心理契约破坏感对员工工作态度和行为的影响

通过对398名企业员工的问卷调查,探讨了组织支持感(POS)和领导—部属交换(LMX)在心理契约破坏感对员工工作态度和行为影响中的中介作用。结果表明：（1）POS在心理契约破坏感与员工工作态度（组织认同和留职意愿）的关系中起中介作用,但POS只能部分中介心理契约破坏感与留职意愿的关系。（2）LMX在心理契约破坏感与员工组织公民行为（利他行为、个人主动性、人际和谐和保护公司资源）间起完全中介作用。（3）LMX对员工的工作态度（留职意愿和组织认同）不具有直接的影响作用,它主要是通过POS的中介对其产生间接的影响     

The fit of Holland’s RIASEC model to US occupations

Holland’s [Holland, J. L. (1959). A theory of occupational choice. Journal of Counseling Psychology, 6, 35-45; Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources, Inc.] RIASEC types were initially developed using a restricted range of occupational titles. Holland’s type classification system has been extended to encompass the full range of occupations in the US, using both statistical and expert rating methods. However, the extent that Holland’s classification model is sufficient to represent the full range of occupational interests has not been examined. Multidimensional scaling (MDS) was used to analyze college students’ (266 men, 572 women) interests in occupations representing approximately 85% of the US labor market. A two-dimensional MDS solution of the full set of occupations did not fit Holland’s model, but limiting the analysis to occupations used in Holland-based measures produced the expected RIASEC structure. In comparison, a three-dimensional solution included Prediger’s [Prediger, D. J. (1982). Dimensions underlying Holland’s hexagon: Missing link between interests and occupations? Journal of Vocational Behavior, 21, 259-287] dimensions (Things/People and Data/Ideas) consistent with Holland’s model, but also included prestige and sex-type dimensions that were not orthogonal to Prediger’s dimensions. These results demonstrate that the RIASEC types are not sufficient to represent the full range of occupational interests and are confounded with prestige and sex-type.     

The role of shyness and self-focused attention for attribution of reactions in social situations to internal and external causes

The hypothesis that shyness would be associated with attribution of emotional reactions to stable internal causes rather than to less stable internal and external causes was tested in Study 1 (N = 60). In Study 2 (N= 112) the hypothesis that the explanatory power of shyness would decrease once the effect of self-focused attention on attribution to stable internal causes had been controlled for was tested. The results confirmed both hypotheses. Shyness correlated positively with attribution to stable internal causes, but non-significant with attribution to less stable internal and external causes. Shyness explained a lesser portion of the variance in attribution to both of the internal causes when controlling for self-focus. Even though the findings indicate that self-focus is central to the social cognitive processes of shy individuals, they also suggest that self-focus cannot fully explain attribution to internal causes in general and shy individuals' attributional pattern in particular.     

不同学习压力觉知水平高中生家庭生态之比较

考察了170名高一学生的学习压力觉知水平,结果显示,经常感到学习压力、偶尔感到学习压力和未感到学习压力学生的比例分别为22．9％、53．6％和23．5％,不同学习压力觉知水平的人数差异极其显著。MANOVA分析发现,不同学习压力觉知水平的高中生在父母教养方式、家庭环境和学生人格等家庭生态群上总体差异显著;通过多重比较,揭示了不同学习压力觉知水平学生的家庭生态具瘁维度差异及其特点。文章从生态系统观点对中学生学习压力觉知差异进行了探讨,提出从生态重构角度对中学生进行学习减压。     

Psychological characteristics of women with eating disorders: Permanent or transient features?

The purpose of the study was to make a psychological profile of Danish women with Eating Disorders, who were not currently hospitalized. 75 women between the ages of 19 and 46 years participated. 22 participants suffered from a clinical eating disorder (ED). 20 women had previously suffered from a clinical ED, and 33 women had never suffered from ED. The study included sociodemographic data, problems in relation to eating and weight, exposure to stressful life events, and the following questionnaires: The Eating Disorder Inventory, the Rosenberg Self-Esteem Scale, the Coping Styles Questionnaire, the Perceived Stress Scale, the Defense Style Questionnaire, and the Trauma Symptom Checklist. Psychologically, women with ED differed significantly from women without ED by using a more primitive defense style, perceiving themselves as being more exposed to stress, using more inefficient methods of coping and having lower self-esteem. Unexpectedly, the study also showed that recovery from an ED was resulting in normalisation of both behavioral and psychological characteristics. The implications of these findings are discussed.     

等待是一种折磨？等待时间知觉及其导致的非理性决策行为

等待时间知觉是指人们在等待过程中对等待时长的主观感受和心理体验, 它对人们的决策行为产生影响。影响等待时间知觉的客观因素包括等待过程的填充物、等待时间的确定性、接受服务的阶段和等待的物理环境等; 主观因素有负性情绪、自我控制和人格因素等。等待时间知觉导致的非理性决策行为包括时间沉没成本效应、“延迟-提前”框架效应、峰-终效应、偏好反转等。未来研究可从三个方面开展：(1) 时间启动和金钱启动下等待时间知觉的差异; (2) 基于时间心理账户视角研究等待时间知觉规律; (3) 借鉴时间知觉理论探讨等待(时间)影响决策行为的心理机制。     

压力性生活事件对工读生毒品使用影响：有中介的调节效应

考察家庭功能对压力性生活事件与工读生毒品使用之间关系的调节效应以及领悟社会支持对此调节效应是否具有中介效应。采用压力性生活事件量表、家庭功能评定问卷、领悟社会支持问卷、毒品使用问卷对514名工读生进行研究。结果表明：（1）家庭功能对压力性生活事件与工读生毒品使用之间关系具有调节效应;（2）这种调节效应以领悟社会支持为中介变量。压力性生活事件对工读生毒品使用的影响是有中介的调节效应。     

领悟社会支持、应对效能和压力性生活事件对青少年学业成就的影响机制

为揭示领悟社会支持与青少年学业成就的关系,以及应对效能的中介效应和压力性生活事件的调节效应,采用领悟社会支持问卷、应对效能问卷、压力性生活事件量表和学业成就问卷对1687名青少年进行研究。结果显示：（1）领悟社会支持能够促进青少年的学业成就;（2）应对效能对领悟社会支持与学业成就的关系具有中介效应;（3）压力性生活事件能够调节应对效能的中介作用。因此,领悟社会支持对学业成就的影响是有调节的中介效应。     

真实型领导对教师知识分享行为的影响:组织支持感的中介和调节作用*

为了探讨真实型领导、组织支持感和教师知识分享行为的关系,对330个有效教师样本进行研究。结果发现:(1)真实型领导对教师的知识分享行为具有显著的预测作用(β=0.494,p<0.001)。(2)组织支持感在两者之间具有部分中介作用,间接效应占总效应的44.8%。(3)组织支持感在真实型领导的下属导向、领导特质、诚实不欺和正直无私与知识分享行为的关系中起调节作用,但在循规蹈矩与知识分享行为的关系中的调节作用不显著。     

流动儿童的歧视知觉与学校适应:一项追踪研究

采用追踪研究考察了流动儿童的歧视知觉与学校适应之间的双向关系及其是否存在性别差异。分别在初一和初二上学期,邀请流动儿童（男孩157人,女孩124人;M_年龄=13.09岁,SD=1.13）填写歧视知觉问卷,邀请父母及老师评价流动儿童在学校的适应情况。结果表明,男孩知觉到的歧视和学校适应问题显著高于女孩。流动儿童第一年知觉到的歧视正向预测其第二年的学校适应问题,但儿童第一年的学校适应问题不能预测其第二年的歧视知觉,二者之间的关系不存在性别差异。本研究表明,歧视体验和知觉对流动儿童的学校适应具有单向的、消极的影响。