文科大学生自我同一性地位的实证研究

对文科大学生自我同一性地位进行实证研究。结果表明:文科大学生的自我同一性地位在年级间存在差异,大一阶段均数高于其他各年级,到大二阶段程度在不断降低,大三阶段逐渐回升,大四阶段又开始降低;自我同一性地位的性别差异研究显示,大一、大三女生自我同一性总体上高于男生;大二、大四男女生的三项指标均数差异不显著;从自我同一性地位频数分布数据上看,A-F地位与D-M地位居多。     

大学生考试作弊问题的研究现状

近年来在大学生中,考试作弊这种不良现象日益普遍,需要高校教务工作者与心理教育工作者高度重视。因此,本文试图通过分析中外大学生考试作弊的研究现状,了解大学生考试作弊心理现状和应对措施,为有效地遏制高校学生考试作弊,促进高校的教学改革和人才培养模式改革提供一些理论依据。     

藏族学生控制源、社会支持与心理健康的研究

目的探讨玉树民族中学藏族学生控制源、社会支持与心理健康的关系。方法采用心理健康、内外控制源和领悟社会支持量表。结果①不同性别学生心理健康总分差异显著,社会支持和控制源得分差异不显著。②不同年级学生在控制源差异显著,其余变量差异不显著。③除家庭支持外,心理控制源、社会支持及其各维度与心理健康显著相关。④控制源和朋友支持对心理健康有很好的预测作用。结论控制源和社会支持在一定程度上对心理健康有预测作用。     

青少年人际交往能力问卷在多民族混合学校的适用性——基于多民族混合学校学生心理素质的研究

目的:探析王英春、邹泓等编制的人际交往能力问卷(Interpersonal Competence Questionnaire)在多民族混合地区学生中的适用性。方法:从甘肃省临夏回族自治州、甘南藏族自治州随机抽取了3所民族混合中学,共550名学生统一做答人际交往能力问卷。采用SPSS16.0和Liserl8.70进行信效度分析,并对结构模型进行了验证性因素分析。结果:量表具有较好的鉴别力,决断值CR检验显著(p=0.000<0.001);交往动力、交往认知、交往技能三个分量表的克隆巴赫系数分别为0.702、0.846、0.924,人际交往能力总量表的系数为0.937;验证性因素分析显示三个分量表的因子拟合较好。结论:人际交往能力问卷在多民族混合地区的中学生中具有较好的信效度,可以用于多民族混合地区青少年人际交往能力的研究。     

当代中学生性别角色发展现状调查分析

为揭示我国中学生性别角色的发展现状以及发展中的问题和特点,本研究采用最新本土化的性别角色量表(CSRI-50)对初中生、高中生进行调查,发现:各年级段的双性化、未分化、单性化(男性化与女性化)比例各约占30%,双性化替代单性化成为中学生性别角色发展的新趋势,未分化现象也极为普遍;我国青少年双性化发展较国外已提前至青春期,初三、高三升学、恋爱等重大生活事件对个体的适应和发展提出更高要求,从而催生大量双性化并大幅减少未分化,这两个个年级可能既是双性化发展又是抑制未分化的重要时期;此外,中学女生双性化发展明显优于男生。     

Psychological wellbeing of Turkish university students with physical impairments: an evaluation within the stress-vulnerability paradigm

Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.     

Comparison of a stimulus equivalence protocol and traditional lecture for teaching single-subject designs

This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol.     

采用跨学科概念图推进中学生跨学科学业成就

为了检验跨学科概念图在跨学科知识整合中的作用,设计了跨学科概念图干预计划,以180名中学生为被试,采用实验组与控制组对比实验方法,探讨了跨学科概念图对跨学科学业成就的影响。结果表明:(1)跨学科概念图干预计划显著提高了实验组被试的跨学科学业成绩;(2)对于不同成就者而言,干预计划显著提高了中低成就者的跨学科学业成绩,而对高成就者跨学科学业成绩的影响不显著。这意味着跨学科概念图作为跨学科知识整合领域的智力适应工具能够有效提高学习者的跨学科学业成就,但是其对不同层次学习者跨学科学业成就的影响具有适应性差异。     

Hewitt多维完美主义量表在中学生群体中的修订

本研究以中学生群体为样本,对Hewitt多维完美主义量表(HMPS)进行修订。首先根据我国文化背景和青少年发展的具体状况建立了理论构想,接着对原量表进行了四次测查和检验修订,我们首先把指向他人和社会期望两个维度上的反向题改成正向题,并对所有项目的表述做了必要的修改;然后根据随后的测查结果进行了各维度和项目上的修改;最后删除了指向自我维度上的1个项目、指向他人维度上的2个项目和社会期望维度上的6个项目,修订后的HMPS量表的内部一致性信度α系数为0.91,指向自我、指向他人、社会期望的α系数分别为0.89,0.80,0.78,重测信度分别为0.80,0.79,0.67,与Frost多维完美主义量表中文修订版的相关分别为0.58,0.38,0.57。     

青少年网络成瘾人格特征研究

本研究采用问卷调查法,对某初级中学363名初中生的网络成瘾状况与人格特征进行研究。结论表明:初中生网络成瘾检出率为5.79%;初中生在网络成瘾存在性别差异,男生比女生更易成瘾。网络成瘾学生与非成瘾学生在《卡特尔十四种人格因素问题》中的忧虑性、自律性、适应性与焦虑性、孤独倾向、身体症状和冲动倾向等因子上差异显著。与非成瘾学生相比,成瘾学生的自制能力较差,成瘾学生可能更经常体验到孤独、焦虑和不满,并且在生活中较容易出现适应不良现象。