Moderators of Acculturative Stress in Pakistani Immigrants: The role of Personal and Social Resources

International migration research has focused on the immigrants’ mental and physical health issues with little attention paid to factors that facilitate adjustment. Recently cross-cultural researchers have tended to focus on certain psychological and social moderators of stress that differentiate between migrants perceiving higher stress and those remaining relatively unscathed. The present study examined the moderating impact of coping resources (sense of coherence and perceived social support) and coping strategies (problem-focused and emotion-focused) on the relationship between acculturative stress and psychological well-being (positive functioning and negative health outcomes) in stress-coping model. On a final sample of 308 Pakistani immigrants residing in Greater Toronto Area a series of moderated hierarchical regression analyses were performed separately for positive and negative health outcomes. Results indicated that sense of coherence and perceived social support moderated between acculturative stress and positive functioning (self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, personal growth), and acculturative stress and negative health outcomes (depression, psychosomatic symptoms, anxiety and insomnia, social dysfunction).The current findings have implications for clinicians, researchers, and policy makers for the identification of resource factors that help to understand the resistant power of growing immigrant population to maintain positive functioning.     

主观幸福感研究综述

随着心理学研究的发展,对主观幸福感的研究已经成为积极心理学研究的焦点。主观幸福感是衡量人心理状态好坏与生活质量高低的重要因素。本文介绍了主观幸福感的基本概念和影响因素、主观幸福感的测量,并对主观幸福感研究中存在的问题加以探讨。在对主观幸福感的影响因素的研究中我认为主观幸福感历经了从外部影响到内部决定的轨迹,其中内部的影响因素如人格、自尊、认知模式、自我意识等对主观幸福感有直接的影响。这就有助于教育工作者提高学生的主观幸福感。     

对中国城市居民社区体育发展中若干问题的思考

社区是人类居住的基本环境.发展群众体育离不开社会成员居住环境中的体育.一定意义上讲,越是现代社会,社区体育发展就越应健全.当前,我国社会文化建设蓬勃发展,但体育发展相对落后.有效解决这一问题刻不容缓.主要从社区体育与居民需求,社区体育场地设施以及社区体育服务等方面对此提出初步看法.     

Relationships Among Teachers’ Positive Discipline,Students’ Well-being and Teachers’ Effective Teaching: A Study of Special Education Teachers and Adolescent Students With Learning Disabilities in Taiwan

The authors proposed a positive discipline, well-being and teaching effectiveness model that suggested that teachers’ positive discipline would facilitate students’ well-being and effective teaching, and students’ well-being would play a mediating role in the association between positive discipline and teaching effectiveness. The model was tested by including 255 resource room teachers (mean age = 32.71 years, SD = 7.09) and 255 matched adolescent students with learning disabilities (mean age = 14.06 years, SD = .74). Teachers responded to a scale for rating positive discipline strategies, and adolescents completed a students’ well-being questionnaire and a students’ awareness of teachers’ teaching effectiveness questionnaire. To evaluate the fit between the collected data and the proposed model, structural equation modelling was used to analyse the data. The results supported the proposed model and revealed that the link between teachers’ repertoire of positive discipline strategies and their students’ perception of teaching effectiveness was partially mediated by students’ well-being. Thus, the authors suggest that instead of eliminating individual student misbehaviours, teachers should focus more on positive classroom management, which is linked to improved outcomes for students and teachers.     

中国博士生与中国公众价值观的比较——“后现代化理论”的验证研究

本文以Inglehart建构"后现代化理论"所使用的"世界价值观调查"为测量工具,对中国博士生进行调查,并将调查结果与2004年中国公众的"世界价值观调查"数据进行比较分析,所得出的结论与Inglehart"后现代理论"在世界范围内比较上述两组人群的结论一致,即,中国博士生的价值观已发生了"现代化"维度上从"传统价值观"向"世俗—理性价值观"、以及"后现代化"维度上从"生存价值观"向"幸福价值观"转变的趋势,即博士生趋向不再强调经济增长的最大化、成就动机和法理权威,而更强调生活质量、主观康乐和自我表达。     

Teacher well-being: A systematic review of the research literature from the year 2000–2019

In recent years, teacher well-being has received increasing attention that has led to a plethora of empirical studies from various disciplines. The aim of this paper is to contribute to the clarification of the construct teacher well-being, add knowledge about the prevalence of teacher well-being and systematize predictors and outcomes of teacher well-being. A systematic review following the PRISMA-statement was applied to peer-reviewed papers published between the years 2000-2019 and a total of 98 studies were included in the final analysis. Heterogeneous approaches could be categorized into five distinct theoretical foundations. Empirical evidence did not confirm that teacher well-being is at risk. Among the variety of correlates and predictors of teacher well-being that could be categorized into general versus job-related categories on the individual or the contextual level, social relationships seem to play a pivotal role. Although empirical evidence regarding its outcomes is scarce, results suggest that teacher well-being influences teaching quality.     

主观幸福感研究进展

主观幸福感是反映生活质量的重要指标,从认知评价角度,认为主观幸福感是人们对自身生活满意程度的认知评价;从情感体验角度,认为主观幸福感是当前正性情绪和负性情绪平衡的结果;从形式上,认为主观幸福感是一种心理体验;从内容上,认为主观幸福感是人们所体验到的一种理想存在状态。财富、人格、文化和年龄因素对主观幸福感有不同程度的影响。人格理论、比较理论、目标理论、适应平衡理论和认知动机理论作为当前比较有代表性的理论,都从各自不同的角度对主观幸福感形成的心理机制进行解释。情感评估模式和认知评估模式成为主观幸福感测评的两种基本取向。当前主观幸福感研究中存在着"研究领域分布不均"、"主观幸福感的概念具有还原论和简单化倾向"、"主观评价与客观标准分离"等方面的不足,主观幸福感和心理幸福感有融合的研究趋势。     

Objective outcome evaluation of a leadership course utilising the positive youth development approach in Hong Kong

Abstract

This study adopted a single-group pretest-posttest design to explore the changes in 2,876 undergraduate students in positive youth development, psychological well-being and desired graduate attributes after they took a leadership subject utilising the positive youth development approach at one university in Hong Kong. The subject aims to promote undergraduates’ leadership qualities, particularly their intra- and inter-personal competencies. Participants completed the same objective outcome evaluation forms before and after taking the subject. We found that the participants showed significant positive changes in most positive youth development attributes (i.e. self-determination, cognitive competence, behavioural competence, social competence, emotional competence, self-efficacy, spirituality, and clear and positive identity), life satisfaction and desired graduate attributes (including problem-solving ability, critical thinking, life-long learning and ethical leadership). The findings demonstrate that leadership subjects can promote the positive youth development of Chinese university students and enhance their psychosocial well-being and desired graduate attributes.     

Who decides? Tanzanian women's narratives on educational advancement and agency

One of the critical issues deliberated amongst researchers on gender and education is that of choosing and decision-making. Often, the focus of analysis is framed through the concept of agency. In this paper, the analytical focus is on educational advancement and agency. The paper is based on narratives of 10 highly educated Tanzanian women. Employing the human development and capabilities approach, the paper aims to elaborate to what extent the women had the freedom to exercise educational agency, in what ways their beings and doings were in accordance with ‘the idea of Tanzanian woman’, including the hegemonic idea of adequate and appropriate education for girls and women, and how they aimed to become something else. By listening to the women's narratives and analysing their choices and decision-making processes, four kinds of agency freedoms were identified. In the paper, these agency notions are re-presented.     

高校教师的主观幸福感、应对方式及其关系

通过对广东省24所高校5603名教师进行问卷调查,考察高校教师的主观幸福感、应对方式及两者之间的关系。结果发现:当前广东高校教师的主观幸福感处于中等偏上的水平,大多数教师较多使用成熟的应付方式;不同性别、教龄、任教专业类型、职称的教师的主观幸福感及应对方式存在显著差异;成熟的应对方式有助于教师主观幸福感的提升,而非成熟的应对方式则有碍主观幸福感的提升。