大学生可就业能力与主客观就业绩效：线性与倒U型关系

文献中关于大学生可就业能力与就业绩效的关系存在争议, 本研究认为需要根据不同的就业绩效和具体的调节变量来深入分析二者之间的关系。研究1, 基于预备性研究, 来自全国不同地区10所大学1190份问卷的因素分析结果表明, 我国大学生可就业能力包括8个因素：职业认同、乐观开朗、人际关系、团队合作、学习能力、问题解决、社会支持、网络差异; 问卷具有良好的信效度。研究2, 采用他评、前后间隔2周的问卷调查方法, 获得不同地区高校530份有效匹配问卷, 层次回归分析结果表明, 大学生可就业能力与主观就业绩效呈显著正相关的线性关系, 但与录用通知书(客观就业绩效)呈显著的倒U型关系; 职业探索在可就业能力与录用通知书的倒U型关系中起调节作用：在职业探索高水平下二者呈倒U型关系, 而在职业探索低水平下二者没有显著关系; 生源地在可就业能力与主观就业绩效、录用通知书的关系中起显著的调节作用：农村大学生可就业能力与主观就业绩效呈显著正相关, 而城市大学生二者相关不显著; 城市大学生可就业能力与录用通知书呈显著的倒U型关系, 而农村大学生二者关系不显著。这为未来探究可就业能力的价值实现机制有重要启发。     

道歉：对冒犯事件的关系补救行为

道歉是指当冒犯者意识到自己的冒犯行为后, 为重建与被冒犯者的关系, 向被冒犯者承认错误、承担责任、表达懊悔并请求原谅的一种关系补救行为。冒犯者的性别、归因倾向、冒犯意图、知觉到的道歉有效性等影响道歉的发生, 道歉的表达方式与内容、冒犯者的性别等会影响道歉的有效性。道歉能促进宽恕、和解以及民族和睦。未来研究需明晰道歉的概念, 拓展其研究模式与测量工具, 在系统深入探讨道歉的产生机制与结果的基础上构建道歉的理论及促进其实践应用。     

Breastfeeding and the mother–infant relationship—A review

A positive effect of breastfeeding on the mother–infant relationship is often assumed in the scientific literature, but this has not been systematically reviewed. This review aims to clarify the role of breastfeeding in the mother–infant relationship, which is conceptualized as the maternal bond toward the infant and infant attachment toward the mother. Our findings indicate that theoretical mechanisms through which breastfeeding may enhance the maternal bond or infant attachment (i.e., endocrine and sensory factors involved in breastfeeding) can be found in both humans and animal models. However, the few empirical studies investigating this association have not found convincing support for a relation between breastfeeding and the quality of the mother–infant relationship. We therefore conclude that assumptions on a positive role of breastfeeding on the mother–infant relationship are not supported by empirical evidence, and recommendation of breastfeeding should solely be based on its well-documented positive effects on infant and maternal health.     

农村留守儿童人格特征研究

留守儿童是我国社会转型期的产物,是新时期出现的特殊儿童群体.本文采用Y-G性格测验、学生团体主题统觉测验(G-TAT)和S-K克雷佩林心理测验方法,对江西玉山县242名农村留守儿童和一般儿童的人格发展进行调查,比较分析了留守儿童和一般儿童在人格特征方面存在差异,并从亲子关系角度尝试分析了导致这些人格特征差异的原因.     

Preschoolers' aggression and parent-child conflict: a multiinformant and multimethod study

This multiinformant and multimethod study (N=47) investigated the link between the parent-child relationship system and the display of physical and relational aggression with peers at school during early childhood. Children (mean age=43.54 months, SD=8.02) were observed (80min/child) during free play, and parents and teachers were asked to complete several standard measures. Intercorrelations between aggression subtypes revealed moderate to high levels of correlation for parents and teachers and no significant association for observations of physical and relational aggression. Interinformant agreement was examined, and teachers and parents were found to significantly agree for both physical and relational aggression, and teachers and observers also significantly agreed for both subtypes of aggression. Results of regression analyses suggest that parent-child conflict was uniquely associated with relational aggression among peers when controlling for physical aggression and gender. Ways in which these findings build on the extant literature are discussed.     

Culture-sensitive functional analytic psychotherapy

Functional analytic psychotherapy (FAP) is defined as behavior-analytically conceptualized talk therapy. In contrast to the technique-oriented educational format of cognitive behavior therapy and the use of structural mediational models, FAP depends on the functional analysis of the moment-to-moment stream of interactions between client and therapist. This distinctive feature makes FAP particularly sensitive to the challenges posed by cultural differences between client and therapist. Core elements of FAP philosophy are invoked to argue that this vulnerability paradoxically implies an increased ability to capture and use relevant issues in the therapy process with culturally different clients. This argument focuses FAP's preference for concrete behavior over theoretical modeling, its emphasis on functional principles rather than topographically defined techniques, and its inclusion of the therapist's behavior in the assessment of clients' clinically relevant behavior. Suggestions are given concerning how academic and practical training and personal experience may be used to foster sound multicultural practice.     

Personal values and relational models

In this study, the comprehensive value research by Schwartz (e.g. 1992) was linked to Fiske's relational models theory (RMT, e.g. Fiske, 1991). A sample of 297 people answered the personal values questionnaire (PVQ), the modes of relationship questionnaire (MORQ) and the relationship profile scale (RPS) in a web‐based online survey. As hypothesized, the set of 10 values correlated in a systematic manner—according to the circular structure of personal value systems—with both trait‐like construal of and motivational investment in the relational models communal sharing (CS), authority ranking (AR) and market pricing (MP). Further research concerning a person–environment value congruency approach to predict well‐being is suggested combining the two research traditions. Copyright © 2008 John Wiley & Sons, Ltd.     

The Teaching Alliance Inventory: Evaluating the student-instructor relationship in clinical and counselling psychology training

The Teaching Alliance Inventory (TAI) was developed to measure the quality of the student-instructor relationship in graduate clinical and counselling psychology classrooms. Based on Bordin's (1983) original concept of the alliance as fundamental to the change process in psychotherapy, we developed the TAI to measure aspects of the classroom relationship that may be fundamental to learning essential skills of counselling and clinical psychology. Factor analysis revealed six subscales, four representing interpersonal variables not evaluated in traditional teaching effectiveness measures. We demonstrated internal consistency and split-half reliability with a large sample of graduate students and described evidence for the scale's face validity and content validity. Construct validity was supported by significant correlations between the TAI and its subscales with an established measure of teaching effectives and its logically related subscales (SEEQ; Marsh, 1987 Marsh, HW. 1987. Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(Whole Issue 3): 253–288.  [Google Scholar]). The TAI may supplement traditional assessments of instructor quality by providing feedback regarding interpersonal impact in the classroom.     

Categories and Facets in Integrative Levels

Facets and general categories used in bibliographic classification have been based on a disciplinary organization of knowledge. However, facets and categories of phenomena independent from disciplines can be identified similarly. Phenomena can be classified according to a series of integrative levels (layers), which in turn can be grouped into the major strata of form, matter, life, mind, society and culture, agreeing with Nicolai Hartmann’s ontology. Unlike a layer, a stratum is not constituted of elements of the lower ones; rather, it represents the formal pattern of the lower ones, like the horse hoof represents the shape of the steppe. Bibliographic categories can now be seen in the light of level theory: some categories are truly general, while others only appear at a given level, being the realization of a general category in the specific context of the level: these are the facets of that level. In the notation of the Integrative Level Classification project, categories and facets are represented by digits, and displayed in a Web interface with the help of colours.     

医患间的人际冲突与管理策略

医患间人际冲突是影响医患关系的重要因素,它对医患关系不仅能够产生消极的结果,还能够产生建设性的结果。分析了医患间人际冲突的本质、来源、影响以及冲突管理策略,旨在促进人们通过理解冲突的本质和产生的原因,实行有效的冲突管理策略,使冲突得到建设性解决,促进良好的医患关系的建立。