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151.
Benjamin Y. Cheung Ilan Dar‐Nimrod Karen Gonsalkorale 《Social and Personality Psychology Compass》2014,8(11):626-637
With the increasing popularity and affordability of DNA sequencing through direct‐to‐consumer DNA sequencing services, it has become apparent that researchers need to understand how the results of sequencing one's DNA affects consumers psychologically and behaviorally. In this paper, the authors discuss several intrapersonal processes that may impact how learning about our own genetic predispositions affects us. In particular, this paper sets out to identify the interplay between three relevant perspectives: genetic essentialist biases, perceived identity, and need for certainty. These interrelated perspectives and the empirical research that supports relevant underlying predictions provide a useful basis from which researchers can further identify testable hypotheses on these intrapersonal perceived genetics effects. Such research has potential far‐reaching implications, not the least of which are in the health domain. 相似文献
152.
The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students' self-efficacy for personal development. In this study, questionnaire items were constructed to measure classroom teaching, student self-efficacy for personal development and student use of deep learning strategies. Data were collected from 16,208 secondary school students in Hong Kong. Using structural equation modelling, regular classroom teaching was found to have a direct effect on personal development self-efficacy as well as an indirect effect through student use of deep learning strategies. Implications of these findings for implementing a whole-school approach to guidance and counselling are discussed. 相似文献
153.
It has been found from a large number of statistical tests that graphite nodules in malleable iron grow with time according to a power law. The growth of the nodules and their fractal dimension have been investigated experimentally as a function of annealing time. Based on the assumption of carbon-diffusion-controlled growth in the initial stage, the growth equation is R G = K 1 t 1/(D-1), where R G is the radius of the graphite nodules, t the time, D the fractal dimension and K 1 a constant. Assuming cementite-dissolution-controlled growth in the later stages of growth, the relation is R G = K 3 t 3/D , where K 3 is a constant. The fractal dimension, or the aggregate state of the graphite nodules, strongly influences the growth process. 相似文献
154.
Man Cheung Chung Christine Symons Jane Gilliam Edward R. Kaminski 《Psychology & health》2013,28(4):477-490
This study examined life event stress, perceived stress and psychiatric co-morbidity among patients with Chronic Idiopathic Urticaria (CIU). It also investigated the relationship between coping, stress, the severity of CIU and psychiatric co-morbidity. Total of 100 CIU patients and 60 allergy patients participated in the study. They completed the General Health Questionnaire, the Social Readjustment Rating Scale, the Perceived Stress Scale, and the Ways of Coping Checklist. Compared with allergy patients, CIU patients had worse co-morbidity and higher levels of life event stress and perceived stress. Emotion-focussed coping was associated with the severity of CIU; perceived stress was associated with co-morbidity. 相似文献
155.
Moral education in the traditional form of classroom didactic lectures in secondary schools has been prevailing in Hong Kong
since the initiation of moral education in the 1980s. However, such a traditional form has not received credit from research
in the West. Instead, discussion of moral issues would be a more effective way of moral education than would didactic lectures.
Because of the differential ways of moral education in Hong Kong, findings from other places can be subject to a test in Hong
Kong. As such, this study employed panel data from 19,069 secondary school students in Hong Kong to analyze the impacts of
moral education on moral commitment to sustain societal interests. Findings indicated a weak contribution of moral discussion
and an even weaker contribution of moral education lectures to moral commitment. These findings therefore echo those in other
places and suggest that real-life moral education contributes in the expected way, albeit weakly. 相似文献
156.
As self-esteem is likely to build on favorable social experiences, such as those derived from achievement (i.e., GPA) and social competence, emotional intelligence is likely to be pivotal in fostering social experiences conducive to self-esteem. Accordingly, emotional intelligence is likely to underlie social competence and mediate the contribution of achievement to self-esteem. This uncharted role is the focus of this study, which surveyed 405 undergraduates in Hong Kong, China. Results demonstrated the pivotal role of emotional intelligence. Essentially, emotional intelligence appeared to be a strong determinant of self-esteem and explain away the positive effect of social competence on self-esteem. The results imply the value of raising emotional intelligence in order to consolidate the basis for the young adult's self-esteem. 相似文献
157.
158.
Sheida Novin Carolien Rieffe Robin Banerjee Anne C. Miers Jamie Cheung 《The British journal of developmental psychology》2011,29(4):806-822
In this study, we evaluated hypotheses about cultural convergence and divergence in the nature and correlates of anger expressions. With a sample of 141 11‐year‐olds from the Netherlands and Hong Kong, we first examined a broad range of strategies for responding to a provocateur, finding that both Chinese and Dutch children were more likely to use intrapersonal strategies (for coping internally with the angry feelings) than interpersonal responses (to communicate anger to the provocateur). No cultural divergence was shown in the overall extent to which anger would be verbally expressed, but differences became apparent when we asked children precisely what they would say to an aggressor in a hypothetical anger‐eliciting situation. As predicted, Chinese children were more likely to react tolerantly to the aggressor than their Dutch peers, whereas Dutch children indicated that they would verbally confront the aggressor more often, trying to reinstate their personal goals. In comparison with Dutch children, the Chinese sample viewed their chosen strategies as more likely to elicit positive reactions from the aggressor and to reduce anger. Directions for further research on the personal and socio‐cultural functionality of anger response styles are discussed. 相似文献
159.
Him Cheung Lana Wooltorton 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2002,55(1):195-223
In a series of seven experiments, the role of articulatory rehearsal in verbal short-term memory was examined via a shadowing-plus-recall paradigm. In this paradigm, subjects shadowed a word target presented closely after an auditory memory list before they recalled the list. The phonological relationship between the shadowing target and the final item on the memory list was manipulated. Experiments 1 and 2 demonstrated that targets sounding similar to the list-final memory item generally took longer to shadow than unrelated targets. This inhibitory effect of phonological relatedness was more pronounced with tense- than lax-vowel pseudoword recall lists. The interaction between vowel tenseness and phonological relatedness was replicated in Experiment 3 using shorter lists of real words. In Experiment 4, concurrent articulation was applied during list learning to block rehearsal; consequently, neither the phonological relatedness effect nor its interaction with vowel tenseness emerged. Experiments 5 and 6 manipulated the occurrence frequencies and lexicality of the recall items, respectively, instead of vowel tenseness. Unlike vowel tenseness, these non-articulatory memory factors failed to interact with the phonological relatedness effect. Experiment 7 orthogonally manipulated the vowel tenseness and frequencies of the recall items; slowing in shadowing times due to phonological relatedness was modulated by vowel tenseness but not frequency. Taken together, these results suggest that under the present paradigm, the modifying effect of vowel tenseness on the magnitude of slowing in shadowing due to phonological relatedness is indicative of a prominent articulatory component in verbal short-term retention. The shadowing-plus-recall approach avoids confounding overt recall into internal memory processing, which is an inherent problem of the traditional immediate serial recall and span tasks. 相似文献
160.