初中生父母教养方式的调查与分析

采用父母教养方式评价量表（EMBU）对某中学80名学生进行抽样调查,目的是提出科学可行的初中生父母教养方式。结果：大多数初中生父母教养方式处于正常范围,父母教养方式一致性程度较高,在性别和城乡上没有显著差异,但是在父亲的惩罚、严厉维度上,非独生子女极显著高于独生子女。结论：一致性程度比较高的教养方式有利于孩子的身心健康成长;独生子女与非独生子女家庭的父母教养方式可能对两类家庭成长的孩子形成不同的心理品质。     

学前残疾儿童家长亲职压力干预研究

通过为期两个月共八次的小组辅导活动对12名学前残疾儿童母亲进行干预,以考察小组干预对降低学前残疾儿童母亲亲职压力水平的有效性和适用性。结果表明:(1)实验组和对照组小组干预后亲职压力反应水平存在显著差异,实验组亲职压力反应总分及情绪症状、行为症状和精神症状得分显著低于对照组;小组干预效果稳定;(2)小组干预对学前残疾儿童母亲的身体症状和心智症状影响不显著。     

父母教养方式与大学生人格特征的关系研究

为了探讨父母教养方式与大学生人格特征的关系,采用父母教养方式评价量表(EMBU)修订中文版、艾森克人格问卷简式量表中国版(EPQ-RSC)对260名大学生进行测试。结果显示:(1)大学生人格的精神质与父母惩罚严厉、母亲拒绝否认呈正相关;(2)内外向与母亲情感温暖理解呈显著正相关,与父亲拒绝否认呈负相关;(3)神经质与父母情感温暖理解呈显著负相关,与父母拒绝否认、父亲过度保护和母亲过分干涉保护呈显著正相关;(4)掩饰性与父母情感温暖理解呈正相关;(5)多元逐步回归分析结果显示,父亲拒绝否认正向预测精神质,母亲情感温暖理解正向预测内外向,父亲过度保护对内外向具有负向预测作用,父母情感温暖理解负向预测神经质,父亲过度保护正向预测神经质。     

Evaluations of Supportive and Unsupportive Responses during Spousal Deployment

This study investigates helpful/unhelpful support, and reasons why responses from others are evaluated as helpful/unhelpful in terms of how they affect the ability to cope with deployment. Interviews were conducted with 26 military partners during deployment. The results offer a typology of (un)helpful responses and attributions of these responses. Furthermore, the results indicate that similar responses can be evaluated as both helpful and unhelpful, creating a support paradox. Three prominent dimensions affecting the variability in response evaluations, based in validation, understanding, and control, are discussed: in-group versus out-group, identity-confirming versus identity-disconfirming, and burden-reducing versus burden-inducing. These dimensions deepen our understanding of how support is unique within the context of deployment, specifically in terms of the paradox it can create.     

Testing a Mediational Model of Bullied Victims' Evaluation of Received Support and Post-Bullying Adaptation: A Japan-U.S. Cross-Cultural Comparison

What sort of social support best enhances bullied victims' adjustment has yet to be clarified. To explore this support-related aspects of bullied individuals' coping process, a mediational model of social support and adaptation was tested with the data from Japan (n=148) and the US (n=192). The results indicated that emotional support generated positive appraisal, which, in turn, enhanced victims' behavioral and mental adjustment. At the same time, other types of support were found to be less effective or even deteriorative. In addition, these dynamics of supportive communication for bullied victims showed both similarities and differences across cultures. These findings were discussed with reference to the research on bullying, supportive communication, and cross-cultural variations in value orientation.     

Two views of “propaganda”

To support various assumptions outlined in Edwin Black's Rhetorical Criticism, two apparently dissimilar discourses are compared. Thoreau's “Plea for John Brown” and Towne and Stringfellow's “Letter to the Berrigan Brothers” reveal remarkably similar lines of argument. These topoi— the defense of illegal actions by invoking moral law; the slight concern for punishment; the assailing of the government; the impact of the illegal actions on the movement; the identification of the accused with morally superior beings—suggest a genre labeled “moral justification for legal transgressions.”     

自我调控学习影响因素的研究述评

自我调控学习是近几十年来国内外心理与教育学者热切关注的一个领域。个体的成就目标、兴趣、人格等个体因素以及家庭、课堂等环境因素都会影响学生的自我调控学习能力,分析并探讨自我调控学习的各个影响因素,对于提出合理干预措施,使儿童有效学习并且减少学业失败有重要意义。     

近十年国内父母教养方式民族差异研究述评

我国是一个多民族国家,有关民族差异的研究在各个领域都受到关注。在教育心理学中关于民族差异的研究同样备受关注,试对教育心理学领域内近十年国内有关父母教养方式民族差异的研究进行综述和论述,为后继研究提供一些研究思路与借鉴。     

Improving children's behaviour and attendance through the use of parenting programmes: an examination of practice in five case study local authorities

In this article, Professor Susan Hallam, of the Institute of Education, University of London, Lynne Rogers, lecturer in psychology at the Open University, and Jacqueline Shaw, music teacher, researcher and educational psychologist in training, report the key outcomes of their recent research into parenting programmes. The survey suggested that most local authorities in England were at a relatively early stage in their preparations for meeting demand for programmes focused on developing parenting skills in order to improve the attendance and behaviour of children in school. Here the authors present case studies of five local authorities that had well-developed provision based on contrasting approaches. Two of these authorities used existing programmes available through alternative providers or early years provision; the others offered programmes in schools, one based on established and internationally-available material and two that used content developed within the local authority. Longer term needs relating to parenting programmes are considered in relation to these case studies and the implications for schools, that may be actively encouraged to take on responsibility for these programmes, are explored.     

An Examination of Support (In)Adequacy: Types,Sources, and Consequences of Social Support among Infertile Women

This study investigated gaps between the supportive communication people desire and receive in the context of infertility. Our findings advance the notion of support adequacy by positioning social support as a dynamic resource that is contributed to from a variety of sources in numerous ways. A community sample of 301 infertile women indicated that they experience discrepancies in the support they desire compared to what they receive from their spouses, friends and family, medical professionals, and online sources. Participants experienced the most discrepancies from medical professionals, and in almost all of these discrepancies people desired more support than they received. The magnitude of the gap between people's desires and what they receive corresponds with evaluations of support quality.