共情倾向与受害者可识别性对大学生捐款意愿的影响:共情反应的中介作用

以83名大学生为研究对象,探讨共情倾向和受害者可识别性对大学生捐款意愿的交互效应及内在机制。结果表明:(1)对低共情倾向的大学生,受害者可识别性对其捐款行为不存在显著影响,对高共情倾向的大学生,受害者可识别条件下的捐款意愿显著高于不可识别条件;(2)受害者可识别性通过增加高共情倾向大学生的同情反应,进而增强其捐款意愿。     

Career-specific parental behaviors,career exploration and career adaptability: A three-wave investigation among Chinese undergraduates

The current research examined the effects of career-specific parental behaviors (reported by parents at time 1) on Chinese university students' career exploration (reported by students at time 2) and career adaptability (reported by students at time 3). A survey study was conducted among Chinese university graduates (N = 244) and their parents (N = 244). The results supported a mediation model such that a high level of parental support and a low level of parental interference had beneficial effects on Chinese undergraduates' career exploration, which in turn positively predicted their career adaptability. Lack of parental career engagement had a direct negative effect on career adaptability. Significant interaction effects were also found among these three types of parental behaviors such that at a lower level of lack of parental career engagement, the positive effects of parental support, as well as the negative effects of interference on career exploration were stronger. The corresponding moderated mediation models were also supported. These findings carry implications for research on career construction theory and career counseling practices.     

抱怨行为的形成机制：基于质性访谈

为了解个体的抱怨行为特点,研究采用质性访谈法,分别对13位抱怨者和配对的26位倾听者进行半结构式访谈,并运用扎根理论分析程序对访谈资料进行三级编码。结果发现,抱怨行为在本质、内容、动机、对象选择、表现形式、效果以及影响因素七大方面具有一般特征;抱怨的本质是在情绪性动机或工具性动机驱使下产生的间接性行为,这些间接性行为可能会产生负能量,传递给第三者。研究从实证角度为抱怨的双重路径模型提供了证据支撑,同时也深化了对日常情景中的抱怨的认识。     

刻板印象从内容模型到系统模型的发展与应用

21世纪以来,在刻板印象研究中最受瞩目的当属刻板印象内容模型（Stereotype Content Model, SCM）的提出。它通过热情和能力二个维度区分对不同群体的刻板印象。新近的系统模型则将SCM与群际情绪、行为反应相结合,并凸现了道德维度,开创性地提出了群际情绪-刻板印象-行为趋向系统模型（Behaviors from Intergroup Affect and Stereotypes Map, BIAS Map）。这一系统模型是对刻板印象内容模型的有意义延伸,同时二者的有机结合进一步促进了刻板印象内群体与群体间研究的整合性,较之又增添了认知-情绪-行为与刻板印象预测之间的联结。     

分配不公正下的退缩行为：程序公正和互动公正的影响

以160名中学教师为被试,采用2×2的完全随机设计,以模拟故事（scenarios）的方法呈现刺激,研究了在职称评定中分配不公正的前提下,程序公正/不公正,互动公正/不公正对教师的退缩行为（消极怠工、拒绝帮助、离职、对校长的消极态度）的影响。结果表明,在分配不公正条件下：（1）程序公正、互动公正均影响教师的消极怠工程度;（2）程序公正、互动公正均影响教师的拒绝帮助行为程度,而且交互作用显著;（3）互动公正影响教师对上司的消极态度,程序公正无显著影响;（4）程序公正和互动公正对离职意愿影响均不显著     

Infant sleep-wake behaviors at two weeks,three and six months

Although infant sleep-wake behavior presents several developmental changes during the first six months, literature lacks on reference values and few studies have explored the role of individual change and stability on infant sleep-wake behavior during the first six months. This study aimed (1) to describe infant sleep-wake behaviors during the 24-h period, day and night, at two weeks, three, and six months, (2) and to explore developmental changes and the role of individual change and stability on infant sleep-wake behaviors from two weeks to six months. Ninety-four primiparous mothers completed measures on infant sleep-wake behaviors at two weeks, three and six months. Significant developmental changes were found on infant sleep-wake behaviors from two weeks to six months. Two-week-old infants sleep 13.3 h, spend 8.7 h awake, awake 6.1 times, have 0.4 h of latency to sleep, and 3.2 h of longest sleep period. Three-month-old infants sleep 13.0 h, spend 9.2 h awake, awake 5.5 times, have 0.4 h of latency to sleep, and 5.2 h of longest sleep period. Six-month-old infants sleep 12.2 h, spend 10.0 h awake, awake 5.2 times, have 0.4 h of latency to sleep, and 5.6 h of longest sleep period. Significant individual change and stability were also found on infant sleep-wake behaviors from two weeks to six months. Despite significant developmental and individual changes, individual stability explains a significant amount of the variance on infant sleep-wake behaviors over the first six months of life.     

Maternal postpartum depressive symptoms and infant externalizing and internalizing behaviors

Maternal postpartum depression has been shown to be one of the main predictors of externalizing and internalizing behaviors in toddlers and adolescents. Research suggests that presence of such behaviors can be observed as early as infancy. The current study uses longitudinal data from 247 mothers to examine the relationship between postpartum depressive symptoms at 8 weeks and the infant's externalizing and internalizing behaviors at 12 months. In unadjusted linear regression models, there were associations between postpartum depressive symptoms and infant externalizing behaviors (β = 0.082, SE = 0.032, p = 0.012) and internalizing behaviors (β = 0.111, SE = 0.037, p = 0.003). After controlling for potential confounding factors, including maternal age, race, education, home ownership, smoking status in the postpartum period, marital status, parenting stress, and happiness from becoming a parent, the associations between postpartum depressive symptoms and infant externalizing (β = 0.051, SE = 0.034, p = 0.138) and internalizing behaviors (β = 0.077, SE = 0.040, p = 0.057) were reduced and became non-significant. Furthermore, in these models the total amount of variance explained was 17.2% (p < 0.0001) for externalizing behaviors and 10.5% (p < 0.01) for internalizing behaviors; the only significant predictor of externalizing behaviors was maternal age (β = −0.074, SE = 0.030, p = 0.014), and of internalizing behaviors was white non-Hispanic ethnicity (β = −1.33, SE = 0.378, p = 0.0005). A combined effect of the confounding factors seems to explain the finding of no significant independent association between postpartum depressive symptoms and infant externalizing and internalizing behaviors.     

Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during fieldwork. Themes emerged related to multicultural counseling skills, self‐awareness, understanding educational inequities, and serving as agents of change. Implications of using a PDS model in counselor training are explored. Se llevó a cabo un trabajo de campo en práctica clínica en una escuela secundaria usando un modelo de Escuelas de Desarrollo Profesional (PDS, por sus siglas en inglés), con un enfoque en las competencias en consejería multicultural y de justicia social (MSJCC, por sus siglas en inglés). Se empleó un análisis fenomenológico interpretativo para analizar las respuestas registradas de 16 estudiantes de consejería para determinar el desarrollo de las MSJCC durante el trabajo de campo. Surgieron temas relacionados con las habilidades en consejería multicultural, la autoconciencia, la comprensión de desigualdades educativas, y la actuación como agentes de cambio. Se exploran las implicaciones de usar un modelo PDS en la formación de consejeros.     

The Relation Between Compulsive Sexual Behaviors and Aggression in a Substance-Dependent Population

Research supports a high comorbidity between compulsive sexual behaviors (CSBs) and substance use disorders (SUDs), which are both classified by increased impulsivity. Literature has also indicated that increased impulsivity and substance use are associated with aggression. However, no known research has examined the relationship between CSBs and aggression among a substance-dependent population. The purpose of this study was to examine this relationship. Participants included 349 male patients in treatment for SUDs. Results indicated that after controlling for alcohol and drug use and problems and age, CSBs were significantly associated with total aggression, aggressive attitudes, physical aggression, and verbal aggression. This is the first known study to examine this relationship; thus continued research is needed to extend and replicate these findings.