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本研究考察了成年子女与其父母的代际关系中团结和关系质量对代际双方身体和心理结果的影响。研究1中,对中国成年子女(N=1283)的潜在类别分析结果显示是六种代际团结类别,多项逻辑回归表明两代人的特征会影响团结潜在类别和关系质量。研究2中,对367对中国成年子女-父母(N=734)的报告进行等级线性建模,行动者-搭档互依模型结果指出好的团结潜在类别(自我和搭档报告的)和好的关系质量(自我报告的)与两代人的高幸福感相关,好的团结潜在类别(自我和搭档报告的)和好的关系质量(自我和搭档报告的)预测了两代人的低心理苦恼;其中代际和性别调节了团结类别和关系质量对自我报告健康及幸福感的作用,同时,两代人团结类别的交互作用和评价的相似性也影响了幸福感和心理苦恼。 相似文献
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SAMUEL C. RICKLESS 《Philosophy and phenomenological research》2004,68(3):554-577
In the First Section of the Groundwork, Kant argues that a good‐willed person “under subjective limitations and hindrances” is required “never to act except in such a way that [she] could also will that [her] maxim should become a universal law.” Call this argument “K”. Although recent commentators (including Barbara Herman, Christine Korsgaard, Nelson Potter, and Allen Wood) have done much to clarify and defend many of the important claims Kant makes in the First Section, they have accurately identified neither K's premises nor the reasoning by means of which K's conclusion is derived. The result of this is that K's strengths are underappreciated. My aim is to rectify this state of affairs, by providing a detailed reconstruction of K, and thereby bring out the various ways in which the argument deserves our recognition and praise. 相似文献
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Content and style in personality assessment 总被引:1,自引:0,他引:1
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SAMUEL T. GLADDING 《Journal of counseling and development : JCD》1975,53(10):746-746
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SAMUEL A. PROCTOR 《Journal of counseling and development : JCD》1970,48(9):707-712
The most difficult task for the counselor is to find a way to reverse the spiral of the ′60's that has propelled black students toward futility. The committed counselor should communicate honesty and sincerity to the students, know the facts about the black experience, enlighten his administration about black students' needs, and have first-hand knowledge about students' feelings regarding their curriculum. 相似文献
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Schneier (1977) proposed that rater cognitive complexity interacts with format to affect the psychometric soundness of ratings. He also speculated that cognitive complexity may be enhanced by having raters participate in training and/or scale construction programs. This study was designed to test these latter hypotheses, while also providing a partial replication of Schneier's original research. Ninety-six undergraduate students were assigned to four groups. One participated in the construction of a set of BARS and was trained in their use, a second participated in BARS construction only, a third received training only, and the fourth served as a control group. All subjects were administered a measure of cognitive complexity before and after the experimental treatments. Also, all subjects evaluated five simulated ratees using the BARS. A training × participation (2 × 2) ANOCOV indicated no change in cognitive complexity scores as a result of the experimental treatments. A training × participation × (nominalized) cognitive complexity (2 × 2 × 2) MANOVA on mean ratings for the five stimuli found no effects on leniency error. A similar MANOVA on variances of ratings provided little evidence for effects on halo error. These results, taken in conjunction with those of other investigators who have failed to replicate Schneier's findings, suggest that the cognitive reinterpretation should be accepted with caution at best. 相似文献