情绪创造性的影响因素及其与应对方式的关系

探讨情绪创造性的影响因素以及情绪创造性与应对方式的关系及其途径。研究1对150名高中生施测父母教养觉知量表、简式人格问卷、情绪创造性问卷;研究2对152名高中生施测情绪创造性问卷、成就动机量表、应对方式问卷。结果表明,大五人格和父母教养方式均可显著预测情绪创造性;情绪创造性通过成就动机间接影响应对方式,其中有效性通过追求成功动机而促进问题中心应对,准备性通过避免失败动机而促进情绪中心应对。     

Engagement within occupational trainees: Individual difference predictors and commitment outcome

The present study examines occupational entrants' experiences of their vocational training, its relation with relevant internal characteristics, and its proposed impact on commitment to the profession. Particular focus is paid to trainees' engagement, hypothesizing motivation and self-efficacy as predictors, and occupational commitment as a distal outcome. Data were from 247 recent entrants into professional degree programs (architecture, engineering). All hypothesized predictive relations were supported, such that motivation (as both a composite and as solely intrinsic) and self-efficacy are predictive of engagement, and engagement is predictive of occupational commitment among early-stage trainees. Further, engagement partially mediated the relation between self-efficacy and commitment, and fully mediated the relation between motivation and commitment. Squared multiple correlations for endogenous variables indicated substantial variance in engagement and commitment accounted for by their respective predictors. Moreover, two structural equation models were examined and compared, proposing more holistic nomological nets for how these constructs fit together. A respecified model accounting for a sole focus on intrinsic motivation and a direct path between motivation and commitment was an excellent fit, superseding a competing model conceptualizing motivation as a composite and only an indirect motivation–commitment path. Finally, need for achievement moderated the relation between motivation and engagement such that the relation is stronger for individuals high in need for achievement than it is for those low in the desire to grow in their profession. The study contributes to our understanding of how early occupational trainees' experiences of work and individual characteristics impact their commitment to their intended profession.     

Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement

In previous research, autonomous motivation (AM) has been found to be associated with school achievement, but the relation has been largely heterogeneous across studies. AM has typically been assessed with explicit measures such as self‐report questionnaires. Recent self‐determination theory (SDT) research has suggested that converging implicit and explicit measures can be taken to characterize the integrative process in SDT. Drawing from dual‐process theories, we contended that explicit AM is likely to promote school achievement when it is part of an integrated cognitive system that combines easily accessible mental representations (i.e., implicit AM) and efficient executive functioning. A sample of 272 university students completed a questionnaire and a lexical decision task to assess their explicit and implicit AM, respectively, and they also completed working memory capacity measures. Grades were obtained at the end of the semester to examine the short‐term prospective effect of implicit and explicit AM, working memory, and their interaction. Results of moderation analyses have provided support for a synergistic interaction in which the association between explicit AM and academic achievement was positive and significant only for individuals with high level of implicit AM. Moreover, working memory was moderating the synergistic effect of explicit and implicit AM. Explicit AM was positively associated with academic achievement for students with average‐to‐high levels of working memory capacity, but only if their motivation operated synergistically with high implicit AM. The integrative process thus seems to hold better proprieties for achievement than the sole effect of explicit AM. Implications for SDT are outlined.     

Do Traditional Admissions Criteria Reflect Applicant Creativity?

College admissions decisions have traditionally focused on high school academic performance and standardized test scores. An ongoing debate is the validity of these measures for predicting success in college; part of this debate includes how success is defined. One potential way of defining college success is a student's creative accomplishments. We tested the hypothesis that traditional admissions criteria fail to capture adequately the creativity of applicants by asking 610 college applicants to complete several creativity tasks. These included divergent thinking, caption‐writing, an essay, and self‐report measures of creativity in numerous domains. Creativity scores were compared to data from the college application, including high school rank, standardized test scores, and admissions interview scores. Results showed that traditional admissions criteria were only weakly related to creativity. Indeed, students who report the highest creative self‐efficacy can be perceived as weaker applicants according to traditional criteria. Findings are discussed in light of the goals of higher education to increase diversity of the student body and the abilities of its students.     

Family and School Influences on Youths' Behavioral and Academic Outcomes: Cross-Level Interactions between Parental Monitoring and Character Development Curriculum

The authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5–8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' school behaviors. By contrast, in schools with the Second Step curriculum, parental monitoring predicted fewer problem behaviors as well as more prosocial behaviors. The study results highlight the joint influences of the family and the school in children's behavioral and academic trajectories. Results have implications for education and intervention, including improving the school climate, student behaviors, and learning or achievement.     

The relationship between intelligence,working memory,academic self-esteem,and academic achievement

Academic achievement is crucial for life and long-term outcomes. The aim of the present study is to examine the joint role of cognitive (intelligence and working memory) and non-cognitive (academic self-esteem) factors in predicting academic achievement (mathematics and reading literacy) in a sample of Italian sixth and eighth graders. The results showed that within the cognitive factors considered, intelligence was the best predictor of achievement. As regards to non-cognitive factors, academic self-esteem was effective at predicting achievement after controlling for cognitive measures. Academic self-esteem was also found to have an indirect effect, mediated by intelligence, on academic achievement. Both theoretical and practical implications of the present results are discussed.     

高效率数学学习高中生数学成绩的影响路径

为探究高效率数学学习高中生的数学学习成绩的影响因素的不同作用效果,以及这些影响因素间存在的作用路径,通过目标抽样,选取102名高中生为被试开展调查研究。通过数据分析,并依托AMOS软件的模型界定搜寻功能进行路径分析,获得研究结论：（1）数学元认知、数学非智力因素、智力因素、数学学习策略和数学素养这5个变量对高效率数学学习高中生的数学学习成绩的作用效果值依次递减。（2）5个变量通过两条主要路径影响高效率数学学习高中生的数学学习成绩,一是智力因素与数学素养构成的影响路径,二是数学元认知、数学非智力因素以及数学学习策略构成的影响路径。     

多元动机网格测验（MMG-S）中文版的修订报告

对Sokolowski等人编制的简版多元动机网格测验（MMG-S）作了中文版的修订。MMG-S的验证性因素分析表明：中文修订版MMG-S仍保持英文版的六因子结构,修订后六因子的α系数在0.70~0.84之间。中文修订版MMG-S具有良好的心理学测量指标,可用于测量企业管理人员的三种社会性动机。     

成就动机与机会-威胁认知

采用问卷法探讨 3类变量即成就动机、风险情景中的冒险倾向以及对风险情景的机会 -威胁认知的关系。结果发现相对争取成功动机而言 ,回避失败动机对预测个体的机会 -威胁认知状况更为敏感 ;研究也显示 ,高成就动机组是以强烈的争取成功的倾向导致其对机会的积极认知 ;低成就动机组则是以对失败回避的趋力强化了威胁认知。个体在风险情景中的行为倾向与认知反应显得更为复杂。首先 ,框架效应不是普遍但的确存在于某类风险情景中 ,方差分析证实风险情景与框架间的交互作用达到显著性水平 ,这说明被试保守倾向的反应受到情景与框架效应的交互影响 ;其次 ,风险情景即“获益”和“损失”极大地影响着被试的风险反应模式     

Cognitive Links Between Fear Of Failure And Perfectionism

This study investigated links between three forms of perfectionism and beliefs associated with fear of failure (FF). College students (N = 372) enrolled in physical activity classes completed the Multidimensional Perfectionism Scale and Performance Failure Appraisal Inventory in a single session. After controlling for other forms of perfectionism, only socially prescribed perfectionism (SPP) was strongly associated with beliefs that failure led to aversive interpersonal consequences (i.e., important others losing interest, upsetting important others). Other-oriented perfectionism (OOP) exhibited a weak negative relation with beliefs that failure would lead to devaluation of one’s self-estimate; individuals who held the highest standards for others’ behavior had the weakest beliefs that failure would lead to them devaluing their self-estimate. Self-oriented perfectionism (SOP) was not associated with any beliefs that failure led to aversive consequences; however, when SOP and OOP were simultaneously elevated, they contributed positively to fears of experiencing shame and embarrassment (above and beyond main effects of SPP). Collectively these findings indicated that FF was not ubiquitous with all forms of perfectionism because the specific beliefs about the consequences of failure that underlie different forms of perfectionism varied tremendously. This research was supported in part by a grant from the College of Health & Human Development, The Pennsylvania State University.