青少年元记忆能力发展的认知研究

元记忆是个体所具有的与自己的记忆活动有关的信念及监控系统 ,其发展研究包括元记忆知识的习得与发展、元记忆监控能力的发展等。 2 0年来的研究表明 :青少年元记忆能力的发展具有年龄阶段性和关键期 ,年龄和教育训练是其两个重要影响因素。但该领域研究还存在理论概括性不高、被试代表性不强和比较缺乏多因素实验研究等问题。其未来的研究中宜采用多因素实验设计 ,不断提高研究的系统性和生态学效度     

宁夏青少年个性发展研究

采用《青少年心理健康素质调查表——个性分量表》对宁夏回族自治区2880名学生进行测查。经验证性因素分析（CFA）和方差分析（ANOVA）。结果表明：（1）个性分量表具有良好的结构,个性各维度信度较低。但总的个性分量表信度较高;（2）不同民族在坚持、自制、内外倾、开放和耐挫折五个个性维度方面差异显著,而在乐观悲观、责任、冒险、独立四个个性维度差异不明疆,个性特征在不同民族青少年之闽既存在明显的差异性也有一定程度的相似性;（3）对于不同的个性维度和不同的性别,民族对个性发展过程的影响是不同的。     

社会距离与合作指数对不同年龄青少年合作行为影响的差异

本研究采用重复囚徒困境实验范式,考察了社会距离和合作指数对不同年龄青少年（初中生、高中生和大学生,且每个年龄段的被试数为40名）在博弈决策中的合作行为的影响。结果发现：（1）随着年龄的增加,青少年合作行为的总体趋势表现为下降;（2）社会距离对大学生的合作行为的正向作用显著,而中学生的合作行为却不受其影响;（3）个体合作率会受到合作指数的促进作用,但这种促进作用在大学生中表现的更为显著。即随年龄增长,个体会更少的采取合作行为,并且个体是否采取合作在更大程度上基于当前博弈中的收支情况和与博弈对象之间的社会距离。     

Que signifie être parent d’un adolescent qui consomme des substances psychoactives ? Étude phénoménologique interprétative transculturelle

This study focuses on the theme of the influence of adolescents on parents, from a transcultural perspective considering the socio-cultural contexts of Belgium and Togo. The research question is: “How do parents experience the influence of their teenagers who is using the psychoactive substances?”. Through an inductive qualitative approach, the study highlighted, not the incidence of this phenomenon, but its existence and meaning, by the method of the interpretative phenomenological analysis. In order to reinforce the validity of the results, triangulations were made: triangulation of data sources (differences and diversity of participant characteristics), environmental triangulation (data collection from indigenous people in Belgium and Togo) and triangulation of investigators (involvement of co-authors at all stages: choice of methods, data collection and analysis). The analysis of the data collected from participants of Belgium brought out the following themes: (1) it is difficult for a parent to set limits on his child who is using the substances, (2) the substance use has benefits as well, (3) massive upset the parents’ emotions, (4) the society doesn’t offer enough protection against marginality, (5) it is necessary to protect oneself from society's accusing gaze. The themes that emerged from the analysis of data from participants of Togo are: (1) I cannot get respect in my own home, (2) exacerbation of parents’ vulnerabilities, (3) beware that society's judgment is humiliating, (4) the chronic disorders have a religious explanation, (5) the relationship with the adolescent is complex and ambivalent. The results of this study thus show that where some participants refer to the difficult character of the adolescent to explain their educational failure, others may suspect, in addition, the intervention of mystical forces. They also suggest that the influence of substance-using teenager has essentially negative meanings and is a powerful factor of the parents’ feelings and their educational practices that must be considered in psychotherapy.