The envious will to power

Envy, from Klein's perspective, is an inherent hatred of goodness that seeks to destroy love, creativity, and life itself. Devoid of constructive value, envy becomes an evil to be restrained or renounced, rather than a potential to be understood or developed. Confusion with evil can be avoided if envy is seen as a defence against the impact of 'otherness' and the greatness of 'others' rather than an inherent hatred of goodness. From this perspective envy emerges as a desperate attempt to preserve one's unique sense of self against the terror of non-being.     

中学生学习倦怠与人格关系

采用问卷调查法,对1136名高中学生的学习倦怠进行分析,考察了人口学变量之间的差异,并探讨了学习倦怠各因子与人格之间的关系。结果发现:⑴影响学生学习倦怠的人口学变量有家庭所在地、性别、年级和学校类型。其中家庭所在地单独影响学习倦怠,且是学习倦怠的有效预测变量。性别、学校类型和年级相互作用影响学生的学习倦怠。⑵精神质、内外向、神经质与学习倦怠的各个因子及总分有极其显著的相关,其中N、P是学习倦怠有效的预测变量。     

Ingroup vitality and intergroup attitudes in a linguistic minority

In this study we argue that predictions of the impact of group status, status stability and status legitimacy on intergroup attitudes can be refined using the subjective perceptions of various dimensions of ingroup vitality. We tested the main and moderating effects of perceived present, future and the legitimacy of present ingroup vitality and perceived discrimination on intergroup attitudes in a nation-wide probability sample (N= 1,411) of Swedish-speaking Finns, controlling for ingroup identification. We found that those who perceived the legitimacy of present ingroup vitality to be low had more negative intergroup attitudes than those who perceived the legitimacy to be high. Perceived present and future ingroup vitality had no main effects on the dependent variable. Instead, perceived future ingroup vitality moderated the effect of perceived discrimination on intergroup attitudes. In addition, the perceived legitimacy of present ingroup vitality mediated the effect of perceived present ingroup vitality on intergroup attitudes.     

Predicting achievement, distress, and retention among lower-income Latino youth

This study used structural equation modeling to evaluate whether a combination of social cognitive and self-determination theories [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall; Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024–1037] would effectively predict high school students’ distress, achievement, and retention. Participants were 427 predominately Latino youth from an inner-city low-income high school. Results indicated that students who reported feeling connected to teachers and their school reported higher levels of autonomous motivation for attending school. Students reporting higher levels of autonomous motivation for attending school reported more confidence (i.e., self-efficacy) in their academic ability, and performed better academically. In addition, students who reported higher self-efficacy beliefs reported less physical and psychological distress and reported higher levels of achievement. Retention in school was predicted by a combination of achievement and the absence of physical/psychological distress. Implications for practice and further research on urban high school students’ academic development are described.     

中学生心理危机与社会支持、应对方式的关系

采用问卷对广州市初高中学生共795名进行调查,探讨中学生心理危机与社会支持、应对方式之间的关系.结果: (1)社会支持、问题解决、幻想、发泄、退避、忍耐对危机脆弱性有显著预测作用;主观支持、问题解决、退避对自我压弹力有显著预测作用.(2)社会支持在自我压弹力、危机脆弱性上的主效应显著.结论:中学生社会支持、应对方式对预防心理危机有重要作用.     

The relation of cultural context and social relationships to career development in middle school

This study examined the role of supportive relationships (i.e., family, teacher, and peer) and agency (i.e., self-efficacy, motivation, and goal-setting orientation) on three outcomes: academic grades, distress, and career decidedness. Data from 588 middle school youth from Northern (N = 322) and Southern (N = 266) Italy were analyzed using path modeling. Results indicated that across gender and region, agency was consistently related to academic grades and career decidedness. However, the role of supportive relationships was found to differ across gender and region. For both boys from Northern Italy and girls from Southern Italy, the impact of family support on academic grades and career decidedness was mediated by agency. For girls from Northern Italy, family support related directly to academic grades and career decidedness. Implications for practice were described.     

工读学校学生孤独感的特点及其与依恋风格的关系

采用《中学生孤独感问卷》和《关系问卷》,对上海市194名工读学校学生和112名普通学校学生进行调查,结果发现：工读学校学生与普通学校学生在孤独感各维度都存在显著或极其显著的差异;工读学校学生孤独感不存在显著的性别差异;在对不同依恋对象（母亲、父亲和同伴）的依恋风格中,工读学校学生的孤独感更容易受同伴依恋风格的影响。     

初中生的亲子沟通及其与家庭环境系统和社会适应关系的研究

本文比较了父母在亲子沟通上的差异 ,并用结构方程模型分析方法探讨了家庭环境系统中各因素的因果关系。结果表明 :( 1 )初中生的亲子沟通没有年级差异 ;初中生在与父亲的沟通内容上、与母亲的沟通时间和态度上存在性别差异。 ( 2 )父母教育水平对亲子沟通的直接影响很小 ,它主要通过对家庭结构的影响而对亲子沟通施加影响。父母与孩子长期形成的亲子关系质量影响父母与孩子的沟通状况 ;家庭结构影响父亲与孩子的沟通 ,而很少影响孩子与母亲的沟通。 ( 3 )家庭功能对亲子沟通也具有影响力。其中 ,情感反应既影响父子之间的沟通质量也影响母子之间的沟通 ,总的家庭功能影响母子之间的沟通质量 ,而不影响父子之间的沟通。 ( 4 )亲子沟通质量直接影响学生的同伴关系、心理健康和学业成绩。     

初中生学业自我效能、学习动机与学业成绩的关系

本研究使用学业自我效能量表和学习动机量表对初中生进行测量 ,并对测量结果与学业成绩间的关系进行了分析。结果发现 :学生学业自我效能、学习动机和性别是学业成绩的良好预测变量源 ,其中以学业自我效能的效应最为明显 ;学习动机与学业成绩之间并非单纯的线性关系。     

An analysis and replication of the Add-A-Word Spelling Program with mildly handicapped middle school students

The effects of the Add-A-Word Spelling Program was examined in two experiments with mildly handicapped middle school students. In Experiment I, the Add-A-Word program with daily testing of small word lists; drill through the copy, cover, and compare method; a high level of mastery before words were removed from the student's list; and reappearance of mastered words, was evaluated with a multiple baseline design across three students. The data indicated improved performance on daily spelling tests when the Add-A-Word system was implemented. The purpose of Experiment II was to compare the Add-A-Word spelling program to the more traditional Monday Pre- and end of the week Posttest spelling procedures found in most classrooms. The comparisons were made in a counterbalanced multiple baseline design across six students. The students' overall accuracy in spelling was higher during the Add-A-Word Program than during either Baseline (daily testing) or the Preand Posttest systems. However, student's spelling scores were also higher during the Pre-Posttest procedure than during the Baseline condition. Benefits of the Add-A-Word spelling program for middle school students were discussed.