The Impact of Viewer Perceptions of Media Personae and Viewer Characteristics on the Strength,Enjoyment, and Satisfaction of Parasocial Relationships

Using a cross-sectional survey design (N = 338), we measured the impact of viewer perceptions of media personae and viewer characteristics on the strength, enjoyment, and satisfaction of parasocial relationships. Strength, enjoyment, and satisfaction of parasocial relationships were strongest with characters that viewers like that are perceived to be similar to the viewer or someone they know in real life. However, the strength and enjoyment of parasocial relationships decreased when the persona was perceived to be similar to either the viewer or someone they know in real life and the viewer was high on attachment anxiety, attachment avoidance, or loneliness. Limitations and implications are discussed.     

论《伤心咖啡馆之歌》的哥特式风格

<伤心咖啡馆之歌>是20世纪美国南方女作家卡森·麦卡勒斯的代表作,其独特的哥特式风格令人印象深刻.小说运用阴森的场景描写和神秘恐怖的气氛烘托了一组怪诞的人物,以哥特式的隐喻,折射出美国南方社会变化时期人们精神世界的孤独和爱之无能.     

海明威与圣地亚哥

美国作家海明威随着年龄的增长 ,身体状况日趋不佳 ,而且他还得忍受写作生涯带来的孤寂以及对才华渐逝的恐惧。 195 2年海明威发表了《老人与海》 ,其间完满地塑造了一位孤独年老的英雄———圣地亚哥。这个形象的许多方面是海明威个人的真实写照 ,海明威借此表达了个人的见解 :从物质上讲每个人最终都是失败者 ,只有精神上的胜利才是可靠的 ,希望依然存在     

Thrilling travel or lonesome long haul? Loneliness and acculturation behavior of adolescents studying abroad

Studying abroad far away from family and friends may put young people at particular risk of experiencing loneliness. From this perspective, behavioral strategies to deal with the challenges of a new living environment have important implications for the development of loneliness over the course of an educational stay abroad. This study investigates adolescents’ experience of loneliness over the course of a school year abroad, as well as the longitudinal interplay between loneliness and the sojourners’ host- and home-cultural behavioral engagement. To that end, we analyzed data from 1,225 student sojourners using latent growth curve models and cross-lagged panel models. Participants were surveyed four times before and during the student exchange period using online questionnaires. Our results showed that loneliness increased during the transition from home to the host country but decreased again afterwards. Host-cultural behavioral engagement predicted lower levels of loneliness by a direct effect, whereas home-cultural behavioral engagement predicted higher levels of loneliness by a time-lagged indirect effect via host-cultural behavioral engagement. Implications for acculturation and loneliness research, and practical implications for the support of student sojourners are discussed.     

孤独感的研究现状及展望

孤破感是一种主观的感受,它是困扰人类的一种普遍的心理现象,长期的孤破有可能引发某些情绪障碍,降低心理健康水平,进而导致疾病。因此。对孤独感的现献技其干预研究就显得尤其重要。     

Reviews

FREEDOM SPENT. By Richard Harris. Boston: Little, Brown and Company, 1976; pp. 460. $12.95.

MALE/FEMALE LANGUAGE, WITH A COMPREHENSIVE BIBLIOGRAPHY. By Mary Ritchie Key. Metuchen, New Jersey: Scarecrow Press, 1975; pp. vii + 200; $7.95.

CONTEMPORARY SPEECH: A COMPREHENSIVE APPROACH TO COMMUNICATION. Compiled by Mary Frances Hopkins and Beverly Whitaker. Edited by Bernard Brommel. Skokie, IL: National Textbook Company, 1976; pp. ix + 316. $11.

COMMUNICATING. By Anita Taylor, Teresa Rosegrant, Authur Meyer, and B. Thomas Samples. Englewood Cliffs, NJ: Prentice‐Hall, Inc., pp. xiii + 466. $9.95.

MASTERING CLASSROOM COMMUNICATION: WHAT INTERACTION ANALYSIS TELLS THE TEACHER. By Dorothy Grant Hennings. Pacific Palisades, California: Goodyear Publishing Company, 1975; pp. xiii + 193. $5.95.

THE RHETORIC OF WESTERN THOUGHT. By James L. Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque, Iowa: Kendall/Hunt, 1976; pp. 272. Paper $9.95.     

试论南朝音乐诗的“孤独”品质

南朝是一个音乐发达的时代。南朝音乐诗的创作,不仅是诗歌题材领域的一次拓展,而且还有着更为丰富的文化底蕴:它们是南朝诗人孤独苦闷内心的写照与呈现。在本文中,笔者将通过分析南朝音乐诗当中蕴藏的愁离伤别、思乡恋土与知音情结三方面情感,揭示南朝音乐诗的“孤独”品质,并以此来探寻南朝的社会文化心态。     

杜鲁门*卡波特文学创作探微

世界闻名的美国作家杜鲁门·卡波特的文学创作分四个时期:早期、中期、鼎盛时期及晚期。作品所反映的是始终如一的主题:人在当今社会生活中的特殊体验和感受。他笔下的人物都是孤独者的形象,具有特有的审美价值。卡波特对美国文学及世界文学的发展作出了贡献,准确评价其作品的文学价值、美学价值以及对世界文学的影响和贡献是一项很有意义、值得研究的工作。     

Clarifying the Role of Attachment and Social Compensation on Parasocial Relationships with Television Characters

A cross-sectional survey (N = 371) addressed inconsistent findings in previous research regarding the associations between attachment dimensions, social compensation variables (Loneliness, Need to Belong, Social Anxiety), and parasocial relationships. The study disentangled parasocial relationship from parasocial interaction through more careful measurement and investigated parasocial relationships with both liked and disliked television characters. Data revealed associations between parasocial relationships, social compensation variables, and attachment dimensions, but associations differed based on whether the participant referred to a liked or disliked television character. The strength of parasocial relationships with disliked characters was influenced by the interaction of social compensation and attachment dimensions, whereas for liked characters these variables were associated at the main effect level.     

Perception of competence: risk and protective predictors following an e‐self‐advocacy intervention for adolescents with learning disabilities

The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD.