Family and child influences on early academic and emotion regulatory behaviors

Research on child and family factors in early childhood has shown that both are associated with social and instrumental functioning at school entry. The present study sought to examine the direct and indirect effects of child negative emotionality, maternal education, depression, IQ, and quality of maternal instruction on children's academic and emotion regulatory behaviors from the toddler period to school entry using a sample of 174 boys from low-SES backgrounds. Results revealed direct effects of maternal IQ on academic outcomes at school entry that were mediated by maternal instruction. Further, maternal instruction predicted the child's academic and emotion regulation (ER) outcomes even after accounting for other maternal and child variables. The effects of both instruction variables moderated the impact of maternal education. The results suggest that maternal instruction plays an important role in early school success, particularly for children at risk for school problems.     

经济心理学:超越与创新

经济心理学超越了传统经济学在理论假设、研究方法等方面所面临的困境,拓展了心理学对于学科界限的自我困囿．并以其独特的学科分野、理论贡献和跨学科的研究方法实现了对人类经济行为的更好解释与预测,对于现实经济生活它也已经并将继续发挥其独有的作用。     

The psychoanalytic vision of Hans Loewald

Hans Loewald is a comprehensive and original theorist on a par with any major post-Freudian thinker, yet neither his ideas nor his person have become the basis for a Loewaldian school or approach, and he is not as well known as other innovators of comparable quality. In this paper the author attempts to characterize the scope and depth of Loewald's theory-his vision of the psyche and psychic life, or metapsychology, his characterization of the psychoanalytic process, and his vision of the clinical and human goals of psychoanalysis. She suggests that Loewald holds in all of these realms, and without apparent contradiction, a doubled-emphatically ego-psychological and emphatically object-relational-perspective, and an equal commitment to both the first topography and the structural theory. His views throughout are undergirded by a bi-directional developmental view that centers on differentiation and integration. The paper includes brief reflections on how to assess psychoanalytic theories, like Loewald's, developed before empirical research that seems to challenge them.     

不同学业成绩儿童的亲子沟通比较

以往研究表明亲子沟通可能影响儿童认知发展和学业成绩。本研究基于亲子沟通的三层次模型比较了学业成绩优秀、中等和较差儿童的亲子沟通状况。结果发现：（1）优生的表达主动性、清晰性、敏感性得分显著高于差生,其父母的清晰性、开放性得分也高于差生父母;（2）差生父子和母子沟通质量均显著低于优生;（3）优生父子沟通和母子沟通作用相对均衡,且两种沟通较一致,而差生母子沟通的地位显著高于父子沟通,且两种沟通不一致。     

数学成就的性别差异

数学成就的性别差异是多年来广受关注的问题。长期以来人们多关注男性、女性数学成就水平的高低, 而近年来研究结果一方面揭示出总体上男性和女性数学成就的平均水平差异很小, 呈现出相似性多于差异性的特点; 同时也显示男性内部变异比女性更大, 男性在高数学成就者中占多数。数学成就性别差异的大小和方向受到评分系统、测验组织形式、测验内容和难度的影响。数学成就性别差异的形成是心理、生物、社会文化等方面多因素综合作用的结果。近期研究探讨了年龄、遗传和进化、激素和脑、刻板印象威胁、社会性别公平和时代等因素在数学成就性别差异的形成中的作用。未来对数学成就性别差异的研究应注意开展追踪研究, 关注低数学能力者, 进一步探讨复杂数学加工机制的性别差异, 建立数学成就性别差异形成机制的综合模型, 并在更广阔的社会文化背景下开展研究。     

中学生学习动机、成就归因、学习效能感与成就状况之间因果关系的研究

该研究采用测验法对中学生学习动机、成就归因、学习效能感与成就状况之间的因果关系进行了探讨,并建立起因果关系模型。研究结果表明：学习动机、成就归因、学习效能感与成就状况之间是相互联系和相互影响的,学习动机、成就归因、学习效能感直接或间接影响个体的成就状况。     

Prosociality and morality through the lens of personality psychology

Prosociality and morality are critical to the functioning and flourishing of society. There is, however, great variation in the degree to which individuals help or hinder one another, or adhere to ethical standards of “rightness.” One way to understand this variation is by drawing on theories and models within personality psychology, which may illuminate the basic individual characteristics that drive a wide range of other-regarding tendencies. In this review, we provide a snapshot of three research strands addressing these themes. The first concerns how personality traits map onto prosocial preferences for fairness and cooperation, as studied using classic social decision-making tasks called economic games. The second concerns the robust associations between personality traits and indicators of inter-group prejudice (e.g., authoritarian ideology). The third concerns the emerging concept of moral exceptionality, and the personality traits that may characterise individuals at the forefront of moral progress. These examples demonstrate the core role that personality psychology is playing in the study of prosocial and moral behaviour, as well as the critical mass emerging in the Australian context around these themes.     

Relating Personality and Creativity: Considering What and How We Measure

Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity–personality relationship. The participants (N = 224) were undergraduate students and completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R² = .277) than creative potential (R² = .176) and more self‐reported creativity (R² = .348) than that which was externally rated (R² = .149). Openness was most consistently and strongly related to creativity, but other personality factors varied in their influence and some demonstrated suppression effects. Overall, the results suggest that despite relatively small effects of personality on creativity, there appear to be meaningful differences in the relationships depending on conception and measurement. Implications for educational settings and future research are discussed.     

Succeeding competently: towards an anti-luck condition for achievement

Achievements are among the things that make a life good. Assessing the plausibility of this intuitive claim requires an account of the nature of achievements. One necessary condition for achievement appears to be that the achieving agent acted competently, i.e. was not just lucky. I begin by critically assessing existing accounts of anti-luck conditions for achievements in both the ethics and epistemology literature. My own proposal is that a goal is reached competently (and thus an achievement), only if the actions of the would-be-achiever make success likely, and that this is the reason why she acts that way.     

To grit or not to grit,that is the question!

The current study tested the validity of grit as a non-cognitive construct related to, yet distinct from self-control. Data were collected from N = 1907 adults spanning the life-course (53.1% female, M age = 41.4 years). Associations between grit and present and past goals were very similar to ones observed with self-control. Extensive model tests using structural equation modeling provided evidence of substantial overlap between these two constructs, calling into question the conceptual and empirical distinctiveness of grit vis-à-vis self-control, as well as the importance of grit as a unique and independent characteristic salient for the pursuit and achievement of long-term goals. This finding was consistent and invariant across adult developmental periods. Study implications for grit-investment are discussed.