Throwing light on the dark side of personality: Reinforcement sensitivity theory and primary/secondary psychopathy in a student population

In a student sample, we examined two major issues in relation to primary/secondary subtypes of psychopathy and the reinforcement sensitivity theory of personality: the roles played by (a) fear (related to the fight-flight-freeze system, FFFS) and anxiety (related to the behavioural inhibition system, BIS), and (b) different aspects of the behavioural approach system (BAS). Largely consistent with Corr’s (2010a) proposal concerning the neuropsychological deficits associated with the psychoticism-psychopathy continuum, results confirmed that low BIS activity was associated with both primary and secondary psychopathy; whereas low FFFS activity was associated with only primary psychopathy. In relation to the BAS, reward sensitivity and drive were positively related to primary psychopathy; whereas Fun Seeking was negatively related to primary psychopathy but positively related to secondary psychopathy. These results represent a more nuanced picture of FFFS/BIS/BAS and dispositional psychopathy in a student sample. Specifically, they challenge the view that low BIS is preferentially associated with primary psychopathy and a high BAS is preferentially associated with secondary psychopathy. Further work is needed to confirm that these findings extend to clinical and forensic psychopathy populations.     

Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects

Objectives

Grounded in self-determination theory (SDT; Deci & Ryan, 1985) and achievement goal theory (AGT; Nicholls, 1989), the present study examined the temporal stability and reciprocal relationships among three key variables related to motivation: perceived autonomy support from the coach, task-involving peer motivational climates, and athletes’ intrinsic motivation.

Design

A prospective longitudinal design with data collected on two occasions one year apart over the course of a youth training season.

Method

Young athletes (N = 362, age range 11-16 years) completed measures of the Sport Climate Questionnaire and the Peer Motivational Climate in Youth Sport Questionnaire. One-year later participants completed these questionnaires again along with the Sport Motivation Scale.

Results

Structural equation modeling indicated that perceived autonomy support from the coach and task-involving peer motivational climates exhibited comparatively high stability over a one-year period. In cross-lagged analyses, perceived autonomy support from the coach positively predicted task-involving peer climate one-year later but not vice versa. In addition, both social factors demonstrated a significant direct effect on athletes intrinsic motivation measured concurrently in sport contexts. Further, an alternative structural model supported a longitudinal direct effect of autonomy support from the coach and task-involving peer climate measured on the first occasion on subsequent intrinsic motivation.

Conclusion

Results demonstrated the value of perceived autonomy support from the coach and task-involving peer motivational climate in predicting athletes’ intrinsic motivation over a training year. Findings also suggest that perceived autonomy support from the coach can facilitate later task-involving peer motivational climate.     

竞争情境中的人格取向——理论建构及实证

尝试用新的视角——取向研究视角,对竞争情境中的人格进行整合研究,建构一种与社会情境结合更紧密,更具概括性的人格取向理论。人格取向理论的假设建构模型包括四种人格取向维度：社会取向,个人取向,积极取向和消极取向。根据理论模型编制竞争情境人格取向量表,以1399名被试为研究对象,运用探索性因素分析和验证性因素分析方法对该理论模型进行实证研究。结果证明了该理论建构的存在,理论建构中各维度的因素负荷和拟合指数良好,竞争情境人格取向量表具有良好的信度和建构效度,既可作为证明该理论建构的有效工具,亦可作为评估竞争情境人     

Examining School Counseling Students' Multicultural and Sexual Orientation Competencies Through a Cross‐Specialization Comparison

Professional school counselors have an opportunity to directly address the educational, emotional, and social problems facing lesbian, gay, bisexual, transgender, and questioning youth. The purpose of this study was to examine the multicultural and sexual orientation counselor competencies of school counseling students through a cross‐specialization comparison with community agency students. Results indicate that school counseling students had significantly lower self‐reported multicultural and sexual orientation counselor competency scores. The findings and their implications are discussed.     

The Discursive Construction of the 1978–1979 Iranian Revolution in the Speeches of Ayatollah Khomeini

This article examines the discursive construction of the 1978–1979 social movement that ultimately became the Iranian Revolution, as constructed through the discourse of the charismatic leader Ayatollah Ruhollah Khomeini. This article illustrates that Khomeini was able to strategically co‐opt the Shiite symbolism of the Battle of Karbala to bring together the most unlikely of bedfellows to unite in one common opposition movement. We first provide a summary of the socio‐political events that contextualised Khomeini's discourse and then examine two commemorative declarations given by Khomeini in the key months before the overthrow of the Pahlavi regime. We will illustrate, via a discourse‐historical analysis, that the two primary narratives prominent in Khomeini's discourse are as follows: (i) the continuation of the Battle of Karbala and (ii) the idea of a foreign conspiracy and a dangerous foreign other. We will also describe various discursive strategies that rendered Khomeini's discourse purposefully vague enough to appeal to Iran's fragmented opposition. Although the conspiratorial appeal of Khomeini's speeches has been discussed in the literature, we seek to show that it is the co‐opting of a national myth in an all‐encompassing language that drives the mass appeal of the discourse. The methods described in this study can be utilised by social and community psychologists seeking to understand how political actors discursively construct history in such a way as to serve their political ends. Copyright © 2011 John Wiley & Sons, Ltd.     

Processes of Social Influence on Sampling Behavior: The Effect of Other's Positive Attitude and Receiver's Prior Experience

Studies about attitude formation have pointed out the importance of sampling behavior. When thinking about actual social interaction scenes, it may be better to consider them as attitude-updating processes between those who have already formed attitudes based on some experience. Sixty-five participants took part in the experiment, in which the other's positive attitude and the participant's own prior experience were manipulated. After participants had been presented five types of puzzles (experience: direct vs. indirect), which had been made to improve analytic ability, their attitudes towards the puzzles were measured (“pre attitude”). They were shown the other's positive attitude (inconsistent vs. consistent), and they were given 10 min of free time before “testing on their analytic ability.” The amount of time spent on each puzzle was recorded to index sampling behavior and the attitudes towards the puzzles were measured after the free time (“post attitude”). The results of analyses showed that the other's positive attitude increased sampling behavior when the participant's attitude was positive (first-ranked) and negative (fifth-ranked), and that prior experience and sampling contributed to attitude change for the first-ranked puzzle. Those who had had direct experience and those who had spent more time sampling this puzzle tended to maintain their previous positive attitude. The potential boundary conditions of social influence on sampling behavior are discussed.     

Career guidance of adolescents in their sociocultural development and modern technologies

RelevanceThe creation of a system of work with schoolchildren focused on choosing a profession taking into account possible success in a specific professional field is relevant.AimThe article is aimed at analysis of the situation of adolescents’ susceptibility to such guidance basing on different components.Materials and MethodsThe methodology of creating and implementing a special course is focused on the formation of basic elements of readiness for professional activities.ResultsThe authors of the study developed long-term projects that are considered to improve socio-economic development and increase the quality of work in various industries and at the personal level–socio-cultural development and socialization of adolescents.ConclusionThe career guidance for adolescents should include information about the means of communication. The development of the definition of technological means to provide information on the choice of profession is a significant part of the career guidance program.     

高一学生成就目标特征模式及学业适应:基于潜在剖面分析

本研究采用潜在剖面分析技术探究高中生成就目标的特征模式及学业适应。被试为732名来自北京、广东、福州和西安各一所高中的高一学生,本研究采用问卷法收集学生的成就目标取向、学习效能、学业自我阻碍、学习策略和考试焦虑的数据。结果发现：（1）学生中存在成功导向、学业淡漠、典型掌握导向和非典型掌握导向四种类型,其中,典型和非典型掌握导向型所占比例较高,成功导向型和学业淡漠型所占比例较低;（2）成功导向组学生在学习效能、学习策略、学业自我阻碍和考试焦虑上的得分最高,学业淡漠组在各学业适应指标上得分最低,典型和非典型掌握导向组得分处于成功导向组和学业淡漠组中间。本研究结果对预防和干预学业适应不良具有重要意义。     

特殊教育师范生感知班级氛围对学习投入的影响:专业认同的中介作用与未来取向的调节作用

探讨特殊教育师范生感知班级氛围与学习投入的关系,考察专业认同在两者之间的中介作用,以及未来取向的调节作用。采用学生感知班级氛围量表、学习投入量表、大学生专业认同量表和未来取向问卷对582名特殊教育师范生进行调查。结果发现：（1）特殊教育师范生感知班级氛围对学习投入具有正向预测作用;（2）专业认同在感知班级氛围与学习投入的关系中起着重要的中介作用;（3）未来取向显著调节特殊教育师范生感知班级氛围对学习投入的直接路径,也调节中介效应的后半段即特殊教育师范生专业认同对学习投入的影响。本研究结果丰富了特殊教育职前教育理论,对提升特殊教育师范生培养质量具有实践意义。