大学生应对策略的特点及其与社会支持水平关系的研究

以423名大学生为被试,采用问卷法考察了大学生应对策略的特点、性别差异及其与社会支持之间的关系.研究发现:(1)大学生更多地倾向于使用积极解决问题和寻求情感支持的应对策略,而转移注意力和消极解决问题应对策略相对较少;(2)社会支持总体感受水平与积极解决问题和寻求情感支持的应对策略显著正相关,而与消极解决问题和转移注意力的应对策略显著负相关;对男生而言,社会支持感受在积极解决问题应对策略上贡献率相对较大;对女生而言,社会支持感受在寻求情感支持应对策略上贡献率相对较大;(3)不仅不同性别大学生的应对策略存在显著差异,而且不同社会支持感受水平的同性别大学生的应对策略也存在显著差异.男生比女生采取更多的消极解决问题策略,而采取更少的寻求情感支持应对策略;不论男生或女生高社会支持感受组均比低社会支持感受组采用更多的积极解决问题和寻求情感支持的应对策略,而更少的采用转移注意力和消极解决问题的应对策略.     

评《尼各马科伦理学》的三个道德劝喻

本文由两部分组成。第一部分从消极角度分析了《尼各马科伦理学》的三条道德劝喻(“两恶之间取其小”、“曲木裁直”、“拒斥快乐”),认为亚里士多德的三条道德劝喻不仅彼此互相冲突,而且与亚氏伦理学的中心原则(只有心理上和行为上有德性的表现,才是德性的,才是一个有德性的人)是相互矛盾的。第二部分则着重从积极角度来看待这些冲突．认为恰好是这些冲突暴露了伦理学所要积极面对的问题、     

美、加、澳大学心理咨询中心的鉴定标准及启示

该文介绍了国际心理咨询服务协会目前在美国、加拿大和澳大利亚所推行的大学心理咨询中心鉴定标准。该鉴定标准主要涉及心理咨询中心与大学社区的关系、心理咨询的作用和功能、心理咨询中心应遵循的伦理规范、心理咨询中心服务人员的资格与职责以及其它相关的指导原则。作者据此提出了对我国高校心理咨询工作的建议。     

人格对高校教师薪酬公平感与工作满意度的缓冲作用探讨

采用分层回归分析方法检验“大五”人格对薪酬公平感与工作满意度的关系影响。通过薪酬公平感量表、工作满意度量表、“大五”人格量表对高校300个教师样本进行结构化问卷调查,结果表明：“大五”人格中开放性和神经质对薪酬公平感与工作满意度的关系起到一定程度的缓冲作用。     

高等院校辅导员师德心理结构研究

通过对学生进行测量,采用探索性因素分析办法构建高校辅导员师德心理结构,并经验证性因素分析验证了该结构。结果表明高校辅导员的师德心理结构是个多维结构,它主要由五个方面的因素构成：爱生包容、尊崇公德、廉洁自律、履职尽责、民主公正。     

大学生情绪调节方式与生活满意度研究

本研究使用大学生情绪调节方式问卷测查大学生情绪调节方式与大学生生活满意度之间的相关研究。研究结果表明：正情绪调节方式中的情绪分享、自我激励、克制、情绪维持、情绪表露及负情绪调节方式中的转移注意力、认知重评因素与生活满意度之间存在正相关关系,而调节积极情绪的行动动机方式、调节负性情绪的发泄、压抑、体验痛苦、放松等方式则与生活满意度之间有着负相关关系。自我激励方式、发泄、压抑、体验痛苦调节方式对生活满意度具有显著的预测力。     

Job stress in university,corporate, and military personnel

The Job Stress Survey (JSS) was administered to large samples of university and corporate employees and senior military personnel. Differences in the perceived severity, frequency of occurrence, and overall level of occupational stress were evaluated for individuals working in these settings. Gender differences in job stress and the factor structure of the JSS were also evaluated. Two occupational stress factors were identified, Job Pressure and Organizational Support, which were remarkably stable for males and females and for individuals working in university, corporate, and military settings. Corporate employees reported higher levels of perceived severity of job stress than the other groups, whereas military personnel reported that they more frequently experienced almost all of the job stress events. No overall differences were found for the three groups in the JSS Job Stress Index.     

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     

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.