目的:基于自我决定理论探讨大学生目标内容、基本心理需要满足和幸福感之间的关系.方法:采用欲望指数量表、大学生基本心理需要量表、生活满意度量表、主观活力量表和积极消极情感量表对796名大学生进行调查.结果:①大学生内在目标追求正向预测幸福感(β=0.46,P＜0.001);②基本心理需要满足在大学生内在目标追求与幸福感的关系间起部分中介作用,中介效应值为0.34(95％CI.0.22,0.45),中介效应占总效应的72.5％;③大学生外在目标追求负向预测幸福感(β=-o.13,P=0.010),与基本心理需要满足不相关.结论:不同目标内容对幸福感的影响机制不同,大学生内在目标追求不仅可以直接影响幸福感,还通过基本心理需要满足影响幸福感;而大学生外在目标追求直接影响幸福感.

Objectives: The 2019 coronavirus disease (COVID-19) epidemic has led to persistent negative psychological effects on the general public, especially on college students, who are highly susceptible to psychological difficulties, such as fear, anxiety, and depression. Little information is known about depressive symptoms among college students during the normalization stage of COVID-19 prevention and control in China. This study aimed to understand the prevalence of and factors associated with depressive symptoms after a long quarantine time and online learning at home among college students in Wuhan, China. Materials and Methods: A web-based survey was conducted from July to August 2020 during the Chinese summer holiday to collect data on sociodemographic variables, depressive symptoms, and their potential associated factors using an electronic questionnaire among college students in Wuhan, China. The Patient Health Questionnaire-9 (PHQ-9) was used to measure depressive symptoms. Binary logistic regression was used to explore the factors associated with depressive symptoms. Results: A total of 9,383 college students were included in the analysis. The prevalence of depressive symptoms was 15.8% (1,486/9,383) among college students. The binary logistic regression showed that the experience of being quarantined for observation or treatment, family members or friends dying of COVID-19, rarely or never seeking help from others, fewer supportive relatives or friends, less support from family in the past month, a worse relationship with parents at home, a longer time spent daily on electronic devices except for online learning, and feeling anxious in the face of returning to school were independently associated with a higher risk of depressive symptoms. Academic stress and concern about the epidemic were the main reasons for their anxiety. Conclusions: Targeted psychological intervention measures are recommended for college students to improve their mental health during the normalization stage of COVID-19 prevention and control.

To investigate the effects of father-child conflict and regulatory emotional self-efficacy (RESE) on Chinese adolescent depression, 654 middle-school students were measured. The results showed that: (1) Father-son conflict was significantly lower than father-daughter conflict, girls' depression was significantly higher than that of boys, and boys' RESE and self-efficacy in regulating negative emotions (NEG) were significantly higher than that for girls, but there was no significant difference between boys and girls in self-efficacy in expressing positive emotions (POS). (2) Father-child conflict was significantly positively associated with Chinese adolescent depression. Father-child conflict was negatively correlated with RESE, and its two dimensions. Both POS and NEG played a partial mediating role in the relationship between father-child conflict and adolescent depression. (3) Gender only regulated the relationship between NEG and adolescent depression. Compared to boys, girls are more affected by depression at the low level of NEG.

To understand the prevalence of and factors associated with club drug use among Chinese secondary vocational students, a nationally representative survey was conducted. The multistage cluster sampling strategy was employed to select participants. A total of 9469 students from eleven secondary vocational schools in five cities completed self-reported questionnaires, which included information on club drug use, sociodemographic variables, individual factors, as well as peer and family related factors. The data were separately analyzed with Poisson regression models for female and male students. The overall lifetime prevalence of club drug use was 2.7% (258/9469), and male students had higher prevalence than female students (3.5% vs. 1.9%, p < 0.001). Female and male students shared four risk factors (i.e., having ever smoked, perceiving social benefit expectancies, peer drug using and perceiving peer’s approval of drug use) and one protective factor (i.e., having medium or high levels of refusal skills) for club drug use. Moreover, family drug using and having a part-time job were two additionally independent risk factors for club drug use among male students. These findings indicate that the problem of club drug use among Chinese secondary vocational students is worthy of attention. The prevention of club drug use should address multiple risks and protective factors on individual, peer and family levels.

This study aimed to explore the association between the functioning of family environment (i.e., family cohesion and family adaptability) and academic burnout of Chinese college students as well as the mediating effects of the interpersonal resource (i.e., peer support) and intrapersonal resource [i.e., positive psychological capital (PsyCap)] in this relationship. A total of 1971 Chinese undergraduates were involved in an online questionnaire survey and data analysis. It was found that family cohesion and adaptability was negatively related to academic burnout. Mediation analyses demonstrated that family cohesion and adaptability did not directly affect academic burnout, but indirectly through increasing PsyCap (characterized by optimism, hope, resilience, and self-efficacy), and through enhancing peer support and then increasing PsyCap in serial. Meanwhile, the relationship between family cohesion and adaptability and academic burnout was not mediated by peer support alone. These findings highlight the family environment’s crucial role in youth mental health and positive development in the college context.

该文选取中、英、美3国高校的短期文化交流项目进行比较,通过对课程安排、授课方式、文化实践活动、项目管理模式和学生志愿者服务等方面的对比分析,探讨并提出了对该类项目建设的一些思考和建议.

随着我国现代化的进程,经济、社会的不断发展,人们对心理学知识的学习需求愈来愈强烈.翻译实习基地的建立,有利于心理学翻译人才的培养.在实习基地模式下,大学与心理学机构合作建立心理学翻译实习基地,将学生以实习生的形式派往实习基地,接触实际的心理学翻译发生的语境,从事实际的心理学翻译工作,能够更好地帮助学生掌握心理学翻译实践技能,与学校的学习形成互补.本文主要介绍了心理学实习基地组织结构、发展现状、管理经验和人才培养情况,对MTI特色实习基地的建立提供一定的借鉴和参考.

英语教师在大学英语教学中，可以通过绘画、音乐、戏剧的表达性艺术方法，让学生学习语言知识、训练语言技能、提升语言应用能力；在这个过程中还可以提升学生的独立自主的学习能力、交际能力、团队合作精神、文化意识等综合能力。此外，大学生能在这样的学习过程中了解、探索自己，对生命有更多体验和思考，大学生的心理健康水平得以提升。

The scientific concept of college English teaching reform is highly in line with the concept of holistic education .Guided by the principles of holistic education ,English teachers can guide the students well and students can play an active role in the class and fully experience their learning .Students will learn in a cooperative and practical way . Besides ,materials related to culture will be explored and emphasized in order to cultivate students' awareness of cultures and citizenship .Teachers will make use of English sources in and out of the class to help students get an integrated education of body ,mind and spirit .In this way ,students will not only improve their English academic achievement but also obtain a comprehensive development .

本文从词汇层次、句法层次以及篇章层次来解读译作《在亚当之前》中归化翻译的运用。词汇层次的归化主要分析英译汉时四字格、叠词的妙用,句法层次主要从句子的逻辑、结构和主被动句式三方面来评介译者的归化手法,最后从标题和篇章段落方面来欣赏归化翻译的神来之笔。