Academic optimistic bias: Implications for college student performance and well-being

Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions, health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall, academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing the successful transition of first-year college students.     

大学生的认知风格与逻辑推理的关系

以大学生为被试,探讨认知风格与逻辑推理的关系。结果表明：（1）在三段论推理中,场依存型学生和场独立型学生推理成绩不存在显著差异,学过和未学过逻辑学的学生推理成绩也不存在显著差异,但男生和女生推理成绩差异显著,女生比男生更易受“气氛”的影响。（2）在命题推理中,对抽象材料构成的命题,场独立型学生和场依存型学生的推理存在显著差异,场独立型学生表现出更强的证伪倾向,场依存型学生表现出更强的换位倾向;对具体材料构成的命题,场独立型学生和场依存型学生的推理不存在显著差异。     

海峡两岸大学生生命意义比较研究——以广州市与台中市为例

该研究以广州市与台中市大学生为被试,抽取500人为预测样本及800人为正式施测样本,通过探索性因素分析和验证性因素分析编制生命意义量表,并通过t检验和潜在剖面分析考察两岸大学生生命意义现况的差异.结果表明：（1）编制的生命意义量表由存在意义、追寻意义、存在盈实、苦难接纳、死亡接纳以及求意义的意志等6个维度组成,具有良好的信度和效度.（2）两岸大学生生命意义总体无显著差异;存在盈实、苦难接受与死亡接纳维度有显著或非常显著的差异.（3）潜在剖面分析结果显示,两岸大学生生命意义类型相似.Wald检验结果表明,对于“死亡接纳”维度,台湾与大陆学生在各潜在类别的均分上存在显著的差异.     

Parental Attachment and Adjustment to College: The Mediating Role of Avoidant Coping

Many studies have documented an association between parental attachment and college student adjustment. Few studies have explored the mechanisms underlying this association. The authors asked college students nearing the end of their first academic year to complete instruments measuring parental attachment, coping, and adjustment to college. Structural equation modeling was used to model mediation separately for attachment to mother and father. Avoidant coping mechanisms (operationalized as denial, mental disengagement, behavioral disengagement, and substance use) significantly mediated the parental attachment and adjustment to college relationship. Self-sufficient coping mechanisms (operationalized as planning, positive reinterpretation, acceptance, active coping, and suppression) did not mediate the parental attachment and adjustment to college relationship.     

家庭功能与社会适应:个人自主的中介作用

采用大学生社会适应量表、自我调控问卷和家庭功能问卷调查了643名大学生社会适应的基本特点及其与家庭功能、个人自主间的关系。结果发现:(1)男生在校园生活适应上得分高于女生;大三学生在人际关系适应、自我适应维度上得分高于大四,大一学生在学习适应维度上得分高于大二、在满意度维度上得分高于大三;(2)除投射调控维度外,个人自主的其余维度与家庭功能及社会适应各维度及总均分间均存在显著相关;(3)分层回归结果表明,除投射调控维度外,个人自主其余各维度和家庭功能的亲密性能显著预测社会适应,且个人自主在家庭功能的亲密性和社会适应间起完全中介作用。     

大学生A型行为类型及其学业情绪特点

用A型行为类型量表和大学生一般学业情绪问卷对218名大学生进行了调查。结果发现：被调查大学生中A型行为者（A和A^-）约占25％。大学生的学业情绪以正性情绪为主,A型行为者的比例和学业情绪的得分在性别、年级、专业变量上无显著差异。不同行为类型者学业情绪的特点：B型者（B或B^-）的羞愧、气愤、厌烦、焦虑、自豪、希望、愉快情绪均明显低于A型者（A或A^-）;B型者（B或B^-）的羞愧、气愤情绪明显低于极端中间型者;TH得分高者负性情绪多而不能放松;CH得分高的学生既有羞愧和气愤,又有自豪和希望。     

大学生学校适应性简明问卷的编制与验证

该研究旨在探讨当前大学生学校适应性的结构维度并编制简明评定问卷,运用了探索性因素分析和验证性因素分析的方法。结果表明,我国大学生学校适应性的结构维度包括四个方面的内容,分别是学习能力适应、人际关系适应、学校政治适应、学校文化适应。研究结果还显示,大学生学校适应性评定问卷具有良好的信度和效度指标,问卷的α系数达到0.80,探索性因素分析中总方差解释量达到62.89%,验证性因素分析的各项指标均达到理想水平。     

大学生恋爱动机问卷的初步编制

目的:探讨大学生恋爱动机的结构并编制相应的测量工具。方法:运用文献法、开放式问卷和访谈法设计问卷,多次施测修改问卷,采用相关分析、探索性分析和验证性分析对问卷的信、效度进行检验。结果:大学生恋爱动机问卷包括功利性、面子性、性爱性,情感性、消遣性和婚姻性六个维度,累计贡献率57.459%,共27项;问卷的信度和效度均符合心理测量学的要求。结论:大学生恋爱动机问卷可作为测评大学生恋爱动机的工具。     

Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom

College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods.     

大学生对乞丐的态度及其与利他主义的相关研究

乞丐问题是现今我国颇受关注的社会问题。本文以大学生为被试,使用自编《大学生对乞丐态度问卷》,探讨了大学生乃至大众对乞丐错综复杂的态度。结果显示：大学生对乞丐的态度较为复杂,通过因素分析我们得出了5种态度,即尊重、漠然、同情、歧视和权利认同。我们还探讨了大学生对乞丐的不同态度之间、与利他主义倾向的相关关系,以及这些关系的产生原因。