中学生网络利他行为与希望的关系:自我效能感与自尊的中介作用

采用希望特质量表、网络利他行为量表、自尊量表和一般自我效能感量表对326名中学生进行调查, 考察中学生网络利他行为对其希望的影响, 以及自我效能感和自尊在其中的中介作用。结果发现:(1)相关分析显示, 中学生网络利他行为、自我效能感、自尊和希望之间呈显著正相关;(2)结构方程模型分析表明, 自我效能感在中学生网络利他行为对希望的影响中起完全中介作用, 自尊在中学生网络利他行为对希望的影响中不起中介作用, 自我效能感和自尊在中学生网络利他行为对希望的影响中起链式中介作用。     

高中生父母教养方式、身体自我认知对性别角色发展的影响

采用问卷法对264名高中生进行调查,探讨了父母教养方式、身体自我认知对高中生性别角色发展的影响作用。结果发现:(1)从总体上,男生比女生更多地呈现出双性化发展的趋势;(2)母亲干涉保护,身体自我的力量、体育活动和自尊对男生的男性气质影响显著,而母亲温暖理解和身体自我的灵活对男生的女性气质影响显著;(3)身体自我的自尊会促进女生的男性气质特点,身体自我的力量对女生的女性气质有负向作用,身体自我的外表对女生的女性气质有正向影响。     

身份凸显性：启动自我的开关

当意识到自己特定的身份时, 个人往往在这个身份的框架内来感知周围的世界。身份凸显性指特定身份在社会情境中启动的可能性。相关研究者分别从人格, 自我归类和社会建构的角度来认识身份凸显性, 它与自我概念整合存在紧密关系。身份凸显性的影响因素主要包括：身份承诺水平, 情绪, 群体规模和地位, 以及情境中相关线索的优势水平。另外, 阐述了几个抑制或干扰身份凸显性的策略：去类别化、再类别化和次类别化。未来研究需关注不同水平身份如何相互作用, 自我概念整合, 从社会构建的角度探索抑制或干扰身份凸显性的策略, 以及跨文化研究。     

Translation and Standardization of the Sex-Role Egalitarianism Scale (SRES-B) on a German Sample

This study presents a German-language version of the sex-role egalitarianism scale (SRES-B) L. A. King, & D. W. King, 1993]. The SRES measures a person’s attitude toward egalitarianism between women and men. It has been normed on different populations, but there was no German version of the scale. The purpose of the present study was to translate and assess the psychometric properties of the SRES-B on a German population (n=379). As expected, sex, age, and educational level affected the scores of individuals on the scale. The results of factor analyses of the domain scores and correlations of subscales demonstrate a unidimensionality of the construct. The quality of the psychometric properties of items and scale was satisfactory. Implications and future directions for research are discussed.The research was conducted as part of the author’s master thesis, while at the University of Osnabrueck, Germany.     

Beyond common features: the role of roles in determining similarity

Historically, accounts of object representation and perceived similarity have focused on intrinsic features. Although more recent accounts have explored how objects, scenes, and situations containing common relational structures come to be perceived as similar, less is known about how the perceived similarity of parts or objects embedded within these relational systems is affected. The current studies test the hypothesis that objects situated in common relational systems come to be perceived as more similar. Similarity increases most for objects playing the same role within a relation (e.g., predator), but also increases for objects playing different roles within the same relation (e.g., the predator or prey role in the hunts relation) regardless of whether the objects participate in the same instance of the relation. This pattern of results can be captured by extending existing models that extract meaning from text corpora so that they are sensitive to the verb-specific thematic roles that objects fill. Alternative explanations based on analogical and inferential processes are also considered, as well as the implications of the current findings to research in language processing, decision making, and category learning.     

Neuroticism and responses to social comparison among cancer patients

The present study examined how the effects of three audiotapes containing different types of social comparison information on the mood of cancer patients depended on the level of neuroticism. On the procedural tape, a man and woman discussed the process of radiation therapy, on the emotion tape, they focussed on emotional reactions to their illness and treatment, while on the coping tape they focussed on the way they had been coping. A validation study among 115 students showed that the tapes were perceived as they were intended. The main study was conducted among 226 patients who were about to undergo radiation therapy. Compared to patients in the control group, as patients were higher in neuroticism, they reported less negative mood after listening to the procedural and the coping tape. Furthermore, as patients were higher in neuroticism, they reported less negative mood after listening to the coping tape than to the emotion tape. Copyright © 2009 John Wiley & Sons, Ltd.     

双性化大学生人格特征研究

通过对北京市某所大学826名大学生的调查,探讨性别、性别角色类型和新性别角色类型对大学生人格特征的影响。结果表明：1）双性化性别角色类型大学生约占1／4;2）用贝姆的分类方法,双性化大学生在开放性、宜人性、责任感、和谐性、人情、灵活性人格特征上均高于其他性别角色类型的大学生,可见,双性化性别角色大学生具有较积极的人格特征。按照Brenda Mae Woodhill和CurtisA．Samuels的分类方法,在外向性、开放性、宜人性、责任感、和谐性人格特征上,正性双性化性别角色类型的大学生均高于负性双性化大学生和其他性别角色类型的大学生。     

大学生性别角色与两性交往质量的关系

为探讨性别角色与两性交往质量的关系,用相关量表对311名大学生进行调查。结果显示,不同性别和性别角色类型者的恋爱经历均有显著差异;双性化和男性化类型者在一般两性交往质量量表上得分显著高于女性化和未分化类型者;在亲密两性交往质量得分上,女生显著高于男生,双性化类型者显著高于未分化类型者。这表明大学生的性别角色与两性交往质量密切相关,双性化个体在一般与亲密两性交往中占有一定优势。     

The Many Faces of SocialIdentity: Implications for Political Psychology

Social identity is a concept that has been invented and reinvented across the social and behavioral science disciplines to provide a critical link between the psychology of the individual and the structure and function of social groups. This paper reviews the various definitions of social identity as it is used in different theoretical frameworks, drawing distinctions among person-based identities, relational (role-based) identities, group-based identities, and collective identities. The implications of these different conceptualizations of social identity for political psychology are discussed, with a call for integrative theory that draws on all four definitions interactively.     

Peer networks and bullying in schools

This study looked at how the social constellations in school classes relate to bullying problems. Using peer-evaluation questionnaires, the peer networks of children with different participant roles (such as victim, bully, assistant of bully, reinforcer of bully, defender of victim, outsider) were explored. The subjects were 459 sixth-grade-children (218 girls, 241 boys), aged 11 to 12 years, in Finland. The main findings were: 1) Children who tended to behave in either similar or complementary participant roles in situations of bullying formed networks with each other. The individual child's behavior in bullying situations was strongly connected to how the members of his/her network behaved in such situations. 2) Bullies, assistants, and reinforcers belonged to larger networks than did defenders, outsiders and victims. 3) Children outside the networks were most often victims. It was concluded that behavior in bullying situations can be said to be one feature around which the peer networks in school classes are organized. Thus prevention, as well as intervention strategies against bullying should focus not only on individual children, but also on the wider social context of the class.