Self-Esteem and In-Group Bias Among Members of a Religious Social Category

Abstract

In a sample of New Zealand university students, the author extended earlier research into the relationship between self-esteem and intergroup discrimination. He found no support for the hypothesis that social-category members (i.e., Christians) experience an elevation in the domain of self-esteem (i.e., religious self-esteem) judged as more relevant to the in-group after evaluations favoring the in-group. Regardless of whether the evaluation targets behaved positively or negatively, the respondents in the experimental condition evaluated in-group (Christian) targets more highly than out-group (Atheist) targets. After evaluations favoring the in-group, the respondents did not experience an elevation of religious self-esteem, global self-esteem, or mathematical self-esteem (judged as less relevant to the in-group).     

Effects of Conflict Resolution Training Integrated Into a High School Social Studies Curriculum

Abstract

The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.     

理工科大学生心理压力的调查研究

本研究探讨理工科大学生心理压力的大小.研究包括两个实验.实验1探讨理工科大学生心理压力源、压力影响因素的构成.实验2进一步探讨了理工科大学生心理压力源、压力影响因素的权重大小,得到了不同样本理工科大学生心理压力的大小.     

Taking visual disability into account: Explaining failure to experts and non-experts

The present study was designed to investigate visually handicapped students' explanations for failure when the motive to maintain or enhance self-esteem was in conflict with the motive to present a favorable social image. Subjects experienced manipulated failure in a text comprehension task and were subsequently asked to give causal and responsibility attributions in the presence of either a visually handicapped or a non-handicapped experimenter. It was expected that visually disabled participants would claim a handicap-bonus from the non-handicapped experimenter by explicitly presenting non-defensive attributions and accounts as well as handicap-related responses, while defensive explanations should be more pronounced when faced with a blind experimenter. The data provide support for the existence of presumed social expectations as determinants of individuals' verbal self-presentations.     

Basic need satisfaction in the parental relationship offsets millennials’ worries about the transition to college

ABSTRACT

Students’ worries about transitioning to college are correlated with long-term reduced psychological well-being, so we investigated how psychological need satisfaction might mitigate millennials’ worries about college. As parents can support or undermine their children’s basic needs, we also examined the influence of autonomy-supportive and helicopter parenting during the transition. Additionally, we compared these outcomes between first- and continuing-generation students. Incoming college students (N = 355) completed measures of parental relationship need satisfaction, parental involvement, worries about college, and family achievement guilt. Higher need satisfaction in the parental relationship was associated with reduced worries and feelings of achievement guilt for both first- and continuing-generation students. Autonomy-supportive parenting moderated the relationship between autonomy and millennials’ worries about college. Helicopter parenting did not moderate any of the relationships examined in this study but was positively associated with students’ transition worries and achievement guilt. We discuss these findings in the context of self-determination theory.     

中小学四种典型类型学生人格特征的研究

本研究考察了中小学普遍存在的四种典型类型学生：Ａ型学生、Ｂ型学生、Ｃ型学生和Ｄ型学生。这四种类型的学生在智力和非智力因素上存在差异;慎密性、克制性和显示性是影响中小学生学习质量和品德行为表现的重要人格特征。     

EFFECTS OF CONTEXTUAL COMPETENCE ON SOCIAL INITIATIONS

The frequency of social initiations and satisfaction with interactions in three dyads, each consisting of 1 student with disabilities and 1 nondisabled peer, were assessed under two alternating conditions: Condition 1 assessed the interactions around a set of four trained computer games, and Condition 2 assessed interactions when students were playing a set of four untrained computer games. Training was conducted with a multiple baseline design across participants and was followed by social interaction probes using an alternating treatments design. The results indicated greater frequencies of social initiations by 5 of 6 participants, higher degrees of game satisfaction by all participants, and equal or higher degrees of peer satisfaction by 5 of 6 participants when playing trained games in comparison to untrained games.     

我国青少年学生观念现代性的研究

本研究采用英克尔斯编制的ＯＭ—１２量表（修订）,测查了重庆、兰州、广州等地城乡７７４名中小学生观念的现代化水平。结果发现：我国青少年观念处于中等现代化水平;不同城市和城乡等生活环境对小学五年级和初中二年级学生观念现代性的影响极为显著,但对高二学生的影响不显著;性别对观念现代性的影响不显著。