中职学校学生校园暴力犯罪成因分析与预防

本文试图从个人人格、家庭、学校、社会方面探讨中职学校学生校园暴力犯罪的成因,并提出了相应的预防措施。     

高职学生学习策略特点的初步研究

学习策略是指:帮助学习者理解新知识的心理加工过程。高职生在学习策略方面存在一定的问题。本研究在高职学生学习动机特点初步研究的基础上,对高职学生学习策略的总体特点做了进一步的研究。本研究采用Biggs(1987)编制的学习过程问卷作为测量工具,分析结果表明:学习策略在年级、系部、性别、学校上均存在显著差异,进一步佐证了高职学生学习动机特点的研究结果。动机与策略存在一致性,学习策略的特点可以看成是学习动机程度的外部表现。     

评估职业兴趣的结构

Holland的职业兴趣理论对当今兴趣研究产生了广泛、深远的影响。但是目前,还没有研究考察Holland理论假设在中国的适用性。研究共检验了5个与Holland的6种兴趣类型(RiASEC)有关的假设,其中两个是由本文研究者提出。研究搜集了在中国进行的、与Holland理论有关的研究,并最终选择了9个RIASEC相关矩阵。假定顺序的随机化检验以及方差分析的结果表明,Holland的圆形假设与数据的拟合程度在5个模型中最差;多维标度法结果表明,RIASEC的空间结构图并没有很好地符合Holland的圆形假设。     

Convergence of Vocational Interests and Personality: Examples in an Adolescent Gifted Sample

This investigation explored the convergence between vocational interests as measured by the Strong Interest Inventory (Hansen & Campbell, 1985) and two competing personality models: the Big Five as measured by the NEO Personality Inventory-Revised (NEO-PI-R) (Costa & McCrae, 1992) and the Big Three as measured by the Multidimensional Personality Questionnaire (MPQ) (Tellegen, 1982; Tellegen & Waller, in press). The participants were 323 gifted adolescents. The authors predicted that specific NEO-PI-R facet scales and specific MPQ primary scales would add meaningful variance to the prediction of hypothesized Basic Interest Scales (BISs) on the Strong after the variation due to the respective Big Five or Big Three factors was removed. The predictions were largely supported. Moreover, this study provided additional evidence regarding convergence of Holland's Big Six and the Big Five model of personality. This study could serve to prompt a new generation of studies relating vocational interests and personality.     

阅读过程眼动控制理论模型:E-Z Reader

简要介绍了一个新近出现的阅读过程中的眼动控制理论模型——E-Z Reader模型,并对该模型的特点进行了深入讨论。文中还涉及了其它几个相关的理论模型．如Morrison(1984)模型和Mr．Chips：理想观察者模型等。最后就E-Z Reader在中文阅读过程认知研究领域中的应用前景进行了讨论。     

Dangerous sports and recreational drug‐use: rationalizing and contextualizing risk

This article reports upon the Interpretative Phenomenological Analysis (IPA) of a small number of semi‐structured interviews, conducted with persons engaging in either recreational drug‐use (primarily identified here as Ecstasy‐users) or dangerous sports (primarily identified here as bungee‐jumpers). Our analysis focuses upon the manner in which these participants make sense of their initiation and maintenance experiences, and the means by which they understand and make sense of risk. In particular, we draw attention to the distinctions between our participants' rational and contextual reconstructions of risky decisions. These distinctions indicate that our participants are able to draw upon a complex cultural and relational understanding of risk and pleasure, and are thus able to deal quite effectively with the contradictory experience of taking ‘non‐volitional’ action. This exploration of persons' strategies for displacing agency in relation to potentially negative outcomes may have implications for research and practice in related areas. Copyright © 2004 John Wiley & Sons, Ltd.     

职中和高中学生的自我概念与内外参照模型

通过自我概念量表,对职业高中和普通高中一年级学生进行问卷调查,用多因素多元方差分析比较了这两类学生自我概念的差异;对学科成绩与学科自我概念做了分组相关分析,并做了,比较。结果表明：(1)职中生的自我概念显著低于高中生。(2)职中生与高中生的学科自我概念与学科成绩之间的关系有同有异,但都符合内外参照模型。     

Élargissement et renouvellement des questions traitées par l’ergonomie dans le domaine du développement durable : retour sur 12 ans de travaux sur les activités domestiques et la maîtrise des consommations énergétiques

This paper aims to trace how the integration of a societal issue such as “sustainable development” influenced our work in ergonomics in terms of activity analysis and contributions to the design during the last 12 years. We redefined the issue of energy consumption management and of behavioral modification. If we first developed household activities analyses for the design of smart home services, the introduction of sustainable issues leaded us to build the concept of “sustainable situation”: a new form of interaction between the actors and their environment. Sustainable situations allow energy consumption reduction as well as human well-being and development. We thus added sustainability as a new design criteria to preexisting ones such as utility, usability and appropriability. This new design perspective leaded us to enlarge our analysis of the lived experience at home to the longitudinal analysis of processes (appropriation, reflexivity, development and commitment) for the design of resources for the human development and activities.     

情绪调节对消极元刻板印象激活的认知效应的影响

以101名中职生为被试,采用不同难度的工作记忆任务,探讨认知重评与表达抑制两种情绪调节策略对消极元刻板印象激活的认知效应的影响。结果发现:(1)情绪调节策略对元刻板印象激活的认知效应具有影响,且与认知任务的难度有关;(2)在低难度工作记忆任务中,情绪调节策略对元刻板印象激活的认知效应没有影响,在中等难度任务中,认知重评减弱了激活的认知效应,但表达抑制没有影响,在高难度任务中,认知重评没有影响,表达抑制反而增强了激活的认知效应。总之,不同情绪调节策略会对消极元刻板印象激活的认知效应产生不同的作用。