Career adaptability and its relation to self-regulation,career construction,and academic engagement among Spanish university students

This study analyzed the psychometric properties of the Career Adapt-Abilities Scale (CAAS) in a Spanish speaking sample and then its relationships with adaptive readiness (i.e., self-regulation), career construction and adapting responses (i.e., vocational coping behaviors), and adaptation results (academic engagement, burnout, and vocational identity). The measures were completed by 577 Spanish university students. The psychometric properties of the newly translated CAAS Spanish Form included internal consistency values ranging from good to excellent for the total score and for the subscales. The results obtained through the confirmatory factor analysis verified the presence of the four CAAS dimensions: concern, control, curiosity, and confidence, which were the same factors observed in other international studies with other languages. The significant correlations obtained between the CAAS and the adaptive readiness, adapting, and adaptation measures confirmed the validity of the CAAS scores. In addition, this study tested a theoretical model of mediation between variables, adding further support to the distinction between the three dimensions leading to adaptation.     

Critical moments in career construction counseling

An important research need concerns identifying and describing factors that promote reflexivity and change in life-design career interventions. Career construction counseling, a primary life-design intervention, uses narrative methods in an interpersonal process of helping people design a work life through reflexive action. Using Interpersonal Process Recall (IPR), the present study examined what prompts reflexivity and change in career construction counseling. A single case analysis method involving a 24-year old Caucasian woman examined one client's experience of processes that prompted change and reflection about her current career transition. Post-counseling IPR with the client of her videotaped career construction counseling session indicated five major themes: (a) role models prompt identity reflection, (b) early recollections foster cohesion, (c) follow-up questions add depth to the story, (d) counselor as audience provides clarity and validation, and (e) career construction interview questions illuminate perspective and need for action. Results support prior research indicating the usefulness of career construction counseling for promoting reflexive action in life design.     

天命观对中国人格心理的构建与影响

中国文化传统强调天与命对人的控制,天命是人格神对人的主宰。这种思想深远的影响着中国人对人格的建构,形成了中国人典型的人格特征,并影响和渗透到现代人生活的各个方面,影响着现代社会中人对人与人、人与社会、人与自然关系的建构。     

To escape blame, don't be a hero—Be a victim

In situations where people (or their lawyers) seek to escape blame for wrongdoing, they often use one of two strategies: frame themselves as a hero (hero strategy) or as a victim (victim strategy). The hero strategy acknowledges wrongdoing, but highlights previous good deeds to offset blame. The victim strategy also acknowledges wrongdoing, but highlights the harms suffered by the perpetrator to deflect blame. Although commonsense suggests that past good deeds can offset blame from transgressions, moral typecasting (Gray & Wegner, 2009) suggests otherwise. Despite past good deeds, heroes remain blameworthy as moral agents. On the other hand, victims are moral patients and thus incapable of blame. Three studies found that victim strategy consistently reduced blame, while the hero strategy was at best ineffectual and at worst harmful. This effect appeared to stem from how the minds of victims and heroes are perceived.     

Ethical Lessons from Heidegger’s Phenomenological Reading of Kant’s Practical Philosophy: Heideggerian Revision of Kant’s Justification of Morality*

ABSTRACT

In The Essence of Human Freedom, Heidegger suggests that Kant’s idea of pure will and Heidegger’s own idea of resoluteness are rooted in the same experience of demand from our own essence. This experience can unfold, I argue, through twofold self-understanding: first, the primordial self-understanding on the existentiell level that results in the indefiniteness of pure will (or resoluteness), as Heidegger’s phenomenological reading of Kant (or his own existential analysis) presents; and second, the practical self-understanding on the rational level that results in the principle of morality, as Kant’s Groundwork of the Metaphysics of Morals demonstrates. Based on this approach, if we accept Heidegger’s phenomenological interpretation of pure will but do not follow his rejection of the categorical imperative formulas, we can achieve a Heideggerian revision of Kant’s original justification of morality while avoiding Kant’s problematic assumption that the authentic self belongs to the intelligible realm.     

Empathy and humanitarianism predict preferential moral responsiveness to in-groups and out-groups

ABSTRACT

The current research tests whether empathy—sharing others’ emotions—and humanitarianism—recognizing the moral worth of all people—each predict moral responsiveness toward others but in ways that favor in-groups and out-groups, respectively. In Studies 1 and 2, empathy and humanitarianism differentially predicted preferential moral concern for in-groups and out-groups. In Study 3, humanitarianism predicted lower in-group-targeted prosociality and greater out-group prosociality. In Study 4, empathy and humanitarianism predicted perceived moral obligation to in-groups and out-groups respectively. In Study 5, out-group obligation mediated between humanitarianism and allocations to out-group charities, and in-group obligation mediated between empathy and one of two in-group charities. In sum, empathy and humanitarianism are associated with preferential morality via group-based obligation, suggesting that morality could be extended by altering empathy, humanitarianism, or group processes.     

Main and Moderated Effects of Moral Cognition and Status on Bullying and Defending

This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary‐school children and 305 middle‐school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Participants completed self‐reports assessing the two dimensions of moral cognition and peer nominations for status, bullying, and defending. Both acceptance of moral transgression and moral disengagement were associated to bullying among early adolescents only, whereas in childhood moral disengagement was linked to defending among girls. Social status moderated the associations between morality dimensions and bullying and defending. The moderating effects of status were discussed considering status as a magnifying lens for the relations between individual characteristics and social behavior. The results were also discussed with reference to age and gender differences in the associations. Aggr. Behav. 38:456‐468, 2012. © 2012 Wiley Periodicals, Inc.     

How Can We Study Heroism? Integrating Persons,Situations and Communities

Heroism—an individual's commitment to a noble purpose, usually aimed at furthering the welfare of others, and involving the willingness to accept the consequences of achieving that purpose—has received little attention from political psychologists, even though a person is arguably as liable to act heroically as she is to act in a morally reprehensible manner. Specifically, important questions remain in how heroes can be identified beforehand and how such behavior can be successfully studied and promoted. We posit that recent work in genocide studies, positive psychology, personality psychology, ecological psychology, and moral psychology provides new and promising directions for better understanding heroic behavior. These developments can provide the tools for understanding the complex interplay of factors—including traits, situations, and communal beliefs—motivating heroic behavior.     

重复知盲效应产生的机制——来自汉语叠词加工的证据

以汉语中的叠词为实验材料,对重复知盲产生机制的类型标记个体化理论和建构理论进行检验。采用RSVP研究范式,在两个实验中让178名被试口头报告列表中出现的所有汉字（全部报告）或列表中最后两个字（部分报告）。结果发现：（1）在呈现速率为128ms和198ms时,完全重复的汉字在全部报告和部分报告任务中均存在RB效应,但在部分报告任务下出现的RB相比全部报告任务的减少了,符合建构理论的假设。（2）在全部报告条件下,不仅重复刺激的正确报告率会降低,而且与重复刺激相关的非重复刺激的正确报告率也会降低。研究表明建构理论比类型标记个体化理论更能解释RB效应的产生机制。