ECO‐ANXIETY,TRAGEDY, AND HOPE: PSYCHOLOGICAL AND SPIRITUAL DIMENSIONS OF CLIMATE CHANGE

This article addresses the problem of “eco‐anxiety” by integrating results from numerous fields of inquiry. Although climate change may cause direct psychological and existential impacts, vast numbers of people already experience indirect impacts in the form of depression, socio‐ethical paralysis, and loss of well‐being. This is not always evident, because people have developed psychological and social defenses in response, including “socially constructed silence.” I argue that this situation causes the need to frame climate change narratives as emphasizing hope in the midst of tragedy. Framing the situation simply as a threat or a possibility does not work. Religious communities and the use of methods which include spirituality have an important role in enabling people to process their deep emotions and existential questions. I draw also from my experiences from Finland in enabling cooperation between natural scientists and theologians in order to address climate issues.     

日常环境中的暴力暴露对攻击行为的长期影响:一个有调节的中介模型

以850名大学生为被试,探讨日常环境中的暴力暴露与攻击行为的关系,并在此基础上提出一个有调节的中介模型,考察攻击性信念的中介作用和人际信任的调节作用。结果发现:(1)日常环境中的暴力暴露对攻击行为有显著的正向预测作用;(2)攻击性信念在日常环境中的暴力暴露与攻击行为的关系中起部分中介作用;(3)攻击性信念的中介作用会受到人际信任的调节。对于低人际信任个体,攻击性信念起部分中介作用;对于高人际信任个体,攻击性信念的中介效应不显著,日常环境中的暴力暴露对攻击行为只有直接作用。     

Autonomy support,basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basic needs theory

Grounded in Basic Needs Theory (BNT; Ryan and Deci, American Psychologist, 55, 68–78, 2000a), the present study aimed to: (a) test a theoretically-based model of coach autonomy support, motivational processes and well-/ill-being among a sample of adult sport participants, (b) discern which basic psychological need(s) mediate the link between autonomy support and well-/ill-being, and (c) explore gender invariance in the hypothesized model. Five hundred and thirty nine participants (Male = 271; Female = 268; M _age = 22.75) completed a multi-section questionnaire tapping the targeted variables. Structural Equation Modeling (SEM) analysis revealed that coach autonomy support predicted participants’ basic need satisfaction for autonomy, competence and relatedness. In turn, basic need satisfaction predicted greater subjective vitality when engaged in sport. Participants with low levels of autonomy were more susceptible to feeling emotionally and physically exhausted from their sport investment. Autonomy and competence partially mediated the path from autonomy support to subjective vitality. Lastly, the results supported partial invariance of the model with respect to gender.     

Adversity quotients,environmental variables and career adaptability in student nurses

The cross-sectional study aimed to investigate the career adaptability and its associated factors among 431 student nurses. Participants completed questionnaires on demographics, career adaptability, adversity quotient, clinical learning environment and social support. Findings revealed that student nurses' adversity quotients, individualized clinical learning environment, and family social support associated positively with their degree of career adaptability, even after multiple adjustments. Additionally, career adaptability scores were higher among associate degree student nurses and those who had served as student leaders. These findings may provide referable evidence for schools and educators to improve student nurses' career adaptability.     

Emphasizing appearance versus health outcomes in exercise: The influence of the instructor and participants’ reasons for exercise

The objectifying nature of exercise environments may prevent women from reaping psychological benefits of exercise. The present experiment manipulated self-objectification through an exercise class taught by an instructor who emphasized exercise as either a means of acquiring appearance or health outcomes. The purpose of this study was to test for interactions between the class emphasis and participants’ reasons for exercise (i.e., appearance, health) predicting participants’ state self-objectification, state social physique anxiety, exercise class enjoyment, and future intentions of returning to a similar exercise class. Results, obtained via pre- and post-exercise questionnaires, revealed a significant interaction between class emphasis and health reasons for exercise predicting state self-objectification. Participants with lower health reasons for exercise reported greater state self-objectification in the appearance-focused class compared to those with higher health reasons for exercise. Adopting stronger health reasons for exercise may buffer exercise participants from the more objectifying aspects of the group exercise environment.     

The relationship between learning environment and career competencies of students in vocational education

This article focuses on which aspects of the learning environment, aimed at fostering career learning, correspond with the development of career competencies among students (aged 12–19 years) enrolled in prevocational and secondary vocational education in The Netherlands. Aspects of the learning environment that are taken into account here are the following: career orientation and guidance methods used, instruments implemented, and the degree to which the curriculum is practice-based and dialogical. In the study, three career competencies are identified: career reflection (reflective behaviour), career forming (proactive behaviour), and networking (interactive behaviour). To research the relationship between the learning environment and the presence of career competencies, a study was done among 3499 students and 166 teachers in 226 classes in 34 schools. The results show that career guidance in school, in which a dialogue takes place with the student about concrete experiences and which is focused on the future, contributes most to the presence of career competencies among students. Without this dialogue, career guidance methods and instruments barely contribute to the acquisition of career competencies.     

Temperamental attention and activity, classroom emotional support, and academic achievement in third grade

The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the relationship between temperament (attention and activity level) and academic achievement. Regression analyses indicated that children's attention and activity level were associated with children's third grade reading and mathematics achievement, and classroom emotional support was associated with children's third grade reading and mathematics achievement. In addition, classroom emotional support moderated the relation between children's attention and reading and mathematics achievement, such that attention mattered most for reading and mathematics achievement for children in classrooms with lower emotional support. Findings point to the importance of understanding how children's temperament and classroom emotional support may work together to promote or inhibit children's academic achievement.     

The Association of Child Abuse and Eating Disorder Symptomatology

Abstract

Using self-report questionnaires, symptoms of eating disorders were examined in relation to child sexual (CSA), physical (CPA), and emotional abuse (CEA), and adult rape among 301 college women. CPA and adult rape were associated with fear of fatness and bulimic behavior. CEA, family cohesion and expressiveness, and adult rape were related to difficulties recognizing emotional states and satiety. Individuals who reported multiple forms of child abuse or who were revictimized exhibited the highest levels of symptoms. Revictimized women were more likely to report clinical levels of symptoms compared with individuals reporting adult rape without child abuse or child abuse without adult rape. Findings support the assumption that negative experiences in addition to CSA, such as adult rape and other forms of child abuse, influence eating pathology, and suggest a cumulative impact of abuse.     

大学生自主学习影响因素的中介效应模型

作为大学生的主要学习方式, 自主学习受到多种因素的影响。从社会认知学派的理论出发, 结合国内外自主学习的已有成果, 本研究通过501名大学生被试考察了自我概念、学习归因、学习环境适应对自主学习的影响。结果发现, 学习归因对自主学习有直接回归效应; 学习环境适应通过学习归因这个中介变量影响自主学习; 而自我概念对自主学习不仅有直接回归效应, 同时还通过学习环境适应和学习归因的部分中介作用影响自主学习。本研究通过结构方程建模, 理清了三个变量对自主学习的作用路径, 并据此对如何提高大学生自主学习能力提供了教育建议。     

What does a general factor of personality look like in unshared environmental variance?

A general factor of personality (GFP) was obtained solely from unshared environment, by deriving it from the intercorrelations of monozygotic twin differences. This GFP was compared with a GFP derived from correlations reflecting all three components of variance—genes, shared environment, and unshared environment. In two large samples of adult Australian twins, for the items of two questionnaires, the two approaches gave virtually identical GFPs. However, in a sample of adolescent Australian twins, the two GFPs were correlated but distinct.