学习判断的研究综述

学习判断是个体对正在学或刚学过的材料的学习程度的判断,它是元认知监控的重要形式。本文从学习判断相关概念、学习判断的影响因素及主要研究范式等三方面进行回顾,对其进行评价,有助于研究者更加深入、精确地研究学习判断以及其他元认知判断问题。     

高职新生人格特征的研究

通过采用卡特尔16PF人格测试量表对高职新生的人格特征进行测量,结果表明,高职新生在乐群性、稳定性、兴奋性、敢为性、敏感性和幻想性因子上得高分的人数比例较大,在聪慧性、怀疑性和独立性因子上得低分的人数比例较大;高职新生个性特征的性别差异显著;高职各系新生个性特征也存在显著差异。     

The Road to Becoming a Psychologist: Indicators of Success and Hardship during the University Years

Abstract

In order to become a full-fledged psychologist, one must undertake a long, demanding, and quite difficult journey in academia. The academic journey holds a promise of delivering knowledge, interesting theories, and strategies on helping those who need psychological assessment and/or treatment. However, the constant expectation of keeping up with the material, of succeeding in tests and exams, and of preparing to proceed to the next educational level can be daunting and exhausting. In line with the topic of this special issue, this paper addresses factors contributing to academic success at the undergraduate, graduate, and post-graduate levels of psychology. Utilizing the available literature on the Big Five personality classification scheme, high conscientiousness was found to be the most consistent predictor of success, although curiously, this relationship was only found to be reliable at the undergraduate level. Less robust findings included high agreeableness and low neuroticism as predictors of general academic success in all tertiary levels of education. The importance of mentorship figures in psychology, and a highlight of its lack of widespread implementation at the undergraduate level, are also addressed. Additionally, we discuss the negative implications of the impostor phenomenon and of loneliness, which students at all levels may experience as common barriers to scholastic success in psychology. Following a discussion of each factor as outlined above, there is a brief literature review regarding ways that its constraining effects may be limited or its positive effects possibly enhanced.     

Prevention of anxiety disorders: A model for intervention

Anxiety disorders are among the most prevalent of all psychological disorders and are potentially amenable to early intervention and prevention. In this article, we review the various costs associated with anxiety disorders that make early prevention a valuable endeavor. Also, we considered extant data regarding risk factors for anxiety disorders, as knowledge of risk factors permits the targeting of a select group of the population considered to be most likely to develop anxiety disorders. Existing efficacy research on prevention for anxiety disorders is promising, but an overarching model to guide further research and development is lacking. We propose such models to guide high-risk sample selection including the content and format of prevention efforts.