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采用经济信心问卷、生涯自我效能感量表、总体主观幸福感量表、贝克焦虑和抑郁量表,对237名大学生进行调查,考察大学生经济信心对其心理健康的影响,以及生涯自我效能感在两者之间可能的中介作用。结果表明,经济信心与生涯自我效能感和主观幸福感呈显著的正相关,与抑郁显著负相关,生涯自我效能感与主观幸福感显著正相关,与焦虑、抑郁显著负相关。大学生经济信心对其主观幸福感和抑郁具有显著的预测作用。大学生生涯自我效能感在经济信心与主观幸福感之间起到部分中介作用,其在经济信心和抑郁之间起到完全中介作用。此外,大学生生涯自我效能感传递了经济信心对焦虑的间接影响。 相似文献
144.
目的采用学业自我效能感问卷、社会比较量表和成就目标定向量表,选取湘潭地区中学生,共计403名有效被试为对象进行研究,探讨中学生自我效能感、社会比较与成就目标的关系。结果发现,不同性别、年级中学生在成就目标、自我效能感和社会比较上的存在显著性差异;中学生自我效能感、成就目标和社会比较有显著相关;自我效能感与社会比较对成就目标有显著预测作用。 相似文献
145.
《The journal of positive psychology》2013,8(6):820-828
ABSTRACTTo address limitations in conceptualizing and measuring encouragement, the authors developed the Academic Encouragement Scale (AES) to assess the experience of receiving challenge-focused encouragement (directed toward people facing difficult situations) and potential-focused encouragement (helping people realize a potential) within an academic context. Results from 714 college students supported a two-factor structure, corresponding to challenge-focused and potential-focused encouragement. Evidence for the reliability and construct validity of AES scores was provided. The two AES subscales uniquely and positively predicted hope and academic self-efficacy. Challenge-focused encouragement, but not potential-focused encouragement, uniquely and positively predicted campus connectedness. Campus connectedness, but not hope, mediated the relationship between challenge-focused encouragement and academic self-efficacy. In contrast, hope, but not campus connectedness, mediated the association between potential-focused encouragement and academic self-efficacy. Collectively, these findings underscore the distinction between challenge-focused and potential-focused encouragement, as well as the utility of the AES in providing a conceptually complex understanding of encouragement. 相似文献
146.
Social cognitive theory of posttraumatic recovery: the role of perceived self-efficacy 总被引:7,自引:0,他引:7
The present article integrates findings from diverse studies on the generalized role of perceived coping self-efficacy in recovery from different types of traumatic experiences. They include natural disasters, technological catastrophes, terrorist attacks, military combat, and sexual and criminal assaults. The various studies apply multiple controls for diverse sets of potential contributors to posttraumatic recovery. In these different multivariate analyses, perceived coping self-efficacy emerges as a focal mediator of posttraumatic recovery. Verification of its independent contribution to posttraumatic recovery across a wide range of traumas lends support to the centrality of the enabling and protective function of belief in one's capability to exercise some measure of control over traumatic adversity. 相似文献
147.
Thomas E. Ellis 《Journal of Contemporary Psychotherapy》2004,34(1):41-57
Working with suicidal clients historically has placed a heavy burden of responsibility on the therapist for a successful outcome. This orientation generally has left clinicians feeling stressed and in need of controlling their clients' behavior; clients, in turn, often have developed unrealistic expectations of therapy or resistance of the therapist's interventions. In this context, the chance for a potentially valuable collaboration between client and therapist is often lost. This paper builds on previous work that has introduced the notion of a collaborative working relationship with suicidal clients. It is argued that the therapeutic process ideally should not only utilize the therapist's knowledge and skills in treating suicidal clients, but also cultivate self-efficacy by encouraging the client to adopt a self-help orientation to therapy. Several general principles of a collaborative/self-help orientation to working with suicidal clients are discussed and a variety of specific therapeutic strategies consistent with this orientation are described. 相似文献
148.
This reflection focuses on lived experience with the Technological Other (Quasi-Other) while pursuing creative video and film activities. In the last decade work in the video and film industries has been transformed through digital manipulation and enhancement brought about by increasingly sophisticated computer technologies. The rules of the craft have not changed but the relationship the artist/editor experiences with these new digital tools has brought about increasingly interesting existential experiences in the creative process. How might this new way of being with technology change the craft and the crafter? Through a phenomenological understanding of Martin Heidegger, Maurice Merleau-Ponty, Don Ihde, and their contributions to the human-technology conversation, this essay moves to reveal the lived experiences of artists/editors who use computers to create by means of film and digital video formats. Exploring notions of lived space, lived body, lived time, and lived relation through the computer interface allows for digging deeper into inhabiting technology and experiencing the Technological Other. 相似文献
149.
非英语专业大学生短文写作元认知发展的一般特点 总被引:2,自引:0,他引:2
对1043名大学生(有效被试1012人)进行英文写作元认知、自我效能、成就目标、价值、内控性的测量,旨在了解非英语专业大学生英文写作元认知各维度的一般性发展特点。结果发现:语言策略、作文标准、准备性和计划性上存在年级差异;对作为作者的自己的优点的了解、对作为作者的自己的缺点的了解、语言策略知识、元认知体验、计划性、准备性、调节性上存在性别差异;在英文写作自我效能、价值、成就目标、内控性高分组与低分组间元认知水平差异达到显著性,且高分组具有较高的英文写作元认知水平。 相似文献
150.
新冠肺炎疫情之下教育部要求教师利用网络平台“停课不停学”。本文以人-环境匹配理论为基础,探讨疫情之下过度胜任教师的知识共享行为。采用126份一线教师问卷调查数据,应用bootstrap进行了中介效应的检验。结果表明,过度胜任感较高的教师会产生更多的知识共享行为; 角色宽度自我效能感和知识共享意愿在过度胜任感影响知识共享行为过程中起中介作用,且角色自我效能感和知识共享意愿还存在链式中介作用。研究成果深化了过度胜任感影响教师知识共享行为作用机制的认识,在重大社会事件下探索过度胜任带来的积极影响,并提出相应的政策建议,为学校教师提升教学水平以更好地完成教育教学目标提供理论和实践依据。 相似文献