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A number of studies identify distinct dimensions of psychological and subjective wellbeing. However, few investigations have examined how these distinctive wellbeing dimensions may be related over time. The present study aimed to contribute to this growing body of research by adopting a measurement burst design to examine the association between psychological functioning with daily and intra-individual variation in affect over a 14-day period, controlling for personality. Participants (N = 45) comprised a sample of Australian adults from Canberra, Australia who were observed on up to 14 days over a 2-week period (Mobs = 10.9 (SD = 3.1)). Maximum Likelihood (ML) estimates from a multi-level structural equation model identified psychological functioning as only weakly associated with daily positive affect, and unrelated to daily levels of negative affect and intra-individual variation in both affect domains when adjusting for demographic, personality and daily stressors. Positive and negative daily events were most strongly associated with positive and negative feelings, respectively. Post-hoc analysis within a Bayesian context confirmed our ML results whilst a Monte Carlo simulation identified sufficient statistical power of significant parameters. Overall, evidence for an association between psychological functioning and daily affect was not identified. 相似文献
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趋利避害是生物的本能。《管子·禁藏》云：夫凡人之情, 见利莫能勿就, 见害莫能勿避。“两利相权取其重, 两害相权取其轻”是规范性决策理论的一基本原则。本研究以金钱作为奖赏或惩罚刺激, 检验人们能否理性地遵循“价值最大化”原则。在实验中, 主试以检查硬币生产年代的数目为由, 让被试逐枚地感受两个金钱序列：10元硬币序列(由20枚五角硬币组成)和10.3元硬币序列(由20枚五角硬币和3枚一角硬币组成),随后评定获得(或损失)各金钱序列的高兴(或不高兴)程度, 并从中选择一金钱序列(与硬币等值的金钱)作为其奖赏(或惩罚)。实验为2 (3枚一角硬币在序列首vs. 3枚一角硬币在序列尾)´2(先检查10元硬币序列vs. 先检查10.3元硬币序列)´2(损失vs. 获得)三因素设计, 每种条件随机分配15名商学院学生被试。结果表明, 被试倾向选择获益少(10元)和损失多(-10.3元)的金钱序列; 且获益大(10.3元)时高兴程度小, 损失小(-10元)时不高兴程度大。这一结果意味着：“聊”并不胜于“无”,反而是“无”胜于“聊”。其中, 伴随着违背价值最大化原则所产生的情感亦有悖逻辑。负性情感的引发一般有其“逻辑正确”的原因(如, 无惠而不乐); 而引发本研究负性情感的原因实属“逻辑错误”(如, 惠多而不乐)。这种不曾被定义而类似于“冤”的情感不仅见于个人,也见于民族、国家间的持续交往, 值得进一步研究。 相似文献
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NOBUYUKI MORI 《The Japanese psychological research》1996,38(2):85-89
Abstract: It is natural to assume that the strength of an "Aha!" becomes stronger when an unexpected solution is correct. In this study, this assumption is examined experimentally through a list of possible correct solutions. In the experiment, subjects listed the possible correct solutions before solving the problems, and evaluated the strength of their "Aha!" experience after they solved the problems. It was shown that the strength of the "Aha!" experience was strongest if the correct answer had not been included in the list of possible correct solutions; if included, the strength of the "Aha!" experience corresponded to the answer's position in the list, that is, the later the correct solution listed, the stronger the feeling became. It is suggested that the strength of an "Aha!" experience can be used as an error function in the learning process. 相似文献
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本研究旨在编制适合我国实际教育情境的中小学教师心理授权问卷。在文献分析的基础上,结合开放式和半开放式问卷调查、教师访谈、专家访谈,采用分问卷开发技术,对1272份有效问卷进行了分析,结果表明中小学教师心理授权由心理授权体验、心理授权技能和心理授权行为三个分问卷构成。其中,心理授权体验包括自我效能、影响力、地位和自主性4个因素;心理授权技能包括决策参与技能和沟通交流技能2个因素;心理授权行为包括影响教学行为和决策参与行为2个因素。本研究编制的心理授权问卷共44个题项,信效度均达到了心理测量学要求,可以用作教师心理授权的测量。 相似文献
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中小学生体育锻炼感觉和体育运动动机与心理健康关系的研究 总被引：7，自引：0，他引：7
采用心理测量法对中小学生目标人群进行体育锻炼感觉量表(EFI)、体育运动动机量表(SMS)和心理健康诊断测验(MHT)等量表的测试,并以路径分析的方法来确定量表各维度之间的相互关系,探讨这些维度对学生总体心理健康水平的影响途径和力度。结果表明：(1)学生参加体育活动的积极性、体育活动后的疲劳程度和参与体育活动的外部动机直接影响学生的心理健康。(2)内部动机是导致心理健康产生变化的根本因素,通过体育活动提高学生心理健康水平的主要途径是强化学生参与体育活动的内部动机。 相似文献
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Demian Whiting 《Philosophical explorations》2013,16(3):261-276
This paper constitutes a defence of an affective account of emotion. I begin by outlining the case for thinking that emotions are just feelings. I also suggest that emotional feelings are not reducible to other kinds of feelings, but rather form a distinct class of feeling state. I then consider a number of common objections that have been raised against affective accounts of emotion, including: (1) the objection that emotion cannot always consist only of feeling because some emotions—for example, indignation and regret—necessarily have a cognitive component (say, the perception of a lost opportunity in the case of regret); (2) the objection that emotion cannot consist only of feeling because in order to explain how emotions have intentional objects we will have to recognise that emotion consists of cognition; and (3) the objection that emotion cannot consist only of feeling because emotion, but not feeling, can be variously assessed or evaluated. However, I demonstrate how an affective account of emotion might be successfully defended against all of the objections that are cited. 相似文献