师生关系对小学生创造性的作用:一个有调节的中介模型

以658名儿童为被试,采用测验法和问卷法考察师生关系与小学生创造性思维的关系,同时探析创新自我效能感的中介作用,以及该作用是否受到开放性人格的调节。结果发现:(1)师生关系对小学生创造性思维、创新效能感均有显著的正向预测作用;(2)创新效能感在师生关系与小学生创造性思维总分、流畅性和独特性得分之间起完全中介作用;(3)开放性可以调节创新效能感对小学生创造性思维的作用,开放性高时效能感的中介效应显著,而开放性低时该效应不显著。这些结果对于综合解释教育过程中环境与个体因素对创造性的作用路径与机制具有重要意义。     

The role of self‐esteem and anxiety in decision making for self versus others in relationships

Previous research has documented a tendency for people to make more risk‐seeking decisions for others than for themselves in relationship scenarios. Two experiments investigated whether this self–other difference is moderated by participants' self‐esteem and anxiety levels. In Experiment 1, lower self‐esteem and higher anxiety levels were associated with more risk‐averse choices for personal decisions but not for decisions for others. Therefore, participants with lower self‐esteem/higher anxiety showed greater self–other differences in comparison to participants with higher self‐esteem/lower anxiety levels. Experiment 2 demonstrated that this effect was largely mediated by participants' expectations of success and feelings about potential negative outcomes. These results are discussed in the context of “threats to the self,” with a central role played by anxiety and self‐esteem threats in personal decision making but not in decision making for others. Copyright © 2005 John Wiley & Sons, Ltd.     

Recent Developments in Close-Relationships Theory

A selective review of some recent theoretical developments in the field of close relationships is presented. We describe demographic developments reflecting flux in relationships and the family and what may be viewed as a revolution in gender relations and the family over the past three to four decades. Also reviewed are theories on the development, maintenance, and ending of relationships, as well as the “dark side" of closerelationships. We conclude that the close-relationships field is likely to continue to develop and prosper as people search for answers to daunting relationship problems.     

Early Childhood Anxious Solitude and Subsequent Peer Relationships: Maternal and Cognitive Moderators

It was hypothesized that the relation between early anxious solitude and subsequent peer relations would be moderated by early relational (maternal sensitivity) and individual factors (child school readiness). Participants were 1364 children from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Anxious solitude was assessed by child care providers from 2 to 4.5 years, maternal sensitivity was observed during mother–child interactions from 2 to 4.5 years, school readiness was tested at 3 years, children's interactions with a friend were observed at 4.5 years, and friendship quantity and peer rejection were assessed by first grade teachers. Results indicate that anxious solitary children who had experienced high versus low early maternal sensitivity contributed significantly more actively to positive interaction and less actively to negative interaction with a friend at 4.5 years (these results were contingent on school readiness), and had more friends and were less rejected by peers in first grade. Although high school readiness predicted interactive competency and positive peer relationships in children low in anxious solitude, these benefits were suppressed in anxious solitary children.     

述情障碍与中学生人际关系:有调节的中介模型

为明确述情障碍与中学生人际关系间关系的内在机制,采用中学生人际关系量表、多伦多述情障碍量表、社交焦虑量表及领悟社会支持量表调查了北京市、石家庄市、佳木斯市三所中学7至11年级共998名学生,根据述情障碍的筛查标准,最终获得218份有效数据。结论如下：（1）述情障碍与社交焦虑呈显著正相关,与人际关系、社会支持呈显著负相关;人际关系与社交焦虑呈显著负相关,而与社会支持呈显著正相关;社交焦虑与社会支持呈显著负相关;（2）社交焦虑在述情障碍与中学生人际关系间起中介作用;社会支持在述情障碍与中学生人际关系间起调节作用;（3）"述情障碍→社交焦虑→中学生人际关系"这一中介路径的前半段,受到社会支持的调节。与高社会支持个体相比,述情障碍对低社会支持个体的社交焦虑影响更大。     

A multisource exploration of the friendship patterns of children with and without learning disabilities

Friendship patterns of 117 children with learning disabilities (LD) and 115 children without LD in Grades 4–8 were examined. In comparison with children without LD, boys with LD had fewer mutual friends, children with LD had more friends with learning problems and more younger friends, and children with LD in Grades 4–6 had less stable relationships. With regard to friendship quality, children with LD reported higher levels of conflict, lower levels of validation, and more problems with relationship repair than did children without LD. The findings were discussed in terms of factors that have been found to enhance friendship such as proximity and similarity, and the social skills difficulties that have been associated with learning disabilities.     

Patterns of friendship among girls with and without attention-deficit/hyperactivity disorder

Examined patterns of friendship participation, stability, and quality among previously unfamiliar, ethnically diverse girls with attention-deficit/hyperactivity disorder (ADHD; n = 140) and comparison (n = 88) girls, aged 6–12 years, who attended 5-week naturalistic summer camps. Each girl completed sociometric nominations during Weeks 1, 3, and 5 of the camps; friendships were indexed by examining patterns of reciprocal nominations. At each assessment point, girls with ADHD had fewer mutual friends and were more likely to have no friends. Girls with Combined-type ADHD exhibited difficulties maintaining friendships from the beginning to middle of camp, whereas girls with Inattentive-type ADHD demonstrated poor friendship stability from the middle to end of camp. In general, girls with ADHD had higher levels of negative relationship features—including conflict and relational aggression—than did comparison girls, but levels of positive relationship features did not differ across subgroups. Friendship status predicted positive and negative peer regard, controlling for Verbal IQ and diagnostic status. Overall, although girls with ADHD were able to make friends to some extent, they differed from comparison girls in terms of the likelihood of doing so, the ability to maintain the friendships that they did form, and the levels of negative features found in their friendships.     

The Use of Multitrait–Multimethod Data for Detecting Nonlinear Relationships: The Case of Psychological Climate and Job Satisfaction

Previous monomethod research has found mixed support for nonlinear effects between certain job characteristics (e.g., job autonomy, job complexity) and outcome variables (e.g., job performance). We hypothesized that these weak nonlinear findings may be due to the prevalence of monomethod research that can lead to a lack of complete measurement and/or introduce common methods variance, either of which may mask the true shape of relationships. Using hierarchical regression analyses and a multitrait–multimethod (MTMM) research design, we found strikingly different results between monomethod and MTMM data when considering the relationships between three psychological climate variables and job satisfaction. While the monomethod results mirrored earlier inconclusive findings, the MTMM data indicated that nonlinear equations explained significantly more of the relationship between all three climate dimensions and job satisfaction. These results suggest that the use of MTMM data allows one to more effectively test for nonlinear effects. Furthermore, these nonlinear results suggest that the format of employee questionnaires should probably change from asking how much an employee has of certain constructs to asking does the employee want more or less of these constructs.     

师生关系与中小学生学校适应性的关系

师生关系作为儿童人际关系的一部分,是儿童社会化的重要内容,对儿童的学校适应产生重要影响。本研究运用问卷法、访谈法等对6个年级867名中小学生进行测查,以了解中小学生师生关系对学生学校适应性的影响。结果表明:(1)中小学生学校适应性与师生关系之间存在显著正相关;(2)师生关系是影响学生学校适应性的重要因素。其影响程度从大到小依次为:亲密性、主动性、合作性;年龄也影响学生的学校适应性,但程度较小。