父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

Horizontal eye movements foster approach to negative pictures but do not change emotional valence: A dopaminergic regulation hypothesis

A new dopaminergic regulation hypothesis is proposed based on two experiments exploring eye-movement effects. In the Eye Movement Desensitization and Reprocessing (EMDR) and Saccade-Induced Retrieval Enhancement (SIRE) domains, eye-movement mechanisms are mainly studied with explicit measures. Here implicit and explicit measures of emotion and memory for positive and negative pictures were investigated after eye movements or fixation in extreme right-handers. Eye movements enhanced explicit recognition predominantly for negative pictures. The absence of implicit repetition priming in both experiments supported a dissociation between implicit and explicit memory. Motivational eye-movement effects emerged but implicit and explicit affect remained unchanged. Experiment 2 revealed, after initial freezing to negative pictures, an acceleration, particularly of approach responses. Eye movements are postulated to foster approach towards negative memories, and promote, though dopaminergic pathways from the Superior Colliculus, enhanced explicit memory and active emotion regulation, primarily in persons with a collateralization of eye and dopamine dominance.     

Sitting with it: An investigation of the relationship between trait mindfulness and sustained attention

BackgroundSustaining attention for extended periods of time is associated with negative affect and this increase in negative affect is related to poorer task performance. Trait mindfulness has been shown to be associated with better sustained attention performance. This may be because trait mindfulness is associated with better attention ability or better emotion regulation ability.AimsThe present research aims to replicate previous findings and better understand why trait mindfulness is associated with better sustained attention performance.MethodParticipants responded to self-report questionnaires assessing their trait mindfulness, attentional control, and experiential avoidance. Next, participants performed a sustained attention task, during which they also reported their subjective feelings of discomfort and boredom. Finally, participants reported their retrospective discomfort and boredom after the task.ResultsWe replicated and extended previous findings by showing that the relationship between trait mindfulness and sustained attention performance was mediated by negative affect experienced during the task. Moreover, the correlation between trait mindfulness and sustained attention disappeared when controlling for experiential avoidance, but remined when controlling for attention control.ConclusionOur results suggest that trait mindfulness is associated with sustained attention because of enhanced emotion regulation and that enhancing affective regulation would be an effective strategy for improving sustained attention performance.     

社交焦虑大学生情绪调节灵活性：情绪内容对策略选择和使用的影响

尽管社交焦虑个体被认为存在情绪调节灵活性的不足,但至今尚不清楚这种不足究竟在于难以灵活选择策略,还是难以灵活使用策略,抑或二者兼有？对此,本研究采用情绪调节策略选择任务考察了37名高社交焦虑大学生和29名低社交焦虑大学生在面对社交-非社交情绪图片时对认知重评-回避策略的选择模式和使用效果。结果发现：在面对社交情绪图片时,高社交焦虑被试比低社交焦虑被试更少选择认知重评,而更多选择回避;在面对非社交情绪图片时,两组被试对两种策略的选择模式无显著差异。同时,无论面对社交还是非社交情绪图片,两组被试对两种策略的使用效果也无显著差异。以上结果表明,相比低社交焦虑个体,高社交焦虑个体只有在面对社交情绪刺激时才存在情绪调节灵活性的不足,且这种不足主要在于难以灵活选择策略,而非难以灵活使用策略。     

个体与群体歧视知觉对流动儿童学业倦怠的影响：学业自我妨碍的中介作用和认同整合的调节作用

以363名初中阶段流动儿童为被试,采用问卷法考察学业自我妨碍在流动儿童个体和群体歧视知觉与学业倦怠关系中的中介作用,以及认同整合的调节作用。结果如下：（1）个体和群体歧视知觉正向预测流动儿童学业倦怠;（2）学业自我妨碍在流动儿童个体和群体歧视知觉与学业倦怠关系中起中介作用;（3）认同整合会调节个体歧视知觉、学业自我妨碍对学业倦怠的影响。     

Murray Sidman: A life of giving

Murray Sidman's contributions to the science of behavior span many areas including avoidance behavior, coercion and its effects, stimulus control, errorless learning, programmed learning, stimulus equivalence, and single-subject methodology. He was also a great mentor to many and helped shape the discipline we now call behavior analysis. In this memoriam, we briefly highlight his scholarly legacy and share some personal anecdotes.     

Support for the Populist Radical Right: Between Uncertainty Avoidance and Risky Choice

The last several decades have witnessed a structural change in politics toward cultural and identity conflicts, accompanied by the rise of populist radical right (PRR) parties. However, we know surprisingly little about the psychological or cognitive-motivational factors underlying PRR support. We claim that uncertainty avoidance (UA)—an epistemic avoidance motivation—represents a central motive because UA resonates with the PRR platform and precedes common predictors of PRR voting. Using data from the 2017 Austrian National Election Study, we found that UA was indeed indirectly associated with a higher likelihood of PRR voting. This association is because greater UA fostered right-wing sociocultural views, whereas associations with populist attitudes or expected government competence were more ambiguous. PRR parties appear to offer “certainty,” but as extreme parties, they also remain a “risky choice.” We conclude by discussing the contribution of a cognitive-motivational account to explain PRR voting.