Executive Functioning and Delay Discounting of Four Different Outcomes in University Students

The study investigated a potential relationship between level of executive functioning and rates of delay discounting (i.e., the subjective decrease in the value of an outcome if its delivery is delayed). University students completed an executive-functioning questionnaire and then a delay-discounting task involving four different outcomes (money, cigarettes, dating partner, body image). Results showed that the overall measure of executive functioning was a significant predictor of rates of discounting of three of the four outcomes, and approached significance for the fourth outcome. Further, different subscales of executive functioning were significantly correlated with discounting of different outcomes. These results suggest that executive functioning plays a role in discounting of delayed outcomes and that procedures designed to affect either executive function or delay discounting might result in concomitant changes in the other measure.     

La formation dans l’enseignement de la psychologie pour les étudiants de cycle supérieur : les compétences essentielles pour les nouveaux enseignants

What pedagogical skills are necessary for first-time college instructors? Ninety-two faculty (M = 41.3 years old, 68% female, 90.2% white, 91% born in the US) and 64 graduate students (M = 28.3 years old, 83% female, 87.5% white, 81% born in the US) listed the top three skills they believed were essential to instructors’ success in the college classroom. Despite differing levels of classroom teaching experience, graduate students and faculty members prioritized “survival” skills: public speaking, organization, and content mastery. Notable differences did emerge: faculty members were more likely to list reflection on teaching and graduate students were more likely to list classroom management and comfort with technology. Faculty also preferred more informal training methods (e.g., self-reflection, mentorship), whereas graduate students preferred more formal training methods (e.g., practice/experience, seminar/workshop). Recommendations for graduate teacher training programs include a focus on lower as well as higher-level skills and an attempt to incorporate formal and informal training methods.     

Polish students’ attitudes towards sexuality

The following article contains an analysis of medicine and pedagogy students’ attitudes towards sexuality. These attitudes were studied with the use of a scale of author’s own construction. The scale was used to determine: (1) the nature of respondents’ attitudes towards individual aspects of sexuality including several criteria: quality of life, health, acceptability, and morality; and (2) respondents’ preferences of normative regulations of sexual behaviours. It was found that the respondents accept love as relatively the most important aspect for the quality of life, and sex education (seen as a moral aspect). Students also give positive scores to physical aspects of sexuality, yet the scores are lower. Natural contraception in all its aspects is evaluated positively, whereas artificial contraception is evaluated ambiguously, similarly to masturbation and homosexuality. The fundamental norm in regulating sexual behaviour is the welfare of other human beings, the least important are the teachings of the Church.     

Meaning-making and resilience: case studies of a multifaceted process

Explanations of meaning-making generally prioritise intrapersonal processes. Although making meaning is an intrapersonal process, it is also strongly influenced by person-context interactions and cultural positioning. Nevertheless, the meaning-making literature has paid scant attention to how such interactivity and positioning shape meaning-making. In this article, we highlight the compound character of resilience-promoting meaning-making. To this end, we recount the instrumental cases of Ntando's and Sipho's resilience. The accounts of these black South African students’ positive adjustment to adversity richly illustrate how their lived experiences of a social ecology stimulated multifaceted meaning-making processes. In particular, Ntando's and Sipho's interpersonal experiences and Africentric worldviews gave rise to and/or moderated positive re-appraisal, revisioned goals, purposeful direction, application of spiritual beliefs, identification of benefits, sense-making and reflective problem-solving. Although both their stories drive an understanding of meaning-making as a helix-like process with inter-, intrapersonal and cultural strands, the differences in their accounts of meaning-making stimulate the need for deeper exploration into the complexity of resilience-promoting meaning-making processes.     

累积生态风险与高职生学习倦怠：消极自我图式和网络成瘾的中介作用

采用累积生态风险问卷、消极自我图式问卷、网络成瘾问卷以及学习倦怠问卷对湖南省4所高职院校的664名高职生进行调查,考察累积生态风险与高职生学习倦怠的关系以及消极自我图式、网络成瘾的中介作用。结果发现:(1)高职生累积生态风险、消极自我图式、网络成瘾和学习倦怠均呈显著正相关;(2)高职生累积生态风险对学习倦怠的直接效应和间接效应均显著。间接效应包括了三条路径:通过消极自我图式的中介作用、通过网络成瘾的中介作用以及通过消极自我图式和网络成瘾的链式中介作用。这一结论有助于理解累积生态风险对学习倦怠的作用机制,为降低高职生的学习倦怠提供参考建议。     

应对校园欺凌:社会情绪能力的干预研究

校园欺凌现象在全球范围普遍存在,为有效解决校园欺凌问题,研究一采用《特拉华校园受欺凌量表》、《简易应对方式量表》以及《社会情绪健康量表》对416名5～6年级小学生进行了调查,结果发现,小学生消极应对方式可以显著预测校园受欺凌,社会情绪能力在消极应对方式与校园受欺凌中起调节作用。此基础上,研究二开展基于社会情绪能力的校园受欺凌团体辅导干预研究。结果表明,社会情绪能力的提升可以显著降低校园受欺凌水平。     

歧视知觉对初中生的合作倾向与行为的影响

本文通过两个研究揭示歧视知觉对初中生合作倾向与行为的影响, 研究1采用问卷法对752名初中生进行为期一年的追踪, 运用潜变量交叉滞后结构方程模型分析歧视知觉与合作倾向之间的纵向预测关系; 研究2采用动态公共物品困境实验考察歧视知觉对合作行为的影响, 以及群体类型的调节作用。结果发现：(1)初中生的歧视知觉与合作倾向存在显著负相关; T1合作倾向可负向预测T2歧视知觉, T2歧视知觉可负向预测T3合作倾向; (2)在公共物品困境前三轮投资比和贡献率上, 歧视知觉和群体类型的交互效应显著; 而在后三轮仅发现歧视知觉在投资比和贡献率上的主效应, 以及群体类型在贡献率上的主效应。以上结果表明, 歧视知觉与合作倾向之间存在纵向螺旋式影响; 歧视知觉对前期合作行为的影响受到群体类型的调节, 但随着互动时间延长, 该调节作用消失。     

想象性群际接触对合作行为的影响：内隐性别偏见的中介作用

为考察想象性群际接触对内隐性别偏见与合作行为的影响,采用单类内隐联想测验（SC-IAT）和三种合作范式进行了两个实验。结果发现：与对照组相比,（1）积极想象性接触能显著降低不同性别个体对异性的内隐性别偏见。（2）积极想象性接触仅能显著增加个体在囚徒困境中的合作行为,内隐性别偏见起部分中介作用。结果表明,积极想象性接触既能减少个体对异性群体的内隐性别偏见,并可进一步促进两人情境中与异性间的合作行为。     

初中生家庭社会经济地位、积极品质对中考成绩的预测作用

以442名初中生为被试,采用历时20个月的纵向研究考察家庭社会经济地位（socioeconomic status, SES）和积极品质对中考成绩的预测作用。结果发现：（1）家庭SES、积极品质整体发展水平可以同时显著正向预测初中生在20个月后的中考成绩;（2）积极品质整体发展水平在家庭SES与中考成绩之间存在中介作用,即家庭SES越高,初中生的积极品质整体水平越高,其中考成绩越好。研究结果提示积极品质可以补偿低家庭SES对学生中考成绩的不良影响。     

The function of wisdom dimensions in ego‐identity development among Chinese university students

This study investigates the relationship between wisdom and ego‐identity among university students in China. Using Marcia's ego‐identity statuses and Ardelt's wisdom dimensions as the theoretical and conceptual framework, the study investigates 356 university students in China. After exploratory and confirmatory factor analyses, four factors from wisdom and five factors from ego‐identity were retrieved. A structural equation model was then conducted to analyse the relationships. The findings were: (1) among wisdom dimensions, cognitive, and reflective wisdom, especially perspective‐taking best predicted achievement, (2) all three dimensions of wisdom predicted moratorium, but reflective wisdom was the most pronounced predictor, (3) all three dimensions of wisdom predicted diffusion, but resentment items from reflective wisdom were the most pronounced predictors, and (4) gender was a significant predictor of ego‐identity achievement and diffusion. These findings suggest that efforts to build reflective wisdom might contribute to healthier ego‐identity formation.