Personal investment, culture and learning: insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia

Personal investment theory is a multifaceted theory of motivation, in which three key components: achievement goals (mastery, performance, social, and extrinsic), sense of self (sense of purpose, self-reliance, negative self-concept, positive self-concept), and facilitating conditions (parent support, teacher support, peer support), engage students in the process of learning. Four cultural groups (Anglo Australian, n = 852, Aboriginal Australian, n = 343, Lebanese Australian, n = 372, and Asian Australian, n = 283) of students were compared on these personal investment components and on several outcome measures (engagement, affect, achievement, participation). A series of MANOVAs, followed up by univariate tests, indicated ethnic differences and similarities in the endorsement of the personal investment theory components as well as in the outcome measures. Multiple regression analyses showed that each of the three sets of predictors (achievement goals, sense of self, facilitating conditions) explained a significant amount of the variance in almost all of the outcome measures. Across cultural groups, students' mastery goal and sense of purpose were consistently found to be significant predictors of their intention for further education, positive affect for schooling, and valuing of schooling.     

The analytic situation as a dynamic field. 1969

This paper discusses the consequences of the importance that recent ³ papers assign to the countertransference. When the latter acquires a theoretical and technical value equal to that of the transference, the analytic situation is configured as a dynamic bi‐personal field, and the phenomena occurring in it need to be formulated in bi‐personal terms. First, the field of the analytic situation is described, in its spatial, temporal and functional structure, and its triangular character (the present–absent third party in the bi‐personal field) is underlined. Then, the ambiguity of this field is emphasized, with special weight given to its bodily aspect (the bodily experiences of the analyst and the patient being particularly revealing of the unconscious situation in the field). The different dynamic structures or lines of orientation of the field are examined: the analytic contract, the configuration of the manifest material, the unconscious configuration – the unconscious bi‐personal phantasy manifesting itself in an interpretable point of urgency – that produces the structure of the field and its modifications. The authors describe the characteristics of this unconscious couple phantasy: its mobility and lack of definition, the importance of the phenomena of projective and introjective identification in its structuring. The authors go on to study the functioning of this field, which oscillates between mobilisation and stagnation, integration and splitting. Special reference is made to the concept of the split off unconscious ‘bastion’ as an extremely important technical problem. The analyst’s work is described as allowing oneself to be partially involved in the transference–countertransference micro‐neurosis or micro‐psychosis, and interpretation as a means of simultaneous recovery of parts of the analyst and the patient involved in the field. Finally, the authors describe the bi‐personal aspect of the act of insight that we experience in the analytic process.     

论生命健康权在医疗活动中的支配转移

现有法学理论认为,生命健康权是一种具有绝对性和支配性的民事权利,通常不得以任何形式让与他人,即不得买卖、转移、赠与或继承。自然人只能对自己的生命健康权实现有限制的支配。医疗实践证明,生命健康权存在支配转移的实际情况,生命健康权的支配转移是对现有法学理论的补充和完善。     

组织内领导越轨行为研究：概念、诱因与结果

领导越轨行为是指领导者在工作场所中故意违反重要的组织规范的行为。通过整合分析组织内越轨行为和领导行为两个领域的相关研究发现, 领导越轨行为的诱因大致包括个体因素(个性特征、个体知觉和人口学变量)和情境因素(组织文化、工作特征和人际影响)两类, 并且主要通过社会比较、社会心理和社会交换三条路径进一步影响下属的工作绩效。未来研究应从行为客体(组织-人际)和行为动机(利己-利他)两个角度对领导越轨行为的内涵进行纵深拓展, 并进一步考察不同诱因的交互影响以及领导越轨行为的作用机制。     

小学教师核心自我评价、应对方式与工作倦怠的关系

采用核心自我评价量表、应对方式问卷、工作倦怠量表对广州市425名小学教师进行问卷调查,考察核心自我评价对小学教师工作倦怠的影响以及应对方式在其中所起的中介作用.结果表明:(1)核心自我评价对小学教师的情感耗竭、人格解体、成就感降低都具有显著的负向预测作用.(2)应对方式在核心自我评价对小学教师工作倦怠的影响中起着中介作用.其作用路径为:核心自我评价直接和通过积极应对和消极应对间接影响情感耗竭,核心自我评价通过积极应对和消极应对间接影响人格解体,核心自我评价直接和通过积极应对间接影响成就感降低.     

教师教学效能感：结构与影响因素的研究

为研究区分教师教学效果的一个重要变量──教学效能感,采用教师教学效能量表对３８２名中学教师及其相应的在校大学生进行了测查．因素分析结果表明,教师数学效能感可以分为一般教育效能感和个人教学效能感两个方面,这与班杜拉的自我效能理论和Ａｓｈｔｏｎ的教师教学效能感模型相一致．通过对可能影响教师数学效能感因素的考察发现,教龄因素对教师一般教育效能感和个人教学效能感有不同的影响,随教龄的增加,教师的一般教育效能感呈下降趋势,而个人教学效能感表现出上升的倾向．特别是,在校大学生与已从事教育工作的教师,在教学效能感的两个维度上存在着显著的差异;性别和学历因素对教师教学效能感不存在显著的影响．     

Crime: Self and Society: Psychoanalytical Perspectives on Taking Responsibility and Moving Forward

The occurrence of a tragic and unnecessary act of evil (crime) induces in us a need to search for blame, to find who or what is responsible. Often this search amounts in a Kleinian splitting between personal and social responsibility – we either blame the person or blame the society, or oscillate between the two. In fact, even movement into a more integrated, depressive position does not solve the problem—the evil of the event is too hot to be contained anywhere. True healing from crime will not result by perfecting the “assigning blame” mechanism in ourselves or our criminal justice system, but rather when we recognize the futility of that search. To use Lowe’s concept of creative limits, only by recognizing our own limitedness will creative and healing spaces that allow the return to innocence occur. Jessica Van Denend serving as an intern chaplain at Bedford Hills Correctional Facility for the past 2 years, became increasingly interested in the complexity of societal and personal complexes wrapped up in the criminal justice processes, and their manifestation in the prison system. While studying under Prof. Ann Ulanov (in the Psychiatry and Religion program at Union Theological Seminary), the author had time to examine what some psychoanalytical tools might have to say about crime and its repercussions.     

国外成就目标研究的新进展

该文从个人成就目标和目标结构（即情境）两方面分析了国外成就目标的研究。个人成就目标传统上分为掌握目标和成绩目标,在二者都发展到包括趋近取向和回避取向的基础上,有研究者提出了多目标观点;在目标结构上,掌握目标方面的研究得到了较为一致的结论,无论是知觉的掌握目标情境,还是创造的掌握目标情境,对学生都较为有益,但在成绩目标上的结果还不一致,而对同时强调掌握和成绩目标的情境方面的研究则相对较少。     

教师教学效能感和工作倦怠的关系

为探讨教师效能感与其工作倦怠之间的关系,利用教师教学效能感问卷和工作倦怠问卷对247名中学教师进行施测。结果表明（1）教龄长短和婚姻状况对教师的个人教学效能感（p〈O．01）、人格解体（p〈0．01）和成就感降低（p〈o-01）具有显著的影响;（2）教师的一般教育效能感对其工作倦怠的耗竭因素具有显著的预测作用（p〈0．01）;（3）教师的个人教学效能感对其工作倦怠的人格解体（p〈0．01）和成就感降低因素（p〈O．01）具有显著的预测作用。     

西方有关择偶启事的研究和论争

文章梳理了自20世纪70年代至本世纪初,西方以择偶启事为研究蓝本的择偶标准与择偶策略研究,展示了西方研究者运用进化心理学理论、社会学习理论与社会交换理论,对一般异性恋择偶,择偶启事回复率、初婚和再婚人士择偶,同性恋、异性恋、双性恋择偶间比较,以及网络启事择偶几方面的研究历程;预测了未来择偶启事研究的趋势应是几种理论间观点的相互借鉴与整合