团体辅导改善大学生人际关系及心理健康水平的实证研究

目的:探讨团体心理辅导对改善大学生人际关系及心理健康水平的有效性及可行性。方法:采用单因素重复测量设计自然实验,对16名有改善人际关系愿望的大学生进行为期2个月,共10次的团体心理辅导干预;使用人际关系综合诊断量表和症状自评量表前后施测,结合团体成员的反馈自评和表现进行质的分析。结果:被试人际关系综合诊断量表前后测有差异(t=2.55,p<0.05),症状自评量表总分有显著差异(t=3.12,p<0.01),其中抑郁、敌对因子有显著差异(抑郁因子t=2.95,敌对因子t=2.71),人际关系和偏执因子有差异(人际关系因子t=2.53,偏执因子t=2.57)。结论:人际交往团体辅导对改善大学生的人际关系,提高心理健康水平是有效的。     

高中生应对活动的研究

目的:了解高中生应对活动的特点。方法:采用中学生应对方式问卷、自编的两个具体应激情境下(考试失败与人际关系紧张应激情境)的应对问卷KC与RC为调查工具,对河南省三所中学的466名高中生进行调查。结果:(1)自编的应对问卷KC、RC具有较好的信效度。(2)高中生在面临应激情境时,较多地采取问题解决这一积极主动的应对方式。(3)同一个体在不同应激情境下的具体的应对活动表现出较大的差异性,同时又表现出一定的一致性。结论:应对是个体与具体应激情境相互作用的结果。     

U.S. College Students’ Perception of Religion and Science: Conflict,Collaboration, or Independence? A Research Note

This research examines how undergraduates perceive the relationship between religion and science and the factors that shape those perceptions. Longitudinal data generated from the Spirituality in Higher Education Project representing a national sample of undergraduates is analyzed. The analysis finds that, despite the seeming predominance of a conflict‐oriented narrative, the majority of undergraduates do not view the relationship between these two institutions as one of conflict. Undergraduate students are also more likely to move away from a conflict perspective than to adopt one during their college years. However, there are significant differences across fields of study and levels of religiosity. Students in the education and business fields, for example, are most likely to adopt a pro‐religion conflict stance during college. Future research might examine the mechanisms that lead students in some fields towards or away from a conflict perspective.     

Does high-level intellectual performance depend on practice alone? Debunking the Polgar sisters case

The famous Polgar sisters started chess very young, undertook extensive study, and two became grandmasters. This case often is cited as decisive evidence that practice alone is key in development of expertise, that innate talent is unimportant or non-existent, and that almost anyone can become a grandmaster. But on close examination these claims do not hold up. Performance differences among the sisters cannot be accounted for by practice differences. Furthermore, two sisters reached peak performance levels comparable to those of many far less-practiced players entering the international domain around the same time and only one sister ever reached the top ten. Contrary to a popular view, the case does not show that becoming a grandmaster requires only practice and raises innate talent as a plausible contributor.     

大学生犬儒态度与生活满意度的关系:社会支持的调节作用

采用问卷法考察了454名大学生对学校抱有的犬儒态度与其生活满意度的关系,并探讨了社会支持对这一关系的调节作用.结果表明:(1)大学生犬儒态度与其生活满意度之间呈显著的负相关.(2)政策犬儒、学习犬儒和环境犬儒对学生的生活满意度有显著的负向影响,其中以政策犬儒的影响效果较为突出;学校犬儒对生活满意度的影响没有达到显著水平.(3)家庭支持、老师和同学的支持以及朋友支持对大学生犬儒态度与生活满意度的关系均有显著的调节作用.     

颜色、形状和大小相似性与变化性对儿童归纳推理的影响

设计了两个实验任务,探讨了颜色、大小和形状对68名8～10岁儿童归纳推理的影响。结果发现,在相似性任务中,当测试图片分别与两组前提图片在大小和形状(颜色)上一致时,儿童认为测试图形与大小一致图形具有相同属性;当测试图片分别与前提图片在形状和颜色上一致时,儿童倾向于选择形状一致图形具有的属性。在变化性任务中,当两组前提图片分别在大小和形状上变化,而测试图形与前提组图形不同时,儿童认为测试图形与大小变化图形具有相同属性;当两组前提图片分别在颜色和大小(形状)上变化时,儿童的选择没有显著差异;这一结果与同时变化每组前提图片的两个特征差异不显著,表明单独变化颜色、大小和形状来构成推理任务是比较合理的。     

Using personality and cognitive ability to predict academic achievement in a young adult sample

This study examined the relationship between cognitive ability, personality, and academic achievement in post-secondary students, using latent variable models. Testing both simple and complex relationships, we found that cognitive ability and personality predicted reading achievement independently, but that they interact when predicting math achievement - at least in the Conscientiousness and Openness to Experience domains.     

Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement

This longitudinal study examined the relative associations of initial levels of hope and optimism with subsequent academic performance and life satisfaction among first-year law students (N = 86). Path analysis showed that hope, but not optimism, predicted better academic performance, while controlling for Law School Admission Test scores and undergraduate grades. Both hope and optimism uniquely predicted greater life satisfaction at the end of the first semester.     

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher–student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher–student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings.     

Gender Role Egalitarian Attitudes Among Chinese College Students

This study was designed to examine the relationships between gender role egalitarian attitudes and gender, age, parents’ education and occupations, anticipated age of marriage and child bearing, desired family size, career choices, and preference for sex of the children among 470 Chinese college students. Statistically significant relationships were observed between gender role egalitarian attitudes and gender, age, and anticipated age of marriage and childbearing. There were no relationships between gender role egalitarian attitudes and preference for sex of the children, desired family size, parents’ education and occupation, and Chinese students’ career choices.