共查询到20条相似文献，搜索用时 6 毫秒
1.
陈剑梅 《河南师范大学学报(哲学社会科学版)》2011,38(6):249-251
人际信任是人类维持本体性安全的需要,是个体心理发展的背景与基础。当代青少年正经历着人际信任危机,人际信任危机导致青少年诸如抑郁、焦虑和安全感的缺失等情绪问题。导致青少年人际交往过程中高社交焦虑和低自我效能感,既不利于青少年人际交往能力的形成与健全人格的建构,也不利于青少年心理的正常发展。对青少年进行团体心理辅导有助于提升其人际信任水平,促进其心理健康发展。 相似文献
2.
3.
采用人际信任量表(ITS)、情绪智力量表(WLEIS)对贵州地区某两所中学445名学生进行调查,旨在探讨初中生人际信任和情绪智力的现状和关系.结果显示:初中生人际信任和情绪智力均发展良好,分别在性别和年级上存在明显差异;且情绪智力总分与人际信任呈显著正相关,即情绪智力水平越高,人际信任水平越高. 相似文献
4.
大学生人际信任状况的研究 总被引：12，自引：0，他引：12
以不同性别、年级、专业大学生为研究对象,多角度地分析了当代大学生人际信任状况,结果表明:(1)在性别上当代大学生的人际信任水平总体上存在着显著性差异,女性高于男性,特别是在陌生人方面差异更为显著。(2)在年级上,一至三年级人际信任水平随年级而升高,三、四年级基本平衡,虽然四年级的人际信任得分比三年级有所下降,但差异并不显著。(3)在专业上当代大学生的人际信任水平表现出文科与体育、艺术与理科、艺术与体育上的显著性差异。 相似文献
5.
6.
刘练军 《课堂内外(高中版)》2013,(4):59
社会信任该如何重建?人与人之间的私人情感、社会道德观念和法律法规等强制性制度,乃是社会信任产生和维持的三大机制。在当下,要重建社会信任只能仰赖法律法规等强制性制度。三十余年来,社会经济的飞速发展,导致我国城镇化速度快得世所罕见,城镇人口已经超过总人口的50%。也就是说,在短短的三十余年内,我国已经由有千年传统的乡土"熟人社会"转型为城镇"陌生人社会"了。在城镇化的陌生人社会,基于与他人的情感纽带而建立起来的人际信任,其半径 相似文献
7.
8.
本研究以716名中学教师为研究对象,采用潜在剖面分析技术探讨中学教师情绪劳动策略（表层行为、深层行为和自然行为）使用的潜在类别以及这些类别组与教师职业幸福感指标（职业幸福感、工作投入和工作满意度）的关系。研究结果显示：（1）中学教师的情绪劳动策略使用可分为高情绪劳动、中情绪劳动、自然真诚和低情绪劳动四种类别;其中,中情绪劳动组人数最多,其次分别是高情绪劳动组和自然真诚组,低情绪劳动组人数最少。（2）中学教师情绪劳动策略使用的潜在类别与其性别、族别、婚姻状况、教龄、任教学校类型和班级类型有关。（3）四个类别的教师在职业幸福感指标得分上存在显著差异。上述研究结果为指导中学教师采用合适的情绪劳动策略进而提升他们的职业幸福感提供了理论依据和实践参考。 相似文献
9.
熟人社会与陌生人社会的信任——一种人际关系的视角 总被引：1，自引：0，他引：1
张晓兰 《和田师范专科学校学报》2011,30(4):108-110
信任是产生良好人际关系的基础．在不同的时期产生的不同信任,对人际关系的影响也是不同的。比如熟人社会的信任和陌生人社会的信任就不同,传统熟人社会的信任是基于血缘、地缘关系而产生的：现代陌生人社会的信任则是基于制度、合约及公平而建立的;但是我们现在正在由传统社会向现代社会转变,传统的熟人社会和陌生人社会存在许多缺陷,严重影响了人际关系。如何建立人与人之间适合的信任,来促进良好人际关系的发展是我们需要探讨的问题。 相似文献
10.
以180名青少年为研究对象,采用状态—特质焦虑问卷及抑郁自评量表筛选出高焦虑、高抑郁个体,情绪调节版内隐联想测验、情绪调节策略问卷作为研究工具,探讨其情绪调节内隐态度及其相关因素,结果发现:(1)高、低焦虑组和高、低抑郁组在情绪调节内隐态度上均存在显著差异,且焦虑、抑郁程度越高,越倾向于对情绪控制持消极态度;(2)随着焦虑程度的不断提高,个体对消极情绪刺激习惯使用的忽视策略则越少,习惯使用重视和抑制策略则越多;(3)随着抑郁程度的不断提高,个体对消极情绪刺激习惯使用的宣泄策略越多;(4)个体对情绪控制持积极内隐态度,其对消极情绪习惯使用的认知忽视策略越多且认知重视策略越少。 相似文献
11.
Protective factors for depressive symptoms in adolescents: Interpersonal relationships and perceived social support 
下载免费PDF全文
下载免费PDF全文 The association between interpersonal relationships, perceived social support, and depressive symptoms in adolescents was investigated in the present study. The Center for Epidemiologic Studies Depressive Symptoms Scale (CES‐D‐SF), Multidimensional Scale of Perceived Social Support (MSPSS), and Interpersonal Relationship Scale (IRS) were administered to 1,573 high school students. There were four main findings: all three types of interpersonal relationships (same‐sex peer, opposite‐sex peer, and teacher–student relationship) and perceived social support had direct effects on depressive symptoms; perceived social support was a mediator in the relationship between interpersonal relationships and depressive symptoms; gender differences were present in the relationship between interpersonal relationships and depressive symptoms; and the three types of interpersonal relationships exerted different effects on depressive symptoms between adolescent boys and girls. Same‐sex relationships exerted the strongest effect on depressive symptoms among girls, whereas teacher–student relationships exerted the strongest effect among boys. 相似文献
12.
Margit Garvik Thormod Idsoe Edvin Bru 《Scandinavian Journal of Educational Research》2016,60(2):219-239
The present study aimed to investigate changes in school functioning, including motivation, intentions to quit school and social relations in school, following an early group based CBT intervention implemented for depressed adolescents. The “Adolescent Coping with Depression Course” (ACDC) is such an early group intervention. The primary target group in the present study was 16–20 years old adolescents with subclinical or mild-to-moderate depression. The research design implemented was a pre-post design. Results indicated a strong reduction in depressive symptoms among study participants according to Cohen's criteria, a small to medium improvement in perceived social relations in school, but no change in school motivation and intentions to quit school. 相似文献
13.
The current study used latent class analysis to uncover groups of youths with specific abuse (physical, emotional, and sexual) profiles in and outside the family, and identify how membership in each abuse group is associated with behavioral outcomes. Data were collected among a sample of male (n = 662; M age = 13.02 years) and female (n = 689; M age = 12.95 years) children and adolescents (9–17 years old) from Barbados and Grenada. Self-report surveys were completed by participants in school settings. Three latent classes of child abuse were distinguished among boys, including ‘low abuse’ (39.2% of the sample), ‘physical and emotional abuse high outside/medium in the family’ (43.2%), and ‘high overall abuse’ (17.6%). Among girls, four unique classes were recovered: ‘low abuse’ (40.7%), ‘high physical and emotional abuse outside the family’ (7.6%), ‘high emotional and moderate physical abuse’ (33.9%), and ‘high overall abuse’ (17.8%). Compared with members of low abuse groups, youths who reported having experienced high/moderate levels of various forms of violence, including those who were abused in multiple ways and across the two settings (‘high overall abuse’), were significantly more likely to engage in violent and hostile behavior. Abused and non-abused youths did not differ on non-violent conflict resolution skills. The significance of present findings for future research and practice is discussed. 相似文献
14.
We identified developmental trajectories of depressive symptoms among 674 Indigenous adolescents (Mage = 11.10, SD = 0.83 years) progressing from early to late adolescence. Four depressive symptoms trajectories were identified: (a) sustained low, (b) initially low but increasing, (c) initially high but decreasing, and (d) sustained high levels of depressive symptoms. Trajectory group membership varied as a function of gender, pubertal development, caregiver major depression, and perceived discrimination. Moreover, participants in the different trajectory groups were at differential risk for the development of an alcohol use disorder. These results highlight the benefit of examining the development of depressive symptoms and the unique ways that depressive symptoms develop among North American Indigenous youth as they progress through adolescence. 相似文献
15.
The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents’ motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout. 相似文献
16.
Depressive symptoms and self-harm, i.e. non-suicidal self-injury and suicidal behaviors, are highly prevalent in youngsters involved in Child Welfare System (CWS) services. Little research investigates, however, why these CWS youngsters are at risk. We explored whether trust in caregiver support and communication about experiences with primary caregivers, are associated with CWS youngsters’ depressive symptoms and/or self-harm. An anonymous online survey of 271 CWS youngsters (10–21 years of age, 57.2% female) was used to assess trust and communication, and depressive symptoms/self-harm. Results showed significant negative associations between self-reported trust in maternal and paternal support, and depressive symptoms/self-harm. Communication about experiences with one’s biological mother mediated the relationship between trust in maternal support and depressive symptoms/self-harm. Furthermore, the presence of an additional trustworthy caregiver buffered the impact of low trust in maternal or paternal support on depressive symptoms/self-harm. Implications for interventions targeting CWS youngsters’ depressive symptoms and self-harm are discussed. 相似文献
17.
The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short-term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience. 相似文献
18.
Participation in organized activities has been largely regarded as beneficial for academic and socioemotional development for adolescents, but the impacts of various types of organized activities for adolescents at risk for maltreatment have been rarely tested. In this study, we investigated the differential impacts of five types of maltreatment exposure (physical maltreatment, sexual maltreatment, neglect, other type, and multiple types) on the associations between four types of organized activities (mentored groups, art and music clubs, sport clubs, and academic clubs) and academic and socioemotional development (school engagement, delinquency, depressive symptoms, and trauma symptoms) of adolescents who were investigated by Child Protective Services (CPS) for maltreatment exposure. Data came from a national, longitudinal sample of 790 adolescents in contact with CPS in the U.S. After controlling for demographic characteristics of participants and prior levels of each outcome, multiple linear regression models were fitted to the data with interactions between the organized activities and the maltreatment types. The main findings of this study included: 1) adolescents who participated in mentored groups, sport clubs, and academic clubs reported higher levels of school engagement; 2) adolescents who participated in academic clubs reported fewer depressive symptoms; 3) adolescents who participated in art and music clubs reported more trauma symptoms compared to non-participants; and 4) the effects of participation in mentored groups on delinquency and trauma symptoms differed by maltreatment type. These results indicate both possible benefits and risks of organized activity participation for adolescents with certain maltreatment exposures. 相似文献
19.
School is often ranked highly among social agents that are central to the development of various citizenship values and norms in younger members of society. In this paper, we examined the impact of two dimensions of school climate on changes in social trust among adolescents over time, namely relationships and safety. Using a series of latent change models on 3-wave panel data concerning roughly 850 Swedish adolescents aged 16 to 18 years, we found that experiences of victimization in school mattered most in predicting changes in social trust across 3 time points, when relevant demographic factors and other aspects of the school climate were controlled. In particular, social trust declined most among adolescents who experienced more victimization at school. 相似文献
20.
Promoting Inclusion Via Cross‐Group Friendship: The Mediating Role of Change in Trust and Sympathy 下载免费PDF全文
下载免费PDF全文 Jeanine Grütter Luciano Gasser Antonio Zuffianò Bertolt Meyer 《Child development》2018,89(4):e414-e430
To understand the conditions fostering positive outcomes of inclusive schooling, this two‐wave study examined the role of individual change in trust and sympathy for adolescents' cross‐group friendships and inclusive attitudes toward students with low academic achievement. Cross‐group friendships, intergroup trust, intergroup sympathy, and inclusive attitudes were obtained from surveys completed by 1,122 Swiss adolescents (Mage T1 = 11.54 years, Mage T2 = 12.58 years) from 61 school classes. Results from a parallel latent change score model revealed that the number of cross‐group friendships positively related to individual change in trust and sympathy; this growing trust and sympathy in turn predicted adolescents' inclusive attitudes. These findings are discussed regarding theories of intergroup contact and inclusive schooling. 相似文献