医学生情绪调节方式的干预实验

采用《情绪调节习惯问卷》对某医大296名大二学生进行调查。选取其中情绪调节方式较为单一的34名学生进行干预实验,再用《情绪调节习惯问卷》和《大学生一般学业情绪问卷》考察干预效果。结果表明,医学生四种情绪调节方式（包括忽视、重视、抑制、宣泄）的使用较为均衡。实验组增加了对负性情绪的宣泄和抑制策略,其焦虑、厌烦和愉快学业情绪发生了积极转变;记忆组改善了记忆策略的同时其焦虑、羞愧和兴趣学业情绪发生了积极转变。说明情绪调节策略训练和记忆策略训练均可使医学生一些学业情绪发生积极转变,但前者效果较优。     

同伴拒绝与早期青少年学业成绩的关系：同伴接纳、友谊支持的调节作用

采用同伴提名法获得215名早期青少年(5年级、7年级)的同伴地位(同伴拒绝、同伴接纳)分数,采用关系网络问卷(NRI)获得友谊支持分数,以学生期中考试的语文、数学、英语成绩的班内标准分的三科平均分作为个体学业成绩的指标,分析同伴拒绝与学业成绩的关系,以及同伴接纳和友谊支持对二者关系的调节作用及其年级和性别差异。结果发现:(1)女生的学业成绩高于男生,同伴拒绝、同伴接纳、友谊支持水平均不存在性别差异;(2)同伴拒绝均显著负向预测5、7年级学生的学业成绩,且这种预测作用不存在显著的性别差异;(3)在7年级,学生的同伴接纳可以调节同伴拒绝与学业成绩的关系,尽管高同伴接纳并不能补偿高同伴拒绝给学业成绩带来的消极影响,但它也是个体获得良好学业成绩的必要条件;在5年级和7年级,友谊支持都不能调节同伴拒绝与学业成绩的关系。     

中国的和尚与美国的经——关于SCI与中国学术评价机制的几点看法

以全球知名检索工具《科学引文索引》(science citation index,SCI)为代表的学术评价工具在中国受到了很多学者的质疑,从而引发了关于SCI与学术评价的论战。对这一问题的讨论和分析应当首先解决的几个问题是,我们是不是需要SCI?SCI是否适合中国的科研现实?SCI的引入对我国科研质量是否有所改善?什么能够取代SCI?这些问题的分析除了依靠逻辑推演外,更应依靠我国发表SCI论文的相关统计数据等实证资料。解决我国当前学术评价问题应从体制机制入手,把学术成果的定性评价与SCI的定量评价有机地结合起来,着力于从质和量两个方面推动我国科技进步。     

青少年元认知、大五人格与学习适应行为的关系

研究试图探讨青少年学习适应行为的认知机制以及大五人格特质在其中所起的作用.采用青少年社会适应行为量表、大五人格简式量表及元认知问卷对广州市985名中学生进行测试.结果表明:(1)学校、年级因素在元认知总分、学习适应行为上均存在显著差异;(2)学习适应行为与元认知、大五人格各维度均存在显著相关;(3)大五人格各特质在元认知与学习适应行为的关系间起到中介作用.     

The Interface Between Countertransference and Projective Identification in a Case Presented to Peer Supervision

This case report, presented to a supervision group, is a prenatal genetic counseling casethat caused me a great deal of emotional discomfort as the events unfolded. Thediscomfort originated during my first meeting with the couple for routine preamniocentesiscounseling and continued through later encounters. This case illustrates the process ofworking through countertransference and projective identification issues that may arise ingenetic counseling.     

The Experience of Leader-Led Peer Supervision: Genetic Counselors' Perspectives

As we proceed through our professional lives, it is essential that we challengeourselves in order to continue to develop our genetic counseling skills. Conferences, workshops,post-graduate courses, journal clubs, and involvement in professional organizations havebecome the traditional methods of continuing education for post-graduate geneticcounselors. While these forums address the need to stay updated on scientific orinformation-based topics, there is little available to counselors to promote growth incounseling skills. A group of Boston-based genetic counselors describe how their leader-ledsupervision group has established a setting to meet the needs of its members both forsupport and continued counseling training. We outline here the evolution of this group andhow it has become a valued part of our professional lives. We feel that the model of leader-ledpeer supervision holds great value in helping genetic counselors continue to enhancetheir interpersonal skills in a supportive, safe, and challenging environment. It is our hopethat others will elect to form similar groups in their own communities, thereby creating newopportunities for growth within the genetic counseling profession.     

When victims become culprits: The role of subordinates’ neuroticism in the relationship between abusive supervision and workplace deviance

Drawing upon the General Aggression Model, we examined the role of subordinates’ neuroticism in strengthening the relationship between abusive supervision and workplace deviance. Results revealed that Time 1 abusive supervision was positively related to Time 2 personnel records of workplace deviance measured 18 months later. Further, subordinates’ neuroticism moderated this relationship. Specifically, there was a stronger positive relationship between abusive supervision and workplace deviance for employees with high as opposed to low levels of neuroticism. These findings highlight the need to account for the role of individual differences in influencing subordinates’ responses to supervisor hostility. Theoretical and practical implications are discussed.