PSYCH OpenIR研究单元&专题: 社会与工程心理学研究室http://ir.psych.ac.cn:80/handle/311026/52024-03-28T15:16:20Z2024-03-28T15:16:20ZGovernment response and public anxiety: Mediation of information credibility and epidemic controlZuo, BinYe, HanxueYe, HanxueWen, FangfangQiao, YalanDing, YuWu, Huiyanghttp://ir.psych.ac.cn:80/handle/311026/472042024-03-25T05:03:03Z2024-03-25T05:03:03Z题名: Government response and public anxiety: Mediation of information credibility and epidemic control
作者: Zuo, Bin; Ye, Hanxue; Ye, Hanxue; Wen, Fangfang; Qiao, Yalan; Ding, Yu; Wu, Huiyang2024-03-25T05:03:03ZHow parental conscientious fit impact child's depression via parental depression in Chinese familiesChen, ChenZhou, Mingjiehttp://ir.psych.ac.cn:80/handle/311026/471882024-03-25T05:00:42Z2024-03-25T05:00:42Z题名: How parental conscientious fit impact child's depression via parental depression in Chinese families
作者: Chen, Chen; Zhou, Mingjie2024-03-25T05:00:42ZIntroduction to the Special Issue on Human-Computer Interaction Innovations in ChinaXu, WeiDu, FengZhang, LiangGe, Liezhonghttp://ir.psych.ac.cn:80/handle/311026/469952024-03-05T07:54:23Z2024-03-04T03:34:01Z题名: Introduction to the Special Issue on Human-Computer Interaction Innovations in China
作者: Xu, Wei; Du, Feng; Zhang, Liang; Ge, Liezhong2024-03-04T03:34:01Z教师特征对小学生英语在线教育的学生参与度及学习效果的影响皮玲莉http://ir.psych.ac.cn:80/handle/311026/466712024-01-12T07:51:15Z2024-01-12T07:51:15Z题名: 教师特征对小学生英语在线教育的学生参与度及学习效果的影响
作者: 皮玲莉
摘要: In any era, high-quality educational resources are scarce. With the popularization of Internet technology, online education has become an important method to improve the quality of people, as it can significantly improve the ability of ordinary people to break through time and space limitations and obtain educational resources at a lower cost. It has developed rapidly in recent years. However, existing research mainly focuses on adult online education, and it has been found that compared to traditional offline education, online education typically has lower participation rates and poorer performance. In order to further promote the development of online education, it is necessary to deeply explore the relevant factors that affect student participation and performance.
Existing research on adults suggests that factors such as students, teachers, teaching methods, and platform characteristics may all affect student participation and study performance. However, whether these conclusions are applicable to online education for children remains to be tested. Because teachers are not only the focus of the development of educational institutions in practice and the main concern for parents to choose schools, but also the most influential and promotable factor on the teaching process pointed out in the literature. Therefore, this article intends to systematically study the impact of teacher characteristics on the student participation rate and study performance of online education for primary school students.
This thesis is divided into three parts. Research 1 combines literature analysis, teacher interviews, and questionnaire surveys to extract and identify key teacher features that may affect the performance of online education for primary school students. Firstly, based on literature analysis, some teacher characteristics were extracted. Secondly, through the interviews with 16 senior online education teachers, a preliminary set of teacher characteristics including 20 indicators was formed. Finally, 45 online education teachers were invited to select the most important 3-5 indicators from these 20 indicators, and it was found that 12 teacher characteristics, including professional ability, humor, friendliness, and physical attractiveness, were considered the most important teacher characteristics.
Study 2 developed an evaluation method based on classroom teaching videos, focusing on the 12 teacher characteristics extracted from Study 1 and referencing the IFIRS video encoding method. The method was used to evaluate 76 online education teachers in a famous online education company, and the results showed that the method had good reliability and validity. In terms of reliability, the score consistency coefficients of the three coders are all greater than 0.80. In terms of validity, the score of this evaluation method is significantly correlated with the scoring system used within the educational institution, and with important indicators such as overall student attendance rate and homework full score rate recorded on the online teaching management platform for each teacher's class.
Study 3 further delved into classroom record data for all classes taught by these 76 teachers throughout the academic year (including 219 courses, totaling 3285 class hours). Using Hierarchical Linear Model (HLM), we analyzed how teacher characteristics affect the vertical development of student participation (based on the attendance and completion rate of the class) and study performance (based on the full score rate of homework) at the class level throughout the whole learning cycle. The results showed that the professional ability and physical attractiveness of teachers can significantly improve the student participation throughout the entire stage; The higher the attractiveness of a teacher's appearance, the better the study performance of students.
摘要: 在任何时代,优质教育资源都是稀缺的。随着互联网技术普及,在线教育因其能够使普通人突破时空限制、以较低成本获取优质的教育资源,进而成为一种提高国民素质的重要方法,并在近年来得到了迅猛的发展。但是,相比于传统线下教育,在线教育通常有更低的参与度和更差的学业表现。为了进一步推动在线教育的发展,有必要深入探明影响学生参与程度以及学习效果的有关因素。
现有的研究主要集中于成人在线高等教育,研究表明,学生、教师、教学方法和平台特征等因素都可能影响学生的参与程度和学习效果,但这些结论是否适用于小学生在线教育还有待检验。因为教师既是现实中教育机构发展的工作重点和家长择校的主要原因,又是文献中指出的对教学过程影响最大的因素,所以本文拟系统研究教师特征对儿童在线教育学生参与度和学习效果的影响。
本文分为三个部分。研究1结合文献分析、教师访谈和问卷调查,对可能影响小学生在线教育效果的关键教师特征进行提取和鉴别。首先,基于文献分析,提取了部分教师特征;其次,通过对16位资深在线教育教师进行访谈,初步形成了包括20个条目的教师特征。最后,邀请45名在线教育老师从这20项指标中选出最重要的3-5项指标,最后发现专业能力、幽默有趣、亲和亲切、外表吸引力等12项特征被认为是最重要的教师特征。
研究2围绕研究1提取的12项特征,参考IFIRS视频编码方法,开发了一套基于课堂教学录像的评估方法。用该方法对某K12在线教育机构76名小学在线英语教师进行了评估,结果发现该方法具有良好的信效度。信度方面,三名编码者的评分一致性系数均大于0.80。效度方面,该评估方法的得分与该教育机构内部使用的评分系统有显著相关,并与在线教学管理平台记录中每个老师所教班级的学生总体出勤率和作业满分率等重要指标具有显著相关。
研究3进一步深入获取了这76名教师在一学年中所有教授班级的全阶段课堂记录数据(包括219门课程,共计3285节课时)。采用多层线性模型(HLM) ,分析了教师特征如何影响班级水平的课程参与度(以该堂课出勤完课率作为指标)和学习表现(以作业满分率作为指标)在整个学习周期中的纵向发展。结果发现,教师的专业能力和外貌吸引力能够显著提升整个阶段中的学生参与度;教师外表吸引力越高,学生的学习效果越好。
本研究提出了一套小学生在线教育教师特征的评估方法,并利用实际课堂记录数据,定量分析影响教学效果的有关因素,研究结果将有利于进一步推动我国在线教育事业的发展。2024-01-12T07:51:15Z管理者安全承诺量表的开发及其对员工安全绩效的影响任燕清http://ir.psych.ac.cn:80/handle/311026/466682024-01-12T06:23:02Z2024-01-12T06:23:02Z题名: 管理者安全承诺量表的开发及其对员工安全绩效的影响
作者: 任燕清
摘要: Workplace safety is crucial for organization survival. Employees' unsafe behavior is one of the contributing factors of accidents, and more than 80% of the accidents involve human factors. The accident causal model points out that social situational factors are the root causes of accidents. Employees' perceived managers' commitment to safety, as a core dimension of safety climate, is a robust predictor of employee safety performance. However, the deeper "source" of this perception has been little explored. In response to the suggestion made by Fruhen et al. in 2019, the current study focuses on management safety commitment, and explores the impact of management safety commitment on employee safety performance. Before exploring this relationship, we first developed the measures of management safety commitment.
Specifically, we carried out two studies. In study 1,we combined qualitative and quantitative research methods, developed a scale of management safety commitment according to the standard process of scale development. By employing literature review and behavioral event interview method, the item pool of management safety commitment scale is formed. After group discussion and expert evaluation, the initial scale (17 items in total) of management safety commitment was developed. The first line and middle managers from high-risk industries completed the online survey. The collected data were divided into two parts, and exploratory factor analysis (n=230) and confirmatory factor analysis (n=214) were conducted. The results show that emotional commitment (3 items), normative commitment (4 items) and computational commitment (4 items) are three dimensions of management safety commitment. Its discriminant validity with other related constructs (i.e., managers' safety attitude, transformational leadership, transactional leadership, etc.) were good.
In study 2, we built a multilevel model to explore the effect of management safety commitment (group level) on employees' safety performance via the mediating of commitment demonstration and employees' psychological safety climate. A total of 196 front-line managers and their matched 1230 subordinates participated the study. The results showed that, in cross-layer studies, managers' self-rated affective safety commitment was significantly positively correlated with employee perceived commitment demonstration. At the individual level, employee perceived commitment demonstration was significantly and positively correlated with group psychological safety climate, employee safety compliance, and safety participation. Group psychological safety climate is significantly and positively related to employee safety compliance and safety participation. Multilevel analysis revealed that managers’ self- rated affective safety commitment (rather than normative commitment and calculated commitment) significantly predicted employees’ perceived managers' commitment demonstration. Employee perceived commitment demonstration partially mediated the relationship between affective safety commitment and group psychological safety climate. Additionally, employee perceived commitment demonstration partially mediated the relationship between affective safety commitment and group psychological safety climate, and group psychological safety climate sequentially mediated the relationship between affective safety commitment and safety behavior (i.e., safety compliance and safety participation). The current study expands the mechanism of safety commitment, enriches the research on safety commitment, and provides theoretical support for safety intervention.
摘要: 工作场所安全是关乎组织生存的重要问题。人的不安全行为是生产安全事故发生的主要原因之一,有80%以上的事故有人的因素参与。事故归因模型(accident causal model)指出,社会情境因素是事故发生的更深层次原因。员工知觉到的管理者对安全的承诺作为安全氛围的核心维度是员工安全绩效的稳健预测源。然而对于这一知觉更深层的“来源”却鲜有探索。本研究响应Fruhen等人2019年的建议,聚焦管理者自身的安全承诺,在开发中国情境下管理者安全承诺测量工具的基础上,探索管理者安全承诺对员工安全绩效的影响及其中介机制,以期为安全管理实践提供理论支持。
具体而言,我们开展了2个研究,研究一结合定性与定量的研究方法,按照量表开发的标准流程开发了管理者安全承诺的量表。首先,通过文献研究、行为事件访谈法形成管理者安全承诺量表的条目池。随后,经过小组讨论和专家评估确认管理者安全承诺的初始题项并编制测量量表。最后,通过电子问卷调查高风险企业的中层管理者和一线管理者,并将数据分半,分别通过探索性因子分析(n=230)和验证性因子分析((n=214)得到管理者安全承诺的三个维度,分别为情感承诺(3题),规范承诺(4题)和计算承诺(4题),三个维度与其他相关变量(如管理者安全态度、变革型领导、交易型领导等)具有良好的区分效度。
研究二将研究一开发的管理者安全承诺量表应用于实证研究,构建了管理者安全承诺与员工安全绩效的跨层关系模型,对196名一线管理者(来自研究1)配对的1230名下属进行问卷调查,检验了管理者安全承诺通过承诺表现知觉、员工团队心理安全氛围(安全管理承诺)的链式中介对员工安全绩效行为的积极影响。结果表明,在跨层研究中,管理者自评的情感安全承诺与员工知觉的承诺表现显著正相关。在个体水平上,承诺表现知觉与团队心理安全氛围(安全管理承诺)、员工安全遵守和安全参与呈显著正相关。团队心理安全氛围与员工安全遵守和安全参与显著正相关。两水平模型分析显示,管理者情感安全承诺(而非规范承诺和计算承诺)显著预测承诺表现知觉。承诺表现知觉部分中介了管理者安全承诺与团队心理安全氛围的关系,承诺表现知觉与团队心理安全氛围部分跨层链式中介了管理者安全承诺与员工安全遵守和安全参与的关系。本研究拓展了安全承诺、安全氛围与员工安全绩效的作用机制,丰富了安全承诺在安全绩效领域的研究,为安全干预提供了理论支持。2024-01-12T06:23:02Z气候变化科普活动对青少年碳中和教育支持态度及参与意愿的影响张佳奇http://ir.psych.ac.cn:80/handle/311026/466662024-01-11T09:05:18Z2024-01-11T09:05:18Z题名: 气候变化科普活动对青少年碳中和教育支持态度及参与意愿的影响
作者: 张佳奇
摘要: Since China proposes that C02 emissions should reach the peak by 2030 and strive to achieve carbon neutrality by 2060, there is an urgent need to raise public awareness of carbon neutrality and promote low-carbon behavior through education. However, China's carbon neutral legislation is still in its infancy, and the public's understanding of the concept, knowledge, skills and policies related to carbon neutrality is still relatively limited, resulting in insufficient participation of individuals in low-carbon behaviors.
Environmental education can increase the sense of environmental responsibility. The responsible environmental behavior model (REB) was first proposed by Hines in 1987, which concluded that responsible civic behavior can be cultivated in environmental education. Environmental responsibility can increase environmental friendly behavior, and personal environmental responsibility is an important internal driving variable of environmental friendly behavior. Environmental education can also effectively improve individuals' attitudes towards public environmental policies and their willingness to participate in environmental protection. Among them, climate change science popularization activities are effective measures to increase people's interest and enthusiasm for specific education projects. Adults tend to have more stable behavior patterns, consumption habits and value orientations. In contrast, adolescents are more likely to be guided and intervened. As for the implementation status of carbon neutrality in China, teenagers have a relatively negative attitude towards carbon neutrality curriculum and lack the willingness to participate. Knowledge publicity and education is an effective strategy to promote educational activities. The publicity and education of environmental knowledge can improve the willingness of young people to participate in environmental knowledge and stimulate their interest in spreading green ideas.
Objective: To analyze the impact of climate change science popularization activities (such as manuscripts, old objects donation, science exhibition, science lectures) on carbon neutral education for young people, their willingness to participate in courses, and expected class hours, and consider whether participation in various activities will have cumulative effects, and verify the intermediary mechanism of environmental responsibility, so as to provide an important basis for decision-making of relevant departments.
Result:
1 .In study 1,this study used the questionnaire method to collect data by using paper questionnaires,and conducted a carbon neutral knowledge and practice questionnaire survey among adolescents in different schools in Beijing. A total of 3005 questionnaires were distributed in the pre-test, and 2834 valid questionnaires were recovered. Through the questionnaire, we learned about the actual situation of teenagers' participation in climate change science popularization activities, their support attitude towards carbon neutral education, their willingness to participate and their expected class hours for carbon neutral courses. (1) Four kinds of climate change science popularization activities can improve the support attitude and participation willingness of young people in carbon neutral education. Science popularization exhibitions and lectures have no direct impact on the expected class hours. (2) It is worth mentioning that the manual newspaper making activity has the best effect in the expected class hours. Whether in terms of carbon neutral education support attitude or curriculum participation willingness, science popularization exhibition activities are the most effective. (3) Climate change science popularization activities promote the sense of environmental responsibility. Except that popular science exhibitions and lectures have no direct impact on the expected class hours of carbon neutral education participating in four activities respectively has a direct role in promoting the support attitude, participation willingness and expected class hours of carbon neutral education, in which the sense of environmental responsibility also plays a mediating role, and explores the potential psychological mechanism of the impact of climate change popular science activities on the support attitude and willingness of young people to participate in carbon neutral education. (4) Participating in various climate change science popularization activities will have a better effect on promoting carbon neutral education support attitude, participation willingness and expected class hours. 2. In the second study, a follow-up study was conducted half a year later. A total of 764 questionnaires were distributed in the post test, and 712 valid questionnaires were recovered. Through the questionnaire, we will learn about the comparison between half a year later and the pre-test of teenagers' participation in climate change science popularization activities, including their support attitude towards carbon neutral education, their willingness to participate and their expected class hours for carbon neutral courses. To explore the inter temporal impact of four climate change science popularization activities. (1) In addition to the donation of old things, participating in the other three activities respectively positively and significantly predicted the carbon neutral education support attitude, the willingness to participate in carbon neutral courses, and the expected class hours of carbon neutral courses through the sense of environmental responsibility. (2) Participation in science popularization exhibitions and lectures also directly and significantly affects the carbon neutral education support attitude and the willingness to participate in carbon neutral courses; The manual newspaper production activity can directly and significantly affect the carbon neutral education support attitude. (3) Participation in various activities can directly promote the carbon neutral education support attitude and the willingness to participate in carbon neutral courses.
Conclusion:
The conclusions of this study are as follows: (1) Climate change science popularization activities can promote young people's carbon neutral education support attitude, willingness to participate in carbon neutral courses, and expected class hours. (2) Environmental responsibility plays a mediating role in climate change science popularization activities to promote young people's carbon neutral education support attitude, participation willingness of carbon neutral courses, and expected class hours. (3) Popular science exhibitions and lectures in climate change science popularization activities can directly promote youth's carbon neutral education support attitude and participation willingness. (4) Participation in a variety of activities has a cumulative effect, which can promote youth's carbon neutral education support attitude, carbon neutral curriculum participation willingness, and expected class hours. This research has proved the theoretical mechanism that climate change science popularization activities affect carbon neutral education support attitude and participation willingness. At the same time, horizontal and vertical studies have been done to enrich the research results, and vertical studies can obtain more stable prediction results. Our research results are expected to provide reference for the extensive practice of carbon neutral education for young people, and provide profound inspiration for improving the public's attitude and willingness to achieve carbon neutral goals.
摘要: 由于中国提出C02排放力争于2030年前达到峰值,努力争取2060年前实现碳中和,因此,迫切需要通过教育来提高公众对碳中和的认识,促进低碳行为。然而,中国的碳中和相关立法仍处于起步阶段,公众对碳普惠的概念、知识、技能以及与碳中和相关的政策的理解仍然相对有限,导致个人参与低碳行为不足。
环境教育可以增加环境责任感,负责任的环境行为模型(REB)最早由Hines于1987年提出,得出负责任公民行为可以在环境教育中培养出来。环境责任感可以增加亲环境行为,个人环境责任感是环境友好行为的重要内部驱动变量。环境教育还可以有效地改善个人对公共环境政策的态度,以及个人参与环保行为的意愿。其中,气候变化科普活动是提高人们对特定教育项目兴趣和热情的有效措施。成年人往往有更稳定的行为模式、消费习惯和价值取向,相比之下,青少年更容易受到引导和干预。对于中国碳中和的实施现状,青少年对碳中和课程的支持态度相对消极,缺乏参与意愿。知识宣传教育是促进教育活动的有效策略。环境知识的宣传和教育可以提高青少年参与环境知识的意愿,激发他们传播绿色理念的兴趣。
目的:
分析气候变化科普活动(如手抄报制作、旧物捐赠、科普展览、科普讲座)对青少年碳中和教育的支持态度及课程参与意愿、预期开设课时的影响,态度是考察对碳中和教育的支持程度,课程参与意愿是考察开设了课程是否愿意参与,预期开设课时是行为意愿更深一层,考察在开设碳中和课程的基础上,是否希望多开。同时考虑参与多种活动是否会有累积效应,并验证环境责任感的中介机制,以期为相关部门决策的制定提供重要的依据。
结果:
1、研究一,本研究采用问卷法,使用纸质问卷收集数据,在北京市的不同学校初一、二年级学生群体中进行青少年碳中和知行问卷调查,前测共发放问卷3005份,回收有效问卷2834份。通过问卷了解青少年参加气候变化科普活动的实际情况,对碳中和教育的支持态度、参与意愿及对碳中和课程的预期课时。(1)四种气候变化科普活动均可以提高青少年的碳中和教育的支持态度和参与意愿,科普展览和科普讲座对预期开设课时没有直接影响。(2)值得一提的是,手抄报制作活动在预期开设课时方面效果最好。无论在碳中和教育支持态度还是课程参与意愿方面,科普展览活动都是最有效果的。(3)气候变化科普活动对环境责任感有促进作用。除科普展览、科普讲座对碳中和预期课时没有直接影响外,分别参与四种活动,都对碳中和教育支持态度、参与意愿及预期开设课时有直接促进作用,其中环境责任感也起到了中介作用,探索出了气候变化科普活动对青少年参与碳中和教育的支持态度及意愿影响的潜在心理机制。(4)参加多种气候变化科普活动对促进碳中和教育支持态度、参与意愿及预期开设课时会有更好的效果。
2、研究二,进行半年后的追踪研究,后测共发放问卷764份,回收有效问卷712份。通过问卷了解青少年参加气候变化科普活动半年后和前测的对比,包括青少年对碳中和教育的支持态度、参与意愿及对碳中和课程的预期课时。探讨四项气候变化科普活动的跨期影响。C1)除了旧物捐赠活动,分别参与其余三个活动都通过环境责任感正向显著预测碳中和教育支持态度,碳中和课程参与意愿,碳中和课程预期开设课时。C2)参与科普展览活动和科普讲座活动还直接正向显著影响碳中和教育支持态度,碳中和课程参与意愿;手抄报制作活动可以直接正向显著影响碳中和教育支持态度。(3)参与多种活动可以直接促进碳中和教育支持态度,碳中和课程参与意愿。
结论:
本研究得出的结论如下:(1)气候变化科普活动可以促进青少年的碳中和教育支持态度及碳中和课程参与意愿、预期开设课时。(2)环境责任感在气候变化科普活动促进青少年碳中和教育支持态度及碳中和课程参与意愿、预期开设课时的影响中起中介作用。(3)气候变化科普活动中科普展览活动和科普讲座活动可以直接跨期促进青少年的碳中和教育支持态度及参与意愿。(4)参加多种活动有累积效应,可以促进青少年的碳中和教育支持态度碳中和课程参与意愿、预期开设课时。本探究探明了气候变化科普活动影响碳中和教育支持态度及参与意愿的理论机制。同时做了横断研究和纵向研究,丰富了研究结果,纵向研究能够得到更稳定的预测结果。我们的研究结果有望为青少年碳中和教育的广泛实践提供参考,为改善公众实现碳中和目标的态度和意愿提供了深刻的启示。2024-01-11T09:05:18Z基于《湖北日报》的病原体流行假说的纵向检验周爱娟http://ir.psych.ac.cn:80/handle/311026/466632024-01-11T07:46:36Z2024-01-11T07:46:36Z题名: 基于《湖北日报》的病原体流行假说的纵向检验
作者: 周爱娟
摘要: There are different theories on the formation factors of collectivism/individualism. Famous theories include modernization theory, rice theory, pathogen epidemic theory, and some biologists have discovered evidence of different physiological characteristics of culture in the human brain.
With the outbreak of SARS-CoV-2, many scholars have carried out research on the correlation between pathogen prevalence and collectivism. The theory of pathogen prevalence puts forward that areas with high prevalence of pathogens in history are more inclined to collectivism culture. This hypothesis was put forward based on regions with different levels of pathogen prevalence in history, it was not directly proved that the difference in the level of collectivism was the result of pathogen prevalence through a pathogen prevalence event. Due to many factors affect a region's social culture, and different regions have different language, religion, historical and cultural backgrounds, etc., research under the same cultural background is also needed to shield against the influence of other confounding variables.
The purpose of this study is to take the opportunity of the outbreak of SARS-CoV-2 and analyze the changes of its collectivism expression before, during and after the epidemic by obtaining the news report data of the traditional media in a province, China, so as to examine the role of pathogen prevalence in stimulating the level of collectivism in local media from a longitudinal perspective.
Previous studies have shown that with the outbreak of the SARS-CoV-2, the use of collectivism words in "Sina Weibo" and "People's Daily" has increased. However, there are regional differences in collectivism/individualism. In order to further test the impact of pathogen prevalence on collectivism/individualism, this study selects Hubei Daily, a traditional media in Hubei Province, as the data source to study two issues: the first issue is the inspiration of pathogen prevalence on the expression of collectivism/individualism; The second question is to further explore the relationship between the prevalence of pathogens and collectivism/individualism expression.
To answer these two questions, this study conducted two tests. In the first test, based on the collectivism/individualism word set used in previous media studies, we analyzed the frequency change of collectivism/individualism in Hubei Daily, and found that the prevalence of pathogens significantly increased collectivism and reduced individualism; Then, we used the collectivism/individualism word set created previously based on cross-cultural studies to conduct the analysis using the same research method. The results showed that during the prevalence of the pathogen, collectivism words were used more frequently, while individualism words did not change significantly. The reasons for the difference between the results tested by the two word sets were analyzed. In the second test, we created a word set that can represent the prevalence of SARS-CoV-2, and used it to test the relationship between collectivism expression and the prevalence of the pathogen after the outbreak of the virus. The study showed that the prevalence of pathogen can predict the level of collectivism expression in the news reports of Hubei Daily.
These two studies have verified the inspiration of the epidemic of infectious diseases on collectivism culture from a longitudinal perspective, providing theoretical support and empirical supplement for the pathogen epidemic hypothesis.
摘要: 关于集体主义/个体主义的形成因素,有不同的理论体系。著名的有现代化理论、大米理论、病原体流行理论等,还有生物学家发现了文化在人脑中的不同生理特征的证据。
随着新型冠状病毒的爆发,很多学者开展了病原体流行与社会集体主义的相关性的研究。病原体流行理论提出:历史上病原体流行较高的地区,更偏向于集体主义文化。此假设的提出和检验是针对历史上病原体流行程度不同的地区进行的,并没有通过某次病原体流行事件直接证明集体主义水平的差别是病原体流行的结果。由于影响一个地区社会文化的因素很多,不同地区有着不同的语言、宗教、历史文化背景等方面,因此,还需要同一文化背景下的研究,以屏蔽其他混杂变量的影响。
本研究的目的是借新型冠状病毒爆发的契机,通过获取中国一个省的传统媒体的新闻报道数据,分析其集体主义表达在疫情前后的变化,从纵向角度检验病原体流行对于当地媒体集体主义水平的激发作用。
先前已经有研究表明:随着新型冠状病毒的爆发,集体主义词语在“新浪微博”和《人民日报》上的使用频率增加了。但是,集体主义/个体主义存在地区差异。为了进一步检验新冠疫情对集体主义/个体主义的影响,本研究选择湖北省的传统媒体《湖北日报》作为数据源,针对两个问题进行研究:问题一是病原体流行事件对集体主义/个体主义表达的影响;问题二是进一步探究病原体流行程度与集体主义/个体主义表达程度的关系。
为了解答这两个问题,本研究进行了两项检验。在第一项检验中,首先基于先前媒体的研究使用的集体主义/个体主义词库,分析了《湖北日报》的集体主义/个体主义词频变化,发现病原体流行显著增加了集体主义并降低了个体主义;然后,使用先前基于跨文化研究创建的集体主义/个体主义词库,并使用相同的研究方法进行分析,结果表明,在新型冠状病毒流行期间,集体主义词的使用频率更高,而个体主义词语没有显著变化,并分析了用两个词库检验结果有差别的原因。在第二项检验中,我们创建了一个可以代表新型冠状病毒流行程度的词库,用其检验病毒爆发后集体主义表达与病毒流行程度的关系。研究发现病原体流行程度可以预测《湖北日报》新闻报道中的集体主义表达的高低。
本研究从纵向的角度验证了传染病流行对于集体主义文化的促进作用,为病原体流行假说提供了理论支持和实证补充。2024-01-11T07:46:36Z小学生与其父母姓名新奇性的差异及现代化程度的影响王艺涵http://ir.psych.ac.cn:80/handle/311026/466612024-01-11T07:03:01Z2024-01-11T07:03:01Z题名: 小学生与其父母姓名新奇性的差异及现代化程度的影响
作者: 王艺涵
摘要: Individualism-collectivism is one of the most actively researched concepts that emerged from cultural social psychology, and the changes in the social development of both are among the concerns of the field of cross一cultural studies. Uniqueness of names can be used as an indicator of individualistic tendencies in a population. Although some scholars have collected data from a wide range of samples in recent years to scientifically analyze the overall trend of Chinese name novelty, they have not focused on the intergenerational changes of a fixed sample of people. The study in this paper is divided into a pre-study and two main studies. One of the pre一studies is an interview, which aims to investigate whether there is any difference between the parents' preference in naming their children and their previous generation, so as to qualitatively discuss whether there is any difference between elementary school students' names and their parents' names in terms of meaning, generation characters, etc.; study one selects students' and parents' names as samples from two schools in a northern metropolis and a county, respectively, and chooses "frequency of commonly used words", "proportion of commonly used names", "name length", "rename rate", and "To explore the differences in uniqueness of names between two cities with different economic development and urbanization, and between elementary school students and their parents. Study 2 innovatively constructed a multidimensional composite indicator of name's uniqueness from the six unidimensional indicators of uniqueness of names, and by adjusting the weight coefficients of the multidimensional composite indicators, a multidimensional composite indicator of uniqueness of names that is more consistent with people's subjective perceptions was derived and validated.
The pre-interviews revealed that the parents of elementary school students often give their children's names a lot of thought, and the students' names often have specific meanings. Secondly, by examining the single indicators to verify the uniqueness of names, all six single-dimensional indicators can better indicate that the names of children's generation and parents' generation in both places reflect some intergenerational variation, with children's generation having higher uniqueness than parents' generation; while there is some geographical variation between the two places, with metropolitan names having higher uniqueness than parents' generation. Finally, the multidimensional composite index was used to verify again that there are significant intergenerational and geographical differences in uniqueness of names between children's and parents' names in both places, which proves the validity of the multidimensional composite index.
In conclusion, the findings of this paper indicate that although in the context of collectivist culture, the trend of rapid economic development brought about by the accelerated modernization process has led to a more active individualistic thinking in society. Under the flourishing trend of individualistic thinking, parents will prefer distinctive meanings and pursue individuality and uniqueness when naming their children, so the uniqueness of names shows a rising trend with generational and geographical changes. This result will help the domestic and international community further understand the cultural character and values of contemporary Chinese society.
摘要: 个体主义一集体主义是从文化社会心理学中产生的最具研究活跃度的概念之一,二者在社会发展中的变化也是跨文化研究领域的关注点之一。姓名的新奇性可以作为反映人群中个体主义倾向的一个指标。近年来虽有学者收集了广泛的样本数据以科学地分析中国人姓名新奇性的整体变化趋势,但未聚焦于某一固定样本人群代际之间的变化。本文的研究分一个预研究与两个主要研究。其中,预研究为访谈,目的是调研小学生的父母在为孩子起名时的偏好与其上一代人是否有差异,从而定性讨论小学生的姓名与其父母的姓名在含义、辈分字等方面是否存在差异;研究一是从北方某大都市和某县城的两所学校分别选出学生和家长的姓名作为样本,选择“常用字频率”、“常用名比例”、“姓名长度”、“重名率”、“姓名辈分字”和“姓名含义字”这六个常用的表征姓名新奇性的指标作为测量标准,探究在经济发展与城市化进程不同的两个城市之间、小学生与其父母之间,在姓名新奇性上的差异,并尝试探讨其背后的机制;研究二从这六个衡量姓名新奇性的单维度指标上中创新性地构建出一种姓名新奇性的多维度复合指标,通过调整多维度复合指标的权重系数,得出和人们主观感知较为一致的姓名新奇性的多维度复合指标并进行验证。
通过预访谈发现,小学生的父母为孩子起名时往往经过深思熟虑,学生的姓名常具有特定的含义,小学生和其父母在名字的新奇性上的确有存在差异的可能。其次,通过对验证姓名新奇性的单一指标的检验,六个单维度指标都能较好地表明两地的子女辈和父母辈两代人的姓名体现出一定的代际变化,子女辈的姓名新奇性高于父母辈;两地之间则存在一定的地域变化,大都市的姓名的新奇性高于父母辈。最后,通过多维度复合指标再次验证两地子女辈与父母辈的姓名在姓名新奇性上均存在代际间和地域间的显著差异,证明了多维度复合指标的有效性。
总之,本文的研究结果说明,虽然处于集体主义文化的大背景中,但随着现代化进程的加速所带来的经济飞速发展的趋势之下,社会中的个体主义思潮更为活跃。在个体主义思潮的蓬勃发展下,父母在为孩子取名时,会更偏好与众不同的含义,追求个性与新潮,因此姓名的新奇性呈现出随代际、地域变化的上升趋势。这一结果将有助于国内和国际社会进一步理解当下中国社会的文化性格和价值观念。2024-01-11T07:03:01Z通勤时间对工作与生活满意度的影响:通勤享受与压力的作用彭繁莹http://ir.psych.ac.cn:80/handle/311026/466602024-01-11T06:51:04Z2024-01-11T06:51:04Z题名: 通勤时间对工作与生活满意度的影响:通勤享受与压力的作用
作者: 彭繁莹
摘要: As an integral part of daily work and life, commute is regarded as the most important purpose in transportation and a key transportation research topic. Previously, most studies explored the negative effects of commute, while its positive effects, "commute enjoyment", remain to be discussed. To measure commute positive utility, commute enjoyment is an important indicator, as significant as commute stress associated with commute negative utility in the research system of commute feeling and impact. Since previous studies are mainly dominated by research on the impact of commute time on job and life satisfaction, the mediating role of commuting stress has been studied, however, whether there is commuting enjoyment in the process of commuting, and how it relates to commuting time; and in the context of commuting in China's major cities, commuting enjoyment and stress, whether there is mediating effect between commuting time and satisfaction of work and life, are all remain to be verified. To answer these questions, enriching the existing commuting research system, we conducted three studies.
In Study One, based on over 800 cross-sectional questionnaire samples in four first-tier cities in Beijing, Shanghai, Guangzhou, and Shenzhen, the Bootstrap method was employed to further explore the impact of commute time on job and life satisfaction, mediated by commute stress and commute enjoyment. The results show that commute time is negatively correlated with job and life satisfaction, and there is significant complete mediation of commute stress in the prediction of commute time on job and life satisfaction. That is, with the increase in commute time, commute stress goes up,leading to a decrease in job and life satisfaction. But the role of commute enjoyment is not consistent with the hypothesis. Our research shows that with the increase of commute time, commute enjoyment decreases, which leads to the decrease of work and life satisfaction. By studying the moderating effect of children's status, we found that children's status was no regulatory effect, and people with children had higher commute enjoyment.
In Study Two, based on the inter-individual level, the relationship between commuting time, commuting stress and enjoyment and job and life satisfaction was further investigated, we conducted an experience sampling method involving nearly 300 participants for two weeks (10 working days), which helped confirm the relationship between commute time, commute stress, commute enjoyment, and job-life satisfaction. In agreement with the results of the study one, it further confirms the impact of commute time on job and life satisfaction, and as commute time increases, commute enjoyment decreases, resulting in a decrease in work and life satisfaction;; However, the mediating role of commuting stress is unclear. Through further research, it is also found that adjustment of children's condition was not significant, and people with children enjoy commuting more.
This study, which developed a tool for measuring commute positive utility and combined cross-sectional and experience sampling methods, found that commute time is negatively correlated with job and life satisfaction, and as commute time increases, commute enjoyment decreases, resulting in a decrease in work and life satisfaction, also people with children enjoy commuting more, which contributes to the current commute utility research and elevates the existing research system of commute effects. Finally, the paper offers suggestions on how to reduce commute time and stress while improving commute enjoyment from the aspects of improving jobs-housing balance, the efficiency of transportation services, and the commute environment.
摘要: 通勤出行作为日常工作和生活中的重要组成部分,是交通出行中最重要的出行目的,也是交通研究的重要议题之一,然而以往研究大多只关注通勤带来的负面影响,而对“通勤享受”即通勤带来的积极效用的研究则有待补充;通勤享受是衡量通勤积极效用的重要指标,在通勤感受及影响的研究体系中,与通勤压力等消极效用具有同等意义。在以往研究中,关于通勤时间对于工作和生活满意度的影响已受到各界学者的广泛关注,通勤压力在此中的中介作用也多有研究,然而,通勤过程中是否存在通勤享受,其与通勤时间存在怎样的关系;以及在中国大城市通勤场景下,通勤享受与压力,是否在通勤时间对于工作及生活满意度的影响中存在作用等问题都有待验证;为了解答以上问题,丰富现有的通勤研究体系,我们进行了两项研究。
研究一在开发修订了通勤享受问卷的基础上,以北上广深四个一线城市为例并基于800余份样本的横断面问卷调查数据,采用Bootstrap方法进一步探讨了在通勤压力及享受为的作用下,通勤时间对工作和生活满意度的影响。研究结果表明通勤时间能够负向预测工作及生活满意度,且通勤压力在通勤时间对工作及满意度的预测中存在显著的中介效应,即随着通勤时间的不断增加,通勤压力增加,进而导致工作及生活满意度下降,但通勤享受的作用与假设并不一致,我们的研究表明随着通勤时间增加,通勤享受下降,进而导致了工作与生活满意度下降,出现了“不一致中介效应”。通过研究生育状况的调节作用我们发现,子女状况并未产生调节作用,只是有子女的人群通勤享受更高。
研究二针对近300名被试进行了连续两周10个工作日的经验取样法调查,在个体间层面基础上进一步考察个体内层面通勤时间、通勤压力及享受和工作及生活满意度之间的关系。结果发现,个体内层面通勤感受差异并不显著,与研究一结果相同的是,在个体间层面,进一步验证了通勤时间对于工作和生活满意度的影响,且随着通勤时间增加,通勤享受下降,从而导致工作与生活满意度下降;但通勤压力的中介作用尚不明晰。此外,研究二也发现子女状况的调节作用并不显著,有子女的人群通勤享受更高。
本研究开发了通勤享受的测量工具,并且采用横断面和经验取样法两种方式进行研究,得出了以下结论,通勤时间可以负向预测工作与生活满意度,且随着通勤时间增加,通勤享受下降,从而导致了工作与生活满意度的下降;此外,子女状况并不存在交互效应,但有子女人群通勤享受更高。此结论能够为未来通勤效用的研究提供一定启示,完善了现有通勤影响研究体系。最后本文从加强职住平衡、提高交通服务效率、改善通勤出行环境等方面提出减少通勤时间,降低通勤压力及增加通勤享受的对策建议。2024-01-11T06:51:04Z应激反应的个体差异一一强化敏感性及奖惩加工的作用王霈珊http://ir.psych.ac.cn:80/handle/311026/466072024-01-03T07:21:21Z2024-01-03T07:21:21Z题名: 应激反应的个体差异一一强化敏感性及奖惩加工的作用
作者: 王霈珊
摘要: Reward pursuit and punishment avoidance are the fundamental drivers of human behaviors, and thus the processing of rewards and punishments plays a vital role in our responses to the changes in the environment. Within this framework, the Reinforcement Sensitivity was formulated to delineate an individual's sensitivity and propensity to react to rewards and punishments. Notably, individual's stress response was modulated by perceived severity of the threat and its possible consequences. Therefore, theoretical literature has suggested the importance of reward and punishment processing and reinforcement sensitivity in moderating stress responses. However, there is currently a lack of systematic research concerning the relationship between reinforcement sensitivity as well as reward and punishment processing and stress responses in healthy populations. Employing both the self-report scale and event-related potentials (ERP), we examined both reinforcement sensitivity and anticipatory and consummatory processing phases. The overarching aim of the research is to unpack the moderating roles and underlying mechanisms of reinforcement sensitivity as well as reward and punishment processing in the context of both laboratory and daily stress responses.
In our initial study (Study 1), we investigated the influence of reinforcement sensitivity on stress responses in the laboratory. Reward Sensitivity and Punishment Sensitivity Scale was utilized to measure individuals' reinforcement sensitivity. We employed the Trier Social Stress Test (TSST) to induce a state of stress, and collected data on various markers, including salivary cortisol levels, heart rate, subjective emotional states, and task performance, both before and after the test. Our analysis showed that individuals with high reward sensitivity displayed a reduced cortisol response during stress situations. Conversely, heightened punishment sensitivity was associated with elevated negative emotions and a suppression of positive emotions.
Additionally, these traits also moderated participants' task performance under stress: those with elevated punishment sensitivity and diminished reward sensitivity exhibited poorer performance during the speech task. Besides, the above effects remained significant after controlling for neuroticism and extraversion.
Expanding upon the results of Study 1,Studies 2 and 3 sought to delve into the moderating effects of diverse cognitive processing components on stress responses in the laboratory during the handling of monetary and social reinforcers. We closely monitored ERPs during both the anticipatory and consummatory processing phases using the Monetary Incentive Delay Task (MID) and the Social Feedback Task (SJT). In the anticipatory processing phase, ERPs associated with cue detection and action preparation did not demonstrate any significant moderating value for stress responses. However, the anticipation of feedback and the consummatory processing phase emerged as critical moderators of stress responses. Within the context of the sympathetic nervous system (SNS), early-stage ERP components during consummatory processing (specifically P2/FRN) were positively correlated with elevated heart ratesunder stress conditions. Regarding the hypothalamic-pituitary-adrenal (HPA) axis, weobserved that a smaller amplitude of Feedback-Related Negativity (FRN) followingrewards was associated with lower cortisol levels under stress. Conversely, a largeramplitude of P3 following rewards or punishments, which is more closely related withthe task motivation was linked to better performance in the speech task.
In Study 4, we shifted our focus to explore how reinforcement sensitivity moderating individual differences in daily stress responses. During a 16一day follow-up period, participants were asked to report their experienced stressful events and emotional states twice daily. To analyze the data, we utilized Hierarchical Linear Model and incorporated time-lag effects to examine the stress recovery process. The results indicated that reward sensitivity played a significant role in moderating both the immediate stress response and the subsequent recovery. Specifically, individuals with higher levels of reward sensitivity exhibited a lesser intensification of negative emotions and a more efficient recovery from stress. In contrast, punishment sensitivity did not appear to significantly influence susceptibility to daily stress. Consistent with Study 1,the above effects were all independent of neuroticism and extraversion.
Studies 5 and 6 extended our inquiry by examining how cognitive processing of monetary and social rewards and punishments differentially moderate daily stress responses, as well as with their underlying mechanisms. Interestingly, our results indicated that the cognitive processing of monetary rewards and punishments did not have a significant impact on daily stress responses. However, the cognitive processing of social rewards and punishments emerged as a unique moderator for moderating stress responses. Specifically, a smaller amplitude of FRN following unexpected social rejection was associated with a stronger stress response.
In summary, the present study lends empirical support to the moderating power of reinforcement sensitivity as well as reward and punishment processing in determining individual differences in stress responses. Compared with punishment sensitivity and punishment processing, our findings highlight the vital and reliable role of the reward sensitivity and reward processing in moderating stress responses. Reward sensitivity and positive expectations reflected by FRN as protective shields mitigate excessively intense HPA一axis and psychological stress reactions. It also emphasizes the independent moderating effect of reinforcement sensitivity on the stress responses. From a theoretical standpoint, our study enriches the understanding of individual variability in stress susceptibility, thereby advancing the broader scientific discourse on this subject. Practically, our findings hold considerable implications for clinical screening procedures aimed at identifying individuals best suited for roles that involve high levels of stress, thereby providing empirically grounded foundation for such determinations.
摘要: 趋利避害是人类行为的本能,因此,对奖惩信息的加工在我们应对环境变化中扮演着重要的作用。基于此,Gray等人提出强化敏感性,用以描述个体对奖惩信息的敏感程度和反应倾向。类似地,个体在应激情境下的反应也依赖其对应激源威胁程度的觉察,所以对奖惩信息的加工过程及其敏感程度可能是导致应激反应个体差异的关键因素。但目前关于强化敏感性及奖惩加工与应激反应的联系在健康人群中尚缺少系统研究。本研究采用量表和事件相关电位技术,分别从强化敏感性这一人格特质,以及对奖惩信息的预期加工及反馈加工,探讨强化敏感性及奖惩加工对实验室应激和生活应激反应的作用及其机制。
研究一首先探究了强化敏感性这一人格特质对实验室应激下生心反应和行为绩效的调节作用。研究采用惩罚敏感性和奖赏敏感性量表测量个体的强化敏感J性,并通过特里尔社会应激测试诱发实验室应激反应,记录被试在测试前后皮质醇、心率和负性情绪的变化以及应激下的绩效表现。结果发现奖赏敏感性越高,个体在应激下的皮质醇反应越小;相反地,惩罚敏感性越高,负性情绪越强而正性情绪越弱。强化敏感性还可以调节个体在应激下的绩效表现,惩罚敏感性越高、奖赏敏感性越低的个体,在应激任务中的演讲表现越差。且以上作用在控制神经质和外倾性后依然显著。
研究二、三在研究一的基础上,分别通过金钱激励延迟任务和社会评价任务,测量了个体加工金钱和社会奖惩信息时,预期加工和反馈加工阶段的脑电活动,探究在金钱奖惩和社会奖惩加工中,不同认知加工成分对实验室应激反应的作用。结果发现在预期加工阶段,线索加工和动作准备相关的脑电成分均不能调节应激反应,但结果预期和反馈加工阶段的脑电成分对应激反应有显著的作用。对于交感神经系统反应而言,反馈加工早期阶段的脑电指标P2/FRN可以更显著地调节应激后心率的升高;对于HPA轴反应而言,奖赏后FRN振幅越小,应激下的皮质醇分泌量越少;对于绩效表现,与任务动机高相关的奖惩刺激后P3振幅越大,个体在演讲任务中的表现越好。
研究四主要探究强化敏感性对生活应激反应个体差异的作用。个体连续16天报告了每日经历的应激事件和情绪体验。采用多层线性模型分析生活应激对情绪反应的影响程度,并将时间滞后效应纳入模型以考察生活应激的恢复情况。结果发现,奖赏敏感性可以显著调节个体经历应激后的反应和恢复程度,低奖赏敏感性者,生活应激对负性情绪反应的影响越大,次日恢复情况更差。且与研究一相一致,以上作用均独立于神经质和外倾性。但惩罚敏感性对生活应激的反应和恢复没有调节作用。
研究五、六旨在进一步考察金钱和社会奖惩信息的认知加工过程对生活应激反应的作用差异及其机制。结果表明,对金钱奖惩刺激的加工无法调节生活应激反应,而社会奖惩加工显著调节了生活应激反应,表现为在反馈加工阶段惩罚后FRN振幅越小,应激对负性情绪反应的影响越强。
综上,本研究从人格特质和认知加工的角度证实了强化敏感性及奖惩加工对应激反应个体间差异的作用,发现相比于惩罚敏感性和惩罚加工相关的认知过程,奖赏敏感性及奖赏加工过程对实验室和生活应激反应具有更为一致和突出的调节作用,即高奖赏敏感性及反馈加工阶段FRN所反映出的对奖赏的积极预期,能够缓冲应激下的HPA轴和负性情绪反应。此外研究还揭示强化敏感性对应激反应的作用独立于其他人格特质。这些发现为应激易感性的形成机制提供了研究证据,同时为临床筛查应激易感人群提供了实证参考。2024-01-03T07:21:21Z