Assessing Psychological Inflexibility Pertaining to Self in Patients With Posttraumatic Stress Disorder Using an Indirect Measure of (Nonassociative) Propositions

Relational frame theory (RFT) is a modern behavioral account of human language and cognition, which focuses on relations or propositions, rather than associations, as core explanatory constructs. In an attempt to measure such propositions, RFT researchers have developed the implicit relational assessment procedure (IRAP). It has been argued that the size of an IRAP effect may provide a metric for psychological inflexibility. The current study aimed to determine whether psychological inflexibility, as measured by the self-focused Natural Language-IRAP (NL-IRAP), would be higher in a clinical sample of individuals with a diagnosis of PTSD (N = 29) when compared to a nonclinical sample. Subsequently, the study investigated whether the self-focused NL-IRAP could be used to predict the presence of a clinical diagnosis, using a ROC analysis. As predicted, higher levels of psychological inflexibility were observed for the clinical group. The self-focused NL-IRAP also correctly classified the presence of PTSD (AUC = 76%) with a sensitivity level of 79.3% and a specificity level of 59.2%. Overall, the use of the IRAP as a nonassociative clinical measure appears promising.     

主动性人格与大学生创业准备行为的关系:创业意向的中介效应与创业社会支持的调节作用

基于生态系统理论和有意创业行为的整合模型,本研究探讨了主动性人格与创业准备行为的关系,以及创业意向的中介效应和创业社会支持的调节作用。对1659名大学生进行问卷调查,结果表明:(1)主动性人格正向预测创业准备行为;(2)创业意向在主动性人格和创业准备行为的关系中起部分中介作用;(3)创业社会支持调节主动性人格通过创业意向预测创业准备行为的前半段,预示着高创业社会支持可能会增强主动性人格对创业意向的积极影响,进而促进创业准备行为。研究结果反映了个体特质与环境因素的交互作用,对如何科学有效地促进大学生的创业准备行为具有启示意义。     

从父母教育卷入到学业成就:自主支持与自主学习力的链式中介

家长教育卷入是为了提升学生的学业成就,但能否支持学生的自主学习从而提升其自主学习力,可能是提升学业成就的关键环节。研究将与自主学习相关的多种个人内部因素整合为自主学习力,对12万余名中小学生及其家长进行了大规模调查,建构了一个链式中介模型,分析显示父母教育卷入对学生学业成就的影响体现为两条路径:(1)父母主导路径:父母投入通过其自我报告的自主支持对学生学业成就产生显著影响;(2)学生发展路径:学生通过其所感知的父母自主支持提升其自主学习力,进而自主地促进其学业发展。研究提示,如何提高家长对学生“自主学习”的认识和支持能力,是家校协同促进学业发展的一个重要话题,也是保障“双减”不降学业成绩的一项关键举措。     

父母行为控制、心理控制与高中生消极社会适应的关系：人际自立和校园排斥的序列中介作用

基于自我决定理论和人与环境互动理论,研究考察了父母行为控制、心理控制与高中生消极社会适应的关系,以及人际自立与校园排斥的中介效应。采用父母控制问卷、青少年人际自立量表、青少年校园排斥问卷、消极社会适应问卷对辽宁省3所中学的1209名高中生进行施测。结果发现:(1)父母行为控制对高中生消极社会适应无明显预测作用,心理控制对消极社会适应具有正向预测作用;(2)人际自立和校园排斥在父母控制与消极社会适应之间发挥中介作用。具体而言,父母行为控制只能通过人际自立的单独作用以及人际自立与校园排斥的序列中介作用预测高中生消极社会适应;父母心理控制既能直接预测消极社会适应,还能分别通过人际自立和校园排斥的单独作用,以及人际自立与校园排斥的序列中介作用预测高中生消极社会适应。研究最终梳理出一条“父母教养→人格发展→人际反馈→适应结果”的理论作用机制。     

客户支持对一线服务员工服务绩效的影响——基于自我验证理论的视角

基于自我验证理论, 文章探讨了客户支持能否通过组织自尊的中介作用促进员工服务绩效(角色内服务绩效和主动服务客户行为), 以及员工促进定向和内控的调节作用。针对3时间点的调查得到652名员工和139名主管的配对数据进行分析, 结果显示：(1)客户支持会显著正向影响员工组织自尊, 进而显著影响他们的角色内服务绩效和主动服务客户行为; (2)员工促进定向正向调节客户支持对员工组织自尊的影响; (3)员工内控负向调节客户支持对员工组织自尊的影响。研究结果拓展了员工服务绩效的机制研究, 为组织提升员工服务绩效提供了新的思路。     

心理虐待与忽视对志愿投入的影响:链式中介效应分析

本研究根据道德认同模型与亲社会行为理论,以808名大学生志愿者为被试,通过问卷调查探索心理虐待与忽视对志愿投入的影响机制。结果发现:心理虐待与忽视对志愿投入的影响主要由公正世界信念与道德认同的中介作用来实现。本研究揭示了心理虐待与忽视与志愿投入的关系及内在机制,丰富了公正世界信念和道德认同的相关研究。     

Autonomie en transition de carrière. Développement d’un modèle et validation d’une échelle originale

IntroductionBased on the observation that autonomy is a fundamental concept in a world of work characterized by many transitions, this paper presents the construction and validation of a model and a scale of autonomy in career transitions.ObjectiveThe scale was developed to measure autonomy during adult career transitions.MethodA series of items was first produced following interviews with experts and employees. Three successive surveys involving 336, 314 and 450 participants made it possible, through item analysis and factor analysis, to reduce the number of items and to build a model composed of 14 items and 4 oblique factors.ResultsAfter confirmatory factor analysis, the data fit the model well and a study of external validity shows strong convergences with other measures of autonomy.ConclusionThe model and the measure of autonomy in career transition can be of great help in supporting employees. It makes it possible to identify the people who are most in difficulty and offers benchmarks to support and train organizations to modulate career paths and strengthen the acquisition of certain resources.     

Empirically distinguishing interpersonal styles within romantic relationships: What is helpful or harmful when having a goal for your romantic partner?

IntroductionRelationship research rooted in self-determination theory often focuses on autonomy support. However, rarely is this interpersonal style considered alongside other facets of relational behaviours such as directive support and control.ObjectiveThe present study aimed to distinguish the three styles by providing a tool that can simultaneously assess them.MethodA total sample of 710 French Canadians involved in a romantic relationship was used for factor extraction and test of dimensionality as well as reliability. Predictive validity was tested using multiple linear regressions with six outcomes: well-being, relationship quality, closeness, goal progress, cooperation and conflicts.ResultsResults suggested three distinct interpersonal styles, each of which showing a different pattern of prediction with the outcomes. Overall, autonomy support was associated with positive outcomes, whereas control was associated with negative outcomes. As for directive support, the global pattern was between the two others.ConclusionThe present research offers a scale which simultaneously assesses and distinguishes the autonomy-supportive, directive-supportive and controlling styles in a romantic relationship context using three items each. By examining the associations between these three interpersonal styles and various outcomes four months later, this study sheds light on helpful and harmful behaviours in relation to the goals people have for their romantic partner.     

A need-supportive teaching approach among students with intellectual disability in physical education

ObjectivesThe present study tested a need-supportive teaching approach to enhance the experience of need satisfaction, autonomous motivation, and well-being, and to decrease need frustration, controlled motivation, amotivation, and ill-being among students with intellectual disability in physical education activities. We further tested the effects of experimental condition in predicting students’ need satisfaction and need frustration, motivational regulations, and well-being and ill-being over the semester.DesignExperimental study.MethodsNinety eight students with mild and borderline intellectual disabilities (M_age = 16.53, SD = 3.22; female = 63.3%) attended in this experimental semester-long study. Teachers (N = 6) of students randomly assigned into either an experimental (need-supportive teaching style) or a control (usual teaching style) condition. Students filled out the targeted questionnaires at the beginning (T1), middle (T2), and the end of the semester (T3).FindingsThe results showed that students of the teachers in the experimental condition reported higher need satisfaction and positive affect, and lesser need frustration, amotivation, and negative affect than students of the teachers in the control condition. The results also showed that experimental condition predicted positively T3 need satisfaction, whereas and negatively predicted T3 need frustration, amotivation, and negative affect.ConclusionFindings highlight the importance of teachers’ need-supportive teaching behaviors to enhance positive outcomes, and decreasing their negative outcomes in students with intellectual disabilities in PE.     

Parent’s physical literacy enhances children’s values towards physical activity: A serial mediation model

PurposePhysical literacy is a multidimensional concept that concerns the affective, physical, cognitive, and behavioural aspects of physical activity (PA). It plays a vital role in enhancing PA engagement. However, current research on physical literacy’s function in the family setting is scarce. Its potential effect in elevating values towards PA among parents and children is also understudied. In this study, we examined the predicting role of parents’ physical literacy on children’s values towards PA. We also explored the potential mediating roles of parents’ values towards PA and children’s perceived parental autonomy support for PA through a serial mediation model.MethodsA cross-sectional study was conducted between September 2020 and January 2021, a total of 946 primary school-age children (6–13 years) and their parents from 30 Hong Kong primary schools were recruited by cluster sampling method. Structural equation modelling analysis was conducted using Mplus 7.3.ResultsParents’ values towards PA and children’s perceived parental autonomy support for PA serially mediated between parents’ physical literacy and children’s values towards PA. Specifically, the indirect effects from parents’ physical literacy to children’s values towards PA via parents’ values towards PA (β = 0.12, 95% CI [0.06, 0.17]), and via parents’ values towards PA to children’s perceived parental autonomy support for PA (β = 0.05, 95% CI [0.02, 0.08]) were significant.ConclusionsParents’ physical literacy is a predictor of children’s values towards PA. Parental autonomy support may facilitate the intergenerational transmission of values towards PA between parents and children. Concurrent interventions that target enhancing parents’ physical literacy and parental autonomy support for PA in the family context may be more effective in raising children’s PA values.