Concurrent validity of the WISC-R factor scores

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test using the factor scores of the Wechsler Intelligence Scale for Children-Revised as potential predictors. Both instruments were administered to 200 school children referred for psychological evaluations. Factor scores for the WISC-R were computed according to equations provided by Gutkin (1978). These factor scores then were regressed in a stepwise manner on the Reading, Spelling, and Arithmetic standard scores from the Wide Range Achievement Test. Stepwise regressions also were performed using the traditional Verbal and Performance IQs as the potential predictors. A comparison was made between the results obtained by use of the factors or the more common scores. The results indicated that the Freedom From Distractibility factor score significantly aided in the prediction of Reading and Spelling achievement and was of primary importance in predicting Arithmetic achievement. When the stepwise results using the different scores were contrasted, the factor scores accounted for appreaciably more variance in Arithmetic than did the traditional Verbal and Performance IQs. Derived regression equations are reported along with a discussion of the interpretability of the Freedom From Distractibility factor.     

Holland high point social types: Is consistency related to persistence and achievement?

This study concerns Social personality types and assesses the relationship of Holland's secondary construct of consistency to persistence in college and academic achievement. The sample consisted of 211 Social subjects who completed the Self Directed Search (SDS) as college freshmen in 1970. Evidence of persistence/nonpersistence and cumulative grade point averages were determined from college records. Hypotheses concerned the relationship of consistency to (a) termination status (persistence/nonpersistence), and (b) cumulative grade point average, for both persisters and nonpersisters. Results indicate that the relationship between consistency and termination status was significant, with high- and medium-consistency subjects persisting in college at a higher rate than low-consistency subjects. The relationship between consistency and CGPA was also significant. Results indicate that for both persisters and nonpersisters in college, subjects with higher levels of consistency achieve higher CGPAs than do subjects with lower levels of consistency. Implications of these findings for academic retention and counseling, as well as for future research, are indicated.     

Neutralizing sexist titles in Holland's Self-Directed Search: What difference does it make?

Sex-role stereotyping in the linguistic structure of Holland's Self-Directed Search (SDS) was examined. A revised SDS was constructed involving the removal of all masculine-toned terminology from the items and test-taking instructions, as well as the affixing of the letters M/F and F/M to all occupational titles and terms commonly perceived as gender specific. Subjects were 266 lower division female students at a large state university; 133 subjects completed the standard SDS and 133 completed the revised form. Following SDS assessment, subjects rated their inventory with respect to perceived sexual equality. Comparison variables included: daydreams, occupations' scores, summary codes, and subsequent occupational choices. Occupational choices at each stage of the assessment process were classified as nontraditional or traditional choices for women. Results indicated that across all indices derived from the standard and revised versions of the SDS, there were no significant differences in these subjects' performance. The subjects did perceive the two inventories differently, with subjects completing the standard SDS viewing it as slightly less equitable.     

情绪分享和感知恋人回应对亲密关系满意度的影响

研究通过问卷星收集了150对异性恋情侣的情绪分享、感知恋人回应、亲密关系满意度的数据,并采用行动者-对象互依模型进行统计分析。结果显示：（1）情绪分享通过感知恋人回应的中介作用影响亲密关系满意度。女性的积极情绪分享与男性的消极情绪分享直接正向影响自身亲密关系满意度。（2）男性的积极情绪分享正向影响女性的亲密关系满意度。研究揭示了亲密关系中情绪分享和感知恋人回应对关系满意度的影响特点。     

人际关系适应特征的情境评价方法研究

本研究运用情境评价法对人际关系适应特征进行了实验研究 ,结果表明 :1以 Schutz提出的人际关系六因素为评价标准 ,采用情境评价法比问卷形式能更有效地揭示人际适应特征 ;2在情境评价中 ,以合作为主的情境设置比以竞争为主的情境设置更利于反映出人际适应特征 ;3情境评价采用定向、组织、交流和问题解决等阶段的过程设计符合情境评价的实际进程 ,有助于分阶段展开被试的行为特征 ,提高情境评价的可控性和准确性。     

医疗社会工作：现实意义和发展趋向

医疗社会工作是社会工作专业的重要实务领域之一,在西方发达国家的医疗事业中扮演着不可替代的角色,具有解决患者及其家属问题、处理医患关系,并促进公共卫生政策的改善等多种功能。从我国目前的发展来看,尚处于起步阶段,还有诸多需要努力的方面,包括完善相关政策、提高服务质量、修正教育模式、突出中国特色等。     

循证医学在构建和谐医患关系中的应用

医患关系是一种特殊的人际关系。采用循证医学的原理和方法,规范医疗服务行为,缓解医患矛盾,构建和谐的医患关系,已越来越成为人们的共识。试图从循证医学的角度探索改善医患关系的途径,通过对循证医学理论的应用来缓解医患冲突,改善医患关系。     

童年中期同伴关系、同伴关系知觉与心理行为适应的关系

本研究以422名小学二、三、四年级的儿童进行为期3年的纵向研究,考察了时间2的同伴关系知觉在时间1的同伴关系和时间3的心理行为适应之间的中介效应。结果表明,自我知觉的社会能力在同伴接纳与社交/领导行为和孤独感之间的中介作用显著,自我知觉的友谊质量在双向互选朋友与社交/领导行为和孤独感之间的中介作用显著。     

Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs

Psychologists and educators have often conceptualized motivation as an individual difference variable, something that some students simply have more of than other students. This view of motivation can underestimate contextual influences. In this article we consider how characteristics of the school and classroom may influence student motivation, as well as the role of educators in shaping school and classroom climate. We describe three motivational perspectives: achievement goal theory, self-determination theory, and social-cognitive theory. The effects on motivation of social relationships with teachers and peers are also considered.