心理资本与主观幸福感的关系探讨

该文对心理资本与主观幸福感的关系进行了梳理,具体介绍了心理资本与主观幸福感在理论基础、研究取向及对工作绩效影响方面的一致性;心理资本与主观幸福感存在相关关系、因果关系以及心理资本作为调节变量与中介变量影响主观幸福感;文章最后指出了心理资本与主观幸福感在内涵结构、相互关系、领域划分以及本土化研究方面存在的问题以及今后研究的思路。     

积极心理学视野下大学生主观幸福感的培育

以大学生主观幸福感为研究对象,运用文献研究、理论阐释等方法,梳理当前大学生幸福感的现状,指出家庭状况、社会支持、人格、自尊、自我效能、应对方式、人际关系等不同程度影响大学生的幸福感,主张建立发展性为主,弥补性为辅的心理健康教育目标,形成长效机制,转变心理健康教育模式,塑造健康人格品质,同时创新工作形式,提高心理健康教育的实效性,以此增强对大学生主观幸福感的培育,以期形成系统全面的调查、评估、干预主观幸福感的方法。     

积极心理学视域下研究生主观幸福感提升路径探析

随着我国社会整体进步和知识经济的快速增长,以及研究生招生规模的不断的扩大,导致社会竞争压力的急剧增加。各种压力的产生造成研究生群体幸福感缺失,心理健康问题也日益凸显。这些心理问题如果得不到足够的重视和消解,不利于研究生群体的健康成长。研究积极心理学视域下研究生心理健康教育相关问题,有助于推动社会提高认识、协调行动、共同努力,为提高研究生群体心理健康水平并最终提高我国高水平人才素质奠定理论基础;同时可以为一线教育工作者提供工作开展的实际指导并为研究生提高抗压能力,提升幸福感水平提供可行的策略。     

跨越与发展——主观幸福感的过去、现在与未来

幸福是人文知识的核心命题,心理学的终极目的是促进人类幸福。主观幸福感研究始自上世纪60年代,研究从外部因素深入到内部机制,从哲学思辨转移到科学实证,从理论研究转移到社会应用,从学术研究转移到幸福感提升,激发当代“幸福革命”。早期重点是调查幸福感,主要是沿着入口统计维度进行实证调查,侧重比较不同群体的幸福感差异;中期重点是解释幸福感,理解幸福感形式的内部机制,主要有从上而下和从下而上两种理论框架;近期重点是侧量幸福感,更加重视幸福感理论与测量的互动,建构出主观幸福感、心理幸福感、社会幸福感三种测量模式;现代的重点则是应用幸福感,融入社会发展体系,成为重要的社会指标,具有诊断、调整、互补、发展功能;未来的核心是提升幸福感,力图把幸福感的学术研究成果转化为充满温暖的幸福体验,实现人类幸福的最大化,创造幸福的社会。     

Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland

This qualitative study explored teachers' perceptions of the inclusive education of students with autism spectrum disorder (ASD) at the post-primary level, specifically those with Asperger syndrome. Semi-structured interviews were conducted with eight mainstream teachers in the Republic of Ireland. One of the main findings of the study was that the teachers' implicit model of inclusion was more consistent with integration than with inclusive education. Although systemic barriers to inclusive education were identified, the teachers' focus tended to be on managing within the system rather than on bringing about systemic change. Mainstream post-primary education was endorsed by teachers for their students with ASD, despite perceiving that these students were unhappy and socially excluded. The teachers were confident in teaching students with ASD, primarily as a result of their experience. The implications of the study for teacher educators and future researchers are discussed.     

积极心理学与学校心理健康教育

积极心理学给学校心理健康教育工作提供了新的思路,它起到了更新教育理念,拓展教育目标,转变教育模式的重要作用,从而创新了心理健康教育的途径。     

基于积极心理学的"护理心理学"课程改革对军校护理专业本科生主观幸福感的效果评价

目的:对军校护理专业学生进行基于积极心理学的"护理心理学"课程改革,评价干预对提升学生主观幸福感的效果.方法:"护理心理学"课程教学内容中增加积极心理学内容,课程开展期间学生持续2周每日自主记下当天发生的3件让其感到幸福的事情.干预前后采用主观幸福感问卷对某军校护理学专业三年级36名学生的生活满意度、积极态度和消极态度进行两次测量.结果:干预前后学生的积极态度有明显差异(t=-2.172,p=0.037),生活满意度和消极态度无明显差异.结论:基于积极心理学的"护理心理学"课程改革有效提升了军校护理专业学生的积极态度.     

A renewed focus on strengths‐based assessment in schools

School‐based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments often open doors to specialised services or interventions and provide opportunities for students to build competencies in areas of need. However, these assessments often fail to highlight the abilities of these students and instead focus on areas in need of remediation. The use of a more positive, or strengths‐based, approach to working with students is needed. Although strengths‐based assessment (SBA) is not a new concept, it is not routinely incorporated into school‐based assessment services. This article provides an overview of SBA and its benefits, along with empirically‐driven models that support the implementation of SBA in schools, and calls for a renewed focus on understanding students from a strengths‐based model. Examples of SBA measures and techniques are included, along with implications for practice for both students and psychologists.     

Factor structure of character strengths in youth: Consistency across ages and measures

The VIA Classification of Strengths and Virtues attempts to provide a comprehensive model of character based on 24 character strengths. The present study is the largest study to date exploring the structure of the 24 strengths in youth. One sample (N = 23,850) completed the VIA-Youth, a teen measure of the VIA Classification. Based on a random subsample, it was determined the data were best modeled using four factors. The remainder of the sample was used to demonstrate measurement invariance for the four-factor model across ages 10–17 and country. Comparison with 471 English academy school students who completed two alternate measures of the VIA Classification also demonstrated measurement invariance. The results suggest a four-factor model that includes two primarily interpersonal factors, one reflecting general engagement, the second other-directedness. Other factors involved intellectual and self-control strengths. Implications for the understanding of character strengths in youth versus adults are discussed.     

Children with Special Education Needs and Subjective Well-being: Social and Personal Influence

Children and adolescents with cognitive and developmental difficulties show difficulty in social interaction, feelings of rejection, autonomy, social rules and in behavioural and emotional self-regulation. Importantly, their subjective well-being is associated to social support and personal factors, such as self-esteem and a positive self-image. The data were collected in 16 schools, 8 in the North Region and 8 in the Lisbon Region of Portugal. The sample is composed by 1181 young people of which 51.5% were female, with ages ranging between 8 and 17 years. From the sample, 2.6% had special educational needs (SEN), and 3% did not use the Portuguese language at home. 12.2% had been retained one grade or more. Three regression models were built. Model 1 establishes the association between having SEN, grade and subjective well-being. The final model with all variables showed that social and personal characteristics present a stronger explicative value on children and adolescents’ subjective well-being. The model also showed that, when social and personal variables are included the association between being a student with SEN and well-being is not statistically significant. Research and intervention implications include the need to promote subjective well-being, social and personal skills and a positive development in children and adolescents with SEN.     

Steering a course towards eudaimonia: the effects of sail training on well-being and character

Sail training voyages have been shown to enhance self-constructs and inter-personal and intra-personal skills. It is suggested through this case-study approach with twelve 14 year-old crew participants that such an experience contributes towards well-being and character development in emerging adulthood. An audit of voyage-based experiences generated an inventory of 58 authentic activities and participants completed questionnaires immediately post-voyage (T¹) and six months later (T²) to rate the significance of each activity. The highest rated activities reflected Maslow’s lower order of needs with a two-thirds correspondence at T¹ and T². Helming (or steering the vessel) was ranked as the most significant activity by participants in both time periods, although participants had questioned their ability to do this before the voyage. Helming is suggested to activate cognitive, psychomotor and affective domains in an authentic adventure education experience that contributes to hedonic well-being and may provide a course towards eudaimonia.     

论影响幸福感因素的整合趋向

个人所体验到的幸福感是多因素交互作用的结果,涉及面很广,与许多方面有密切联系：神经生物学方面的遗传和健康,个人的内部建构能力和人格,社会环境和干预手段,即生理、心理和社会三方面都对幸福感产生影响。我们从逐步趋向于三者统合的观点来理解幸福感,对幸福感进行分析,关注内外因素如何通过相互作用来影响幸福感,即环境与心理的交互作用,以期望从三者统合的角度对幸福感有一新的认识。     

A critical investigation of the nature and extent of cyberbullying in two post-primary schools in Northern Ireland

This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue.     

A positive psychological viewpoint for success at school – 10 characteristic strengths of the Finnish high-achieving students

People who exploit their strengths flourish; they are not only engaged with their goals, but also to their well-being and the content of life. In this study, interest focused on the high-achieving students in the Finnish general upper secondary education, in other words, on straight-A graduates’ characteristic strengths. This was a narrative study in which the data were obtained through written narratives and narrative interviews among 14 Finnish straight-A graduates. The data were analyzed with narrative analyzing methods. Ten typical strengths found and further categorized into three key dimensions were: (1) the thirst of knowledge and passion for learning, (2) fortitude and authenticity, and (3) love. This study implied that the youth’s school paths and well-being actively increased their own characteristic strengths.     

给心理健康教育注入积极心理学因素

我国心理健康教育的指导思想应进行转折性变革,在诊断评价体系、治疗与咨询内容和总目标三个方面应转向积极心理学:从过于强调负性情绪的诊断转向积极情绪的诊断;从治疗疾病转向积极预防;以积极心理学的取向赋予心理健康教育新内容和更高目标。心理健康教育模式中,要关心人的优秀品质和美好心灵,关注人的积极的认知加工、积极的情绪体验和积极的社会行为,培养积极健康的人。     

职业幸福感:职业教育的终极关怀

职业是人类在追寻幸福生活的过程中创造出来的,当职业与一个人的发展潜能相合的时候,职业幸福感就会产生。在教育的原初意义上,职业幸福感可以通过教育获得,但是,当下中国职业教育的误区是仅仅停留在外在的技术性追求上培养学生。职业教育创造职业生活的审美境界,职业幸福感应当是职业教育的终极关怀。     

Scapegoat: John Dewey and the character education crisis

Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey’s critics claim that he is responsible for the undermining of the kinds of instruction that could lead to the development of character and the strengthening of the will, and that his educational philosophy and example exert a ubiquitous and disastrous influence on students’ conceptions of moral behavior. This article sets forth the views of some of these critics and juxtaposes them with what Dewey actually believed and wrote regarding character education. The juxtaposition demonstrates that Dewey neither called for nor exemplified the kinds of character-eroding pedagogy his critics accuse him of championing; in addition, this paper highlights the ways in which Dewey argued consistently and convincingly that the pedagogical approaches advocated by his critics are the real culprits in the decline of character and moral education.     

An international perspective on civic participation in Irish post-primary schools: results from ICCS

Ireland was one of the 38 countries/education systems that participated in the International Civic and Citizenship Education Study (ICCS) in 2009. This is the first international comparative study in this area in which Ireland has participated since 1971. The study measured the civic knowledge of 14-year-olds and their attitudes towards, and beliefs about, various civic and citizenship issues. The current paper focuses on indicators of students' and (to a lesser extent) parents' participation in school life. Although active participation in school is emphasised in, for example, the Education Act of 1998, little empirical work in Ireland has defined or examined actual levels of participation in post-primary schools, or students' views of their opportunities to participate, and ICCS provides information on these issues in an international comparative context. Findings indicate that despite a relatively strong civic knowledge base among students in Ireland, levels of participation compare less favourably with other countries. Results are discussed in the wider context of the Irish education system.