Elucidating satisfaction with physical activity: An examination of the day-to-day associations between experiences with physical activity and satisfaction during physical activity initiation

Satisfaction with physical activity is known to be an important factor in physical activity maintenance, but the factors that influence satisfaction are not well understood. The purpose of this study was to elucidate how ongoing experiences with recently initiated physical activity are associated with satisfaction. Participants (n?=?116) included insufficiently active volunteers who initiated a self-directed physical activity regimen and completed daily diaries about their experiences for 28?days. We used multilevel models to examine the associations between experiences with physical activity and satisfaction. Significant between-person effects demonstrated that people reporting higher average levels of positive experiences and lower levels of thinking about the negative aspects of exercise were more likely to report higher levels of satisfaction (ps?<?.05). Positive experiences and perceived progress toward goals had significant within-person effects (ps?<?.01), suggesting that day-to-day fluctuations in these experiences were associated with changes in satisfaction. These findings elucidate a process through which people may determine their satisfaction with physical activity.     

双文化个体的文化框架转换:影响因素与结果

文化与跨文化心理学的研究兴趣已经从关注文化差异转移到文化与心理如何相互影响。基于动态建构主义取向的文化框架转换(cultural frame switch,CFS)模型认为:个体完全可以同时拥有两种及其以上的文化构念网络,它们具有动态性,受情境线索所驱动,个体可以在不同文化之间根据情境需要进行文化框架的转换。CFS受到个体的种族内隐观和双文化认同整合的影响;CFS所积累的多元文化经验可以提高创造性和认知复杂性,也可能产生文化刻板化,导致对外来文化的排斥。未来研究可以探讨CFS的适用范围,进一步细化研究,考察主流群体成员的CFS,重视整合视角的研究,运用多元研究方法。借鉴该领域的研究思路对于考察我国的少数民族等多元文化个体的文化认同和文化适应具有重要启示。     

青少年情绪弹性问卷的研究报告

根据情绪弹性的理论构建,编制出二维结构的青少年情绪弹性问卷。问卷经探索性因素分析,抽取出积极情绪能力和情绪恢复能力两个维度,表明情绪弹性的理论构建是合理的;通过问卷的信、效度检验,表明该问卷可以作为测评青少年情绪弹性的有效工具。运用本问卷对青少年的调查表明,青少年的情绪弹性存在着显著的性别和年级差异,男生明显高于女生,高中生明显高于初中生。     

儿童的同伴交往与孤独感:一项2年纵向研究

用提名法和问卷法对小学的3、4年级274名儿童进行两年追踪调查,采用交叉滞后设计,考察了同伴交往4个特征水平上的变量与孤独感的相互预测关系。结果发现：（1）自我报告的同伴交往变量——友谊质量和社交自我知觉与孤独感之间的交叉滞后效应显著;而同伴评定的同伴交往变量——积极提名、消极提名、受同伴欺负、消极退缩与孤独感之间的交叉滞后效应不显著;另外,前测的互选朋友数能显著负向预测后测的孤独感,前测的孤独感不能显著预测后测的互选朋友数。（2）在排除了早期其它变量的效应之后,积极提名分、消极提名分、受同伴欺负得分、消极退缩得分、互选朋友数在两年之间仍然呈现出高度的稳定性;友谊质量和社交自我知觉以及孤独感则表现出中等程度的稳定性     

Critical thinking ability and belief in the paranormal

A study was conducted to assess the relationship between critical thinking and belief in the paranormal. 180 students from three departments (psychology, arts, computer science) completed one measure of reasoning, the Paranormal Belief Scale (Tobacyk & Milford, 1983), and a scale of paranormal experiences. Half of the subjects filled out the Cornell Critical Thinking Test (Ennis & Millmann, 1985) and the Watson–Glaser Critical Thinking Appraisal (Watson & Glaser, 2002), respectively. The results show no significant correlations between critical thinking and paranormal belief or experiences. Reasoning ability, however, had a significant effect on paranormal belief scores, but not on paranormal experiences. Subjects with lower reasoning ability scored higher on Traditional Paranormal Belief and New Age Philosophy than did subjects with higher reasoning abilities. Results suggest that those who have better reasoning abilities scrutinise to a greater extent whether their experiences are sufficient justification for belief in the reality of these phenomena.     

An initial study of transgender people's experiences of seeking and receiving counselling or psychotherapy in the UK

Background: There are no published empirical research studies exploring transgender people's experiences of seeking and receiving counselling or psychotherapy outside of gender identity clinics within the UK. As a result, counsellors know little about why transgender people seek counselling, who they seek counselling from, and what their experiences are of receiving counselling. Aim: To address this gap in the literature, this study investigated transgender people's experiences of seeking and receiving counselling or psychotherapy outside of gender identity clinics within the UK. Funding for this study was provided by a BACP Seedcorn grant. Method: A mixed method small‐scale qualitative research design was employed, comprising an online survey and five semi‐structured interviews. Findings: Participants tended to seek counselling on two or more occasions and received between 2 and 12 sessions. Participants sought counselling for common psychological concerns as well as gender identity and coming out issues. A fear of being discriminated against and exploring gender for the first time were significant barriers in seeking help. Participants reported mixed experiences of counselling but valued a therapeutic relationship in which they felt affirmed, listened to and understood. Discussion: The findings from this study mirror aspects of previous research conducted in the USA concerning transgender clients' experiences of counselling. However, these findings point to the importance of recognising the potential vulnerability transgender clients experience when seeking counselling and the need for therapists to develop greater awareness, knowledge and competence regarding working with transgender clients.     

‘It’s about having exposure to this’: investigating the training needs of therapists in relation to the issue of anomalous experiences

Two focus groups, consisting of six participants each, were conducted to explore the training needs of therapists when working with clients reporting anomalous experiences (AEs). AEs are those that ‘depart from our own familiar personal experiences or from the more usual, ordinary, and expected experiences of a given culture and time’ [Braud, W. (2012). Health and well-being benefits of exceptional human experiences. In C. Murray (Ed.), Mental health and anomalous experience (pp. 107–124). Hauppauge, NY: Nova Science Publishers.]. A thematic analysis revealed four themes: ‘Quite often we get taken by surprise because it’s a subject we don’t talk about’, ‘It’s just having this in our vocabulary’, ‘Demystifying and valuing AEs as normal human experiences’ and ‘To ask or not to ask?’. Most of the participants felt that they were unequipped to work with clients reporting AEs and suggestions were made for overcoming this.     

Lived experiences of school-going early mothers in Swaziland

This study explored the lived family and community experiences of Swazi school-going early mothers (N = 15; age range 13–22 years). Participants responded to family and community relationship experiences focus group discussions. The data were content thematically analysed. The findings suggest that early mothers experience strained relationships with their fathers, and receive emotional and material support from their mothers. The young mothers perceived themselves to be discriminated against by teachers in educational support. Early motherhood appeared to cause feelings of happiness, regret and anxiety in many, and a personal sense of satisfaction and accomplishment in some.     

Effects of context on recollection and familiarity experiences are task dependent

The influence of test context on reports of recollection and familiarity depends on how these subjective recognition experiences are conceptualized and measured. Bodner and Lindsay (2003) found that critical items elicited more remember judgments but fewer know judgments in a less (vs. more) memorable context. In contrast, Tousignant and Bodner (2012) found that independent ratings of recollection and familiarity were both higher in a less memorable context. We replicated the dissociative pattern with judgments using recollect/familiar labels (Experiment 1), and in a novel R/F/B task that added a “both” option to eliminate the mutual exclusivity between the recollect and familiar options (Experiment 2). Adding a “guess” option eliminated these context effects (Experiment 3), however whether allowing guesses “cleans up” or “desensitizes” recollection and familiarity judgments remains unclear. Determining which task variants provide appropriate measures of subjective recognition experiences will require an examination of additional dissociations and triangulation with other measures.