Cultural differences related to positive and negative valence

Differences between North American and East Asian cultures were examined in terms of the valence of psychological constructs. Americans were more likely than Japanese to focus on positive things. In contrast, Japanese ( vs Americans) were more likely to attend to negative information of the self, but not more or less likely to focus on negative things about others. Based on within-culture analyses, the Americans' data were better described by their tendency to focus on positive things over negative things than by their tendency for self-enhancement. In contrast, the Japanese data were better described by their self-critical tendency. This result was replicated in a second study. In addition, correlations between constructs with opposite valences were negative in the USA, but positive or absent in Japan.     

Cultural models of education in American Indian,Asian American and European American contexts

Three studies examined models of education among American Indian (AI), Asian American (AA), and European American (EA) students. Cultural models of education are patterns of ideas and practices relevant to schools, teachers, and self that mediate and regulate behavior in the academic domain. In study 1, mainstream university students (N = 148) and AI University students (N = 187) viewed education as a tool for success. AI, however, generated more mentions of education as a tool for community success and more negative associations to education. Study 2 (N = 166) showed that AI, in contrast to EA and AA, placed family and community concerns ahead of academic concerns. In Study 3 (N = 118), AI and AA endorsed independent and interdependent representations of self, while EA endorsed only independent representations. For AI and AA, but not for EA, interdependent representations were positively related to trust for teacher.     

Theory/Analysis Mismatch: Comment on Fredrickson and Joiner’s (2002) Test of the Broaden-and-Build Theory of Positive Emotions

Fredrickson’s (1998, ‘What good are positive emotions?’, Review of General Psychology 2, pp. 300–319; 2001, ‘The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions’, American Psychologist 56, pp. 218–226) broaden-and-build theory of positive emotions posits that positive emotions improve coping skills and that improved coping skills increase positive emotions, resulting in an upward spiral toward emotional well-being. Fredrickson and Joiner (2002, ‘Positive emotions trigger upward spirals toward emotional well-being’, Psychological Science 13, pp. 172–175) claimed that the results of their analyses supported the broaden-and-build theory but in fact their analyses did not test this theory. The broaden-and-build theory clearly describes a within-occasion across-persons psychological process; the analyses, however, tested a within-occasion across-persons theory.     

自尊与自我效能关系的辨析

作为自我结构中的核心成分,自尊与自我效能既相互关联又彼此区分。从概念上看,自尊是“做人”的自我评价,自我效能是“做事”的自我评价。从测量上看,自尊注重测量整体结构,自我效能强调测量领域关联的特殊结构。从功能上看,自尊旨在调节消极性评价反馈和终极性心理健康,自我效能则具有动力性功能。从影响因素上看,自尊决定于早期的成长经历以及后来的补偿性经验;而自我效能决定于个人近期直接或间接的成败经验和个人身心状态等因素     

大学生成人依恋、应对方式与负性情绪的关系研究

本文使用结构方程模型方法,研究大学生成人依恋、应对方式与负性情绪的关系。结果发现:(1)应对方式是依恋焦虑与负性情绪之间的完全中介;(2)应对方式是依恋回避与负性情绪之间的部分中介;(3)依恋焦虑和依恋回避对应对方式的解释率为40%,而依恋回避和依恋焦虑以及应对方式对负性情绪的解释率则为56%。     

工科院校大学生自我和谐感与人际交往能力的关系研究

采用自我和谐量表(SCCS)和自编的大学生人际交往能力量表,研究工科院校大学生自我和谐的状况、人际交往状况以及两者的相关。发现人际交往能力的整体状况对自我和谐状况有一定的预测作用,大学生文理科差异会导致其自我和谐状况出现差异,且不良的人际交往能力会引发自我的不和谐。     

体育专业大学生网络心理特点研究

目的:探讨体育专业大学生网络心理的特点。方法:采用自编大学生网络心理问卷,对某省236名体育专业大学生和331名非体育专业大学生的网络心理进行调查和比较。结果:(1)体育专业大学生网络喜好程度显著低于非体育专业大学生。(2)体育专业大学生对网络依恋程度低于非体育专业大学生。(3)体育专业大学生对网络人际交往依赖程度低于非体育专业大学生。(4)体育专业大学生在上网目的性上表现为"学习需要"等,非体育专业大学生上网是为了"寻求自信"等。     

Effects of reactivity to observations on staff performance

We examined reactivity of staff behavior to observations of their work performance. After training 2 job coaches to reduce completion of break activities for supported workers, we evaluated job-coach behavior using both conspicuous and inconspicuous observations. Results indicated that both coaches completed none of the activities when observations were conspicuous but most of the activities when observations were inconspicuous. Subsequently, job coaches were taught to self-record their performances, and their completion of activities remained low with inconspicuous observations. Implications of reactivity are discussed for investigations that target staff behavior.     

Casper or 'the cabinet of horrors'

This paper is an account of a four-times-a-week analysis with a very deprived, feral-like child. The author, who has come to understand feral children as very deprived children, turns to an historical account written in 1826 by Anselm von Feuerbach, the jurist who was asked to make enquiries into the identity of a savage and mysterious boy, Kaspar Hauser. The author describes how she has made use of the observations and thoughts of Anselm von Feurbach in her attempts to process her own thoughts and reflections around the unfolding clinical material and how the exploration of the differences and similarities between Casper and Kaspar Hauser helped her to gradually grasp the psychological essence of the patient. The question of an appropriate reading of the clinical material for theoretical purposes remains open.