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121.
重点高中生情绪智力研究 总被引:9,自引:0,他引:9
本文研究上海市和山西省大同市重点高中生情绪智力。结果发现:⑴情绪智力的地区差异和性别差异均不显著;⑵情绪智力与社会支持、领悟社会支持、心理健康等三者的相关系数都非常显著;⑶这三个相关系数的地区差异和性别差异均不显著;⑷领悟社会支持和心理健康能够解释情绪智力变异的32.1%。 相似文献
122.
Robert H. Stupnisky Robert D. Renaud Raymond P. Perry Joelle C. Ruthig Tara L. Haynes Rodney A. Clifton 《Social Psychology of Education》2007,10(3):303-330
Due to its widespread popularity, self-esteem is continually being promoted to students despite limited empirical support
for its effectiveness in improving their academic achievement. As a result, constructs that are potentially more salient to
academic performance, such as perceived control, have gone relatively unnoticed. Although past research has examined the link
between students’ academic achievement and either their self-esteem or perceived control, few studies have compared both constructs simultaneously to elucidate which one is more important to academic success. This longitudinal study directly
contrasted the effects of self-esteem and perceived control on the academic performance of 802 first-year college students.
After accounting for incoming ability (high school grades), age, and gender, a structural equation model showed perceived
control positively predicted students’ GPA. In contrast, the predictive effect of self-esteem on GPA was non-existent. Findings
indicate that compared to self-esteem, perceived control is a more powerful predictor of first-year college students’ GPA.
Implications for utilizing educational interventions to boost perceived control among college students are discussed. 相似文献
123.
Joelle C. Ruthig Tara L. Haynes Raymond P. Perry Judith G. Chipperfield 《Social Psychology of Education》2007,10(1):115-137
Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an
academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control
over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may
enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor
performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB
college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived
success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions,
health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant
MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These
well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall,
academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of
ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing
the successful transition of first-year college students. 相似文献
124.
125.
Atsuki Higashiyama Yoshikazu Yokoyama & Koichi Shimono 《The Japanese psychological research》2001,43(1):13-24
We investigated the perceived distance of targets in convex and plane mirrors. In Experiment 1, 20 subjects matched the distance of targets in a real scene to the distance of a virtual target in different mirrors. The matched distances were much larger for convex mirrors than for a plane mirror. In Experiment 2, 20 subjects viewed two targets in a mirror and adjusted their own positions so that the distance to the closer target was perceived to equal the distance between the targets. The mean distance to the closer target was smaller for the convex mirrors than for the plane mirror. In Experiment 3, 20 subjects adjusted the position of a target so that the distance to it in a mirror was perceived to equal the distance designated by the experimenter. The best-fitting power functions showed that the scaling factors were larger for the convex mirrors than for the plane mirror, but the exponents were smaller for the convex mirrors than for the plane mirror. It is suggested that distance in the convex mirrors was perceived to be larger than in the plane mirror, and that the growth of perceived distance in the convex mirrors was slower than in the plane mirror. 相似文献
126.
Varadaraja V. Raman 《Zygon》2001,36(3):541-556
Discussions on the congruence, compatibility, and contradictions between science and religion have been going on since the rise of modern science. In our own times, there are many efforts to build bridges of harmony between the two. Most of these are anchored to particular religious traditions or denominations and also (often) to specific disciplines, notably cosmology, physics, and biology. Though these discussions serve commendable purposes for members of specific faiths and/or disciplines, they are also, for precisely this reason, of restricted appeal. There are not too many discussions of the topic that consider science and religion from a global perspective. It will therefore be useful to define science and religion in terms of their unique characteristics, draw the line of demarcation between them, and show where they overlap. This is what this paper attempts to do. 相似文献
127.
128.
In three studies we addressed the impact of perceived risk and negative affect on risky choice. In Study 1, we tested a model that included both perceived risk and negative affect as predictors of risky choice. Study 2 and Study 3 replicated these findings and examined the impact of affective versus cognitive processing modes. In all the three studies, both perceived risk and negative affect were shown to be significant predictors of risky choice. Furthermore, Study 2 and Study 3 showed that an affective processing mode strengthened the relation between negative affect and risky choice and that a cognitive processing mode strengthened the relation between perceived risk and risky choice. Together, these findings show support for the idea of a dual‐process model of risky choice. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
129.
低阶层者的系统合理化水平更高吗?——基于社会认知视角的考察 总被引:1,自引:0,他引:1
系统合理化理论曾提出,低阶层者比高阶层者具有更高的系统合理化水平,即更认可社会体系的合理性、更支持当前社会系统。但这一论断一直存在争议。研究引入社会认知视角,考察低阶层与高阶层者系统合理化水平的差异及其机制。两个分研究得到了共同的结果:(1)低阶层者的系统合理化水平显著低于高阶层者;(2)这一差异是通过贫富归因的中介作用实现的,低阶层者系统合理化水平较低是基于其更少地认为社会贫富差距是由个人内部因素所致;(3)这一中介作用会受到个体控制感水平的调节,当控制感较低时,上述中介作用成立;但当控制感较高时,低阶层会弥合与高阶层贫富归因的差异,中介模型不成立。这些结果支持并发展了系统合理化的认知途径解释和阶层社会认知理论这两个立足于社会认知的理论观点,显示了认知因素在此问题中的重要作用,构建了更整合的阶层—归因—合理化的逻辑,并考虑了其边界因素,对于了解低阶层者的社会心态及其形成机制,包括如何改变此状况,均有一定的现实启示意义。 相似文献
130.
采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示:(1)感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;(2)学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。 相似文献