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201.
Ivan Padrón Maria Jose Rodrigo Manuel De Vega 《European Journal of Developmental Psychology》2016,13(2):241-253
Cognitive and dual-processes models, involving cognitive and socio-emotional components, for adolescents’ risky behaviour have been proposed. This study tested their predictions by manipulating the presence or absence of feedback about gains and losses in health and peer popularity in a decision-making task with peers. Risky (e.g., taking or refusing a drug) and ambiguous decisions (e.g., eating hamburger or hotdog) were examined in 256 adolescents (aged 13–14; 15–16; 17–18) and young adults (aged 19–20). Participants made more risky choices and required less decision time when receiving feedback about the negative consequences on health and positive consequences on peer popularity. Decision times were comparatively larger for risky than for safe options in late adolescence and young adulthood. Results supported the dual-processes model showing that, though late cognitive changes were observed that could eventually lead to the selection of safe options, feedback gains in peer popularity outweighed unhealthy consequences leading to risky decisions. 相似文献
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研究表明同伴侵害是青少年抑郁的重要风险因素,然而其中介机制和调节机制仍有待进一步探究。本研究采用问卷法对834名青少年进行调查,考察了社会退缩在同伴侵害与青少年抑郁关系中的中介作用,以及师生关系在这一关系中的调节作用。结果发现:(1)社会退缩显著中介同伴侵害与青少年抑郁的关系;(2)师生关系显著调节中介路径“同伴侵害→社会退缩→青少年抑郁”,具体而言,相较于高水平师生关系的青少年群体而言,同伴侵害通过社会退缩影响抑郁的中介效应在低水平师生关系的青少年群体中更高。 相似文献
204.
Dagmar Lorenz-Meyer 《Science as culture》2018,27(2):151-174
With proliferating neoliberal modes of science governance, publishing has become more important. Recent studies point to researchers’ feeling of exhaustion and anxiety as responses to academic performance regimes. Yet how affects underpin publishing in scientific cultures and communities, and what this implies for STS scholarship has remained underexplored. Drawing on insights from ethnographic fieldwork and the cultural studies of affect, this article traces the role of emotions, including hope, contempt, and excitement for understanding the new academic productivist regime at a Czech research institution. While junior researchers’ orientations are fostered through rendering publications objects of hope, a moral-political economy intersects with geopolitical history and values of research organization to shape the publication practices of many senior scientists. An affective labor of combat and equanimity is necessary for managing these orientations that are corporeally energized by a dynamic of thrill. This four-pronged approach makes palpable how emotions render scientists’ bodies hopeful, combative and excited while intersecting with ideals of meritocratic research organization and assessment. Frustration and failure are never entirely absent but serve as an immanent driving force for a publishing culture that thrives on adrenaline, combativeness, and hope. This makes it difficult to leverage failures towards criticism of the academic productivist regime—both for the scientists differently affected within the institution and STS researchers. Different engagements with this regime require a more capacious accounting for the pleasure and thrill generated by the uncertainty of publication outcome as well as by unacknowledged practices of care. 相似文献
205.
为探讨学校归属感对青少年手机依赖的影响及其作用机制,基于阶段环境匹配理论,本研究采用问卷法对山东省青岛市65所中学3355名高二年级学生进行调查。结果表明:(1)在控制了性别和上网时间后,学校归属感对青少年手机依赖具有显著的负向预测作用;(2)学习焦虑在学校归属感与青少年手机依赖之间起部分中介作用;(3)学校归属感对青少年手机依赖的直接作用、学习焦虑的中介作用均受到同伴关系的调节,且相对于同伴关系水平低的个体,学校归属感对手机依赖、学校归属感对学习焦虑以及学习焦虑对手机依赖的作用都在同伴关系水平高的个体中更强。本研究有利于揭示学校归属感是如何影响青少年手机依赖的,以及在何种条件下对青少年手机依赖的影响更强/更弱,对移动互联网时代预防青少年手机依赖有一定启示意义。 相似文献
206.
《The Journal of social psychology》2012,152(5):567-586
Abstract Many professional educators are implementing school-based prevention focused on conflict resolution (CR) and peer mediation (PM). The authors conducted research on CR-PM in 3 middle schools. Specifically, they surveyed teachers and students, tracked disciplinary incidents across school years, collected mediation data, and compared mediators with a matched sample to determine attitudinal change as a result of PM training and experience. The authors also surveyed peer mediators and disputants about program satisfaction, as well as peer mediators and their parents about the generalization of PM skills. The authors conclude with implications for developing future CR programs, including a focus on mediation-process evaluation as well as schoolwide outcome measures and the use of peer mediation training as an intervention for students at risk. 相似文献
207.
Dominic J. Parrott Andra Teten Tharp Kevin M. Swartout Cameron A. Miller Gordon C. Nagayama Hall William H. George 《Aggressive behavior》2012,38(4):309-321
This study sought to develop and validate an integrated laboratory paradigm of sexual aggression and bystander intervention. Participants were a diverse community sample (54% African American) of heterosexual males (N = 156) between 21 and 35 years of age who were recruited to complete the study with a male friend and an ostensibly single, heterosexual female who reported a strong dislike of sexual content in the media. Participants viewed a sexually explicit or nonsexually explicit film clip as part of contrived media rating task and made individual choices of which film clip to show the female confederate. Immediately thereafter, participants were required to reach consensus on a group decision of which film clip to show the female confederate. Subjecting a target to an unwanted experience with a sexual connotation was operationalized as selection of the sexually explicit video, whereas successful bystander intervention was operationalized as the event of one partner individually selecting the sexually explicit video but then selecting the nonsexually explicit video for the group choice. Results demonstrated that a 1‐year history of sexual aggression and endorsement of pertinent misogynistic attitudes significantly predicted selection of the sexually‐explicit video. In addition, bystander efficacy significantly predicted men's successful prevention of their male peer's intent to show the female confederate a sexually explicit video. Discussion focused on how these data inform future research and bystander intervention programming for sexual aggression. Aggr. Behav. 38:309–321, 2012. © 2012 Wiley Periodicals, Inc. 相似文献
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209.
摘要:用同伴提名和班级戏剧对小学4年级至初中二年级787名儿童进行一年的追踪研究,采用交叉滞后设计,考察了社交淡漠与同伴接纳的相互预测关系。结果发现:(1)同伴接纳与社交淡漠呈显著负相关;(2)社交淡漠在一年时间内呈现出高度的稳定性。测试时间与性别、年级的交互作用显著,在一年时间里,小学男生社交淡漠水平有所减少、女生社交淡漠水平有所增加,而初中男生社交淡漠水平有所增加、女生社交淡漠水平有所减少;(3)二元交叉滞后回归分析结果表明,社交淡漠与同伴接纳的关系模式存在显著的性别差异。对于男生,前测的社交淡漠可以显著预测后测的同伴接纳,而前测的同伴接纳不能显著预测后测的社交淡漠。女生则呈现完全相反的模式。 相似文献
210.
以班级为单位选取1-6年级23个班级的小学生,通过最好朋友提名法,得到有互选朋友有效被试700人,采用同伴提名法、小学生友谊质量问卷、小学生人格发展教师评定问卷,运用多层线性模型(HLM)考察个体和班级两个水平上的同伴接纳、友谊质量对人格的影响,并在两个水平上检验友谊质量在同伴接纳对人格的影响上的多层中介效应。结果表明:(1)班级水平:班级平均友谊质量对外倾性、亲社会性、认真自控、情绪稳定性有预测作用;班级平均同伴接纳对情绪稳定性有预测作用。(2)个体水平:同伴接纳对人格5个维度均有直接影响;除情绪稳定性,友谊质量分别在同伴接纳对智能特征、外倾性、亲社会性、认真自控影响上有部分中介效应。 相似文献