能力还是热情?广告诉求对消费者品牌认同和购买意向的影响

基于自我建构理论和情绪理论, 本文探讨了自我建构与广告诉求对品牌认同的交互作用、影响机制及边界条件。通过3个实验, 我们发现对于独立自我建构的消费者来说, 能力广告诉求更能提高品牌认同感, 而对于相依自我建构的消费者来说, 热情广告诉求则更有效; 同时我们也验证了广告诉求到愉悦感到品牌认同最终到购买意向的因果链模型, 并确定了企业类型对该机制的调节作用。     

药品带量采购的阻力、压力与垄断力问题探讨

带量采购是深化三医联动改革的重要尝试,药品集采作为医保改革的抓手试图撬动医疗及医药领域改革,为持续推进医疗卫生制度改革走向深入带来一线曙光。带量采购政策本质上涉及不同利益的再分配,藉由政府宏观调控及微观规制手段,最终实现药价降低、群众普惠的效果。基于对带量采购的理论分析及目前试点过程中存在的阻力、压力与垄断力问题,提出平衡理念为带量采购助推三医联动改革走向深远提供了一种思路。

     

Now or Never: Perceptions of Uniqueness Induce Acceptance of Price Increases for Experiences More Than for Objects

Seven studies test and support the prediction that consumers are more willing to accept a price increase for an experiential versus a material purchase; an effect explained by the greater uniqueness of experiences. Critically, the uniqueness model advanced here is found to be independent of the happiness consumers derive from the purchase. To gain a deeper understanding of the uniqueness mechanism, this investigation then advances and tests a four‐facet framework of uniqueness (unique opportunity, unique purchase, unique identity, and counterconformity). Together, the findings converge on the conclusion that consumers perceive the opportunity to have a particular experience (vs. object) as more unique, and this unique opportunity increases their willingness to accept a price increase. Overall, this work extends the experiential versus material purchases literature into a new domain—that of pricing; identifies the dimension—uniqueness—and its precise facet responsible for the effect—unique opportunity; and demonstrates that this model unfolds in a pattern distinct from the oft researched model centered on consumer happiness. Theoretical and practical implications are discussed.     

自我隐瞒对消防员创伤后应激反应的影响：经验回避和反刍的链式多重中介作用

人格特质和情绪调节策略是创伤后应激反应的重要影响因素。作为一种在个人感到痛苦时有意地向他人隐藏自身状况的人格特质,自我隐瞒会通过适应不良的情绪调节策略影响心理健康。然而,鲜有研究考察自我隐瞒、适应不良的情绪调节策略与创伤后应激反应的关系。对创伤后应激反应的情绪调节策略的研究发现,经验回避和反刍是两种有重要影响的适应不良的情绪调节策略。在创伤后应激反应的研究对象上,前人主要关注在创伤事件中幸存的直接受害者身上,而对频繁处理各类突发事件而成为创伤后应激反应高危人群的消防员一直缺乏研究。因此,本研究意在考察自我隐瞒对经历职业创伤的消防员创伤后应激反应的影响以及经验回避和反刍这两种适应不良的情绪调节策略的中介作用。 研究被试为215名将个人经历的职业创伤作为首要创伤事件的一线消防员。他们来自我国3个城市,均为男性,平均年龄22.90±3.38岁。使用中文修订版的埃森创伤问卷、自我隐瞒量表、反刍反应量表、接受与承诺问卷第二版和事件影响量表进行现场调查。被试均匿名填写调查问卷。使用SPSS20.0进行描述性统计和相关性分析。使用Mplus7.4进行结构方程模型的分析。采用Harman单因子检验的方法进行共同方法偏差检验。采用偏差矫正的百分位Bootstrap方法进行中介效应的显著性检验。 结果表明,自我隐瞒、经验回避、反刍和创伤后应激反应之间存在两两显著正相关;自我隐瞒对创伤后应激反应具有直接效应;自我隐瞒通过反刍对创伤后应激反应产生间接效应;自我隐瞒通过经验回避-反刍的中介链对创伤后应激反应产生间接效应;自我隐瞒影响创伤后应激反应的总效应值为0.427,其中总间接效应值为0.217,占总效应值的50.82%。本研究还发现,64名(29.77%)将个人经历的职业创伤作为首要创伤事件的一线消防员达到了严重创伤后应激反应的水平。 总之,自我隐瞒可以通过三条路径影响创伤后应激反应：直接影响、反刍的中介作用和经验回避-反刍的系列中介作用。在理论层面,这拓展了对影响创伤后应激反应的人格特质的理解和对自我隐瞒影响的心理健康状况的理解。在实践层面,这提示我们重视自我隐瞒、经验回避和反刍在预防和治疗创伤后应激反应中的潜在贡献。此外,本研究还发现,消防员确实是创伤后应激反应的高危人群。作为突发事件的第一响应人,消防员的心理健康应该得到更多关注与研究。     

So many lifetimes locked inside: reflecting on the use of music and songs to enhance learning through emotional and social connection in Trainee Clinical Psychologists

Music is universal; it can provide a common language that speaks from the heart enabling others to connect with the private felt experiences of others regardless of differences within or between people. This ability to empathise with, and understand, the position of others from differing backgrounds is an important competency within the therapeutic work of Clinical Psychologists. There are many facets to diversity just as there are many facets to music. Diversity in music genres can reflect diversity in people. Indeed, there is music to cater for all tastes, cultural/ethnic backgrounds, gender, age and generations with listening often being guided by individual preferences. In the United Kingdom training to become a Clinical Psychologist consists of a university-based 3-year full time professional research doctorate funded through the National Health Service. Trainees work on placements 3 days a week and attend university for academic and research teaching 2 days a week. As part of the academic programme, Trainees undertake experiential learning through workshops and methods such as Problem-Based Learning (PBL). One of the PBL exercises is based on a typical referral within an Adult Mental Health (AMH) service. For the AMH PBL exercise music is used to enhance trainees’ ability to connect emotionally with the personhood of referrals, consider associated complexities, and to reflect on personal and professional boundaries and reflective practice during training and beyond. This paper reflects on the utility of music and songs to enhance the learning experience.     

MARTIN LUTHER'S EXPERIENTIAL THEOLOGY AS A MODEL FOR FAITH-SCIENCE RELATIONSHIPS

The approach of experiential realism could indicate where science and faith deal with the same reality, where science questions faith assumptions, and where faith goes beyond the mandate and method of science. Although prescientific, Martin Luther's theology is the classical prototype of an experiential theology. We experience God's creative power in all of reality. We discern its regularities through observation and reason. So faith opens up all the space needed by science. However, experienced reality is highly ambiguous. It obscures God's intentions. God's intentions are revealed in the proclamation of the gospel: God is unconditionally for us and with us and not against us. This proclamation is a promise, appropriated in faith, and geared to a vision of what ought to become. It is based on the interpretation of a catastrophe—the cross of Christ—as God's pivotal redemptive act in human history. It goes beyond the mandate and method of science, yet it is capable of giving the latter a sense of purpose, criteria of acceptability, and authority to act in the interests of humanity and the earth. Theology challenges science to acknowledge the necessity of a transcendent frame of reference and moral accountability. Scientific insight challenges theology to reconceptualize its assumptions on God, creation, and eschatology to integrate best science.     

Using Experiential Learning Theory to Train Career Practitioners

Effective instructional strategies are needed for career practitioner training. Experiential learning theory (ELT; A. Y. Kolb & Kolb, 2009) provides an instructional foundation from which awareness of the various components of career development can be enhanced. Support for ELT as an effective method of instruction exists in various fields (Hoover, Giambatista, Sorenson, & Bommer, 2010; Ti et al., 2009). ELT integrates 6 shared propositions derived from John Dewey, Jean Piaget, William James, Carl Jung, and Carl Rogers (A. Y. Kolb & Kolb, 2009). This article outlines components of ELT and their application in training career service practitioners.