Effects of training students to identify the semantic base of prose materials

Feedback and feedback plus points toward a course grade were applied to the attentional behaviors (defined as the ability to identify the semantic base of text passages) of 30 undergraduate students participating in a reading comprehension development program. Correct underlining was increased, extraneous underlining was decreased, and postreading comprehension test scores improved as a result of the procedures. Scores on a standardized test of reading comprehension also increased significantly.     

大学毕业生的职业期望及其影响因素研究

本研究对当代大学生职业期望所包括的关键因素以及各因素之间的结构模式进行了深入分析,从职业动机、自我意识、环境意识以及个人的职业发展计划等多种不同角度对影响职业期望的因素进行了有益的探索,并在此基础上建立了"当代大学生职业期望的初步模型".     

大学生因特网成瘾障碍的研究

本研究根据目前广泛认可的因特网成瘾障碍(Internet Addiction Disorder,IAD)诊断标准自编问卷,调查了上海市6所高校370名大学生的上网情况。结果表明:(1)自编问卷质量的各指标皆良好,问卷具有较好的稳定性和准确性。(2)上海市大学生IAD的发生率大约为8.1%。(3)男生比女生、理科比文科、大二年级比其它年级的学生陷入网络的程度深。(4)上网者每周的上网时间、使用网络工具的数量、上网动机的数量与使用网络的程度相关。(5)IAD者在网络使用的特点上明显不同于非IAD者(N-IAD者)。     

我国大学生在关爱价值观者特征上的公众观

在开放式预调查基础上,对452名大学各专业学生进行调查研究。结果表明:我国大学生认为善良、真诚、有爱心、不歧视残障者、宽容、设身处地、尊重7项是关爱价值观者最应该具有的特征;个人修养、利他助人、处事交往、外表印象、内在气质、尊重宽容、奉献与责任是关爱价值观者的7个品质因素,其中个人修养的品质因素最为突出;对这些品质因素,男女大学生看法没有明显差异,对某些品质因素城乡大学生、不同专业大学生有明显不同的看法。     

Integrating person and situation perspectives on work satisfaction: A social-cognitive view

Social cognitive career theory (Lent, Brown, & Hackett, 1994) was originally designed to help explain interest development, choice, and performance in career and educational domains. These three aspects of career/academic development were presented in distinct but overlapping segmental models. This article presents a fourth social cognitive model aimed at understanding satisfaction experienced in vocational and educational pursuits. The model posits paths whereby core social cognitive variables (e.g., self-efficacy, goals) function jointly with personality/affective trait and contextual variables that have been linked to job satisfaction. We consider the model’s implications for forging an understanding of satisfaction that bridges the often disparate perspectives of organizational and vocational psychology.     

The gendered nature of career related learning experiences: A social cognitive career theory perspective

The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men’s and women’s career related learning experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some learning experiences; similar to prior findings for self-efficacy and interests, women reported more learning experiences in the Social domain, and men reported more experiences in the Realistic and Investigative domains. Results also supported that more reported learning experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain.     

大学生对乞丐的态度及其与利他主义的相关研究

乞丐问题是现今我国颇受关注的社会问题。本文以大学生为被试,使用自编《大学生对乞丐态度问卷》,探讨了大学生乃至大众对乞丐错综复杂的态度。结果显示：大学生对乞丐的态度较为复杂,通过因素分析我们得出了5种态度,即尊重、漠然、同情、歧视和权利认同。我们还探讨了大学生对乞丐的不同态度之间、与利他主义倾向的相关关系,以及这些关系的产生原因。     

Young Adults' Attitudes toward Multiple Role Planning: The Influence of Gender, Career Traditionality, and Marriage Plans

This study examined personal and relationship influences on attitudes toward multiple role planning, specifically preparing to combine work and partnership roles. Survey data were collected from 66 young adult heterosexual couples. Results revealed that marriage plans related positively to knowledge and certainty about multiple role planning. Gender and career traditionality interacted with marriage plans in its influence on commitment to and involvement in multiple roles. Moreover, attitudes toward multiple role planning mediated the association between marriage plans and planning activity for work-family balance. Implications for research and application in multiple role planning are addressed.     

Sentiments d’efficacité personnelle et dynamique du projet professionnel

The present study explored the relations of emotional self-efficacy, career indecision and motivation in a sample of 200 French university students. Results from standard multiple regression analyses showed that emotional self-efficacy appeared the best predictor of intrinsic motivation toward education. The three dimensions of career indecision, as measured by CDDQ, do not revealed good predictors of intrinsic motivation. Concerning amotivation, inconsistent information (due to unreliable information, internal and external conflicts) is the best predictor of amotivation. Emotional self-efficacy also explains amotivation. The theoretical and practical implications of these findings are discussed.     

理工科大学生心理压力的调查研究

本研究探讨理工科大学生心理压力的大小.研究包括两个实验.实验1探讨理工科大学生心理压力源、压力影响因素的构成.实验2进一步探讨了理工科大学生心理压力源、压力影响因素的权重大小,得到了不同样本理工科大学生心理压力的大小.