factor structure of the new environmental paradigm scale: evidence from an urban sample in southern California

This study examined the factor structure of the New Environmental Paradigm Scale using responses from 261 urban subjects from southern California. The analysis yielded findings inconsistent with many previous studies of the original scale. This study supported an 8-item two-factor model of the scale rather than the one-factor and three-factor models proposed earlier. A subsequent validation study provides evidence for this short form's validity, as the two factors were predictive of commitment to preservation of nature.     

家庭功能对青少年冒险行为的影响:自我控制能力与不良同伴交往的序列中介效应

采用问卷法对922名中学生进行调查,考察了家庭功能与青少年冒险行为的关系以及自我控制能力、不良同伴交往的中介作用。结果发现:(1)家庭功能、自我控制能力、不良同伴交往和冒险行为两两之间相关显著;(2)自我控制能力在家庭功能与青少年冒险行为之间起中介作用;(3)自我控制能力和不良同伴交往在家庭功能和青少年冒险行为之间构成序列中介,家庭功能对青少年冒险行为的影响主要通过家庭功能——自我控制能力——不良同伴交往——冒险行为这一路径实现。研究结果进一步揭示了家庭、同伴和个体自身因素影响青少年冒险行为的内在机制。