探讨团体辅导对大学生学业拖延状况的改善效果.在大学生中招募Aitken拖延问卷(API)得分在60分以上的被试共计24名,随机分配到实验组(n=12)和对照组(n=12).对实验组进行4周8次的团体辅导,重点提升个体的自我接纳水平与时间管理能力.在团体辅导前、结束及结束后3个月时施测API,并进行访谈与行为记录.结果发现,团体辅导前实验组与对照组API得分无显著差异,在辅导结束以及结束后3个月,实验组的学业拖延得分显著低于对照组;实验组内团体辅导结束及结束后3个月追踪测试API得分显著低于团体辅导前,对照组内三次测查API得分无显著差异;实验组的自我报告与行为记录表明组员延迟完成学习任务的次数减少,对照组则无明显变化.说明提升自我接纳水平与时间管理训练相结合的团体辅导对大学生学业拖延具有较好的改善效果.

为从土壤微生物生物量角度分析扎龙湿地不同生境的土壤肥力状况,对扎龙芦苇生境和草甸生境不同土层(0-10 cm、10-20 cm、20-30 cm)微生物生物量碳(MBC)、氮(MBN)季节变化进行监测,并分析了土壤微生物生物量碳氮与土壤环境因子的关系.结果表明:两种生境土壤MBC、MBN含量均表现出明显的垂直分布特征,即0-10 cm＞10-20 cm＞ 20-30 cm,且草甸生境显著大于芦苇生境.在整个生长季节内,两种生境土壤微生物量碳、氮均大致呈现出“W”型变化格局,其变化幅度均随着土层的加深而减小,且草甸生境的变化幅度显著大于芦苇生境.相关分析表明:芦苇生境土壤MBC与土壤含水率呈极显著正相关(P＜0.01),与土壤pH呈极显著负相关(P＜0.01),MBN与土壤含水率、有机碳、水解性氮呈极显著正相关(P＜0.01),与土壤pH呈极显著负相关(P＜0.01);草甸生境土壤MBC则均与土壤含水率、有机碳、有效磷、水解性氮呈极显著正相关(P＜0.01),与土壤pH值呈显著正相关(P＜0.05),MBN则均与土壤含水率、有效磷呈极显著正相关(P＜0.01),与有机碳呈显著正相关(P＜0.05).

Objective To explore the relationship between college students' achievement motivation and subjective well-being.Methods By stratified random sampling,we recruited 353 college students from two comprehensive universities in Beijing for the present study.The subjects responded to the Achievement Motivation Scale and the Subjective Well-Being Scale.Results ①Significant correlations were found between various dimensions of achievement motivation and subjective well-being(r=0.386,P<0.05).②The group of low success motivation /low motivation to avoid failure had significantly higher subjective well-being scores than the group of low success motivation/high motivation to avoid failure,and also acquired higher scores than the group of high success motivation /high motivation to avoid failure (P=0.000,P=0.023).In addition,the group of high success motivation /low motivation to avoid failure both had significantly higher subjective well-being scores than the group of low success motivation/high motivation to avoid failure as well as the group of high success motivation /high motivation to avoid failure (P=0.000,P=0.000).③Motivation to avoid failure had a good prediction for subjective well-being (B=-0.477,P=0.000).Conclusion There is a significant correlation between college students' achievement motivation and subjective well-being,and motivation to avoid failure has a good prediction for subjective well-being.

Objective To explore the relationship between self-efficacy and subjective well-being(SWB) of graduate students in military college.Methods 287 graduate students in military college were administered by Index of Well-Being Scale and Self-Efficacy Inventory.Results ①The total score of self-efficacy was significantly related to Positive Emotion,Negative Emotion and Whole SWB.②There were significant differences between students of high self-efficacy and those of low self-efficacy.③Stepwise regression analysis revealed that self-efficacy was significant predictor for Positive Emotion,Negative Emotion and Whole SWB.Conclusion There were significant correlation between self-efficacy and SWB of graduate students in military college.

Objective To explore the relationship between social support and subjective well-being(SWB) in university students.Methods 420 university students were administered by social support scale and index of subjective well-being scale.Results ①The subscales of social support were significantly related to all the indexes of SWB.②There were significant differences between students of high social support and those of low social support.③Stepwise regression analysis revealed that objective social support and utilization of social support were significant predictors for emotion subscale of SWB(Positive Emotion and Negative Emotion),Subjective social support was significant predictor for cognition subscale of SWB(Life Satisfaction).Conclusion There were significant correlation between social support and SWB in university students.

Objective To development and standardization of Adults′Innovative Diatheses Scale.Methods 1,300 adults were administered by Chinese Adults′Innovative Diatheses Scale.Results The results showed that:(1)Chinese Adults′Innovative Diatheses Scale had been proved of high reliability and validity.(2)There were significant differences of sex,age and education onthe scores of whole scale and some subscales.(3)The norms of whole,sex,age and educationon Chinese Adults′Innovative Diatheses Scale were built.Conclusion Adults′InnovativeDiatheses Scale is applicable.

Objective To explore the state of students in grade three of senior middle school attending the entrance examination for college.Methods 285 students of grade three in senior middle school were administered by Inventory of Anxiety on the Entrance Examination for College.Results(1) There were mild problems in sources,psychological reaction of anxiety among students of grade three.There was no significant problem in body reaction of anxiety.(2)There was significant sex difference in the subscale of sources of anxiety.Girls'score was higher than boys' on the subscale.(3) There were significant differences in three subscales of students from three kinds of classes(this year's graduates excellent class,last year's graduates class and this year's graduates general class).Conclusion Students of grade three in senior school have test anxiety.Psychology guidance work should be held.

目前国内常用的成人心理健康评估工具之一为症状自评量表(SCL-90),该量表的信度效度指标较好[1].但由于该量表是在西方文化背景下开发,包含比较广泛的精神病症状学的内容,更适用于临床诊断和研究[2].鉴于目前缺乏针对我国普通成人所开发的心理健康量表的情况,作者在多年调查研究的基础上编制了适用于我国成人的心理健康量表.

Objective To design the Inventory of Anxiety on the Entrance Examination for College and to test the validity and reliability,which in order to provide instrument for anxiety on the entrance examination for college.Methods A total of 283 students in grade three in senior middle schools were tested by using the Inventory of Anxiety on the Entrance Examination for College.Results Factor analysis results indicated that the scale included three factors,ie,psychological reaction,sources and body reaction of anxiety.The three factors could explain 47.8% of total scale variances,which showed high construct validity.The correlated coefficients between total scale and three subscales were between 0.663-0.936,which showed good content validity.The correlated coefficients between three subscales were ranged 0.473-0.738,which was lower than the former,and showed high construct validity of the scale.Cronbach-α coefficient of total and subscales were 0.947 6,0.915 3,0.909 7 and 0.722 5,Spearman-Brown split coefficient were 0.886 4,0.891 3,(0.911 4) and 0.673 3,respectively,which revealed that the scale had high reliability.Conclusion The inventory have high reliability and validity and it can be the effective test instrument for anxiety on the entrance examination.

目的探讨军校研究生主观幸福感与人格特征之间的关系.方法采用幸福感指数量表和EPQ问卷对281名军校研究生进行调查.结果①军校研究生的主观幸福感水平在中等程度以上,体验到的正性情感较多,负性情感较少,对生活较为满意.②外向性与正性情感、生活满意度显著相关,神经质与幸福感的3个指数都显著相关,精神质则与负性情感、生活满意度相关显著.结论军校研究生主观幸福感各指数与其人格特征关系密切.

在对主观幸福感的概念、构成、测评工具予以介绍的基础上,回顾了青少年主观幸福感的基本状况,并对影响青少年主观幸福感的相关因素(包括人口统计学变量、生活事件、家庭因素、神经质和外向性、自尊、控制感)的研究进行了介绍,最后针对青少年主观幸福感的测评工具、状况和影响因素、产生机制和干预等四个方面提出了需要进一步深入研究的问题.

Objective:To explore the relationship between anxiety and some influential factors in secondary school students.Methods: 558 secondary school students were administered Chinese Secondary School Students Anxiety Scale, Adolescence Life Events Scale, Parents' Upbringing Ways Scale, EPQ and Coping Scale . Results:(1) The total level of anxiety of secondary school students was low ,but there were 52.6% students with anxiety of different levels . There were not significant sex and grade differences in anxiety. (2)Anxiety was significantly correlated to Life Events,Personality Traits,Ways of Parents' Upbringing ,Coping ways;Stepwise regression analysis revealed that eight factors were significant predictors i.e. indulging pattern coping with ill emotion,Learning stress,neuroticism,interpersonal stress,mother's overprotection,solving problem and ,psychoticism.Conclusion:There is significant anxiety in Chinese Seconday School students and several factors can predict anxiety.

采用创新心理素质、青少年生活事件、父母教养方式、艾森克人格和应对量表对558名中学生进行调查.结果表明:(1)中学生创新意识与健康适应、父母理解、父亲过分保护和干涉、内外向、解决问题、合理化、求助显著正相关;创新能力与人际压力、健康适应、父母理解、父亲过分保护和干涉、解决问题、合理化、求助显著正相关;竞争心与精神质、神经质、不良情绪应对和退避显著负相关,与内外向、父母理解、解决问题、合理化和求助显著正相关.(2)解决问题、内外向进入对创新意识的回归方程,解决问题、内外向、父亲过分保护和干涉、人际压力进入对创新能力的回归方程,解决问题和内外向进入对竞争心的回归方程.

目的探讨中学生具体生活事件和焦虑状况的关系.方法采用青少年生活事件量表和中学生焦虑量表对中学生558名进行间卷调查.结果除个别生活事件项目外,青少年生活事件量表中的多数项目均与中学生焦虑有显著相关;学习负担重、受人歧视冷遇、考试失败或不理想、升学压力、生活习惯明显变化、与同学好友发生纠纷、被罚款、不喜欢上学、家庭经济困难这9项生活事件进入了焦虑的回归方程,对中学生焦虑的预测作用较大.结论中学生生活事件与其焦虑存在广泛的显著相关关系.

主观幸福感是个体依据自定的标准对其生活质量所作的总体评价[1].应对是个体为了处理被自己评价为加重或超过其能力资源范围的特定内外环境的要求而作出的不断变化的认知与行为努力[2].为探讨初中生的主观幸福感与其应对方式之间的联系,以及幸福感高的个体是否具有特定的应对反应模式,进行了本研究.

目的探讨中学生抑郁状况与其相关因素的关系,以便为中学生抑郁问题的理论研究和辅导工作提供依据.方法采用中学生抑郁量表、青少年生活事件量表、中学生父母教养方式量表、艾森克人格问卷和应对量表,对558名中学生进行调查.结果中学生整体抑郁水平较低,但有32.9%的学生存在不同程度的抑郁问题,男女生在抑郁方面不存在性别差异;年龄差异在中学生抑郁上表现十分明显,高中生的抑郁状况要高于初中生.中学生抑郁情绪与生活事件、父母教养方式、人格和应对方式各因子均有十分显著的相关关系;进一步回归分析结果表明,有6个因素对抑郁的预测作用十分明显,具体为不良情绪应对、内外向、学习压力、退避、神经质、父理解型教养方式.结论中学生抑郁与生活事件、父母教养方式、人格和应对方式关系密切,受多种因素的影响.

初中生的主观幸福感与其父母教养方式的关系,目前尚未见报道.为探讨中学生的主观幸福感和其父母教养方式之间的关系,以便为改善家庭环境、提高中学生的生活质量、促进其身心健康提供一定的理论依据,2002年4月中国科学院心理研究所"中学生心理健康教育组"对北京市双榆树中学394名学生进行了测试,现将结果报告如下.

目的探讨军校研究生应付方式和抑郁状况的关系.方法采用应付方式问卷和抑郁自评量表(SDS)对186名军校医科类研究生进行调查.结果军校研究生的抑郁和解决问题、求助应付因子显著负相关,与自责、幻想和合理化显著正相关;高抑郁组被试和低抑郁组被试在各应付因子上均存在显著的差异;逐步回归分析结果表明,自责、解决问题和求助因子进入了回归方程,对抑郁的预测作用较为明显.结论军校研究生的应付方式和抑郁状况密切相关,加强军校研究生应付能力的培养,有助于缓解其抑郁症状.

采用自编的创新心理素质量表和中国中学生心理健康量表对558名中学生进行问卷调查,以探讨中学生创新心理素质和心理健康之间的关系.结果表明:(1)自编创新素质量表包括三个子量表,分别为创新意识、创新能力与竞争心量表,经检验三个子量表均具有较高的信度、效度.(2)中学生的创新心理素质整体处于中等偏上水平.(3)中学生创新心理素质与心理健康水平较为密切,创新意识与学习压力、抑郁、焦虑显著负相关,创新能力与学习压力、抑郁显著负相关,与适应不良显著正相关,竞争心与抑郁、焦虑、学习压力、总均分有着显著的负相关关系;心理健康水平高者其创新意识和竞争心较心理健康水平低者高;学习压力对创新意识和竞争心的预测作用较大,学习压力、适应不良和抑郁对创新能力的预测作用较大.

Objective:To explore the relationship between life events and depression of secondary school studyents Method: 558 secondary school students were administered by ALES (adolescence life event scale) and Chinese Secondary School Students Depression Scale Result:The level of depression was positively correlated to most items in ALES Stepwise regression analysis revealed that twelve life events were significant predictors of depression They were overburden in study, discrimination or prejudice, dislike of school, family impoverishment, disharmony with classmates or friends, stress of entering higher schools, suffering caused by loss or pilferage, failure in examinations, criticism or discipline, evident alteration in habits, unsatisfactory amativeness and imposed amercement Conclusion:Life events were correlated to depression of secondary school students, and there were twelve life events could be used to predict depression