The coming changes in psychoanalytic education: Part II

This paper is the second part of a general analysis of problems in contemporary psychoanalytic education. Having proposed changes in the training analysis and supervisory systems in Part I, here the author focuses on concrete proposals regarding changes in the curriculum, seminars and classroom teaching; the governance of psychoanalytic institutes, relationship of institutes with their respective psychoanalytic society and the role of the university in the development of science and research; the admission, progression, and graduating processes; certifi cation and accreditation.     

大学教师职业生涯管理因素结构研究

在文献研究、结构化访谈和半开放式问卷调查的基础上,采用因素分析方法对大学教师职业生涯管理的因素结构及其与人口统计学变量之间内在关系进行了实证研究,结果显示（1）大学教师自我职业生涯管理是由教书育人、科研创新、明确目标、沟通协调、认识自我和了解组织等六因素结构构成,大学教师组织职业生涯管理是由专业支持、职业通道、科研激励和组织公平等四因素结构构成;（2）大学教师自我职业生涯管理与组织职业生涯管理显著相关;（3）大学教师自我职业生涯管理与性别、婚姻、教龄、学历、职称等人口统计学变量显著相关。研究结果对高校人力资源管理有启示意义。     

高校中层管理干部胜任力模型的初步建构

通过对57名高校中层管理干部的关键事件访谈,初步建立了高校中层管理干部胜任力模型,结果发现:(1)高校中层管理干部的胜任力模型包括授权激励、组织协调、创新开拓、目标监控、决策判断、沟通表达、成就驱动、团结协作、教育视野、教育信念、民主责任、尊重理解、学术(业务)素养等13项胜任特征。(2)高校中层管理干部的胜任力模型跟中小学教师胜任力模型有一定的相似之处,但跟企业家的胜任力模型差异较大。     

652名大学生应对方式与其人格特质的相关研究

对682名在校大学生同时进行“应对方式问卷”和“16PF”测试,并对652份有效答卷进行了数据处理。结果发现,大学生在认知、情感、行为三个方面所表现的积极与消极的应对方式与其所反映的16种人格特质之间存在不同程度的相关,尤其是与C（稳定性）、H（敢为性）、O（忧虑性）、Q3（自律性）、Q4（紧张性）这些人格特质均存在非常显著的相关,而与B（聪慧性）、I（敏感性）等人格特质仅在个别侧面有显著相关。经过二次因素分析发现,大学生的认知、情感、行为方面的应对方式与其次元人格因素也存在着不同程度的相关。     

Prevalence of mental health problems in Australian university health services

General practice patients report greater mental health problems than the general population, and students attending one university health service have reported greater prevalence rates at the end of the academic year. This study assessed the overall prevalence rate of mental health problems in university students using a cross‐sectional survey design of 1,168 students from three large, predominantly urban, Australian university health services. Approximately half of the students attending university health services reported elevated levels of psychological distress. The majority of severely distressed students had not sought any professional assistance for mental health problems. While there is scope for general practitioners to take a lead role in the identification of mental health problems in tertiary students, adequate treatment pathways need to be available. Implications for the role of universities in prevention work are discussed.     

大学生职业成熟度的干预研究

随着高校就业率逐年滑坡,大学生就业同题日趋严峻.本研究通过自编团体咨询方案,以团体职业咨询的方式对大学生的职业成熟度进行干预.结果显示通过团体职业咨询大学生职业成熟度显著提高,本研究设计的团体职业咨询方案是可行的有效的,经完善可以应用到我国职业指导和咨询的实践当中.     

高校学生管理中人本管理伦理探论

在高校学生管理中,贯彻以人为本的思想,进行人本管理,就是要把以学生为中心、为学生服务作为高校学生管理的出发点和归宿点,通过教学、管理、服务诸环节,真正做到以人为本,教书育人,为社会主义现代化建设培养高素质的人才。高校学生管理的模式及其质量关系到高等学校教育的社会功能和道德价值的发挥。因此坚持人本原则,贯彻科学发展观,搞好学生管理是高校学生管理者的重要职责。     

必须重视大学生科学精神的培育

培养大学生的科学精神是高校办学思想的重要内容。但现实是在一部分高校中出现了逐渐迷失的倾向。通过调查 ,试图探究造成这一问题的原因 ,以引起高校的重视 ,改变现状 ,努力营造培养大学生科学精神的氛围 ,并把知识的传授和科学方法、科学思想、科学精神的培养有机地结合起来。     

Comparing the effects of generating questions,testing, and restudying on students' long-term recall in university learning

We compared the long-term effects of generating questions by learners with answering questions (i.e., testing) and restudying in the context of a university lecture. In contrast to previous studies, students were not prepared for the learning strategies, learning content was experimentally controlled, and effects on factual and transfer knowledge were examined. Students' overall recall performance after one week profited from generating questions and testing but not from restudying. When analyzing the effects on both knowledge types separately, traditional analyses revealed that only factual knowledge appeared to benefit from testing. However, additional Bayesian analyses suggested that generating questions and testing similarly benefit factual and transfer knowledge compared with restudying. The generation of questions thus seems to be another powerful learning strategy, yielding similar effects as testing on long-term retention of coherent learning content in educational contexts, and these effects emerge for factual and transfer knowledge.     

Exploration of Latent Profiles of the Career Flexibility Inventory Among Korean College Students

The purposes of the present study were to identify latent profiles using dimensions of the Career Flexibility Inventory and to examine the mean differences of the latent profiles and related variables. Career flexibility was identified to have 5 latent profiles: passive wavering, mediocre, rigid thinking, moderately flexible, and productively flexible. The productively flexible profile reported the highest scores and the passive wavering profile reported the lowest scores of life satisfaction and self-determination. Each profile showed specific trend of mean differences with career indecision, intolerance of uncertainty, life satisfaction, self-determination, and the 2 dimensions of the Vocational Identity Status Assessment.