Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy–Value Model of Achievement Motivation

The present study explores the effect of perceived teacher support on three forms of thinking related to creativity. Tests of convergent thinking (by means of the Remote Associates Test), insight thinking (explored through a brain‐teaser test), and divergent thinking (by means of a verbal creativity test) were given to 512 middle school students in China, along with assessments of their perceived teacher support and creative self‐efficacy. The results of this study indicate that perceived teacher support positively predicts convergent thinking and insight thinking, with creative self‐efficacy playing a partial mediating role between perceived teacher support and convergent thinking. However, no significant relationships were found between perceived teacher support and divergent thinking. The findings partly lend support to the expectancy–value model of achievement motivation that teacher’s behavior influences student performance through self‐belief pathway.     

What the progressive aspect tells us about processes

Numerous authors have attempted to carve an ontological distinction between events and processes on the basis of a widely noted linguistic datum involving count and mass nouns, where events are thought to be analogous to countable objects while processes to non-countable stuff. By assessing the most developed of these proposals—that of Helen Steward’s—this paper locates the motivations behind the project of carving some such distinction between events and processes, and proceeds to offer considerations toward an alternative account of processes—one whose ontology is more akin to that of states than it is to stuff.

     

D型人格对大学新生心理健康的影响:基于三个时间点调查数据的有调节的中介模型

为考察感知到的压力在D型人格与大学新生心理健康关系中的中介作用及心理韧性的调节作用。在新生入学3个月内的不同时间点,利用D型人格量表（T1）、心理韧性量表（T2）、感知到的压力量表（T2）和心理健康量表（T3）对某大学1428名大学新生进行调查。结果显示：（1）在控制性别、年龄、是否恋爱和心理健康（T1）后,社交抑制对感知到的压力具有显著预测作用,感知到的压力对心理健康具有显著预测作用,即社交抑制通过感知到的压力的中介作用间接影响心理健康;在负性情感与心理健康的关系中,感知到的压力中介作用不成立;（2）心理韧性在社交抑制与心理健康的关系中调节效应显著;心理韧性在感知到的压力与心理健康的关系中调节效应显著;（3）一个有调节的中介模型成立。研究结果不仅有助于理解大学新生适应大学生活过程中的心理状况,而且为提高大学新生心理健康水平提供参考依据。     

A qualitative exploration of alcohol use among student sportspeople: A social identity perspective

Research indicates that university student sportspeople are a high‐risk subgroup for hazardous alcohol consumption. Adopting a social identity perspective, we explored the social and psychological processes linking sports participation and alcohol use. Twenty‐two individual semi‐structured interviews were conducted with UK student sportspeople (male: 12; female: 10). A deductive thematic analysis identified three core themes: social identification and sports group membership, identity processes in (alcohol) behaviours and sport context‐specific significance of alcohol. Results suggest that the consumptive practices among student sportspeople were strategic activities underpinned by social identity processes, and which served to provide a positive sports experience at the group level. Our findings highlight the interactions between the sport environment, the social structure of sport participation and the multipurpose function of alcohol in this context. We discuss the implications of these results in support of a social identity approach to sport‐related drinking.     

Interfacial precipitation of the M5B3-type boride in Ni-based superalloys

Microstructural characteristics of an experimental Ni-based superalloy with boron addition subjected to a long-term ageing treatment were systematically investigated by various kinds of transmission electron microscopy technique. Based on detailed electron diffraction analyses, we found that there are many nanosized M₅B₃ precipitates in our long-term ageing alloys, which keeps a good orientation relationship with the γ/γ′ matrix. Furthermore, the precipitation characteristics of M₅B₃ phase were clarified. It is found that the M₅B₃-type boride prefers to precipitate at the γ/γ′ interfaces and low-angle grain boundaries. These interfacial nanosized precipitates can play the role of pinning effect and are expected to be advantageous for postponing the γ′ rafting and low-angle grain boundary migration to some extent at high temperature.     

Maternal Depression and Children’s Cognitive and Socio-Emotional Development at First Grade: The Moderating Role of Classroom Emotional Climate

This study examined whether a warm and positive classroom emotional climate would buffer the detrimental effects of maternal depression on children’s cognitive and socioemotional adjustment at first grade. Based on 1364 dyads, four waves of data spanning 6 months to first grade were used to examine paths between mothers’ early cumulative depressive symptoms and five first-grade outcomes (internalizing and externalizing behavior problems, social competence, academic functioning, and relationship with teachers). Classroom emotional climate was observed at first grade. Multiple group modeling revealed that children who were placed in a classroom that was characterized by a warm and positive emotional climate were shown to be less severely, or not, affected by mothers’ depressive symptoms in terms of the development of externalizing problems, social skills, cognitive performance, and relational functioning. Guided by the bioecological perspective, the current study showed synergic effects of intra-familial and extra-familial elements on an array of children’s developmental outcomes over time.     

Impact of material vs. experiential purchase types on happiness: The moderating role of self‐discrepancy

Most literature suggests that consumers are happier when they spend their money on experience, rather than material purchases, on the premise that consumers may evaluate material possessions largely on the basis of their functional utility and ability to fulfill basic human needs; experiential consumption reportedly fulfills mainly psychological needs. The present research addresses material purchases that fulfill not only functional but also psychological needs (e.g., status purchase). The results reveal that consumers with high self‐discrepancy are more apt to derive happiness from material status purchases than those with low self‐discrepancy (Experiments 1 and 2); this effect is mediated by the motives for goal pursuit (Experiment 3), as triggered by the desire to narrow the gap between the actual self and an ideal self. Copyright © 2016 John Wiley & Sons, Ltd.     

The effectiveness of positive psychology interventions in enhancing positive behaviors and family relationships in Hong Kong: A community-based participatory research project

This paper describes a program of brief, universal, positive psychology-based interventions to increase targeted behaviors that enhance family relationships, developed and delivered to over 1500 participants using a community-based participatory approach. The cluster-randomized design combined interventions based on one of three themes (gratitude, hope, or open-mindedness) in one of two structures (intervention, or intervention with planning). The latter structure supplemented with materials and exercises derived from the Health Action Process Approach model of behavior change. Planning was more effective in increasing attitude and intention to perform behaviors, frequency of the targeted behaviors, and family health and happiness (Cohen’s ds: 0.10–0.16, p < 0.05), particularly in the theme targeting open-mindedness. Qualitative data supported effectiveness. This project was a first effort to develop a large-scale preventive psychological intervention in an understudied culture with the goal of maximizing acceptability and utilization by involving community stakeholders in every stage of the design.     

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between-groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one-size-fits-all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.     

得失情境下的图形框架对跨期选择倾向的影响

为分离言语表述的干扰,实验采用简单选择任务,通过2(图形框架)×2(跨期选择)×2(得失情境)被试内实验设计探讨得失情境下图形框架对个体跨期选择的影响。结果发现:(1)在突出时间条件下,被试更倾向于选择小而即时的选项,而在突出金额条件下,被试选择小而即时和大而延时的概率没有差异;(2)收益情境中,个体更多地选择大而延时的选项,而在损失情境中,个体选择即时损失的概率更高。结果表明,跨期选择中个体的决策偏好会随着得失情境及决策选项描述方式的变化而变化。