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81.
为了回应Locke提出的“目标设置理论仍然需要发展”的观点,本文从认知心理学的角度对目标设置理论进行了检验。结果表明:设置明确且有一定难度的目标比设置模糊或一般性目标会使被试产生更高水平的努力,从而提高成绩;设置明确但难度偏低的目标与设置模糊目标的成绩间并无显著性差异;被试对目标的可接受性程度越高,成绩越好;任务难度变量对目标难度与成绩之间的调节效应要通过被试对策略的发掘和使用以及在时间方面给予一定的压力才能得到体现。 相似文献
82.
首先,依据Elliot关于成就目标的能力界定标准和能力效价的理论构想,提出教师成就目标的理论结构。浙江省内外十多所中小学523份有效调查数据的探索性和验证性因素分析的结果表明,教师成就目标由6个因素构成,即:绝对-回避目标、个人-回避目标、参照-回避目标、个人-接近目标、参照-接近目标、绝对-接近目标。然后,利用浙江省内外另外十多所中小学625份调查问卷的结果,采用结构方程模型技术对教师成就目标和学校目标结构之间的关系进行了分析。结果表明,掌握目标结构对绝对-接近目标、个人-接近目标具有显著正效应,对绝对-回避目标具有显著负效应;成绩目标结构对绝对-接近目标、参照-接近目标、个人-回避目标和参照-回避目标具有显著正效应。 相似文献
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84.
无意识目标与社会态度、刻板印象和图式等一样, 是行为的满意状态或结果在个体头脑中的一种表征, 包含有目标设定、追求情境和追求手段等内容。这些内容能够被环境中的刺激自动激活, 在意识不到的情况下影响人的心理和行为。无意识目标启动的概念和其他心理表征的启动不同, 无意识目标启动能够促使带有动机性的行为出现, 启动线索的影响不会随着时间的推移而消失。无意识目标启动的自变量与自身心理状态和环境中他人的影响有关, 无意识目标启动的因变量与任务表现和社会关系的处理有关。“知觉-行为模型”、“无意识行为选择模型”、“评价准备模型”和“情感因素模型”能够分别从“无意识”和“目标”两个角度对无意识目标启动的心理机制进行解释。无意识目标启动原理在商业、教育、医疗等领域当中有着广泛的应用前景, 为了更好地完善理论研究和进行实际应用, 今后应该更加重视无意识目标启动的脑机制研究。 相似文献
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86.
家庭环境类型与青少年亲子冲突解决的关系 总被引:2,自引:0,他引:2
以北京829名普通中学生为被试.探讨了家庭环境类型与亲子冲突解决的关系.结果表明: (1)高亲密度、高情感表达、低矛盾性的家庭在亲子冲突解决的关系目标上的得分显著高于其它类型家庭;低亲密度、低表达性、高矛盾性的家庭在权力、公平、自认和自主目标上的得分显著高于其它类型家庭. (2)高亲密度、高表达性、低矛盾性的家庭更多使用积极的冲突解决策略;低亲密度、低表达性、高矛盾性的家庭更多使用消极的冲突解决策略.说明不同家庭环境类型下的青少年亲子冲突解决有不同的特点. 相似文献
87.
The relationship between objective and perceived fit with academic major, adaptability, and major-related outcomes 总被引:2,自引:0,他引:2
Jennifer L. Wessel Ann Marie Ryan Frederick L. Oswald 《Journal of Vocational Behavior》2008,72(3):363-376
This study examined the effects of fit with college major on major commitment, GPA, college satisfaction, and changing one’s major. We further examined how individual adaptability may moderate the importance of fit on these outcomes. College students (N = 198; 160 women and 38 men; mean age = 19.14 years) completed an interest inventory used to assess objective fit with major, and also indicated their perceived fit with major. Results revealed little correlation between perceived fit and objective fit, with differential relationships to these outcomes. Perceived fit showed stronger positive correlations with affective major commitment and academic self-efficacy than did objective fit. Regarding the moderating role of adaptability, individuals higher in adaptability reported higher institutional satisfaction when there was lower perceived fit. Adaptability also had a main effect on major-related outcomes above and beyond the effects of fit. Practical and theoretical implications of these results are discussed. 相似文献
88.
It is widely assumed that traits primed after the encoding of person information do not lead to assimilation effects on the judgment of that person. The authors challenge this view by providing evidence that post-encoding trait primes can result in assimilative person judgments under certain conditions. In Experiments 1 and 2, we identify the conditions under which these assimilation effects occur. Experiment 1 shows the importance of participants’ goals during person information encoding: assimilation is observed when person information is encoded as part of a memorization goal (as opposed to an impression formation goal). The findings of Experiment 2 further reveal that the encoded person information should imply trait concepts rather than being merely vague with respect to the primed trait category. Finally, the results of Experiment 3 suggest that the obtained assimilation effect is driven by differential accessibility for prime-congruent person information. 相似文献
89.
We argue and demonstrate that setting high standards, an essential aspect of perfectionism, is not associated with maladaptive responses in and of itself. Rather, our findings suggest that people's responses to their perceptions that they consistently fail to meet their own standards are maladaptive. More importantly, in the present survey study (n = 293), we extend previous research by showing that low personal standards and the perception that others are imposing high standards on the self operate in concert to strengthen the link between perceived discrepancy and psychological distress. Furthermore, in support of our moderation‐mediation model, regression analyses provided evidence for the mediating role of generalised self‐efficacy beliefs. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
90.
This study examined the transmission of social dominance orientation (SDO) from parents and grandparents to children. It was predicted that parents as well as grandparents would pass their social dominance attitudes to children. Children's levels of SDO would thus be the highest when parental and grandparental attitudes are high; the lowest when parental and grandparental attitudes are low; and intermediate when parental and grandparental attitudes are incongruent. These hypotheses were examined in a sample of 93 families including children (in early adulthood), one of their parents, and one of their grandparents. Results yielded support for the predictions. These findings' implications are discussed in terms of their potential to explain previous inconsistent results on the transmission of social attitudes to children. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献