大学生焦虑、抑郁与无聊倾向的相关研究

目的：考察大学生无聊倾向、焦虑和抑郁的关系。方法：对河南省某高校的320名学生进行无聊倾向量表（BPS）、焦虑自评量表（SAS）、抑郁自评量表（SDS）的调查。结果：男女大学生在无聊倾向总分、焦虑得分和抑郁得分上不存在显著差异,除无聊倾向量表的创造力因子外（分别为5.26±1.50,6.02±1.50,p〈0.05）,其他因子在性别上的差异也不显著。焦虑、抑郁、无聊倾向得分显著相关,抑郁在焦虑和无聊倾向的作用中起中介作用,中介效应占总效应的73.98%。结论：焦虑、抑郁、无聊倾向关系密切,焦虑通过抑郁影响无聊倾向。     

广州大学生网络游戏成瘾与无聊倾向性的相关研究

目的：探讨网络成瘾与无聊倾向性的相关关系,以了解当下大学生网络成瘾的现状及相关因素。方法：采用网络游戏成瘾量表和大学生无聊倾向性问卷,对广州某高校800名同学随机派发,并进行差异检验和相关分析。结果：①大学生网络游戏成瘾均分为36.07,低于中分,处于中等偏下水平,在性别和专业类型上大学生网络游戏成瘾现象差异显著;②大学生无聊倾向性在性别和专业上没有显著差异,但在其部分维度上存在显著差异;③网络游戏成瘾组的无聊倾向性显著高于非网络游戏成瘾组;④大学生网络游戏成瘾与无聊倾向性呈显著正相关。结论：大学生网络游戏成瘾与无聊倾向性相关,无聊倾向性对网络游戏成瘾有显著预测作用。     

Prospective teachers’ perceptions of instrumentality,boredom coping strategies,and four aspects of engagement

This study examined the mediating roles of prospective teachers’ boredom coping strategies (i.e. cognitive-approach, behavioral-approach, cognitive-avoidance, and behavioral-avoidance strategies) in the relationships between their perceptions of instrumentality and four aspects of engagement (i.e. agentic engagement, behavioral, engagement, emotional engagement, and cognitive engagement). A total of 521 prospective teachers participated voluntarily in the study. In addition to the latent factor and observed factor correlation analyses, a series of structural equation modeling analyses were conducted in order to examine the mediating roles of boredom coping strategies. The results demonstrated that perceived instrumentality, boredom coping strategies with the exception of cognitive-avoidance orientation, and four aspects of engagement were significantly related to each other. The results also showed that the relationships between perceived instrumentality and agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement were slightly, but significantly mediated by cognitive-approach orientation. Implications for teacher education and directions for future studies were also discussed in the present study.     

怎样激发学生上体育课的积极性

激励教育，做为一种教学艺术，在教学中灵活运用，不仅能够融洽师生关系，还能充分调动学生学习的积极性，把体育课上得生动、活泼而富有实效。     

Lonely or bored: Children’s lived experiences reveal the difference

In spite of the growing body of research on loneliness, the relationship between the phenomena of loneliness and boredom has not been sufficiently addressed, especially in respect to children. The question, “How does the child’s experience of boredom stand phenomenologically in relation to the experience of loneliness?” is explored from a hermeneutic phenomenological perspective. A critical examination of the literature regarding the phenomenology of both loneliness and boredom provides a theoretical background to the study. Elementary school children’s experiential accounts of loneliness and boredom are collected through research conversations. An original interpersonal communication board game is devised and used to initiate these conversations. The themes of loneliness and boredom emerged in a process of phenomenological reflection based on the participants’ lived experiences, the author’s personal experiences, and experiential accounts available in the literature. Distinctions between the two phenomena are derived from the exploration of these themes. Both boredom and loneliness are viewed as important pedagogical ingredients in the formation of the child’s inner self.     

论教师职业倦怠的成因与对策

教师职业倦怠正逐渐从个人问题延伸为群体与制度问题,导致教师职业倦怠的根本因素,在于对教师个体需要,尤其是尊重的需要、安全的需要、个人价值实现的需要的忽视。为了避免教师的职业倦怠,为了激发教师的职业动机,既要关注教师的个体需要,也要利用工作本身来满足教师的职业追求。     

Variations of Normal Children

Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions.     

Factors affecting smartphone dependency among the young in China

With rapid adoption of smartphones globally, the negative consequences of excessive smartphone use and dependency, especially among the young, has garnered more public attention recently. This study investigated the factors influencing smartphone dependency among the young. Using the Individual Media Dependency (IMD) perspective, this study proposed an extended IMD model to examine the influencing roles of six IMD goals, three psychological traits (self-esteem, leisure boredom, and sensation seeking), and smartphone use on smartphone dependency. A survey based on stratified random sampling was used to collect data from young smartphone users at one main public university in China. Structural equation modeling was then employed to examine the fit of the data to the model. The results identified four smartphone dependency symptoms, i.e. inability to control cravings, escape, feeling anxious, and productivity loss, and revealed the mechanisms between IMD goals, psychological traits, and smartphone dependency. The results showed that different IMD goals had significant impacts on different aspects of smartphone use, while smartphone use did not have a direct effect on smartphone dependency. The study provided important information, as it was among the first few to provide valuable references for both academicians and practitioners concerning smartphone dependency, which is still rarely explored in China.     

“无聊”的心理学研究述评

作为人类普遍而常见的一种情绪,无聊是个体面对贫乏的外部刺激和内部刺激时,无法体验充分的需求满足,从而产生的冷漠、孤独、抑郁、无助等不愉快的复合情绪状态。对无聊情绪的测量主要包括特质无聊的测量、状态无聊的测量等。目前为数不多的实证研究主要集中在无聊与认知的关系、与抑郁、焦虑等负性情绪的关系、与人格特征和行为的关系。未来研究的重点应包括无聊概念的丰富与具体化、研究方法的改进和完善、研究变量和研究对象的拓宽、加强临床和跨文化研究等方面。