大学生宠物依恋、社会距离和利他行为的关系研究
A Study on the Relationship between Pet Attachment, Social Distance and Altruistic Behavior among College Students
- Authors:
- Keywords: College students; Pet attachment; Social distance; Altruistic behavior大学生; 宠物依恋; 社会距离; 利他行为
- Abstract: Objective To explore the relationship between pet attachment, social distance and altruistic behavior of college students. Methods The questionnaires were distributed through Questionstar and a total of 167 valid samples were collected. The Pet Attachment Scale (LAPS), the Self-Other Overlap Scale (IOS) and the College Students’ Altruistic Behavior Questionnaire were used to conduct the questionnaire survey. Results (1)There was a significant difference in the social distance of college students to strangers on the birthplace. (2)There was a significant difference in the pet attachment of college students in terms of the time of owning pets. (3)College students’ altruistic behaviors were significantly positively correlated with pet attachment and social distance to acquaintances, respectively. (4)College students’ pet attachment and social distance to acquaintances were able to positively predict altruistic behaviors. Conclusion The higher the pet attachment and the closer the social distance to acquaintances of college students, the higher the tendency of altruistic behavior.目的：探讨大学生宠物依恋、社会距离与利他行为的关系。方法：通过问卷星发放问卷，共收集有效样本167个。采用宠物依恋量表（LAPS）、自我-他人重叠量表（IOS）和大学生利他行为问卷进行问卷调查。结果：（1）大学生对陌生人的社会距离在生源地上存在显著差异；（2）大学生的宠物依恋程度与其饲养时长呈显著正相关；（3）大学生利他行为分别和宠物依恋、对熟人的社会距离呈显著正相关；（4）大学生宠物依恋和对熟人的社会距离能够正向预测利他行为。结论：大学生宠物依恋越高、对熟人的社会距离越近，利他行为倾向就越高。
-
科研立项
童年不良经历对补偿性消费行为的影响：相对剥夺感的中介作用
Effect of Adverse Childhood Experiences on Compensatory Consumption Behavior: The Mediating Role of Relative Deprivation
- Authors:
- Keywords: Adverse childhood experiences; Compensatory consumer behaviour; A sense of relative deprivation; University student童年不良经历; 补偿性消费行为; 相对剥夺感; 大学生
- Abstract: This study examines the relationships among adverse childhood experiences (ACEs), compensatory consumption behaviors, and relative deprivation. Using validated Chinese versions of the ACEs Questionnaire, Compensatory Consumption Scale, and Relative Deprivation Scale, we surveyed 394 college students. Correlation analyses, linear regression, and mediation tests revealed that: ACEs positively predicted compensatory consumption; relative deprivation significantly mediated this relationship, indicating that ACEs indirectly increase compensatory consumption through enhanced feelings of deprivation; and participants exposed to substance-abusing caregivers during childhood showed particularly pronounced compensatory consumption tendencies. These findings elucidate the psychological mechanisms through which childhood adversity may lead to excessive consumption in adulthood.本研究旨在探讨童年不良经历、补偿性消费行为和相对剥夺感的相互关系。研究采用中文版儿童不良经历量表、补偿性消费行为量表、相对剥夺感量表对394名大学生进行问卷调查，并运用相关分析、线性回归和中介效应分析等方法进行实证分析。结果显示，童年不良经历正向预测补偿性消费行为；相对剥夺感在童年不良经历与补偿性消费之间起显著的中介作用，童年不良经历会通过相对剥夺感间接驱动补偿性消费；童年时期共同居住者有物质滥用行为的个体，更有可能产生补偿性消费行为。
-
教改项目
变态心理学课程的教学现状与改进路径
Teaching Status and Improvement Paths of Abnormal Psychology Courses
- Authors:
- Keywords: Abnormal psychology; Curriculum development; Current teaching practices; Improvement strategies变态心理学; 课程建设; 教学现状; 改进路径
- Abstract: As an essential branch of psychological science, Abnormal Psychology has received growing attention regarding its curriculum development and instructional methodologies. However, significant challenges persist in current teaching practices, including insufficient qualified faculty, outdated teaching materials, and a problematic disconnection between theoretical frameworks and clinical applications, all of which substantially constrain students’ learning efficacy and practical skill development. Through systematic analysis of existing pedagogical approaches, this study proposes strategic improvements focusing on curriculum modernization through international benchmarking and enhanced integration of theoretical knowledge with clinical practice, aiming to optimize educational outcomes and better equip students with professional competencies.随着心理学领域的发展，变态心理学作为重要分支，其课程设置和教学方法备受关注。然而，当前课程存在师资力量不足、教材内容滞后、理论与实践脱节等问题，制约了学生的学习效果与实践能力。基于对教学现状的分析，本研究提出更新教材内容并与国际接轨、推动理论与临床实践结合的改进路径。
-
教改项目
隔代养育留守儿童心理韧性与学习投入的研究：以成长型思维为中介
Study on Psychological Resilience and Learning Investment of Left-behind Children in Intergenerational Upbringing: Use Growth Thinking as The Intermediary
- Authors:
- Keywords: Mental toughness; Growth mindset; Learning engagement; Primary and secondary school students; Intergenerational parenting of left-behind children心理韧性; 成长型思维; 学习投入; 中小学生; 隔代养育留守儿童
- Abstract: This study constructed a model with growth mindset as a mediating variable to investigate its mediating role between mental toughness and learning engagement in intergenerational parenting left-behind children. This study used the Mental Toughness Scale, the Growth Mindset Scale, and the Learning Input Scale to conduct a questionnaire survey on 1,540 primary and secondary school students in grades 4 to 8 in a county in northwestern Yunnan Province, of whom 685 were left-behind children raised in an intergenerational manner. The results showed that: the level of mental toughness of left-behind children with intergenerational parenting was lower than that of left-behind children with non-intergenerational parenting, the learning input of left-behind children with intergenerational parenting was higher than that of left-behind children with non-intergenerational parenting, and there was no significant difference between children with or without intergenerational parenting in terms of growth mindset; mental toughness not only affects the learning input directly, but also indirectly affects the learning input through growth mindset. The indirect effect of growth mindset accounted for 71.6% of the total effect, which was much higher than the direct effect of mental toughness (28.4%), suggesting that growth mindset played a more important role in the relationship between mental toughness and learning engagement.本研究构建以成长型思维为中介变量的模型，探究其在隔代养育留守儿童心理韧性与学习投入间的中介作用。本研究采用心理韧性量表、成长型思维量表、学习投入量表，对云南省西北部某县城1540名四到八年级中小学生进行问卷调查，其中隔代养育留守儿童685名。结果显示：隔代养育留守儿童的心理韧性水平低于非隔代养育留守儿童，隔代养育留守儿童的学习投入高于非隔代养育留守儿童，是否为隔代养育留守儿童在成长型思维上没有显著差异；心理韧性不仅直接影响学习投入，还通过成长型思维间接影响学习投入。其中，成长型思维的间接效应占总效应的71.6%，远高于心理韧性的直接效应（28.4%），这提示成长型思维在心理韧性与学习投入的关系中起到了更为重要的作用。
-
科研立项
高中生心理素质的类别转变对问题行为的影响：一项潜在转变分析
Different Transition Types of High School Students’ Psychological Suzhi and Its Impact on Problem Behaviors: An Analysis Based on Latent Transition Modeling
- Authors:
- Keywords: Psychological suzhi; Problem behaviors; High school students; Latent transition analysis心理素质; 问题行为; 高中生; 潜在转变分析
- Abstract: In a one-year longitudinal survey of 2398 high school students, this study explored different transition types of psychological suzhi and its impact on changes in problem behaviors. The findings revealed that (1) high school students’ psychological suzhi could be divided into three profiles: high, middle, and low groups; (2) students in the high and middle groups maintained high stability over the one-year period, and students in the high and low groups had the highest probability of transitioning to the middle group; (3) changes in problem behaviors were strongly predicted by different transition types of psychological suzhi, problem behaviors were significantly reduced in those who stayed in the high and middle groups, or transitioned to the more positive psychological suzhi group.本研究对2398名高中生进行为期一年的两次纵向追踪调查，考察心理素质的潜在类别转变及其对问题行为变化的影响。结果表明：（1）高中生心理素质可分为高、中等、低三种潜在类别；（2）在一年内,高、中等组的高中生心理素质保持了较高的稳定性,高、低组的高中生向中等组转变的概率最高；（3）高中生心理素质的不同转变模式显著预测问题行为的变化，高、中等组的保留者或转变到更积极心理素质组的转变者，问题行为显著减少。
-
科研立项教改项目
