Marina S. Lemos 《Anxiety, stress, and coping》2013,26(4):383-400

Goals can be defined as cognitive- and as value-related motivational constructs. Consequently, both goal elaboration and personal valuing of goals are emphasized as critical determinants of motivated action. From this perspective, it is argued that goals play an influential role in students' cognitions, and in their social and emotional processes. I explore students' strategies for dealing with potentially stressful classroom circumstances in relation to their goals by examining students' reactions to imagined specific academic stressors, focusing on their emotions, behavior, and goals. Four distinct strategies were defined: strategic flexible action, strategic rigid action, passive behavior, and disorganized behavior. It is suggested that (a) goals play a major role in articulating and integrating behaviors and emotions within a whole strategy, (b) particular combinations of goal characteristics - goal-setting, personal goal valuing, and goal difficulty - are required for successful coping, and (c) both productive behavior and emotional regulation are predicted by specific goal characteristics.  相似文献   

    

Patricia J. Bauer  Marina Larkina 《Memory (Hove, England)》2016,24(10):1345-1368

Preservation and loss to forgetting of autobiographical memories is a focus in both the adult and developmental literatures. In both, there are comparative arguments regarding rates of forgetting. Children are assumed to forget autobiographical memories more rapidly than adults, and younger children are assumed to forget more rapidly than older children. Yet few studies can directly inform these comparisons: few feature children and adults, and few prospectively track the survival of specific autobiographical memories over time. In a 4-year prospective study, we obtained autobiographical memories from children 4, 6, and 8 years, and adults. We tested recall of different subsets of the events after 1, 2, and 3 years. Accelerated rates of forgetting were apparent among all child groups relative to adults; within the child groups, 4- and 6-year-olds had accelerated forgetting relative to 8-year-olds. The differences were especially pronounced in open-ended recall. The thematic coherence of initial memory reports also was a significant predictor of the survival of specific memories. The pattern of findings is consistent with suggestions that the adult distribution of autobiographical memories is achieved as the quality of memory traces increases (here measured by thematic coherence) and the rate of forgetting decreases.  相似文献   

    

Ana Xavier  José Pinto-Gouveia  Marina Cunha  Sérgio Carvalho 《The Journal of psychology》2016,150(8):1046-1061

Although the relationship between negative childhood experiences, peer victimization, depressive symptoms, and Non-Suicidal Self-Injury (NSSI) is widely recognized, the mechanisms involved are not fully understood, especially among adolescents. This study aims to test the mediating role of both self-criticism and depressive symptoms in the relationship between memories of negative or positive experiences, current peer victimization, and NSSI. The sample consists 854 Portuguese adolescents, 451 female and 403 male, with ages between 12 and 18 years (M = 14.89; SD = 1.79), from middle and secondary schools. Participants answered self-report measures. Results from path analysis showed that memories of negative experiences, the absence of positive memories with family in childhood and peer victimization indirectly impact on NSSI through self-criticism and depressive symptoms. In addition, these stressful experiences led to depressive symptoms through self-criticism. Lastly, the most severe form of self-criticism indirectly impacts on NSSI through depressive symptoms, even though it also has a strong direct effect. It suggests that negative experiences with parents and peer victimization, as well as the absence of positive memories with family, have a negative impact on NSSI when these experiences are linked with a sense of self-hatred and depressive symptoms.  相似文献   

    

Marina Denischik 《Humanistic Psychologist》2015,43(2):148-159

This article presents a model of the temporal structure of psychic life. Time is a rule-guided process. A person's psychic life, too, yields to an examination of necessary and regulated operations. To outline both the regular and the modified perception of time within psychic life, Sigmund Freud's model of the drive interaction is brought to bear on Jacques Marie Émile Lacan's understanding of psychosis. Both Freud's and Lacan's findings are explained with an eye on the temporal dimension of the psyche, temporal modifications manifested in states of psychotic delusion, and the role of time for one's meaningful engagement with the world. Psychic time is nonlinear. The future, the past, and the present must be engaged simultaneously, albeit not in the same way, to yield the sense of temporal fullness. For Freud, the cooperative functioning of the drives accounts for the sustainment of the lucid psychic life, whereas modifications in the drives’ interactions signal psychic disturbances. Lacan (1955/1993) stresses the atemporal character of the nonexistent, negated, or lost reality that pressures an individual to enter a psychotic delusion. This article makes the assumption that the psychological states in which the reckoning with time is lost are the consequences of an unsuccessful incorporation of traumatic stimuli that are caused both by outside phenomena and by the actions of an individual's inner drives. The findings of this article support the view that psychic traumas necessitate modifications to the sense of time. The findings also offer an understanding of the kinds of temporal modifications that occur in an individual's psychic life and the way in which these temporal changes lead to the experience of radical otherness that is present in some cases of psychological disturbances.  相似文献   

    

Marina Herrera  Stephen Reicher 《European journal of social psychology》1998,28(6):981-993

This paper reports supportive evidence for a modified self-categorisation model of mass social influence, whereby category definitions are determined rhetorically and the character of collective action is shaped through category arguments. The study was conducted shortly after the Gulf War and was concerned with the respective constructions of pro- and anti-war respondents. Respondents were first asked to recall the images of the war which had most impact on them. They were then shown 29 images of the war and asked to rate the impact of each one as well as explain why they had given such impact ratings. Finally, they were asked to select the five images which had most impact on them. The results indicated that different subjects indicated very different views of the categories opposing each other despite the fact that they were characterising the same event. Moreover, the constructions of pro- and anti-war subjects matched those previously having been shown to characterise the rhetoric of pro- and anti-war leaders. Thus pro-war subjects recalled and rated highly those images that were consistent with a construction of the war as opposing the civilised world (ingroup) to Saddam Hussein (outgroup). Anti-war subjects recalled and rated highly those images that were consistent with a construction of the war as opposing ordinary people (ingroup) to business and political leaders prosecuting the war (outgroup). Copyright © 1998 John Wiley & Sons, Ltd.  相似文献   

    

Butovskaya ML  Timentschik VM  Burkova VN 《Aggressive behavior》2007,33(2):170-183

The objective of the present study was to examine the effects of aggression and conflict-managing skills on popularity and attitude to school in Russian adolescents. Three types of aggression (physical, verbal, and indirect), constructive conflict resolution, third-party intervention, withdrawal, and victimization were examined using the Peer-Estimated Conflict Behavior (PECOBE) inventory [Bjorkquist and Osterman, 1998]. Also, all respondents rated peer and self-popularity with same-sex classmates and personal attitude to school. The sample consisted of 212 Russian adolescents (101 boys, 111 girls) aged between 11 and 15 years. The findings attest to significant sex differences in aggression and conflict resolution patterns. Boys scored higher on physical and verbal aggression, and girls on indirect aggression. Girls were socially more skillful than boys in the use of peaceful means of conflict resolution (they scored higher on constructive conflict resolution and third-party intervention). The attributional discrepancy index (ADI) scores were negative for all three types of aggression in both sexes. Verbal aggression is apparently more condemned in boys than in girls. ADI scores were positive for constructive conflict resolution and third-party intervention in both genders, being higher in boys. In girls, verbal aggression was positively correlated with popularity. In both sexes, popularity showed a positive correlation with constructive conflict resolution and third-party intervention, and a negative correlation with withdrawal and victimization. Boys who liked school were popular with same-sex peers and scored higher on constructive conflict resolution. Girls who liked school were less aggressive according to peer rating. They also rated higher on conflict resolution and third-party intervention. Physical aggression was related to age. The results are discussed in a cross-cultural perspective.  相似文献   

    

Anne Christophe  Marina Nespor  Maria Teresa Guasti  Brit Van Ooyen 《Developmental science》2003,6(2):211-220

We propose that infants may learn about the relative order of heads and complements in their language before they know many words, on the basis of prosodic information (relative prominence within phonological phrases). We present experimental evidence that 6–12‐week‐old infants can discriminate two languages that differ in their head direction and its prosodic correlate, but have otherwise similar phonological properties (i.e. French and Turkish). This result supports the hypothesis that infants may use this kind of prosodic information to bootstrap their acquisition of word order.  相似文献   

    

Marina Altmann de Litvan 《The International journal of psycho-analysis》2007,88(3):713-733

The author attempts to integrate several perspectives within the field of infant observation that reflect the analyst's personal experience as a clinician, as a professor at the analytic institute and as a researcher in the field of psychoanalysis. Can infant observation contribute to analytic technique, theory and training? If so, what would be the nature of such contribution? To answer these questions, the author reviews the literature on infant observation from Freud to the present, highlighting Latin American contributions to this subject. She makes reference to the role of technological innovations, which have allowed videotaping, repeated observations, temporal segmentation and computerized programs, thus giving rise to microanalytic research. This discussion prompts the question about the contributions made by systematic research to clinical practice. To tackle this question, the author presents both a clinical vignette taken from her personal experience, and the current debate on this subject as it appears in the work of Daniel Stern and André Green. Finally, she presents some conclusions that are part of an ongoing debate in the psychoanalytic field.  相似文献   

    

Maria Sakalaki  Clive Richardson  Marina Bastounis 《Journal of applied social psychology》2005,35(2):430-443

This study investigates economic locus of control (ELOC) in a Greek sample using Furnham's (1986) scale. In particular, it examines the association between ELOC and saving behavior and motives, attitudes toward state intervention in the economic field, and factors engendering confidence in economic matters. The main hypotheses predicted that internal ELOC should be associated with (a) desire for less state intervention; (b) confidence in factors under one's own control (knowing the other party in transactions, being well informed) more strongly than with other factors of economic trust, such as the state and the law; (c) more saving; and (d) that respondents with internal and external ELOC should be differentiated with respect to saving motives. Analysis was based on a sample of 135 participants from Athens. Principal components analysis of the Greek translation of Furnham's ELOC questionnaire gave results similar to those reported from England, yielding 4 factors interpretable as chance, internal, external/denial, and powerful others. The findings of the study include confirmation of all of the hypotheses.  相似文献   

    

López F  Menez M 《Journal of the experimental analysis of behavior》2005,83(3):221-241

Several researchers have suggested that conditioning history may have long-term effects on fixed-interval performances of rats. To test this idea and to identify possible factors involved in temporal control development, groups of rats initially were exposed to different reinforcement schedules: continuous, fixed-time, and random-interval. Afterwards, half of the rats in each group were studied on a fixed-interval 30-s schedule of reinforcement and the other half on a fixed-interval 90-s schedule of reinforcement. No evidence of long-term effects attributable to conditioning history on either response output or response patterning was found; history effects were transitory. Different tendencies in trajectory across sessions were observed for measures of early and late responding within the interreinforcer interval, suggesting that temporal control is the result of two separate processes: one involved in response output and the other in time allocation of responding and not responding.  相似文献