The relation between emotional intelligence and subjective well-being: A meta-analytic investigation

This meta-analysis includes studies concerning the relationships between emotional intelligence (EI) and subjective well-being (SWB). A total of 25 studies with 77 effect sizes and a combined sample of 8520 participants were found. The results provided evidence of a positive significant relationship between EI and SWB (? = 0.32). This relationship was found to be higher in studies using self-report mixed EI instruments (? = 0.38), than with in studies using self-report ability EI instruments (? = 0.32) and performance-based ability EI instruments (? = 0.22). When examining EI measures, there was a larger association between EI and the cognitive component of SWB (? = 0.35) than with the affective component (? = 0.29). There is a need for further research with other evaluation methods to achieve a better understanding of the relationship between EI and SWB.     

Effects of the Good Behavior Game on student and teacher behavior in an alternative school

The Good Behavior Game (GBG) is a classroom behavior management procedure that has been shown to be effective in reducing disruptive behavior across many settings and populations (Flower, McKenna, Bunuan, Muething, & Vega, 2014). We investigated the effects of the GBG on student and teacher behavior in two classrooms containing fourth‐ to eighth‐grade students in an alternative school for students with emotional and behavioral disorders. Results indicated the GBG reduced disruption and increased the teacher's use of praise relative to reprimands. Social validity measures, collected from both teachers and students, indicated strong approval of the GBG.     

情绪应激体液免疫调节作用的影响因素

以给予经定时喂水训练大鼠空瓶刺激为情绪性心理直激源,研究了应激源给予的频率及抗原免疫前或后给予应激刺激等因素对此情绪应激体液免疫调节作用的影响：结果表明,特异性抗原OVA免疫前3次,每次30分钟的情绪应激刺激不影响大鼠的抗OVA抗体水平和脾脏指数;抗原免疫后,同样频率和持续时间的情绪应激能一定程度地降低体液免疫功能;而抗原免疫后14次,每次10分钟的情绪应激刺激则显著降低大鼠的抗OVA抗体水平和脾脏指数。该研究证实,抗原免疫后、反复多次的情绪应激刺激能显著抑制大鼠的原发性体液免疫功能。     

中枢白细胞介素-1在应激升压反应中的作用

分别在乌拉坦麻醉及清醒的雄性SD大鼠观察到：(1)脑室注射IL-113出现升压效应,(2)条件恐惧应激刺激、足电击及脑室注射IL-1β诱发的升压反应均被脑室注射0．5pg的白细胞介素-1拮抗剂IL-1ra明显衰减;(3)静脉注射0．5μgIL-1ra对足电击引起的升压反应无明显影响。以上结果提示中枢IL-1介导条件恐惧应激刺激、及足电击诱发的升压反应。     

实践智力、社会智力、情绪智力的概念及其教育价值

传统智力测验的单一性和其预测的有限性为其它类型智力概念的提出留下了空间。实践智力、社会智力和情绪智力分别从实际解决问题,与人相处及情绪知觉、调节和情绪对思维的促进等不同角度对智力概念进行了强调和扩展。它们与传统的智力理论并不矛盾,只是各有侧重。此外,不同智力概念的提出对教育观念和教育模式的改变亦会有所启发。     

心理应激的免疫抑制作用及其与神经内分泌反应的相关性

以给予经定时喂水训练大鼠空瓶刺激为情绪性心理应激源,研究了此情绪应激对大鼠特异性原发体液免疫反应的影响及其可能的作用机制。结果表明每次10分钟,共14次的情绪应激显著降低大鼠抗特异性抗原OVA的抗体水平及脾脏指数,而显著增高血肾上腺素、去甲肾上腺素和皮质酮水平。研究还发现去甲肾上腺素与抗特异性抗原OVA的抗体水平呈显著负相关。该研究证实了情绪性心理应激对大鼠体液免疫功能的抑制作用,并提示交感神经系统可能参与了此免疫调节作用。     

Relation between childhood peer victimization and adult perfectionism: are victims of indirect aggression more perfectionistic?

Using two independent samples and two different measures of perfectionism, this study investigated the hypothesized relation between retrospective accounts of perceived peer-inflicted emotional abuse during childhood and perfectionism in adulthood. Emotional victimization ('indirect' aggression) is characterized by behavior in which mental harm is inflicted on victims through exclusionary acts, gossiping, and rumor spreading. Study one: Self-reported questionnaires of indirect victimization [DIAS; Bjorkqvist, Lagerspetz, and Osterman, 1992] and perfectionism [multidimensional perfectionism scale; Hewitt and Flett, 1991] were administered to 162 (mean age=20.14 years) female undergraduate psychology students. Results support the predicted positive relationship between recalled indirect peer victimization and current socially prescribed/self-oriented perfectionism. Study two: self-reports of indirect peer victimization and perfectionism (eating disorder inventory-perfectionism) were collected from 196 (mean age=19.5 years) female undergraduate students. Again, recalled indirect peer victimization was a statistically significant predictor of current socially prescribed/self-oriented perfectionism whereas recalled direct (physical, verbal) peer victimization held no relation. Discussion addresses the implications of these results, which hold importance for both the bullying and perfectionism literatures.     

The developmental pathways leading to pattern recognition, joint attention, language and cognition

According to the functional/emotional hypothesis, the core capacities necessary for cognitive and language development, such as pattern recognition, joint attention, and intention reading, are downstream effects of more basic processes having to do with early patterns of affect signalling. In this paper, we present preliminary research that tests the functional/emotional hypothesis. The data set consists of profiles of the emotional functioning of infants and young children at ages 0-3, 4-5, 6-9, 10-14, 15-18, 19-24, 25-30, and 31-42 months. Data were collected on a representative population of 1640 children across the US. Results of this preliminary research point to expected correlations between the development of affective signalling and pattern recognition, joint attention, and intention reading. However, we acknowledge that this is only the first step in providing supportive evidence for the functional/emotional hypothesis. Further research is needed to establish causal connections between affective signalling and the core capacities necessary for cognitive and language development.     

Irrational Beliefs as Predictors of Emotional Adjustment after Divorce

The goal of this study was to analyze the role of irrational beliefs and other mediating variables in emotional adjustment after marital separation. Self-esteem and attachment to the ex-spouse were chosen as indicators of emotional adjustment. For this purpose several mediation centres and associations for separated people took part in the project. The results showed that irrational beliefs, as well as length of conflict during marriage, time since divorce and desire of contact with the former spouse, are good predictors of emotional adjustment. It has been suggested that Rational-Emotive-Behavior Therapy can be used in the treatment of divorced people.     

解析《论语》的核心理念:仁

孔学的宗旨和核心理念是"仁"。把"仁"界定为人之为人的类本质,奠定了儒家道德人学的基本路向。仁者爱人,克己复礼,孝悌为本,为仁由己,构成"仁"的四重内涵。"仁"统摄"恭、宽、信、敏、惠"诸德及孔子的德治理想。