青少年网络情结的心理分析

青少年对互联网构筑的虚拟世界表现出较高的认同感和参与热情,典型的表现是参与的人数较多、花费的时间较长、卷入的程度较深。互联网文化和技术满足了发展中的青少年的好奇、探险、体验、交往、价值、自主、性等多种心理需求。     

Stigma activation through dis-identification: cognitive bias triggered by mass media photos of people with obesity

ABSTRACT

This study investigated how the prevalent visual depiction of obesity in the media promotes stigmatization of obese individuals. Particularly, this study proposed and tested the two sequential mechanisms which were not explicated in the previous models but indispensable in stigma research: (1) the disease avoidance response (i.e. discomfort for physical contact) and (2) dehumanizing perception. Results of two experiments overall supported the extended model: the headless photos of obese individuals triggered the disease avoidance responses, which sequentially increased the dehumanizing perception of and negative attitudes toward obese individuals. The identity trait (e.g. gender) match increased readers' level of social identification with obese people and alleviated the disease avoidance response when they saw the photo of the obese model as a whole being. By contrast, the opposite effects (i.e. disidentification and heightened discomfort) were found when the participants saw the headless photo of the obese model of the same gender.     

群体身份对亲社会行为的影响

亲社会行为的研究范畴在微观、中观和宏观三个层次上存在差别。宏观层次的亲社会行为研究较多关注群体身份对亲社会行为的影响。群体身份对亲社会行为影响的生物基础可用亲缘选择模型解释。这种解释符合进化心理学视角下的行为连续性假设。群体身份影响亲社会行为发生的内部机制与行动者对求助者身份的社会认知过程有关,求助者的内群或外群身份使行动者亲社会行为意愿、表现有差别。行动者感受到求助者和自己的"相似性"越大,亲社会行为越易发生。未来研究应在具体社会情境背景下探讨两者的关系,丰富该研究主题的内涵及其实际应用价值。     

分组合作模式在实验教学中的应用

本文从分组合作模式的原则、确定适宜合作学习的教学任务、分组合作教学的步骤、分组合作教学的效应四个方面阐述分组合作模式在实验教学中的应用。     

潮汕地区排外现象的实验与比较研究——从内外群体效应的视角

从内外群体效应角度对潮汕大学生的排外现象进行量化研究,以探究潮汕排外的特点及与客家的差异。结果表明,潮汕人的排外现象并不比其他地区更突出,与客家人相比仅在外群体可能对自己的结果有潜在影响、或在内外群体标签更突出易得的情况下才表现出更强的排外效应,其他情况下地域差异不大。根据研究结论,可以从淡化地域标签突出性,改变外地域群体是本地域资源争夺者和破坏者的认知角度来减小或消除潮汕地区排外的消极影响。     

群体骚乱的社会心理学机制

群体性的骚乱可以分为三个明显的阶段,每个阶段有着不同的社会心理机制。第一阶段,人们由于自我归类的动机,产生内群体偏差最终导致不和,这就使得各方有了产生冲突的可能;第二阶段,人们因为归因偏差,错误地理解对方的行为,从而引发冲突;第三阶段,群体中的人们由于受"去个体化"的影响,更多地卷入到群体暴力之中,使得冲突全面升级。基于上述社会心理学机制分析,本文结合北京奥运会安全问题提出了4项管理对策建议。     

Is This the Other Within Me? The Varied Effects of Engaging in Interfaith Learning

Abstract

Interfaith education appears to have a strong potential for prejudice reduction and for overcoming Islamophobia and antisemitism. Common in-group identity theory contends that awareness of interreligious similarities would reduce intergroup streotypes and anxiety. However, optimal distinctiveness theory assumes that pointing to similarities would actually pose an identity threat to learners, especially members of a minority. Jewish and Muslim Israeli adolescents who studied about similarities and inter religious influences between Islam and Judaism showed varied and contradictory reactions. Jewish students decreased prejudice while Muslim students slightly increased them. Findings are discussed in light of above theories, and point to educational implications.     

We belong together: belonging to the principal’s in-group protects teachers from the negative effects of task conflict on psychological safety

Psychological safety is the shared belief that the team is safe for interpersonal risk-taking. Critical team events such as conflict and faultlines (hypothetical lines that split a team into subgroups) should impact psychological safety. Previous research has shown the benefits of task conflict on team outcomes under certain conditions and the consistently negative effects of demographic faultline strength on team outcomes. We propose that being close to the principal (what we call belonging to the principal’s in-group) should help attenuate the negative effects of task conflict and faultlines among teachers, because it is associated with a more effective working relationship. In a survey study with 244 teachers from 45 primary schools, we tested the moderating effect of belonging to the principal’s in-group vs. belonging to an out-group on the relationships of task conflict and faultlines on psychological safety. Results of multilevel model tests showed that relationship conflict (but not task conflict) and faultlines decreased psychological safety. However, when teachers belonged to the principal’s in-group as compared to an out-group, task conflict had no negative effect on psychological safety. We present implications to bridge the negative effects due to subgroup presence, so that psychological safety can become a resource for all.     

临时团队成员内群体认同对合作行为的影响——一个被调节的中介模型

选取内群体认同为自变量,采用情境故事法对291名曾参加过临时团队的被试进行问卷调查,结果发现,内群体认同对快速信任有正向影响,快速信任对合作行为有正向影响,快速信任在内群体认同与合作行为之间起中介作用;风险认知在快速信任和合作行为之间起到负调节作用。最后,对该结论的理论和实践价值进行讨论,对未来研究的发展方向进行了展望。     

Interpersonal attraction and religious identification: a comparative analysis of Muslims and Hindus in India

This study compared whether an individual is more likely to perceive interpersonal attraction toward a member of his/her own or a different religious group. Self-identified Hindus (N=526) and self-identified Muslims (N=301) in India participated in the study. Results indicate members of a religious group (Hindus and Muslims) are significantly more likely to perceive physical, social, and task attraction for members of their own religious group than for individuals from another religious group. These results support an ethnic group vitality and in-group/out-group dichotomy.