大学生心理行为问题的识别:基于潜在剖面分析

为探索潜在剖面分析(latent profile analysis, LPA)在心理行为问题识别上的应用, 对12718名大学生进行心理普查, 并对644名学生由心理咨询师、辅导员和兼职班主任对其心理状况进行评定, 采用评定结果和阳性症状检出率作为"黄金标准"分析了诊断的敏感度与特异度。结果发现:(1)潜在剖面分析发现本研究大学生样本的心理行为问题可划分为三个亚群体:风险组、困扰组和健康组, 分别占比9.86%、19.15%和70.99%;(2)风险组表现为突出的精神症状(Z≥2.6SD), 有61.21%的被试出现阳性症状, 远高于困扰组的38.28%和健康组的8.36%;此外, 困扰组以认知与情绪症状为主;(3)潜在剖面分析方法比传统划界分数方法在敏感度上能提高8.93%~35.26%, 更为科学有效。     

阅读多策略使用类型对阅读成绩的影响——基于潜在剖面分析

本研究以18299名六年级学生为研究对象,通过潜在剖面分析和方差分析,探讨了六年级学生阅读多策略使用类型的潜在异质性及其对阅读成绩的影响,结果显示:(1)六年级学生的阅读多策略使用存在3个类别:熟练使用型(占36.35%),基本掌握型(占49.29%),有待提升型(占14.36%);(2)3类学生在2类文本(文学类和信息类)和4种阅读能力(分析与整合、获取与解释、连接与推论、感悟与评价)上的阅读成绩均为:属于熟练使用型的六年级学生最好,属于基本掌握型的六年级学生次之,属于有待提升型的六年级学生最差。研究结果表明对学生开展阅读多策略使用的指导非常重要。     

Taking a person-centered approach to personality: A latent-profile analysis of the HEXACO model of personality

Our study applies a person-centered approach to the HEXACO model of personality using latent profile analysis (LPA). While the traditional variable-centered approach assumes that the relations among variables within a population are homogenous, the person-centered approach identifies subgroups within samples that have similar scores on several variables of interest, in this case, the six factors of personality. Data from two independent samples were collected at a large North American university. The results of LPA revealed five distinct and interpretable profiles that replicated and were found to be consistent across both samples. We discuss how our findings attest to the meaningfulness of personality profiles, and suggest additional ways in which a person-centered approach might be applied in personality research.     

A person-oriented approach to sport and school burnout in adolescent student-athletes: The role of individual and parental expectations

ObjectivesThe present study aimed to examine what kind of burnout profiles exist among student-athletes based on their sport and school burnout symptoms. Moreover, it was investigated whether athletes' expectations of success in sport and school, on the one hand, and parental expectations, on the other hand, were predictors of the likelihood of the athlete to show a certain profile, after taking into account the effects of gender, grade point average, type of sport, and level of competition.Design and methodsThe participants were 391 student-athletes (51% females) from six different upper secondary sport schools in Finland, and 448 parents (58% mothers). The athletes filled in questionnaires about burnout and success expectations at the beginning of the first year of upper secondary school. At the same time point, parents were asked to answer a questionnaire on their success expectations for their child. Structural equation modeling and latent profile analysis were used to analyze the data.ResultsFour burnout profiles were identified: well-functioning, mild sport burnout, school burnout, and severe sport burnout. Athletes' and parents' expectations of success seemed to protect against burnout in the same domain, but this protection did not extend to the other domain. Moreover, high success expectations in one domain seemed to increase the risk for burnout in another domain.ConclusionsBurnout needs to be investigated within and across context in order to gain a holistic understanding of student-athletes' wellbeing.     

Representations of guidance counselors,psychologists, and psychoeducators regarding psychological assessment

IntroductionSocial representations related to collaborative/therapeutic and information-gathering assessment could explain some psychological assessment practices. However, no other study has attempted to examine the actual place of these models in psychological assessment practices.ObjectiveThe goal of this study was to examine the social representations of different groups of professionals with regard to their preferred approach to psychological assessment.MethodA latent profile analysis was conducted on a sample of licensed Canadian guidance counselors (n = 382), psychologists (n = 235), and psychoeducators (n = 97).ResultsResults revealed three psychological assessment profiles, which significantly differ in terms of a few social factors. Results also showed that some psychological assessment practices differ across profiles.ConclusionThis study provides a better understanding of psychometric instruments users’ approaches to assessment and the influence of social factors.     

Exploring the peer status prototypes: A large-scale latent profile analysis on high-school students from four European countries

Peer status – the regard other group members have of an individual – is fundamental for youth development. Different research traditions developed independent theoretical frameworks conceiving the dimensions underlying social status, and this led to identifying a variety of peer status prototypes. In this work, we explored whether a classification based on the four dimensions of popularity, aggression, dislike, and victimization could integrate the scattered peer status profiles found in the different traditions. A latent profile analysis on 16,224 European students identified the peer status prototypes of popular, bullies, disliked, victims, and average students. Both the peer- and self-reported correlates supported that the five profiles accounted for the large variety of the students' profiles in the literature. These findings suggest that the adoption of a multidimensional approach supported by advanced statistical procedures could identify students' peer status profiles more effectively, replacing classifications based on cutoffs, and leading to a unified students' classification.     

Patterns of critical consciousness and associations with sociocultural factors in black adolescents

Critical consciousness includes an understanding of structural oppression, agency to act and actions to redress oppression. Questions remain regarding how youth's experiences with oppression and their social identities might relate to their critical consciousness. In this study, we explored associations between critical consciousness (critical reflection, critical agency, and action) and sociocultural factors (racial identity, racial socialization, and racial stress) among Black adolescents (n = 604; M_age = 15.44, SD = 1.24). We used latent profile analysis and identified four profiles of critical consciousness: Precritical Bystander (62.7%), Liberated Actor (19.9%), Precritical Actor (10.8%), and Acritical Bystander (6.6%). These profiles were distinct in critical reflection, critical agency, and critical action. Next, we examined associations between critical consciousness profiles and sociocultural factors. We found that profile membership was differentially associated with some aspects of racial identity, racial socialization, and racial stress. These findings suggest that there are specific patterns of critical consciousness among Black youth which are differentially associated with racial identity, racial socialization that emphasizes cultural pride, and experiences of cultural racism. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

Me,Myself, and Mobility: The Relevance of Region for Young Adults' Identity Development

As residential mobility is a common life event that particularly affects young adults, regional identity may be relevant for young adults. We therefore extended the three‐dimensional identity model to the regional domain. The development of regional identity was studied using a prospective design over six months with a sample of 1,795 post‐secondary graduates (71% female, mean age of 24.54 years), containing both movers and non‐movers. Latent profile analyses and latent profile transition analyses revealed three main findings: First, solutions with four regional identity statuses—moratorium, searching moratorium, closure, and achievement—were found to be most interpretable. Second, the emergent statuses differed substantially in terms of Big Five personality traits and life satisfaction, as well as with moving experience. Third, the stability of identity status membership across a period of six months was highest for the non‐movers group. Comparatively less stability across time was found for the movers, underscoring the relevance of transitions for identity development. Taken together, these findings show that even in a mobile world, region matters in identity development. Copyright © 2016 European Association of Personality Psychology     

Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work,need-supportive teaching,and burnout

ObjectivesAccording to self-determination theory, teachers can engage in their job for a variety of reasons. Motivation can be controlled (feeling externally or internally pressured) or autonomous in nature (enjoying teaching or valuing its importance). The aim of this study was to identify motivational profiles (i.e., within-teacher combinations of autonomous and controlled motivation) and to examine associations between these motivational profiles and the following variables: experiences of need satisfaction, dimensions of teaching style, and burnout.DesignThis study has a cross-sectional design based on teacher reports.MethodsA total of 201 PE teachers signed in for an online questionnaire on motivation to teach, need satisfaction at work, need-supportive teaching and burnout.ResultsFour hypothesized motivational profiles were retained: a poor quality, a low quantity, a high quantity, and a good quality group. The good quality group displayed the most optimal pattern of antecedents and outcomes, closely followed by the high quantity group. The poor quality group displayed the most maladaptive pattern of associations with antecedents and outcomes, even in comparison to the low quantity group.ConclusionsEndorsing a specific motivational profile has implications for teachers' need satisfaction and burnout, but also for students, because the quality of teachers' motivation also shows in provided need support toward the students. This finding might convince school policy members and other stakeholders to value the importance of nurturing teachers' autonomous motivation.