中学生个性因素及其与学业成就关系的探讨

研究者基于个性对个体成功具有重要影响的观点,假设中学生的个性对其学业成就具有预测性。采用儿童14种人格因素问卷对145名初中生进行测试,并对14种人格变量进行因素分析,得到了自我控制能力因素、精神状态因素、合作与创新精神因素、社会能力因素和智力性因素等5个因子。再利用这5个因子与学生的期末成绩(语、数、外总成绩)进行全纳回归分析,结果发现:与非智力的个性因素相比,智力性因素对中学生的学业成就可以进行更为有效的预测。     

中学生学业成就归因与学习动力的相关研究

用自编问卷对913名中学生学业成就归因和学习动力状况进行了调查,发现: (1)整体上看中学生较多使用内在原因和可控原因解释自己的学习成绩; (2)不同性别和不同年级学生有不同的归因倾向; (3)归因倾向与学习动力有明显联系,使用因子分析法得到“自挫因子”对学习动力有很大的消极影响。本文还就如何进行归因训练进行了讨论。     

Relational aggression in college students: Examining the roles of social anxiety and empathy

This study examined the unique contributions of social anxiety and empathy to relational aggression in 300 19–to–25–year–old (M=21.25; SD=1.32) male (n=97) and female (n=203) college students using hierarchical linear regression analysis. The interactive relations between gender and social anxiety, and between gender and empathy, were also assessed. In addition to the gender and overt aggression covariates, fear of negative evaluation and perspective taking were unique predictors of relational aggression. Males, students who were more overtly aggressive, and those who reported greater fear of negative evaluation were more relationally aggressive than were peers. Students with higher levels of perspective taking reported using less relational aggression than did peers. A gender x empathetic concern interaction indicated that for males only, lower levels of empathetic concern were associated with higher levels of relational aggression. Results are discussed within a social information‐processing perspective. Aggr. Behav. 29:430–439, 2003. © 2003 Wiley‐Liss, Inc.     

A Study of Panic Attacks in University Students of Iran

This study examined the parameters of panic, fear, and avoidance among university students in Iran. Data were collected from 347 students using Farsi translations of the Panic Attack Questionnaire, Beck Depression Inventory, Taylor Manifest Anxiety Scale, State-Trait Anxiety Inventory, and Anxiety Sensitivity Index. Thirty-eight percent of participants reported panic attacks in the past year and 21.4% reported panic attacks in the past 4 weeks when prompted by a broad definition of panic. Men and those with unexpected panic reported greater panic severity whereas women with panic attacks reported greater situational fear and avoidance. Panickers who satisfied DSM-III-R panic disorder (PD) criteria reported greater lifestyle restriction and general psychopathology. The findings provide tentative support for cross-cultural similarity in panic phenomenology and the validity of DSM-III-R PD criteria among university students in Iran. The results are discussed by reference to nonclinical panic research and general themes of Iranian culture.     

The Effect of September 11th on Job Attribute Preferences and Recruitment

This paper considers the effects of the September 11^th attacks on job attribute preferences and recruiting strategies. A survey was conducted with firms (n = 46) and college students (n = 138) in the New York, New Jersey, and Pennsylvania area. Results indicate 91% of firms believe the attack changed the job attribute preferences of students. The corresponding survey given to college students indicates that 60% of the students say the attacks would not have an impact on their preferred job attributes.     

中学生价值观、自我概念与生活满意度的关系研究

用问卷法对7省市958名中学生的价值观、自我概念与生活满意度进行研究,结果表明:(1)中学生具有较高的总体生活满意度;(2)男生在身心状况和学习状况两领域的满意度显著高于女生;高一学生在物质生活领域的满意度显著高于其他三个年级,在社会适应与社会支持领域的满意度显著高于高二,在学习状况领域的满意度显著高于初三,在社会发展与国际政治领域的满意度显著高于高三;(3)价值观中的金钱权力、法律规范家庭价值取向和自我概念各因子对物质生活满意度具有显著的预测作用;价值观中的法律规范价值取向和自我概念中的人际关系自我、学习能力自我和外貌自我对身心状况满意度具有显著的预测作用;价值观中的法律规范、家庭价值取向和自我概念中的人际关系自我、学习能力自我和外貌自我对社会适应与社会支持满意度具有显著的预测作用;价值观中的金钱权力、法律规范、家庭价值取向和自我概念中的理想自我、人际关系自我、学习能力自我对学习状况满意度具有显著的预测作用;价值观中的金钱权力、法律规范、家庭、公共利益价值取向和自我概念中的学习能力自我对社会发展与国际政治满意度具有显著的预测作用.     

Teaching Different Tasks Using Different Stimuli in a Heterogeneous Small Group

The effectiveness of a simultaneous prompting procedure was evaluated in a heterogeneous small group using different tasks and different stimuli for each student. Participants included four middle school students whose functioning levels ranged from typically developing to moderate and severe disabilities. A multiple probe design across behaviors and replicated across students was used. Observational learning maintenance, and generalization also were assessed. Results indicate that the procedure was successful in teaching all four students their targeted stimuli as well as some of the non-targeted stimuli (i.e., observational learning). Students maintained and generalized their information with a high degree of accuracy. Limitations of the study and future research implications are discussed.     

When worlds collide: Engineering students encounter social aspects of production

To design effective and socially sensitive systems, engineers must be able to integrate a technology-based approach to engineering problems with concerns for social impact and the context of use. The conventional approach to engineering education is largely technology-based, and even when additional courses with a social orientation are added, engineering graduates are often not well prepared to design user- and context-sensitive systems. Using data from interviews with three engineering students who had significant exposure to a socially-oriented perspective on production systems design, this paper argues that engineering students may have difficulty integrating in their own practice the technology-based and the socially-oriented perspectives on production. To enhance engineering students' ability to create systems that integrate both perspectives, and to relieve the intense cognitive and emotional pain that can be experienced by students exposed to both perspectives but unable to reconcile them, this paper reinforces the importance of teaching students the meta skill, design. A design perspective can help students integrate varied, sometimes conflicting, perspectives, and reach beyond customer-defined constraints to consider workplace and social impact.     

Perceived career barriers and vocational outcomes among university undergraduates: Exploring mediation and moderation effects

This study explores the role of perceived internal and external career barriers on undergraduates' vocational outcomes, such as academic major satisfaction and vocational identity commitment. Moreover, it tests career adaptability as a moderator in the barriers-vocational outcomes link. The study was carried out in three public universities in Lithuania. In total, 288 first and second year undergraduate students took part in it. Results demonstrated internal but not external barriers to be negatively associated with undergraduates' vocational outcomes.     

Characteristics of college students who text while driving: Do their perceptions of a significant other influence their decisions?

IntroductionTexting while driving is a significant risk factor for automobile collisions. The use of cell phones is prevalent among young people and commonly reported when they drive.MethodA web-based survey of 861 college student drivers determined how texting was associated with other forms of risky driving, perceptions of risk, and their driving and texting interactions with a significant other.ResultsTexting drivers were more likely to engage in other risky driving behaviors, perceived less risk in texting and driving, felt more immune to traffic risks, and had friends who text and drive. Logistic regression analyses showed that even after adjusting for risky driving behaviors and perceived risk, texting drivers were significantly more likely to do so if they saw their significant other text and drive.ConclusionsTraffic safety campaigns need to address important social influences on this behavior.