胜任力和应对策略对教师职业压力的影响

采用中学教师胜任力问卷、教师职业压力应对问卷和职业压力量表对262名中学教师进行测查,并通过结构方程模型考察应对策略在胜任力和职业压力之间的中介作用。结果表明:(1)主科教师和理科教师的职业压力显著高于副科教师的职业压力;(2)应对策略是胜任力抑制职业压力的有效中介变量;(3)积极应对和消极应对的完全中介效应是不同的,前者小于后者。     

CHANGES IN BLOOD PRESSURE AND HEART RATE DURING FIXED‐INTERVAL RESPONDING IN SQUIRREL MONKEYS

Episodic and sustained increases in heart rate and mean arterial blood pressure can occur with recurring patterns of schedule‐controlled behavior. Most previous studies were conducted under fixed‐ratio schedules, which maintained a consistent high rate of responding that alternated with periods of no responding during times when the schedule was not in operation. The present study examined changes in heart rate and blood pressure under fixed‐interval schedules which maintained a range of rates that varied from little or no responding at the beginning of the fixed interval to high rates at the end of the interval. The relations of cardiovascular function to rate of responding were examined. Squirrel monkeys prepared with arterial catheters were trained to respond under fixed‐interval schedules of electric‐shock presentation. The duration of the interval was varied across sessions and cardiovascular parameters were examined. Local rates of responding were typically near zero during timeout periods, low at the beginning of each fixed‐interval cycle, and then increased as the fixed interval progressed. At most schedule durations, arterial blood pressure and heart rate levels were lowest at the beginning of the interval cycles, increased as the rate of responding increased, and then decreased during the timeout periods. At all parameters studied, there was a direct relationship between changes in response rate within fixed‐interval cycles and changes in heart rate and blood pressure. The results suggest that a much closer concordance of these cardiovascular parameters and schedule‐controlled responding is obtained by examining ongoing behavior as it occurs within the contingencies by which it is maintained.     

The Multidimensional Media Influence Scale: Confirmatory factor structure and relationship with body dissatisfaction among African American and Anglo American children

The Multidimensional Media Influence Scale (MMIS; Cusumano & Thompson, 2001). Media influence and body image in 8–11-year-old boys and girls: A preliminary report on the multidimensional media influence scale. International Journal of Eating Disorders, 29, 37–44) is a child-appropriate, 3-factor scale designed to assess perceived media influence on body image. It has been used in studies exploring the relationship between the entire scale as well as its subscales (awareness, internalization, and pressure) and variables related to body image. However, the 3-factor structure of the scale has never been confirmed via confirmatory factor analysis (CFA), nor has the scale been evaluated with a racially diverse sample of children. This paper reports the results of CFAs establishing the multidimensionality of the scale and the unidimensionality of its subscales among a sample of 661 girls and boys aged 7–12 years, primarily African American and Anglo American. The pressure factor of the MMIS predicted the idealization of a thinner current (child) and future (adult) body both cross-sectionally and one year later for girls and for Anglo American children.     

同伴常规压力、直接压力与青少年抽烟、饮酒行为的关系

随机从小六、初二、高一选择有效被试８２８名,检验同伴对抽烟和饮酒的常规压力、直接压力及其与青少年抽烟、饮酒行为的关系。研究使用纸笔测验,团体施测的方法测查了被试抽烟、饮酒的累计次数,同伴对抽烟、饮酒的常规压力和直接压力,其ＣｒｏｎｂａｃｈＡｌｐｈａ值分别为０．８６１５,０．８２１２和０．９５００。结果表明：①在抽烟和饮酒之间,同伴常规压力、直接压力存在明显差异;同伴常规压力、直接压力与青少年抽烟、饮酒次数有显著相关;②同伴常规压力、直接压力存在明显的性别差异;对男生抽烟、饮酒次数的影响超过女生;③同伴常规压力、直接压力存在明显的年级差异;对初二学生抽烟、饮酒次数的影响超过其他两个年级的学生。     

Behavior analysis and the search for the origins of hypertension.

Hypertension is a disorder of sodium regulation that develops over time in a context of the interactions of the individual with the environment. Experimental hypertension can be induced in laboratory animals and normotensive humans via increases in sodium intake under conditions of aversive behavioral control. Readiness for avoidance contingencies includes a breathing pattern characterized by subnormal rate and normal tidal volume. Studies with humans have shown that this inhibitory breathing pattern is associated with increased plasma acidity, increased renal sodium reabsorption, increased secretion of digitalis-like hormones that inhibit sodium-pump activity, and increased vasoconstriction and blood pressure. Behavioral research is needed that defines the necessary and sufficient conditions for inhibitory breathing and its role in the development of hypertension.     

Stability of visceral behavior in the awake rat during rest.

Brady and colleagues have championed the importance of careful delineation and control of a subject's behavioral state. In this paper we develop the concept of visceral behavior from a physiological perspective. Sprague-Dawley rats were instrumented to record arterial blood pressure, renal sympathetic nerve activity, and respiration. The rats were restrained in a conical cloth sock. Rats that were well adapted to the sock restraint showed a regular respiratory pattern and consistent pressure recordings; they rested quietly in the sock and moved only occasionally to adjust their position. Fourier analysis of blood pressure and nerve activity showed a concentration of power below 1 Hz. The coherence between the two signals was strong (0.83 +/- 0.03) at 0.42 Hz. Conversely, during their initial adjustment to the sock restraint, the rats tended to show large fluctuations in blood pressure associated with episodic apneic breathing; 1 animal displayed this pattern of visceral behavior throughout most of the experiment. Despite this instability in pressure, the rats' overt behavior was stable: They rested quietly in the sock with only occasional position shifts. Spectral analysis and coherence computations showed large shifts in the distribution of power and frequency range over which arterial pressure and sympathetic activity were tightly coupled. These data are consistent with the view that an animal's circulatory adjustments, as well as adjustments in other aspects of its physiological state, constitute an important aspect of behavior, and that this behavior can influence the interpretation of biobehavioral data.     

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。     

Does learning a skill with the expectation of teaching it impair the skill’s execution under psychological pressure if the skill is learned with analogy instructions?

ObjectiveHaving learners practice a motor skill with the expectation of teaching it (versus an expectation of being tested on it) has been revealed to enhance skill learning. However, this improvement in skill performance is lost when the skill must be performed under psychological pressure due to ‘choking under pressure.’ The present study investigated whether this choking effect is caused by an accrual of declarative knowledge during skill practice and could be prevented if a technique (analogy instructions) to minimize the accrual of declarative knowledge during practice is employed.DesignWe used a 2 (Expectation: teach/test) x 2 (Instructions: analogy/explicit) x 2 (Posttest: low-pressure/high-pressure) mixed-factor design, with repeated measures on the last factor.MethodsOne-hundred fifty-six participants were quasi-randomly assigned (based on sex) to one of four groups. Participants in the teach/analogy and teach/explicit groups practiced golf putting with the expectation of teaching putting to another participant, and analogy instructions or explicit instructions, respectively. Participants in the test/analogy and test/explicit groups practiced golf putting with the expectation of being tested on their putting, and analogy instructions or explicit instructions, respectively. The next day all participants completed low- and high-pressure putting posttests, with their putting accuracy serving as the dependent variable.ResultsWe observed an Expectation x Instructions × Posttest interaction, such that a main effect of expectation was found in the low-pressure posttest, with the teach group exhibiting superior accuracy, and an Expectation × Instructions interaction was revealed for the high-pressure posttest. This interaction resulted from the teach group showing greater accuracy than the test group exclusively when receiving analogy instructions.ConclusionResults show that participants who practiced with the expectation of teaching exhibited superior learning and indicate that they choked under pressure likely due to their accrual of declarative knowledge during practice, since the choking effect was prevented by having them practice with analogy instructions. Accordingly, having learners practice with the expectation of teaching and techniques that minimize the accrual of declarative knowledge is recommended.     

Anger and denial as predictors of cardiovascular reactivity in women

The relationship between behavioral and physiological reactivity and cardiovascular disease has been extensively researched in men, indicating that the expression of anger may be a contributory factor in the development of coronary heart disease. Few studies, however, have focused on women. Among these, women generally have been found to be less reactive to laboratory tasks than men. In the present study, 45 women aged 19–21 years were selected to represent three groups—(1) low anger/low denial, (2) high anger/low denial, and (3) low anger/high denial—based on their scores on the State-Trait Anger Expression Inventory and the Marlowe-Crowne Social Desirability Scale. Subjects received three conditions: (1) no feedback, (2) error feedback without observer present, and (3) error feedback with observer present. As hypothesized, women who reported a high level of denial and low anger exhibited elevated stress-related reactivity. The results are suggestive of a subgroup of highly reactive women not previously identified within the literature. The hypothesis that all groups would display greater reactivity in a condition providing error feedback with observation was not supported.This study was supported by a research grant to Carol S. Emerson from the Women's Research Institute of Virginia.     

Associations Between Peer Pressure and Adolescents’ Binge Behaviors: The Role of Basic Needs and Coping

Framed from a framework based on the integration of self-determination theory (Ryan &; Deci, 2000 Ryan, R. M., &; Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and Endler and Parker’s (1990) conception of coping strategies, the authors analyzed the relationships between peer pressure and binge behaviors (binge eating and binge drinking) in adolescence. Moreover, the authors explored the mediating role of satisfaction/frustration of basic psychological needs and coping strategies in these associations. Participants were 570 high school students (M?=?15.75 years, SD?=?1.14 years) living in Italy. The study design was cross-sectional and adolescents were administered self-report questionnaires. Path analysis showed significant and positive direct associations of peer pressure with both binge eating and binge drinking. Moreover, findings show that there is an indirect path in which peer pressure is positively associated with need frustration that is related to the use of emotion-oriented coping strategies that, on their turn, are associated with binge eating. Differently, binge drinking seems to be only directly related to peer pressure. The authors put light to the complex nature of the relationships between peer pressure and binge behaviors in adolescence, taking into account the separate contribution of need satisfaction and need frustration, as well as of coping strategies. Finally, practical implications of the study are discussed.