Personal and communal resilience in communities exposed to missile attacks: Does intensity of exposure matter?

Based on the salutogenic model, this study aimed to examine the role of personal and communal resiliency in reducing individuals’ psychological distress when facing intensive missile attacks. We examined the relationships between these resources and psychological distress in communities which were exposed to different intensities of attacks. Data was gathered via anonymous self-report questionnaires from 843 adults during the period from one week to one month after intensive attacks in southern Israel. Questionnaires included demographic data as well as sense of coherence (SOC), community resiliency and psychological distress. Differences in levels of resiliency and distress were found among the groups with different ‘exposure levels’. Moreover, only personal resilience SOC explained psychological distress in the entire population, while community resiliency had no effect. Results are discussed on the basis of the salutogenic model with implications for developments of interventions with populations who are exposed to differing intensities of missile attacks.     

Prospective Elementary Teachers Learning to Reason Flexibly with Sums and Differences: Number Sense Development Viewed Through the Lens of Collective Activity

I present a viable learning trajectory for prospective elementary teachers’ number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers’ number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences.     

The role of threat,emotions, and prejudice in promoting collective action against immigrant groups

In two studies we assessed the role of distinctiveness threat, group‐based emotions (angst, fear, and anger), and prejudice on people's willingness to engage in collective action against immigrant groups. In Study 1 (N = 222) White British participants were either informed that in the next 40 years the proportion of immigrants in the UK is unlikely to change (control condition) or that there will be more immigrants than White British people living in Britain (threat condition). We obtained support for a sequential multiple mediator model in which threat predicted British people's willingness to engage in collective action via the emotions first and then prejudice. This finding was replicated in Study 2 with an Italian sample (N = 283). These results enhance understanding of when and why advantaged groups undertake collective action against disadvantaged groups by demonstrating that distinctiveness threats and emotions promote such actions.     

Positive psychotherapy: A strength-based approach

Positive psychotherapy (PPT) is a therapeutic approach broadly based on the principles of positive psychology. Rooted in Chris Peterson’s groundbreaking work on character strengths, PPT integrates symptoms with strengths, resources with risks, weaknesses with values, and hopes with regrets in order to understand the inherent complexities of human experiences in a way that is more balanced than the traditional deficit-oriented approach to psychotherapy. This paper makes the case of an alternative approach to psychotherapy that pays equal attention and effort to negatives and positives. It discusses PPT’s assumptions and describes in detail how PPT exercises work in clinical settings. The paper summarizes results of pilot studies using this approach, discusses caveats in conducting PPT, and suggests potential directions.     

Finding character strengths through loss: An extension of Peterson and Seligman (2003)

People can experience positive changes even in the midst of adversity and loss. We investigated character strengths following three recent shooting tragedies. Using an Internet database of respondents to the Values in Action Inventory of Strengths (VIA-IS), we compared responses from three groups of participants (N?=?31,429) within close proximity of each event: those who completed it eight months prior to the event, and one month and two months after. Results suggested that for one of the events, participants who completed the VIA-IS after the event showed slightly different levels of self-reported character strengths compared to participants who completed the VIA-IS before the event, with some mean levels higher and others lower. The observed differences in character strengths were inconsistent across follow-up periods, and effect sizes were small (d values from –0.13 to 0.15). These findings raise questions about whether and how tragedies might catalyze differences in character strengths.     

How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes

Interventions that identify and develop character strengths have been shown to benefit well-being, academic engagement and achievement. Strengths research within positive psychology has focused primarily on individual outcomes with less attention on group or relationships effects. This study (N?=?193) examined the effect of a classroom-based strengths intervention on class cohesion and friction, relatedness, engagement, well-being and strengths use. A six-session programme was trialled with 9–12-year-old students. Students learned to recognise strengths and practised strengths-related goal setting. At three-months post-test, multi-level modelling indicated that intervention group participants scored significantly higher on class cohesion and relatedness need satisfaction, and lower on class friction than the non-randomised control group. Programme participants also reported higher levels of positive affect, classroom engagement, autonomy need satisfaction and strengths use. School-based strengths interventions may influence individual perceptions of class climate, engagement and student relatedness in addition to individual well-being.     

小学低段汉字识别和听写的发展轨迹：语素意识的预测作用

汉字识别和听写是字词水平上两项重要的读写技能。对127名一年级儿童进行了两年4个时间点的追踪调查,通过测查儿童的一般认知能力、语音意识、正字法意识和语素意识(包括同音语素意识、复合语素意识),探讨影响儿童汉字识别和听写发展的因素。利用潜变量增长模型,结果发现:(1)汉字识别呈线性发展趋势,听写呈先快后慢的非线性发展趋势,二者均存在补偿效应;(2)语素意识显著预测了汉字识别的起始水平和发展速度,但语素意识对听写的起始水平和发展速度均不具有显著的预测作用。研究结果表明儿童入学初始的汉字识别和听写水平并不决定后期的发展速度;语素意识对儿童汉字识别和听写发展的作用不同。     

网络游戏定制、角色依恋和忠诚度的关系研究

网络游戏具有巨大的经济前景和良好的发展态势,国内外很多企业都投入大量资金来开发网络游戏。面对激烈的市场竞争,如何吸引和留住游戏玩家,提高他们的忠诚度,是网络游戏开发商所面临的一个重要问题。本文采用问卷调查法,考察了网络游戏中的定制、角色依恋对网络游戏忠诚度的影响。结果表明：（1）网络游戏定制、角色依恋和忠诚度两两之间呈显著正相关。（2）网络游戏定制对网络游戏忠诚度没有直接影响,而是通过角色依恋的完全中介作用对网络游戏忠诚度产生影响。     

群体内疚:界定、心理机制、行动倾向及干预策略

当个体认为内群体为外群体受到的不道德伤害负有责任时会体验到群体内疚。该情绪常见的触发情境包括过往历史的伤害事件、当下的群际冲突、不公正的社会关系及未来的伤害事件。群体认同、内群体责任和不当性评估是影响群体内疚产生的三大心理机制。群体内疚会导致施害群体对受害群体表现出积极行动,如友善态度,冲突和解、群体补偿及群际支持。通过群体肯定、自我肯定、促进共同认同、强调内群体责任及展现已有补偿行为等干预策略可以引发施害群体的群体内疚。未来的研究应澄清群体内疚的成因机制,进一步探索群体内疚与补偿行为间的作用关系。     

相对剥夺感影响网络集群攻击行为：一个有调节的双路径模型

以598名大学生为被试,采用问卷法考察群体相对剥夺与网络集群攻击行为的关系,检验以群体愤怒和群体效能为中介变量的双路径模型及群体认同在双路径模型中所发挥的调节作用。结果发现：（1）群体相对剥夺显著正向预测网络集群攻击行为;（2）群体愤怒和群体效能在群体相对剥夺与网络集群攻击行为之间有中介作用;（3）群体认同在群体相对剥夺通过群体愤怒和群体效能影响网络集群攻击行为的双路径模型中起调节作用。