校园氛围与青少年的自杀意念/企图：自尊的中介作用

尽管相当一部分青少年自杀发生于学校背景中,但目前较少有研究考察校园氛围是否会影响以及怎样影响青少年的自杀意念/企图。本研究旨在检验校园氛围的不同方面(教师支持、同学支持、自主机会)与青少年自杀意念/企图的关系,以及自尊在其中的中介作用。采用分层整群抽样的方法,选取广东省10所学校2758名初中生作为被试,匿名填写家庭功能问卷、社区问题问卷、校园氛围问卷、Rosenberg自尊量表、自杀意念与企图问卷。回归分析表明:(1)在控制了性别、年龄、社会经济地位、家庭功能和社区问题后,教师支持和同学支持均能显著负向预测自杀意念/企图,自主机会对自杀意念/企图的预测作用不显著;(2)自尊在教师支持和同学支持与自杀意念/企图之间起着中介作用。因此,实践工作中应重视教师支持和同学支持对青少年自尊的塑造作用,进而减少自杀意念/企图。     

教育价值观和逆境信念在家庭经济压力与初中生学业成就之间的作用

大量研究表明,家庭经济压力对青少年学业成就具有显著的不利影响。但是,目前学界对家庭经济压力“怎样”（中介机制）以及“何时”（调节机制）影响青少年学业成就仍知之甚少。本研究在整合贫困文化模型及心理韧性理论的基础上构建一个有调节的中介模型,考察青少年教育价值观（读书是否有用）在家庭经济压力与学业成就之间的中介作用,同时检验中国文化逆境信念对该中介路径的调节作用。采用随机整群抽样,选取四川省9所普通中学1613名初中生（平均年龄13.42岁,SD = 1.22）作为研究对象。被试匿名填写家庭经济压力问卷、教育价值观问卷、中国文化逆境信念量表以及学业成就问卷。结果表明：（1）在控制了性别、年龄等人口学变量后,家庭经济压力显著负向预测学业成就。（2）教育价值观在家庭经济压力与学业成就之间具有部分中介作用。（3）积极逆境信念能缓冲家庭经济压力对教育价值观的消极作用,进而减少对学业成就的不利影响。本研究证实了“读书无用论”是经济困难与学业成就的重要联系机制,并肯定了中国文化逆境信念对经济困难青少年的保护作用。这一内在保护机制的揭示对教育实践有一定的启示。     

知觉线索对元记忆监控的影响

近年来, 越来越多的证据表明知觉线索影响个体的高级认知--元记忆。元记忆指个体对自己学习和记忆活动的认知, 其核心成分是监测和控制。研究发现, 多种知觉线索(如字体大小、音量、文本清晰度、重量、亮度等)影响个体的元记忆监测(如学习判断和自信心评定)及控制(如学习时间分配)。这种影响可能是加工流畅性所致, 也可能基于人们的信念产生。未来研究有必要进一步探究知觉线索影响元记忆监控的条件, 并厘清加工流畅性和信念的具体作用。     

公正世界信念与跨情境动机效应

采用2（公正世界信念状态：公正vs不公正）×2（中奖者的个性品质：正向vs负向）被试间实验设计,以在校大学生为被试,考察公正世界信念是否具有跨情境动机效应。结果发现：预先激活的公正世界信念状态迁移到了回忆不同个性品质中奖者奖金数额这个不同情境中,影响了人们的记忆。表明公正世界信念存在跨情境动机效应。     

The Relationship Between Perceived Parenting,Negative Core Beliefs,and Dysfunctional Attitudes Among Young Adults

Previous studies have found that perceived parenting is associated with dysfunctional attitudes that predict depression. However, few studies have empirically investigated processes by which perceived parenting is associated with dysfunctional attitudes. To fill this gap, this study tested the hypothesis that perceived low parental care would be associated with negative core beliefs, which, in turn, would be associated with dysfunctional attitudes. To strictly test the hypothesis, this study controlled for current depressive symptoms that could affect the relationships between study variables. The participants were 305 college students (141 females). The results differed by sex: for female students, the hypothesis was supported; for male students, negative core beliefs were associated with dysfunctional attitudes; however, perceived low care was not associated with negative core beliefs. The findings suggest that targeting low parental care and negative core beliefs for females and negative core beliefs for males may help prevent their dysfunctional attitudes and the resultant depression.     

Math-gender stereotypes and career intentions: an application of expectancy–value theory

Exposure to negative math-gender stereotypes undermines the intentions of female college students to engage in careers in the math field, yet the mechanisms by which such stereotypes relate to girls’ career intentions remain unclear. We simultaneously tested multiple mediators in a sample of 186 female students from one high school in central China. Participants completed five questionnaires that measured mathematics-related gender stereotypes, competence beliefs, task value, sexual attraction beliefs and career intentions. The path analysis results indicated that math-gender stereotypes were negatively related to adolescent girls’ career intentions in math fields through negative relationships with students’ mathematics-related competence beliefs, task value and sexual attraction beliefs. These results are discussed in terms of their implications for theory and educational practice.     

Argument Beliefs Mediate Relations Between Attachment Style and Conflict Tactics

This study explores the importance of romantic relationship partners' beliefs about argument. Findings support a model in which a view of argument as threatening to relationships mediates the positive association between both anxious and avoidant attachment and the use of self‐focused conflict tactics such as dominating and denying. A belief that argument is devoid of benefit mediates a negative association between avoidant attachment and the use of other‐oriented tactics such as integrating/compromising and obliging.     

BIOLOGY TEACHERS’ CONCEPTIONS ABOUT THE ORIGIN OF LIFE IN BRAZIL,ARGENTINA, AND URUGUAY: A COMPARATIVE STUDY

Teachers’ conceptions about the origin of life in three Latin American countries with contrasting levels of secularism were analyzed: Argentina (Catholic constitution), Brazil (formally secular but not in practice), and Uruguay (consolidated secularism). A European survey questionnaire was used and the interpretation of the results drew on Barbour's four categories concerning the relationships of science and religion. A large majority of Argentinian and Uruguayan teachers were clearly evolutionist, even when believing in God (Independence or Dialogue category), with no difference between Argentina and Uruguay. The majority of Brazilian teachers assumed a religious position about the origin of life, being creationist (Conflict or Independence categories) or evolutionary creationist (Dialogue or Integration categories). Differences of Brazilian teachers’ conceptions may result from the higher percentage of evangelicals and lower proportion of agnostics/atheists. Brazilian Catholic teachers were more creationist than their Catholic colleagues in Argentina and Uruguay. Distinct patterns were found, but further research is needed to understand possible classroom impacts.     

Blaming the Victim: University Student Attitudes Toward Bullying

Numerous studies have examined adolescent attitudes toward bullying, but limited research has explored college students’ attitudes toward victims of bullying. Using data collected from three southern universities (n = 1,135), the current research investigates demographic, experiential, and behavioral factors that are likely to influence whether university students attribute blame to bullying victims. Findings indicate that most university students report prosocial attitudes toward bullying. Victim blaming and minimizing attitudes were most common among males, heterosexuals, and those with a history of prior bullying perpetration during junior high or high school. Individuals reporting a higher frequency of drug use were significantly more likely to support victim blaming attitudes, and those who engaged in more frequent alcohol use were significantly more likely to minimize bullying.