气质情绪特性测评工具的编制及其对5831名大中小学生测评中的应用

在气质情绪特性理论框架下,编制《青少年儿童气质情绪特性问卷》,并对小学至大学共5831名学生的气质情绪特性进行调查。结果发现：问卷具有良好的信、效度;各学段女生情绪产生的速度都要快于男生;小、初、高三学段与大学阶段相比,情绪变化速度更快且更外显;本科生比专科生情绪更外显且更易控;文科生比理科生对情绪更敏感、产生强度更强、产生速度更快、变化速度更快且更外显。此研究为深入探索个体的情绪特征,拓展了新视野。     

Development and initial validation of the comprehensive early childhood parenting questionnaire (CECPAQ) for parents of 1–4 year-olds

Parenting is a multifaceted task and the way in which parents fulfill this task plays an important role in children’s growth and development, especially in early childhood. Conceptualization and assessment of parenting behavior is elementary for research on child and family development and would fill a gap in clinical work, as there is a lack of questionnaires simultaneously assessing multiple parenting behaviors specific for early childhood. Therefore the Comprehensive Early Childhood Parenting Questionnaire (CECPAQ) was designed; a parent report measure of commonly occurring behaviors in five domains of parenting (i.e., support, stimulation, structure, harsh discipline, and positive discipline) central to early childhood. Data were collected from 1139 mothers and 526 fathers of 1–4 year-old children. Confirmatory factor analysis confirmed a five-factor structure (composed of 54 items). The five parenting domains were found to have good internal consistency and temporal stability. Preliminary evidence of validity of the CECPAQ was demonstrated by moderate relationships with measures of parental stress and child problem behavior. It is concluded that the CECPAQ is a promising measure of self-perceived parenting behavior for parents of 1–4 year-old children.     

The Italian version of the Empathy Questionnaire for 18- to 36-months-old children: psychometric properties and measurement invariance across gender of the EmQue-I13

Empathy is the basic ability to respond affectively to the emotions of others and is observed early in human development. This study (N = 304) tested the Italian version of the Empathy Questionnaire (EmQue), which is a parent scale assessing empathy-related behaviors in toddlers. For this study, it was completed by participants’ mothers only. The EmQue measurement model and its factorial invariance across children’s gender were tested via confirmatory factor analysis. Highly satisfactory goodness-of-fit indexes were found for a three factor-structure (contagion, attention to the feelings of others and prosocial actions) with 13 loading items. Furthermore, the data supported invariance of measurement across gender groups. These results suggest that the EmQue-I13 is a reliable instrument for investigating empathy and prosocial behavior in 18- to 36-month-old children in the Italian context.     

Measuring cognitive reappraisal and expressive suppression in children: A parent-rating version of the emotion regulation questionnaire

The frequency of using cognitive reappraisal and expressive suppression strategies to regulate emotions has been associated with social-emotional adjustment. The aim of the present study was to evaluate the Parent-Rating Emotion Regulation Questionnaire (P-ERQ), a parent-rating version of the Emotion Regulation Questionnaire (ERQ) in children aged five to six years. Children from Germany (N = 112) and the U.S. (N = 59) participated. Confirmatory factor analyses of P-ERQ data from Germany indicated a two-factor structure that closely reflected the factor structure of the adult ERQ with adequate scale reliabilities. Correlations with a measure of coping strategies supported the convergent validity of the P-ERQ. Cross-country measurement invariance analyses between samples from Germany and the U.S. suggested partial scalar invariance for the cognitive reappraisal subscale and metric invariance for the expressive suppression subscale. Findings provide preliminary evidence that the P-ERQ can be recommended for use in developmental research.     

我国当代青少年情感素质现状调查

本研究在青少年情感素质理论和发展的情感分类思想指导下, 在理论构想与实践探索相结合的基础上, 编制了富有原创性的内含6个分问卷、可测查青少年2层次6大类29种情感发展状况的调查工具——《青少年情感素质问卷》, 并以此对我国3类地区9大城市及其郊县的117所学校的25485名青少年学生进行首次大规模情感素质测查。结果发现: 我国青少年情感素质整体上处于积极正向状态, 但亟待提高; 男女生情感素质主要存在结构性差异; 情感素质未随学段升高而提高, 反有下降趋势, 其中乐学感和自信感下降达显著水平; 情感素质与学习成绩的自我评价、父母受教育程度呈正相关; 师生关系良好、教师有情施教对青少年学生各方面情感素质发展具有重要而直接的促进作用。     

Psychometric Evaluation and Standardization of the Self and Other Scale

This article evaluates and extends the psychometric properties of the Self and Other Scale (SOS). The scale is designed to measure two types of threat to self construction, namely, an insecurity threat (fear of exclusion) and an engulfment threat (fear of intrusion). Previous analysis of the SOS has been based on nonclinical student populations with a narrow age range. The present study addresses this limitation by examining the psychometric properties of the scale with an adult nonclinical population (N = 150) covering the life span and with varied socioeconomic status. Results are compared with those of the previous study. Statistical analysis supports the construct validity and the reliability of the scale. Clinical implications of the scale are explored.     

大学生职业成熟度结构及问卷编制

研究通过文献综述、开放式调查、专家咨询和样本预测的统计分析等提出了大学生职业成熟度的理论构想,以此为基础自编了大学生职业成熟度问卷,并对正式问卷调查结果进行了探索性因素分析和验证性因素分析,结果表明：大学生职业成熟度主要包括职业知识和职业态度两个维度;研究所构建的大学生职业成熟度理论结构比较合理,编制的大学生职业成熟度问卷是一个具有较好信度和效度的测量工具,可以为进一步研究提供依据与基础。     

Examining the relationship between performance-based and questionnaire assessments of executive function in young preterm children: Implications for clinical practice

The aim of this study was to determine whether specific performance-based executive function assessment tools were associated with executive functioning in everyday life as reported by parents and teachers of four- to five-year-old preterm and term children. At the age of 4 years, 141 preterm children born <33 weeks’ gestation and 77 term children were assessed using performance-based intelligence (WPPSI-III) and executive function (EF) assessment tools (NEPSY-II, Day-Night and Shape School tasks). The assessment results were compared with the parent and teacher completed questionnaires of EF (BRIEF-P) when the children started kindergarten at the age of 4 to 5 years. The performance-based intelligence and EF assessment results were not consistently associated with the parent and teacher reports of EF in everyday life for either preterm or term groups. Clinical implications of using and interpreting performance-based EF assessment tools and EF questionnaires are discussed with a particular focus on young preterm children at the commencement of formal schooling.     

对优化生物医学PhD培养模式的思考

对我院03级在校博士生和部分博士生导师的问卷调查显示,我院科研型生物医学博士培养目标明确并与学生毕业后期望去向基本一致.培养方式和培养质量尚存在一些问题,针对这些问题需要在培养方式上作些改进和调整,以优化培养模式,提高培养质量.     

The Spanish language version of the Eating Disorder Examination Questionnaire: comparison with the Spanish language version of the eating disorder examination and test-retest reliability

This study compared the Spanish language questionnaire (S-EDE-Q) and interview (S-EDE) versions of the Eating Disorder Examination and examined the short-term test-retest reliability of the questionnaire version. Seventy-seven monolingual Spanish-speaking Latina women recruited from the community completed the S-EDE-Q and were then administered the S-EDE by fully bilingual doctoral-level research clinicians. The same assessment was repeated after approximately one week (5-14 days). The S-EDE-Q and the S-EDE were significantly correlated on frequencies of binge eating and all four subscales. Mean differences in the frequency of binge eating and the Restraint subscale were not significant, but scores on the Eating Concern, Weight Concern, and Shape Concern subscales differed significantly, with the S-EDE-Q yielding higher scores. Test-retest reliability for the S-EDE-Q was modest for binge eating but was excellent for the subscales (Spearman rho ranged 0.71-0.81), albeit somewhat variable for the individual items. Overall, the acceptable convergence between the S-EDE-Q and the S-EDE for many features of eating disorders and the good short-term test-retest findings provide preliminary support for the use of the S-EDE-Q. These findings, derived using a non-clinical sample of monolingual Spanish-speaking Latina women, require replication and extension. Evaluation with a clinical sample is necessary to further establish the reliability of the S-EDE-Q with an eating disordered group.