中学生自我提升的特点及其与人际适应的关系

采用自编自我提升领域问卷考察中学生自我提升的特点,并探讨自我提升与同伴接纳和友谊状况的关系。结果发现:(1)中学生在个体领域和人际领域(除道德行为维度)表现出自我提升倾向。(2)男生比女生、初中生比高中生表现更强的自我提升倾向。(3)同伴接纳度低的中学生身体与运动技能和一般认知能力维度自我提升程度较高,互选好朋友数量较少的中学生一般认知能力、个体心理特质、人际心理特质和道德行为维度的自我提升较高。     

Feeling right or being right: When strong assessment yields strong correction

Negotiators in regulatory fit report feeling right about an upcoming negotiation more than those in non-fit, and this intensifies their responses to negotiation preparation (Appelt et al. in Soc Cogn 27(3), 365–384, 2009). High assessors emphasize critical evaluation and being right (Higgins et al. in Advances in experimental social psychology, Vol 35, pp 293–344, 2003). This emphasis should motivate them to engage in correction processes when they only feel right—so strongly as to produce elimination, and perhaps even overcorrection, of the fit effects found previously. We found that low assessors replicated regulatory fit effects on negotiation preparation measures of anticipated performance and perceived assessment competence. For high assessors, however, these fit effects were eliminated and even reversed to some extent. This is consistent with the prediction that high assessors correct because they want to be right, and not just feel right, and correcting can result in overcorrection. Implications for understanding the trade-offs of a strong assessment orientation are discussed.     

青少年与同伴的自我表露及其与孤独感的关系

采用问卷法,以655名初高中生为被试,考察青少年与同伴自我表露的发展特点及其与孤独感的关系。结果表明:(1)高中生与不同表露对象以及在不同主题上的自我表露都高于初中生;(2)女生在除身体发育外的6个主题上的自我表露以及与同性最要好朋友的自我表露都高于男生;(3)青少年与最要好同性朋友的自我表露以及在兴趣爱好和身体发育两个主题上的自我表露能显著负向预测其孤独感。     

工作幸福感：概念、测量水平与因果模型

工作幸福感是个体工作目标和潜能充分实现的心理感受及愉悦体验, 是一个需要组织和个人持久努力和投资的动态过程, 包括工作投入、心流体验、工作旺盛感、工作满意度、工作积极情感等宽泛的结构。有必要从暂时、个体和单元三个水平对工作幸福感进行研究。随着研究方法的进展, 工作幸福感的研究呈现出个体差异和个体内波动结合的趋势。工作幸福感多水平动态形成机制模型整合了组织和工作环境因素、个人特征以及人与环境的交互作用, 体现了工作幸福感的动态特征, 解释了人类基本心理需要的满足是工作幸福感形成的心理机制。外溢?交叉动态模型解释了幸福感在不同生活领域的外溢以及在工作团队成员或家庭配偶之间的传递, 有助于推动工作幸福感不同测量水平的效应研究。未来需要通过实证研究检验工作幸福感的动态因果模型, 探讨不同水平的工作幸福感对绩效的影响机制, 更多地研究心流体验、心理旺盛感、高兴和自豪等工作幸福感指标, 加强对工作幸福感的干预研究。     

北京市流动儿童自尊的发展特点及其与学业行为、师生关系的相关研究

以北京市1018名流动儿童和319名城市儿童为被试,用问卷法,考察北京市流动儿童自尊的发展特点,并探讨学业行为、师生关系对流动儿童自尊的影响.结果表明:(1)流动儿童的自尊发展水平存在显著的年级差异;(2)流动儿童的自尊发展水平显著低于城市儿童,两者在高分组(＞41)和低分组(＜28)所占比例分别为39.8%、60.2%和92.7%、7.3%,差异显著;(3)流动儿童的自尊发展水平存在显著的校际差异,混合公立学校流动儿童的自尊发展水平显著高于打工子弟学校的流动儿童;(4)流动儿童的自尊与学业行为、师生关系的各维度均有显著相关,学业行为中的学习效能感、学习自信心和师生关系中的低冲突性、支持性、关系满意度可以显著预测流动儿童的自尊发展水平.     

小学生的品德不良行为及其心理与行为适应问题研究

运用测量法和问卷法,以某市357名小学生为对象,探讨了小学生的品德不良行为及其心理问题与行为适应性问题,并揭示了它们之间相互的关系。结果发现:小学生的品行不良、心理健康问题和行为适应问题都存在显著的年级差异,并受学习成绩的显著影响:成绩差的学生在这些问题上最严重;且品行不良和学习问题存在显著的性别差异;小学生的品德不良水平与许多心理问题之间存在显著相关;五年级是一个转折点:在品德不良行为和许多心理问题中都是高峰,随后开始下降。     

The effect of attentional focus on social anxiety

The aim of the present study was to examine the effect of attentional focus on social anxiety in a group of high and low blushing-anxious subjects. One hundred and fourteen psychology undergraduate students were screened using the Fear of Blushing subscale of the Blushing Questionnaire [B?gels, S. M., & Reith, W. (1999). Validity of two questionnaires to assess social fears: The Dutch social phobia and anxiety questionnaire and the blushing, trembling and sweating questionnaire. Journal of Psychopathology and Behavioral Assessment, 21, 51-66]. Those with the most extreme scores in the top and bottom 20% of the distribution were selected to form a high (n=22) and a low (n=22) blushing-anxious group. Subjects were randomly allocated to either a self-focused attention (SFA) condition or a task-focused attention (TFA) condition. They were asked to engage in a 5 min conversation with the first author, and were instructed to either self-focus (SFA condition) or task-focus (TFA condition). Levels of social anxiety and self-awareness were measured using visual analogue scales. Results suggest that the there was a significant condition by group interaction, with high blushing individuals showing considerably higher levels of social anxiety in the SFA condition compared to the TFA condition while low blushing individuals showed no significant difference across the two conditions.     

富勒论法律的道德性

法治一般分为实质性的法治和程序性的法治,前者强调善法、良法,后者则更注重形式正义.新自然法学派代表人物朗·L.富勒的学说即为程序法治论的一种.富勒认为法律与道德密不可分,并将道德区分为愿望的道德与义务的道德,而义务的道德与法律相似.他提出法律具有内在的道德性,将法律的道德性分为外在道德和内在道德两个方面,而他主要阐述的是法律的内在道德,也称为"程序自然法",并将法律的这一道德定位于八项"法治原则"和达致法律的"目的性事业"的手段.