大学生自尊、社会支持与应对方式的相关研究

使用量表法对衡阳师范学院364名大学生的自尊、社会支持与应对方式的关系进行研究.结果显示:大学生自尊除与消极应对是负相关外,与其他变量均是正相关;领悟社会支持各因子与自尊、应付方式、积极应片均是显著正相关,而与消极应对是显著负相关.自尊对积极应对有正向预测作用,对消极应对有负向预测作用;家庭支持和其他支持对积极应对有正向预测作用,对消极应对有负向预测作用;朋友支持对积极与消极应对均有正向预测作用.朋友支持对焦虑有负向预浏作用.结论:大学生的自尊、社会支持与具体的应对方式具有显著相关.     

中学生身体自尊的影响因素分析

应用问卷调查、访谈、逻辑分析与数理统计等方法,对中学生身体自尊的影响因素进行了探讨.在10个指标分别与性别、学段2个维度的相关分析中发现中学生的某些指标呈高度显著相关性,本研究主要探讨影响身体自尊的指标,并针对处于身体自尊敏感期的广大中学生提出促进身体自尊健康形成的策略.     

艺术生父母教养方式对其自尊水平的影响研究

青少年社会化的重要场所是家庭,青少年的社会价值观念和社会化目标首先是从父母那里获得的,而自尊是社会化的重要方面,因此,父母的教养方式对青少年的自尊发展具有显著影响,它不仅影响着青少年自尊的总体水平,而且影响着其发展速度和方向。本文拟通过对艺术生的自尊水平与其父母教养方式之间的关系进行研究来了解艺术生的心理状态,进而采取有针对性的措施,提高他们的自尊水平,塑造健全的人格,以促进其身心健康发展。     

高校贫困生资助人文关怀价值取向实现的路径

高等学校作为资助政策的主要贯彻者和落实者，承载着实现贫困生资助人文关怀追求的重任。为此，各高校要坚持以人为本的资助理念，完善二项保障，严把三个环节，突出四项教育，落实五项计划，着力推进助困育人工作的科学化和规范化，在物质上帮助学生，精神上培育学生，能力上锻炼学生，引导经济困难学生树立自信、自尊、自立、自强的精神，切实发挥贫困生资助与育人相统一的功效。     

高校贫困生资助出现的问题及对策思考

目前,对高校贫困生的资助已经越来越多的受到国家和社会的关注,资助的范围也在不但扩大,但是资助过程中的问题也逐渐显现出来,大部分高校都在积极地资助,却忽视了资助的合理性,处理好这些问题才能让贫困生资助政策发挥应有的作用,保证资助的公平性,使学生在受资助的过程中受教育.     

初探匿名量化评价在高校贫困生认定中的应用

高校贫困生认定作为高校贫困生资助工作的首要环节,其准确性直接影响国家奖助学金发放的公平和公正,进而影响到高校的稳定和和谐发展.如何选择一种科学有效、可量化,便于操作的贫困生认定办法,是摆在每个辅导员面前的一项大事.本文分析了高校贫困生认定的现状及存在的困惑,探讨了匿名量化评价在贫困生认定中的应用.     

高职贫困生心理现状与资助体系研究

从高校贫困生的心理现状及成因分析八手,通过分析当前高职贫困资助系,探求解决高职贫困生资助对策.     

自卑伴着自尊——论《平凡世界》中孙少平心理的矛盾性

<平凡的世界>里走出了一位不平凡的少年孙少平.为了实现理想.他热血沸腾,吃铁咬钢,能吃苦也能拼命.然而就是在这样一个奋斗者的身上却有着鲜明的心理特征:自卑伴着自尊.强烈的自卑和自尊深深地困扰着不甘于现状,而又被残酷现实所桎梏着的前行者孙少平.     

大学生思想认同机制研究初探

探究大学生思想认同的发生机制,区分出外显认同和内隐认同两种不同的机制,指出外显认同与内隐认同作为大学生思想认同机制的主要特点.     

需要层次理论视野下的高校资助工作

根据马斯洛的需要层次理论,中国高校现行资助政策对于高校贫困生的基本需要,应建立健全经济性资助体系;对于满足高校贫困生的发展性需要,应建立相应的成长性资助体系,两者相互补充,相得益彰。     

Self-esteem, restraint, and eating behavior.

The mediating influence of self-esteem on disinhibited eating was assessed in restrained and unrestrained subjects. Self-esteem was unrelated to the eating behavior of unrestrained subjects following a preload, but did moderate the disinhibitory effects of a preload on restrained subjects. Specifically, only those restrained subjects with low self-esteem displayed disinhibited eating after a preload. Theoretical and practical implications of this finding were discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem, communicator characteristics, and attitude change.

Characteristic defenses were predicted to cause different Ss to resist influence from different kinds of persuasive communications. In a 3-way factorial design, 88 Ss representing high and low self-esteem were exposed to optimistic and pessimistic communications from communicators who were portrayed as "copers" or "noncopers." Optimism-pessimism unexpectedly produced no effect. However, characteristics of the communicator interacted with characteristics of Ss in producing attitude change. High-esteem Ss were influenced more by the coper and low-esteem Ss by the noncoper, even though all Ss evaluated the noncoper unfavorably. Further investigation indicated that Ss high and low in self-esteem were themselves copers and noncopers, respectively. Ss appeared to accept persuasive influence from the communicator more comparable to themselves, regardless of how they consciously felt toward him. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem, self-consistency, and second vocational choice.

Hypothesized that (a) persons high in self-esteem make 2nd vocational choices that are consistent with their personality styles more often than those that are inconsistent, and (b) persons low in self-esteem make 2nd choices that are consistent about as often as they make choices that are inconsistent. In a test with 135 undergraduates using the Vocational Preference Inventory, both hypotheses were supported. Implications were drawn for counseling with persons whose preferred career choices were inappropriate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem, manifest hostility, and expression of hostility.

In a previous study (see 34: 7173), it was shown that Ss with low self-esteem, as measured by the Self-Esteem Scale, and high manifest hostility, as measured by Siegel's (1956) Manifest Hostility scale (MH scale), were found to have a high hostility response tendency. In the present study, arousal of hostility was stimulated by criticizing college Ss performing tests, measured via TAT cards, and related to the measure of self-esteem. Ss with a high degree of hostility arousal showed high MH scale scores but not low scores on the Self-Esteem Scale. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and memory.

This article describes two potential bases for memory bias associated with global self-esteem. According to the mood-congruence model, activation of either dimension of self-esteem (self-competence or self-liking) produces an affective state that facilitates retrieval of traces that are consistent with that state while hindering retrieval of traces that are inconsistent. According to the relevance model, activation of either dimension results in superior encoding of matching negative content by individuals who are low on the dimension. Three studies were conducted to determine which model best accounts for the pattern of bias across distinct content categories. Results were generally consistent with the relevance model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem, need for approval, and cheating behavior in children.

We investigated the effects of personality and situational variables on children's cheating behavior. Two hundred twenty-eight 10- to 12-year-old boys and girls completed the Children's Social Desirability Questionnaire and the Coopersmith Self-Esteem Inventory and were given unsolvable problems at which they could "succeed" only by cheating. One group was offered a tangible prize for success, the second group was told that its performance would be made public, and the third group served as a control group. The children with high self-esteem and low need for approval cheated significantly less than the children with high self-esteem and high need for approval, who behaved similarly to the children with low self-esteem. In addition, boys cheated more than girls, and all children cheated most when they expected a tangible prize. We discuss two kinds of high self-esteem: "true" high self-esteem and defensive high-esteem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem, construal, and comparisons with the self, friends, and peers.

Extending the better than average effect, 3 studies examined self-, friend, and peer comparisons of personal attributes. Participants rated themselves as better off than friends, who they rated as superior to generalized peers. The exception was in direct comparisons, where the self and friends were not strongly differentiated on unambiguous negative attributes. Self-esteem and construal played moderating roles, with persons with high self-esteem (HSEs) exploiting both ambiguous positive and ambiguous negative traits to favor themselves. Persons lower in self-esteem exploited ambiguous positive traits in their favor but did not exploit ambiguous negative traits. Across self-esteem level, ratings of friends versus peers were exaggerated when attributes were ambiguous. HSEs seemed to take advantage of ambiguity more consistently to present favorable self-views; people with low self-esteem used ambiguity to favor their friends but were reluctant to minimize their own faults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem in alcoholics and nonalcoholics

Alcoholics scored lower on a test of self-esteem than did nonalcoholics, Alcoholics with lower self-esteem were found to be more willing to seek treatment than those with higher self-esteem.     

Self-esteem and counterfactual thinking.

Two studies examined the relation between self-esteem and counterfactual thinking (consideration of "might-have-been" alternatives to reality). Ss imagined themselves in scenarios with another actor that resulted in either success or failure. Ss then "undid" the outcome by altering events that preceded the outcome. Following success, high self-esteem (HSE) Ss were more likely than low self-esteem (LSE) Ss to mutate their own actions. Following failure, LSE Ss were more likely than HSE Ss to mutate their own actions. Also, the structure of counterfactuals was influenced by outcome valence but not by self-esteem: Subtractive structures (in which antecedents are removed) were elicited by success, whereas additive structures (in which antecedents are added) were elicited by failure. The importance of the self and individual differences in self-esteem to counterfactual thinking is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)