体验购买、实物购买与幸福感:关系需要满足的中介作用

基于自我决定理论,本研究考察了体验购买与实物购买这两种购买方式与个体享乐幸福感和意义幸福感的关系,并探索了个体的关系需要满足在其中的中介作用。采用回忆范式启动不同购买经历之后,被试依次完成关系需要满足问卷、享乐幸福感与意义幸福感量表。结果显示,体验购买组的享乐幸福感和意义幸福感都显著高于实物购买组;关系需要满足程度在购买类型与享乐幸福感、意义幸福感的关系间分别起到中介作用,这表明购买类型通过满足个体的关系需要进而提升其享乐幸福感和意义幸福感水平。     

Social anxiety and emotion regulation flexibility: considering emotion intensity and type as contextual factors

Background and objectives: Individuals with social anxiety disorder have often been considered inflexible in their emotion regulation. The aim of this study was to investigate emotion regulation flexibility in socially anxious individuals in response to two contextual factors, namely different levels of emotion intensity and emotion type.

Methods: A daily diary approach was employed, investigating emotion regulation (i.e., experiential avoidance, expressive suppression and cognitive reappraisal) in college students scoring high (N?=?62; HSA) and low (N?=?52; LSA) on social anxiety.

Results: Results revealed that HSAs were found to use more experiential avoidance than LSAs, especially at higher levels of negative intensity. The use of this emotion regulation strategy appeared to be driven by guilt, nervousness, and sadness. There were no between-group differences concerning the other strategies in response to varying levels of emotional intensity.

Conclusions: Together, the results provide evidence for inflexible emotion regulation in HSAs, reflected in an unwillingness to experience negative emotions.     

Teaching Helping Skills Courses: Creative Activities to Reduce Anxiety

Helping skills courses play a vital role in counseling curriculum, but also tend to bring excessive anxiety for students, to the point of impeding their ability to successfully implement skills. This article describes specific creative and experiential activities, aimed at reducing anxiety in a helping skills course for counselors-in-training.     

Using Popular Film to Teach Multicultural Counseling: A Constructivist Approach

The use of popular film as an experiential teaching tool in multicultural counselor education has been well documented. However, existing research has been limited. The purpose of this study is to implement a unique pedagogic intervention using popular films and to study how counseling students experience the activity as part of their multicultural counseling training. The researchers utilized the popular films Crash and Precious to stimulate student dialogue and reflection on topics pertaining to race, culture, privilege, and social justice. The findings indicate that popular films, when implemented in conjunction with reflective learning activities, are effective in promoting students’ multicultural and social justice counseling competencies. Participants reported that the pedagogic activity was effective in bringing to life the multicultural course concepts and stimulating difficult but necessary conversations about race, ethnicity, privilege, and power. Finally, implications of this study could further inform the field of multicultural counselor education.     

污染效应在消费者行为领域的表现及其心理机制

随着健康问题越来越受到消费者的重视, 学者们对污染效应的研究和兴趣也与日俱增, 特别是在消费者的感知和偏好方面。在消费者行为研究中, 污染效应是指消费者会降低对他人接触过产品的感知价值。本研究主要回顾了在消费行为中污染效应的定义和特性, 然后从接触因素、位置因素、产品因素和社会因素等方面来探讨污染效应的前因, 并进一步归纳了污染效应对消费者行为的消极影响和积极影响。最后, 探讨了污染效应的理论基础和边界条件。在此基础上, 对污染效应在消费者行为领域的未来研究方向进行了展望。     

Searching for certainty in an uncertain world: the difficulty of giving up the experiential for the rational mode of thinking

Our research explores predictions that people make in a simple environment consisting of sequences of a binary signal followed by two possible outcomes. In order to optimize their prediction success, respondents should use a very simple decision rule, called maximization, whereby they consistently predict according to the signal. In line with past research, our findings show that even respondents who realized after the experiment that maximization is optimal failed to use it during the experiment itself. We discuss conditions that weaken or reinforce behaving according to the optimal rule in a repeated choice situation. Experiment 1 shows that individuals who are forced to plan their strategy and justify their actions are more likely to discover and use the optimal rule than those not forced to do so. Thinking about the appropriateness of one's performance can be done in two different orientations: focusing on the past (justifying past actions) or on the future (planning future action). Experiment 2 shows that planning induces rule‐base thinking, while justifying fails to do so. These findings are discussed within a theoretical framework which suggest an interplay between the experiential and the rational modes of processing. Copyright © 2003 John Wiley & Sons, Ltd.     

The importance of impulse purchasing behaviour in the international airport environment

Airports are unique retail environments due to the environmental and psychological issues linked with the travel process. Travellers experience feelings of anxiety, stress and excitement which make them react in unusual ways. Airport retail environments therefore differ from more day‐to‐day channels of distribution. Consequently, retailers' approaches must also differ in order to maximise performance. There is evidence of a considerable impulse purchasing effect in airport retail operations which, if understood and harnessed by airport retailers, can enhance performance. The impulse effects will differ significantly between customer segments due to both the psychological effects of the travel experience and the existence of normative traits. Retailers must create an environment that minimises inherent stress and accentuates or at least maintains natural levels of excitement, while also virtuously motivating impulse purchasing by reducing or eliminating barriers to purchase. Development of an impulse strategy, which should permeate all elements of airport retail activities, is essential for maximising performance and profitability. Copyright © 2002 Henry Stewart Publications Ltd.     

Can virtue be learned? An exploration of student learning experiences in ethics courses and their implications for influencing moral character

What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data concerning the outcomes of select pedagogical approaches that involve exposing students to the experiences of others: the use of narratives; participation in structured experiential learning activities; and community engagement through deep listening and facilitated dialogue. We focus our interpretation around the implications of these pedagogies in relation to student understanding of and attitudes regarding three character traits identified as “other‐regarding” virtues in theological and philosophical scholarship – altruism, compassion, and solidarity. This paper considers the implications of these pedagogies and the practical effects of different sorts of teaching strategies on students' self‐understanding as moral agents.     

怎样花钱更幸福?购买类型对幸福感的影响

以往研究认为满足基本生活需求后, 消费者购买与幸福感不显著相关。近期研究发现, 购买是否能够提升幸福感, 取决于如何购买, 例如购买体验产品比物质产品更有利于提升幸福感, 但存在边界条件。文章从个人层面的享乐适应、预期利益、非对称后悔视角及社会层面的社会利益视角对这一结论进行解释, 并从个人因素、情境因素及幸福感的类型三个层面识别了物质购买在提升幸福感上表现更优异的边界条件, 同时对该领域未来可能的创新研究方向进行展望。     

Use of Photovoice in Processing Race-Based Topics in a Multicultural Counseling Course

This phenomenological study assessed master-level students’ experiences of using photovoice, a creative learning activity, in a race-based multicultural counseling course. Students were asked to engage in weekly written reflections regarding a course-related photographic image, with the goal of more deeply processing cognitive and affective reactions to the course. Data analyzed included focus groups, student written responses, and photos. Findings indicated use of photovoice as a means for processing cognitions, which allowed students to deepen learning by extending a racialized lens outside of the classroom. Students also indicated use of the tool to process emotional reactions at various stages of the course, allowing learners to creatively and visually express feelings as they surfaced.