进食障碍影响因素的探讨

神经性厌食症和神经性贪食症是主要的进食障碍症状。进食障碍的影响因素有社会文化因素（例如媒体和同伴的影响）、家庭因素（如困惑和冲突）、消极情绪、低自尊水平和对自身的不满及认知和生物方面的因素等。     

α系数在使用中存在的问题

从a系数与同质性测验、平行测验和r-等价测验之间的关系,分析了a系数作为测验同质性信度估计的局限性;另外就a系数与测验维度问的关系和项目间的关系进行了讨论,对a系数在解释中常见的一些错误进行了说明。     

纵向数据分析方法

纵向研究方法是心理学研究领域的一种重要方法。近年来,国外在纵向研究数据分析方法上取得了一系列理论和应用上的进展。章对此方法进行了简要的回顾,并重点阐述了最近发展起来的纵向研究的方法：多层线性模型和潜变量增长曲线模型,并在此基础上对几种常用的方法进行了比较。     

专家-熟手-新手型教师教学策略与成就目标、人格特征的关系研究

该研究对不同类型教师的教学策略、成就目标和人格特征的关系进行了探讨,结果表明,新手型教师的教学策略与成绩目标存在显著的负相关,其中成绩——回避目标是其教学策略的有效预测变量,而熟手型教师和专家型教师则与任务目标存在显著的正相关：精神质是新手型教师教学策略的有效预测变量,内外向是熟手型教师教学策略的有效预测变量,而专家型教师的神经质对其教学策略存在着重要的影响。     

开展儒学的深层对话

开展儒学对话,是文化思想交流的一项重要工作.所谓儒学的深层对话,实质上是哲学层面的对话.普及性的对话也是重要的,但是,首先需要探讨并提出深层的问题,这样才能推进儒学的交流与发展.譬如,通过仁学的深层对话,有助于理解人类文化的不同特点及其"殊途而同归"的道理,更能增强信心,建立和谐的世界秩序,走上一条可持续发展的道路.     

Joint Book Reading and Receptive Vocabulary: A Parallel Process Model

The purpose of the present study was to understand the reciprocal, bidirectional longitudinal relation between joint book reading and English receptive vocabulary. To address the research goals, a nationally representative sample of Head Start children, the Head Start Family and Child Experiences Survey (2003 cohort), was used for analysis. The children were aged 3–4 years at programme entry. The mothers' average age at programme entry was 39 years old. A parallel process model was utilized to examine the growth factors of joint book reading and receptive vocabulary in parallel. Three significant findings emerged: (1) initial levels of English receptive vocabulary and joint book reading positively covaried; (2) English receptive vocabulary and joint book reading were positively and reciprocally related to each other; and (3) slopes for joint book reading and English receptive vocabulary negatively covaried. Results suggest that joint book reading can support and scaffold Head Start children's English receptive vocabulary. Reciprocally, Head Start children's English receptive vocabulary appears to predict the extent to which they engage in joint book reading at home. Moreover, the frequency of joint book reading decreases as the children demonstrate higher levels of English receptive vocabulary. Copyright © 2015 John Wiley & Sons, Ltd.     

Cognitive empathy modulates the visual perception of human-like body postures without imitation

To examine the mechanism of visual perception of human-like body postures, we conducted a posture recognition task, a questionnaire survey, and the Interpersonal Reactivity Index (IRI). The majority of participants perceived the pseudo-posture as a human posture in the early stage (78%), but only approximately half of them reported the imagination of bodily movement (66%). These results suggest that the majority of observers perceive pseudo-postures as human postures in the early stage of perception, but this human posture perception does not necessarily lead to the visualisation of bodily movement. In a group of who received the pseudo posture as a human-posture regardless of the perception stages, the participants who imagined bodily movement (64%) showed significantly higher scores than those who did not on the Fantasy subscale of the IRI. Highly empathic participants are more likely to detect a kinematic relation between the pseudo-postures.     

呈现方式、自我效能感和成就动机对FOK判断影响的研究

以英汉配对词为实验材料探讨了呈现方式、自我效能感和成就动机对ＦＯＫ判断（Ｆｅｅｌｉｎｇ ｏｆ Ｋｎｏｗｉｎｇ）的影响,被试是１４４名大学生。实验结果表明：（１）呈现方式、自我效能感和成就动机均显著影响ＦＯＫ判断等级的高低和判断的准确性;（２）自我效能感和成就动机在影响ＦＤＫ判断方面有显著的交互作用,成就动机对ＦＤＫ判断的作用受自我效能感影响;（３）被试的回忆成绩、再认成绩和ＦＤＫ判断准确性之间均有显著的正相关,表明客体记忆与无记忆之间有较密切的联系。     

Examining Effects of Self-Efficacy on Research Motivation Among Chinese University Teachers: Moderation of Leader Support and Mediation of Goal Orientations

Utilizing the Social Cognitive Career Theory (SCCT) as the theoretical framework, this study proposed a moderated mediation model investigating the complex functioning mechanisms of how self-efficacy beliefs and leader support can be related to research motivation among Chinese university teachers. A group of 310 Chinese teachers working in different universities completed an online survey. Results from structural equation modeling (SEM) analysis revealed distinct influencing paths from the predictor variables (i.e., self-efficacy and leader support) to the outcome variables (i.e., intrinsic and extrinsic research motivation). Specifically, self-efficacy beliefs predicted both mastery and performance goal orientations; mastery goal orientation, in turn, positively affected intrinsic and extrinsic research motivation. In contrast, leader support was non-significant for the both types of goal orientations, but exerted strong direct influences on the both types of research motivation. Bootstrapping methods in SEM showed that it was primarily the mastery goal orientation that mediated the relationships between self-efficacy beliefs and research motivation. Furthermore, the results from the SEM and simple slope analysis revealed that leader support moderated the association between self-efficacy and extrinsic research motivation.     

Teacher's Encouragement on Creativity,Intrinsic Motivation,and Creativity: The Mediating Role of Creative Process Engagement

Drawing on Dewey's pragmatic perspective on talent cultivation and previous research on promoting employee creativity in industry, this study investigates student creativity performance in relation to teacher's encouragement, intrinsic motivation, and creative process engagement. Based on survey data collected from 140 vocational high school students who participated in a nation‐wide contest in Taiwan, path analyses were performed using structure equation modeling techniques. The results indicate that both teacher's encouragement and intrinsic motivation have a significant, although indirect, effect on student creativity, and that creative process engagement, as opposed to teacher encouragement or intrinsic motivation, has a direct and significant mediating effect on student creativity. This finding is in partial agreement with prior research which reports student creativity is positively associated with teacher encouragement and intrinsic motivation, highlighting the mediating role of creative process engagement in facilitating student creative performance.