Coping strategies in obsessive-compulsive patients during Covid-19 lockdown

Background/ObjectiveThe main aim of this study was to compare coping strategies in obsessive-compulsive disorder (OCD) patients and a healthy control group during COVID-19 lockdown and to analyze the relationship with some variables which may influence results (depression, anxiety, comorbidity, subtype of obsession-compulsion). Method: There were 237 participants, 122 OCD and 115 healthy controls, aged 17-61 years old (M = 33.48, SD = 11.13). Results: Groups showed differences in the use of some adaptive strategies (positive reinterpretation, acceptance, humor) and maladaptive (denial, self-blame). Within obsessive-compulsive group, comorbidity affected the greater use of inappropriate strategies (denial, substance abuse and self-blame) while type of obsession-compulsion did not influence use. Anxiety and depression levels were related to the use of less adaptive strategies. Conclusions: These findings strengthen the need for training in the use of effective and adaptive coping strategies, making it necessary to improve clinical follow-up of these patients. It is relevant to be in contact with healthcare professionals, review medication and observe the anxiety and depression levels.     

辱虐管理的应对：基于人际拒绝的多动力模型分析

随着辱虐管理产生破坏性影响的作用机制不断得到丰富和完善, 受辱虐下属选择特定应对方式的原因以及有效性成为未来辱虐管理的研究方向。基于人际拒绝的多动力模型, 梳理了在不同质量LMX的关系情境中受辱虐下属的应对方式, 并提出特定应对方式可能引起辱虐管理的恶性循环的假设模型。建议未来研究通过丰富下属的应对行为变量、增加人格和环境的调节机制以完善受辱虐下属的应对模型, 并以此为基础探究辱虐管理的消极互动机制, 为打破辱虐管理恶性循环提供理论支持。     

青少年的同伴选择与同伴影响：基于学业投入与学业成就的纵向社会网络分析

以756名中学生为研究对象,对学业投入、学业成就、同伴团体进行追踪测量,探讨青少年同伴团体的学业投入及学业成就是否存在同伴选择与同伴影响效应。结果表明：（1）在1年的追踪时间中,青少年学业投入的发展呈下降趋势,初始水平与下降速度负相关,学业成就的发展呈上升趋势,初始水平与上升速度无显著相关;（2）学业投入与学业成就存在同伴选择效应,青少年倾向选择与自己学业投入及学业成就相似的个体构建同伴团体;（3）青少年的学业投入及学业成就与同伴逐渐趋近相似,即同伴影响效应显著。     

Development of rules and strategies: balancing the old and the new

The experiments described in the lead articles replicate findings from previous studies of development of knowledge about balance scales, add several new findings, and raise four key questions: (a) How can rule use best be assessed? (b) How can we reconcile systematic use of rules with variable use of strategies? (c) When do children begin to use rules? and (d) How do children generate new rules? In this Reflection, we summarize current understanding of development of knowledge about balance scales and consider each of the four questions.     

小学儿童对日常生活事件时间关系推理能力的初探

探查小学儿童对含有“在什么之前”“同时”日常生活事件时间关系的推理发展过程及其影响因素。被试为7岁、9岁、11岁3个年龄组共54名小学儿童,每个年龄组18人。4种问题模式分别为带有传递关系的单模型问题、带有无关前提的单模型问题、含两个前提的单模型问题、有肯定答案的多模型问题。每种问题模式含3种具体探察任务。主要研究结果表明：在本实验条件下,（1）儿童对事件时间顺序关系的推理从7岁到9岁有快速发展的趋势;（2）单模型和多模型任务无显著差异,模型数量似乎不是影响儿童推理成绩的关键因素;（3）儿童能够主动采用5种策略解决问题。逆向关系传递策略是问题解决的有效策略。     

Parenting, achievement strategies and satisfaction in ice hockey

The aim of this study is to understand adolescent players' satisfaction as a function of parenting styles, players' achievement strategies, and their norm breaking behavior. Finnish 14- and 16-year-old ice-hockey players (n=1018) completed a questionnaire measuring their achievement strategies (SAQ; Nurmi, Salmela--Aro & Haavisto, 1995 b), as well as scales of norm breaking and satisfaction, prepared for the present study. The parents (n=979) filled in scales measuring their parenting styles (CRPR; Pulkkinen, 1996) and attitudes towards norm breaking. Results revealed that players from authoritative families who showed a high level of mastery-orientation expressed high satisfaction in playing ice hockey. Results also showed negative associations between authoritative parenting and both task irrelevant and norm breaking behavior. Parents with parental stress and those with authoritarian parenting styles showed positive attitudes to norm breaking behavior, and players from authoritarian and parental stress homes showed norm breaking behavior in ice hockey. There was no association between norm breaking behavior and player satisfaction. Our results contribute to the planning of a coaching system that serves more educational and developmental purposes, and that encourages the desire to play ice hockey as a hobby.     

Processing coordinated structures: incrementality and connectedness

We recorded participants' eye movements while they read sentences containing verb-phrase coordination. Results showed evidence of immediate processing disruption when a reflexive pronoun embedded in the conjoined verb phrase mismatched the sentence subject. We argue that this result is incompatible with models of human parsing that employ only bottom-up parsing procedures, even when flexible constituency is employed. Models need to incorporate a mechanism similar to the adjoining operation in Tree-Adjoining Grammar, in which one structure is inserted into another.     

Academic Self-Schemas and their Self-Congruent Learning Patterns: Findings Verified with Culturally Different Samples

This paper reported two studies investigating high school students’ academic self-schemas in learning mathematics and their self-congruent learning engagement patterns. Using cluster analyses, Study 1 located two contrasting groups of students holding positive and negative self-schemas in learning mathematics among Chinese participants. MANOVA analyses showed that these two groups of Chinese schematic students differed from each other in the use of achievement goals, approaches to learning, and expected levels of performance. These findings were validated and extended in Study 2 using a culturally different sample, Australian students. Again, cluster analyses successfully classified Australian participants into positive and negative schematic clusters. It was also found that these two groups of schematic students approached learning mathematics in a self-congruent manner similar to those found in Study 1. The converging results in both studies lent empirical support to the theoretical formulation of positive and negative schematic students and the validity of using the self-schema concept to investigate motivation and learning. The differences in their learning engagement patterns were discussed in terms of students’ different academic self-schemas in learning mathematics.