Age trends in early behavioral predictors of serious antisocial behaviors

A risk group of disruptive boys (N=65) identified in kindergarten was assessed using the same procedures at ages 6–7, 8–9, and 10–11. Criteria used to define the predictors and criterion variable were the same at all assessment times. Severity was addressed by comparing different forms of behaviors, considering the extent of harmful consequences to others (aggressiveness was considered as most harmful, whereas inattention was considered as least harmful), manifestation in multiple settings, and extreme scores (manipulation of cutoff scores). Different assessment strategies (direct observations, ratings) and different informants (trained observers, mothers and teachers) were used. Aggressiveness as rated by mothers was highly stable from age 6 to age 11. Inattention as rated by teachers was stable only from age 6 to age 9, whereas no stability was found for observations of task inappropriate behaviors. Taskinappropriate behaviors observed in mother-child interactions and in multiple settings at age 6–7 were significant predictors of self-reported antisocial behaviors at age 12, but this prediction was not repeated at ages 8–9 and 10–11. Teacher ratings of inattention at ages 6–7 and 8–9 were also significant predictors of self-reported antisocial behaviors at age 12. The predictive power was much lower when mothers' ratings of aggressiveness were used. Findings from the present study support the hypothesis that some antisocial behavior precursors are age dependent, in that they are more characteristic of certain age groups than of others. Implications for the selection of assessment screening procedures are discussed.     

自我提升的研究现状与展望

自我提升一直是人格和社会心理学研究中的主要问题。自我提升的概念界定可分为知觉自我与知觉他人的比较、自我知觉与外在标准的比较、基于社会关系模式（SRM）的界定等几种方法;相应地,测量自我提升的方法有社会赞许性测验、内省测验、标准差异测验、过分－宣称技术、环状设计中的测量等;介绍了自我提升与心理健康、生理变化、自尊、成绩的关系,以及自我提升的跨文化研究。最后,提出了自我提升研究中存在的不足以及今后的研究方向     

问题学生内隐自尊的初步研究

研究结果表明：(1)问题学生和普通学生一样,存在显著的内隐自尊效应。两类学生的内隐自尊效应存在显著的年级差异,但不存在性别差异;(2)总体上问题学生的内隐自尊效应显著高于普通学生,初三阶段,两类学生的内隐自尊的差异显著;(3)问题学生的内隐自尊和外显自尊是相对独立的两个自我评价系统。两类学生内隐自尊和外显自尊的组合状况不同,内隐自尊和外显自尊的分离状况差异显著;(4)问题学生内隐自尊与外显自尊的分离程度与其状态焦虑、特质焦虑和心理健康其他指标存在非常显著相关。     

内隐自尊的ERP研究

研究使用GNAT范式对内隐自尊的ERP进行研究。结果发现：在自我-积极与自我-消极的感受性指标（d’）和反应时上存在显著差异;他人-积极与他人-消极的差异仅在d＇上;自我-积极与自我-消极的P3在潜伏期和振幅上存在显著差异;他人-积极与他人-消极的P3之间的差异仅表现在潜伏期上。     

成人依恋的稳定性

基于依恋"内部工作模式"的稳定性,研究者们认为成人依恋具有跨时间的连续性,可以通过不同时间测得的依恋风格的稳定性来考察。采用各种自陈式问卷和半结构访谈方法的研究显示,在成人发展的不同时期,成人依恋风格均具有中等程度的稳定性。这样的结果暗含了成人依恋也有波动和变化的空间,研究者们提出生活压力、社会认知和个体差异三种模型对成人依恋的变化进行了不同角度的解释。成人依恋稳定性方面已经积累了二十多年的研究成果,但在研究对象的范围、解释模型的建构和研究方法的创新等方面仍存在可改进的空间。     

低自尊个体对拒绝性信息的注意偏向

自尊是个体对自我的情感性评价, 影响着个体对周围环境的应对方式。低自尊个体由于容易知觉到外部的拒绝性信息, 也更倾向于将别人的行为知觉为拒绝, 因而存在对拒绝性信息的注意偏向。本文首先综述了低自尊个体的认知与行为特点, 其次简单介绍了低自尊个体注意偏向的常用研究范式(Stroop范式、点探测任务、空间线索任务、惊吓探测范式、注意监测任务、注意转移任务), 随后列举了解释低自尊个体注意偏向的理论(社会计量理论、关系图式理论、注意成分说、注意控制说), 最后总结了低自尊个体注意偏向的脑机制研究。未来的研究应更多关注自尊结构的复杂性, 注意偏向的信息加工阶段性及其脑机制, 注意训练的作用机制及低自尊个体注意偏向的本土研究等问题。     

内隐自尊和风险偏好对大学生职业决策的影响

为研究影响大学生职业决策的影响因素和决策有效性,实验一、二分别从决策者心理特征（内隐自尊与风险偏好）和职业方案特征（框架效应与风险水平）入手,考察二者对大学生职业决策行为的影响。结果发现：内隐自尊和风险偏好的高低显著影响大学生择业倾向性;大学生对风险水平不同的职业方案的选择倾向由低到高依次为冒险、折中、保守方案;职业决策存在明显的框架效应。研究表明,大多数大学生倾向于选择保守的职业方案;高风险偏好的大学生倾向于选择冒险的职业方案;高内隐自尊大学生倾向于主动择业;积极表述的职业方案更受大学生所青睐。     

通过法则关系区分员工对组织的认同与反认同

员工对组织的认同与反认同有相关的心理机制(如员工对自尊的追求)与社会基础(如组织身分的多样性), 但它们是相互独立的两个构念。在个人建立自己的社会身分时, 认同体现了“求同”、而反认同则体现“存异”。基于理论分析所构建的法则关系中, 二者具有不同的前因变量和结果变量。对5家企业250名员工的问卷研究发现, 对组织认同的员工会更倾向于主动维护组织利益, 而对组织反认同的员工在工作中敷衍了事。嵌套的系列结构方程结果表明二者分离的模型对数据的拟合, 好于将二者合并的模型, 验证了这两个构念不同的基本论点。     

Psychosocial factors and reading difficulties: students with reading difficulties drawn from a representative population sample

In a representative sample of 2,464 Norwegian adolescents, aged 12-15 years, 7.8% (n= 191) reported reading difficulties (RD). No gender difference was found. Adolescents with RD were compared to classmates on psychosocial variables. In univariate analysis, RD adolescents report higher levels of depressive symptoms, more school stress, worried more about going to school, had lower school grades and lower attachment to parents than those without RD. They also scored lower on Global Self-worth and on Social Acceptance scales. Further, they reported reduced levels of psycho-functioning during the previous year because of mental health problems, they had received more help and had used more medication for such problems. In a multivariate logistic regression analysis, receiving help for mental health problems and reduced psycho-functioning showed the strongest associations with student RD status. No gender interactions were found. The study demonstrated important differences between adolescents with and without RD.