Dogmatism,Religion, and Psychological Type

A sample of 422 female undergraduate students, attending a university-sector college in Wales specialising in teacher education and liberal arts subjects, completed the Myers-Briggs Type Indicator together with the Troldahl-Powell Dogmatism Scale. The data demonstrated that higher dogmatism scores are most clearly associated with sensing rather than intuition. Higher dogmatism scores are also associated with extraversion rather than introversion, and with judging rather than perceiving. No significant difference in dogmatism scores were found between thinking and feeling.     

Bring It On: Proactive Coping with Discrimination

We investigated proactive coping with discrimination among heavy women in both a high impact lab study (101 women) and a daily diary study (62 women). Heavy women assessed greater harm and fewer coping resources for discriminatory, as compared to non-discriminatory, hassles (Study 2). Primary appraisals of harm were important determinants of proactive coping, including primary control (attempts to change the environment) and secondary control (attempts to change the self to fit the environment) directed at discriminatory stressors (Studies 1 and 2). When heavy women used primary control coping efforts, they experienced positive interpersonal outcomes (Study 1) and less negative intrapersonal outcomes (Study 2). We discuss the benefits and limitations of engaging in proactive coping and suggest avenues for future research.

中学生学习主观幸福感及其影响因素的初步研究

以910名从初一到高三的中学生为被试,采用自编的《中学生学习主观幸福感量表》进行研究。结果表明:(1)中学生学习主观幸福感普遍偏低,且存在学校类型、年级的差异,非重点学校学生学习主观幸福感更低;高二、初二学生学习主观幸福感最低。(2)影响中学生学习主观幸福感的直接因素是学习体验和现有学习成绩,其中,前者作用更大。(3)影响中学生学习主观幸福感的间接因素是社会压力和希望学习成绩,它们通过学习体验或现有学习成绩间接作用于学习主观幸福感。     

Exploring the relationship between students’ values and the values of postsecondary institutions

Little is known of how institutional and individual value systems are related among university undergraduates. With three different measures and samples of college students, perceptions of university mission and values (i.e., institutional values, creating pro-social climates, and developing a life-long commitment to values) loaded independently of their personal values systems, and often negatively with social desirability. Perceptions of institutional values were generally independent of personal value systems, using either a rank-order (Sample 1, n = 199) or rating scale method (Sample 2, n = 107), or by focusing on moral behavior structures (Sample 3, n = 208). Together, these results indicate that higher education assessment may reflect institutional values that are independent of student personal value systems.Portions of this paper were presented at the 2004 Institute for College Student Values, Tallahassee, FL     

在公正价值观上青少年学生公众观的一项研究--关于公正价值观者的特征

以211名大学生为被试、用开放式问卷作了预调查,筛选后得到了公正价值观者的7l项特征。正式调查以432名大学、高中、初中三个学龄段学生为被试,对这些特征项作重要性评价。结果表明：对公正价值观者,青少年学生心目中认为最应该具有的特征是守信、诚实、责任心、人格健康、明辨是非5项;因素分析表明,“亲和凝聚”、“严明公平”、“学识历练”、“生活态度”、“处事方式”和“个性特征”是公正价值观者的6个品质因素,其中“亲和凝聚”品质因素最为特出,在“学识历练”品质因素上初、高中学生比大学生更为重视,在“生活态度”品质因素上初中生比高中生、大学生更为重视。     

小学生数学学习策略的运用与发展特点

考察小学生学习策略运用的状况与发展特点是对小学生进行有效策略指导的前提。本研究采用自编的有较高信、效度的《小学生效学学习策略》量表,对658名小学生进行测查,结果表明：小学生的数学元认知策略和认知策略的使用都约高于“一半符合”的3分临界值之上．小学生的元认知策略的发展高于认知策略．小学生的元认知与认知策略有非常显著的高相关;学校是影响小学生学习策略发展的重要因素,不同学校小学生策略的使用有显著差异,年级、性别对小学生的学习策略的使用无明显影响,本研究支持了小学生的学习策略的发展未随年龄的增长而增长的观点。     

Belief,attitude and critical understanding. A systematic review of social justice in Service-Learning experiences

This systematic review examined the role of Service-Learning experiences promoted by higher education institutions to strengthen the achievement of social justice outcomes among youth. We screened and coded studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 555 articles found in the database search, 47 peer-reviewed studies were included in the final sample. Social justice construct, together with research location, participants, target community and outcomes, were coded. Results show effects of Service-Learning experiences on (a) fostering significant improvement of students' social justice beliefs, (b) stimulating significant changes in students' attitudes with respect to the development of altruistic behaviours and their commitment to social justice, and (c) increasing students' critical understanding by sparking questioning processes related to personal assumptions of inequalities. This systematic review provides insights into the strengths and challenges of implementing social justice-oriented Service-Learning experiences.     

Black students' experiences of “acceptable” racism at a UK university

Our research, conducted with 30 Black students at a predominantly White institution, used mixed qualitative methods to investigate Black students' sense-making of experiences that signalled their non-belonging. All participants experienced both overt and covert racism including the n-word, racist humour, and negative stereotyping; and this occurred in public and intimate spaces. Our reflexive thematic analysis centred on interactional dynamics that can explain how racism on campus is rendered acceptable; and how and why this is consequential for how Black students can act. We found that White students' practices of “acceptable” racism entailed the denial of responsibility and the privileging of White experiences to deflect responsibility. Importantly, these devices signal that the use of racist discourses does not always arise from unconscious bias or naivety. The perceived power dynamics whereby White students decide who belongs and what is acceptable contributed to Black students' inability to act on their own terms.     

The deep student: A thematic analysis of counsellor educators' perceptions and experiences

What does it mean when we say a person is “deep” or has a lot of “depth?” We asked counsellor educators to describe the concept of personal depth, how it manifests in counsellors' work, and whether or not it could be trained. Twenty counsellor educators responded, and we analysed their responses using thematic analysis. We unearthed seven major themes of the construct: nondual consciousness, emotions, cognitions, interpersonal attributes, self-awareness, attitude and life experiences. Participants also provided suggestions for training students to cultivate personal depth. Finally, we introduce a depth wheel to conceptualise our results and provide implications for counselling and training.     

Effect of client-centred therapy on the coping strategies of sexually harassed students in tertiary institutions in Taraba State,Nigeria

This study examined the effects of client-centred therapy (CCT) on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria. It also looked for any gender differences in the effect of CCT on the coping strategies of sexually harassed students. We employed a quasi-experimental and pretest–post-test design with control group. The statistical population comprised 250 students who had experienced sexual harassment in tertiary institutions, of which 20 students were selected using convenience sampling. The students who had been sexually harassed were then randomly assigned to the experimental and control groups. The experimental group subsequently underwent six 60-min sessions of CCT, while the control group received placebo treatment on drug abuse. The research tools included a sexual harassment battery (SHB). Inferential statistics of analysis of covariance (ANCOVA) was used to analyse the data. Cronbach's alpha produced a reliability coefficient of 0.79 for the SHB. The following findings were recorded: (i) client-centred therapy effectively increased the coping strategies of students and (ii) there was no significant mean difference between male and female students in the effectiveness of CCT on coping strategies.