环境心理学方法论研究

该文考察了环境心理学方法论的缘起、特征及研究方案。文中指出,环境心理学坚持整体的、互动的、系统的跨学科观点,坚持问题中心论的科学本质观,力陈交互作用的解释框架和注重现实生活情景的自然田野研究范式,遵循从个体到组织及社会的多层次分析的研究路线,从多方面实现了对传统心理学方法论的批判与超越;它先后发展出互动论、有机论、交互论三种研究方案,促进了科学心理学的自我完善。     

Genetic and environmental transactions underlying educational attainment

This report used a population-representative longitudinal twin study with two birth cohorts to explore the association between intelligence and education by understanding how genetic and environmental influences on intelligence moderate genetic and environmental influences on school grades and educational attainment. Nonshared environmental influences on grades were strong when IQ was low, but decreased across the range of IQ. Shared environmental influences common to age 24 educational attainment and age 17 IQ were strong when IQ was low, but genetic influences common to IQ and education were strong when IQ was high. These results suggest that the causal mechanisms linking educational variables with intelligence differ for people with different levels of intelligence.     

Community-Engaged Neighborhood Revitalization and Empowerment: Busy Streets Theory in Action

Busy streets theory predicts that engaging residents in physical revitalization of neighborhoods will facilitate community empowerment through the development of sense of community, social cohesion, collective efficacy, social capital, and behavioral action. Establishing safe environments fosters positive street activity, which reinforces neighborhood social relationships. A community-engaged approach to crime prevention through environmental design (CE-CPTED) is one promising approach to creating busy streets because it engages residents in collaborative interactions to promote safer environments. Yet, few researchers have studied how CE-CPTED may be associated with busy streets. We interviewed 18 residents and stakeholders implementing CE-CPTED in Flint, Michigan. We studied three neighborhoods with different levels of resident control over CE-CPTED. Participants described how CE-CPTED implementation affected their neighborhood. Participants from all three neighborhoods reported that CE-CPTED was associated with positive street activity, sense of community, and collective efficacy. Participants from neighborhoods with higher resident control of CE-CPTED reported more social capital and behavioral action than those from neighborhoods with less resident control. Our findings support busy streets theory: Community engagement in neighborhood improvement enhanced community empowerment. CE-CPTED that combines physical revitalization with resident engagement and control creates a potent synergy for promoting safe and healthy neighborhoods.     

Joint car ownership and car type preference model considering engagement in online activities and environmental concern

We investigate young people’s attitudes to own a car. Our dependent variable is the desire to purchase any type of car as well as specific car types, such as small cars, sports cars or hybrid cars. We focus on Japanese aged 18 to 25 and obtain a valid sample of 1125 from Tokyo residents, Kyoto residents as well as people living in rural areas of Japan. As expected we find significant differences according to the city or rural living context. We control further for a number of attitudinal aspects that have been found significant in previous studies. We find that the perceived fun one gains from owning a car is an important factor and that more expensive and prestigious cars appear to be still desired. Our main focus and contribution is the inclusion of car’s “usefulness to avoid pollution” and “online lifestyle”. We find that those spending more time alone with online activities, have less desire to purchase cars. We discuss that there might be cyclic relationships which call for careful discussion on the implication of car ownership reduction in rural Explanatory variables areas. Furthermore, there is some weak evidence for an “environmental dilemma” where pollution in fact encourages more car usage in order to avoid this pollution.     

论“敬畏自然”的正当性

"敬畏自然"是人类对自然及其规律产生的一种包含着各种心理成分在内的、复杂的、形上的终极体验。当代人类社会需要"敬畏自然"。"敬畏自然"的正当性可以从定义澄清、科学祛魅、道德养成三个层面加以证明。科学认知、哲学反思和审美体验是当代人获得"敬畏自然"体验的三种主要途径。倡导"敬畏自然"有助于环境道德水平的提升,推动环保事业的发展。     

Understanding the utility of emotional approach coping: evidence from a laboratory stressor and daily life

Background: Dispositional emotional approach coping (EAC) marks an adaptive tendency to process and express emotions. EAC's association with cognitions, affect, and intra- and interindividual characteristics that may account for its utility was examined in response to an acute stressor and in daily life. Design: This study included a laboratory stress task and ecological momentary assessment. Methods: Healthy undergraduate students (n = 124; mean age: 20; women: 56%) completed a laboratory component (baseline survey, speech stress task, pre- and posttask measures) and five subsequent days of surveys via palm pilot (six surveys/day). Results: Controlling for sex, neuroticism, and social support, greater EAC was associated with more positive cognitive appraisals, personal resources, and positive affect and less-negative affect during the lab stressor, and with more perceived control and positive affect in daily life. Significant EAC × sex interactions were found for poststressor affect: men with high EAC reported more positive affect and women with high EAC reported less negative affect. Conclusions: Findings provide support that EAC's utility may be independent of intra- and interindividual characteristics, and that men and women may benefit from EAC in different ways in regards to affect. The proclivity to use EAC may come with a resiliency that protects against stress and promotes general well-being.     

Stressors and Coping Strategies of State University Students in a Developing Country

The study examined stressors and coping strategies of 281 Social Sciences students at the Midlands State University in Zimbabwe (49% female, 51% male). A questionnaire was used to collect data. The results showed that the 7 most common stressors were: finance, reading resources, accommodation, food, transport, inadequate infrastructure and lecturer related problems. The students mentioned 34 coping strategies that were categorized and then analysed for effectiveness. The effects of sex, residence status and academic year differences were evaluated using Mann Whitney U test and Kruskal-Wallis rank order analysis of variance. There were no significant differences in coping strategies for stressors by demographic variables.     

Characteristics of perceived electromagnetic hypersensitivity in the general population

Health problems evoked in the presence of electrical equipment is a concern, calling for better understanding for characteristics of electromagnetic hypersensitivity (EHS ) in the general population. The present study investigated demographics, lifestyle factors, frequency and duration, coping strategies, proportion meeting clinical criteria for intolerance attributed to electromagnetic fields (EMF ) and comorbidity. Using data from a large‐scale population‐based questionnaire study, we investigated persons with self‐reported (n = 91) EHS in comparison to referents (n = 3,250). Middle age, female sex and poor perceived health was found to be associated with EHS . More than 50% in the EHS group reported having EMF ‐related symptoms more often than once a week, and the mean number of years experiencing EHS was 10.5. More than half of the EHS group reported that their symptoms started after a high‐dose or long‐term EMF exposure, that they actively tried to avoid EMF sources and that they mostly could affect the EMF environment. A minority of the EHS group had sought medical attention, been diagnosed by a physician or received treatment. Exhaustion syndrome, anxiety disorder, back/joint/muscle disorder, depression, functional somatic syndrome and migraine were comorbid with EHS . The results provide ground for future study of these characteristic features being risk factors for development of EHS and or consequences of EHS .     

Learning on the Ground: Ecology,Engagement, and Embodiment

If theological education is to prepare religious leaders who will respond faithfully and capably to ecological challenges, what models of teaching and learning will best equip them for this work? In conversation with environmental education theory and examples from diverse learning contexts, this paper proposes a model of “learning on the ground” which is characterized by engaged and embodied pedagogy through participation in earth‐honoring social practices. See a companion essay in this issue of the journal (Kevin J. O'Brien, “Balancing Critique and Commitment”) and a response to both these essays (Forrest Clingerman, “Pedagogy as a Field Guide to the Ecology of the Classroom”) also published in this issue of the journal.