职业倦怠与自我和谐、人际信任的关系研究：中学校长与一般教师的对比

Job Burnout has been a focus of the Occupational Stress Research. As a typical,helping occupation, teacher has attracted widely attention and researches in the areas of pedagogy and psychology. The special subgroup of teacher, headmasters who are the elites of the Basic Education, is ignored. The research about principals’ Job Burnout is nearly blank after analyzing related documents and information. With the development of the society, people pay more and more attention to the education and put more demands on the headmasters, especially middle-school principals. They are required not only to be good educators, who are equipped with all the inner qualities as a teacher, but also good managers. So the main purpose of this research was to compare the principal group with ordinary teacher group, and reveal underling factors, such as background variables and psychological protection variables. A representative sample of Wenzhou middle school principals sized 192 and a sample of middle school teacher sized 302 were sampled from various schools. The educational version of burnout inventory, self consistency scale, and interpersonal trust scale were administrated to the two samples, together with some demographic variables of interest. The applicability and equivalence of the three instruments used in this study were checked. Based on well-established reliability and cross-sample congruence of measures, the difference between principals and teachers was test. Then the contributing factors were analysis gradually. The five background variables were examined one by one in the two samples separately. A multiple covariance analysis was conducted to test whether there remained any difference between these two samples on the variables of interest. Regression analysis was used to further control the effect of self harmony and interpersonal trust to test the difference between two samples. Mediating analysis was conducted to build the relationship among the three constructs. The main results of the research were stated as following: 1. The internal consistency coefficients of all the scales were good, and no difference exited between the two groups. The measurement equivalence of three instruments was established well. The measures could be applied to and comparing the two samples. 2. The self-harmony, and interpersonal trust of principals were better than the ordinary middle-school teachers. Job Burnout of principals was significant lower than teachers. 3. Demographic variables like the gender, age groups, income levels, disricts, and the type of school, were important influencing factors. The difference patterns of the variables on these five variables in two samples had similarity and distinction. 4. After controlling the background variables, there remained significant difference between principals and teachers on the variables of interest. 5. Job Burnout negatively correlated with self-harmony and interpersonal trust. That is to say，the lower the degree of self-harmony and interpersonal are, the serious of the Job Burnout is, The correlation between the self-harmony and the interpersonal trust was positive. 6. After statistically controlling the background variables and psychological variables, there still exited significant difference between two groups of this study. Also, self harmony and interpersonal trust were significant protection predictors to different aspect of job burnout. 7. Mediating analysis was conducted to the residual score of the three constructs after controlling the five variables and group membership. Self harmony partially mediated the relationship between interpersonal trust and job burnout. That is, interpersonal trust had indirect effect to burnout mediated by self harmony, also had direct effect to burnout.

北京市中学生考试焦虑状况及其相关因素分析

In order to analyze the test anxiety of Beijing's high school students, relevant factors affecting test anxiety and how those factors have effect on the test anxiety of those high school students, a cross-sectional study had been conducted among 2,089 students randomly selected from 15 high schools in Beijing, using the Test Anxiety Scale（TAS）, Parenting Style Scale (PSS) and Academic Aggregate Graphic (AAG). Five months later, 194 students from one of those high schools were retested with TAS with students remaining anonymous. In the retest, the classes and birth dates of those students were strictly matched. This paper is composed of three parts to examine the issue. The first part examines the test anxiety among high school students in Beijing and establishes the model; the second part conducts a comparative study of issues related to test anxiety and academic performance; the third part examines the factors affecting test anxiety and establishes the model. Results showed that: 1. The reliability and validity of TAS are satisfied and can meet survey requirement. The 25-item version of TAS turned out to have equal or even better performance compared with the original 37-item version. 2. Incidence of test anxiety in high schools of Beijing: 57.9 percent of samples have an overall score at or higher 15. 55 percent of male student samples have a score at or higher than 15 while that for female student samples is 61 percent. A score of 20 refers to fairly serious test anxiety and 31.9 percent of samples have a score over 20. 28.1 percent of the male student samples have a score of over 20 while that for female student samples is 35.9 percent. 3. The effect of grade and sex and the interaction between the two factors are statistically significant. Female students have higher test anxiety than male students and the level of test anxiety varies from grade to grade. 4. Samples are divided into two groups, one with test anxiety and the other without. The academic performance gap between the two groups is very significant. There is a significant negative correlation between academic score and test anxiety. 5. There is a negative correlation between test anxiety and mastery goal orientation and a positive correlation between test anxiety and performance goal orientation. Students with higher academic self-efficiency have lower test anxiety. The more one thinks study is valuable, the lower his/her test anxiety is. Those whose parents communicate smoothly with them have lower test anxiety. Those whose parents have an inconsistent communication style have higher test anxiety. 6. Achievement goal is mediate variable for the effect of lack of values on test anxiety. 7. The indirect effect of introduction of achievement goal and parenting style, including communication, monitoring and communication consistence, on test anxiety is significant. Key words: Test anxiety，reliability, validity, self-efficiency，parenting style，achievement goal orientation, academic values, academic score

中学生自我状态现状及其与亲子沟通、心理健康的关系研究

The communication between parents and children is one of the focuses in adolescence research area. However，the ego states in communication were seldom referred to. In present research, the relationship among high school students’ ego states, parent-child communication status and mental health level was explored. Study1: Ego State Questionnaire (ESQ) was revised according to 400 high school students from both rural and urban areas. Study2: Revised Ego State Questionnaire was administered to 450 high school students. Data was analyzed by cluster analysis. Study3: The relationship among ego states, parent-child communication status and mental health level was researched systematically according to 450 high school students. The main results of the thesis were as follows: 1) The five factors of Johu Dusy’s ego states were confirmed. 2) The revised RESQ had good reliability and validity, and could be used in researching middle school students ego states and related area. 3) Gender differences: Girls’ NP score was higher than boys’. Boys’ Adult and AC score was higher than girls. 4)School difference: students’ A and FC from key high school scored higher than students form normal high school. 5) The students were divided into two groups according to parental education level. The split point was high school. Students whose parents’ education level was above high school scored higher in NP than the other group of students. 6) The students were clustered into 4 groups according to cluster analysis: adapted、rational、contradictory、self-centered。 7) adapted、self-centered students’SCL-90 score was lower than average level, contradictory students’ score was higher than average level, rational students’score was equal to average level. 8) Both NP and Adult ego states had significant negative correlation with SCL total score, CP ego states had significant postive correlation SCL total score. 9) NP, A ego states had significant postive correlation with family communication atmosphere, father-son, father-daughter, mother-son, mother-daughter communication status . CP had significant negative correlation with above variables. AC had significant negative correlation with family communication atmosphere . 10) The stepwise regression showed that Adult ，Control Parent ego states and communication between parents and children score had prevented from mental health significantly. Adult ego states impacted mental health through communication between parents and children.

恋情嫉妒倾向及其影响因素和影响作用的研究_恋情嫉妒倾向与自尊、社会比较偏好及嫉妒情绪反应之间的关系

As a well-related concept with close relationship, dispositional romantic jealousy (worrying about the romantic relationship will decrease or be threatened because of the rival) is accepted more and more attention. As the first system study on romantic jealousy under Chinese culture, this study use the combinative methods of questionnaire survey and provided situation-imagine design to study the dispositional romantic jealousy and get some conclusions. 1、The structure of the dispositional romantic jealousy in Chinese undergraduate students consist of three factors: suspicion , exclusivity and dependency . The scale of romantic jealousy has good reliability and validity. 2、The dispositional romantic jealousy can well predict the love attitudes and love experiences. The three factors respectively have different relationship with the love attitudes and love experiences. 3、Comparing with the high self-esteem samples, low self-esteem (include explicit self-esteem, and special implicit self-esteem) samples express more dispositional romantic jealousy among some of the three aspects: suspicion , exclusivity and dependency. 4、Those who get high scores on Scale of Social Comparison Orientation have far more remarkable dispositional romantic jealousy than those who get low scores, the difference exits in three factors: suspicion , exclusivity and dependency. 5、The result of SEM tells us that explicit self-esteem and special implicit self-esteem can negetivly predict some of the three factors of the dispositional romantic jealousy. And special implicit self-esteem also can predict the jealous emotional reaction .Social comparison orientation can predict all three factors of the disposition. And all three factors can positively predict jealous emotional reaction. These findings help us identify the structure of the dispositional romantic jealousy and know more about the influence factors of dispositional romantic jealousy. So we can provide an academic reference on the prevention and intervention of the conflicts among marriage and love relationships.

大学生现实自我与理想自我差异的特点、产生机制和效应

The arguments on self discrepancy can be traced back to the old ages, but the systematic investigations were started by Higgins et al. at 1985.Compared to the large number of foreign studies, only a few ones have been conducted in our own country. Numerous characteristics of undergruaduate’s actual-ideal discrepancy and a great many determinative factors have been found as well as many of its negative effects—especially the greater the actual-ideal discrepancy, the more negative on the mind and behavior. Nevertheless, there are still many issues to be solved, such as the extend of the undergruaduate’s actual-ideal discrepancy level in own country. On the other hand, although there are a great many internal and external determinative factors of actual-ideal discrepancy, how they overally influence the discrepancy of the same individual is still unknown; to what extent does actual-ideal discrepancy influence the human mind and behavior and whether the influence is positive or negtive? This research collected a sample consisting of 4 undergraduate grades and 5 majors from a middle-ranked university. We adopted questionnaires in the study, and analyzed the data using correlation analysis, regression analysis, variances analysis, and path analysis. Our aim focused on the general characteristics of the undergruaduate’s actual-ideal discrepancy in own country, the overall working mechanism of the determinative factors including environmental and personal factors on the actual-ideal discrepancy of the same individual, and the effects of the actual-ideal discrepancy on psychological adaption, motivation, and behavior. The main results are as following: (1)The improved measurement instrument possesses good validity and reliability, and can be used in future research. (2) The actual-ideal discrepancy level among undergraduates is slightly bellow medium. The proportion of undergraduates who have a higher actual-ideal discrepancy level is small. There is significant gender difference in actual-ideal discrepancy level, but no significant difference across different majors and grades. (3)This research probed the overall working mechanism of the parenting style(environmental factors) and the personality factors(personal factors) including stability, flexibility, cleverness, and esteem on the undergruaduate’s actual-ideal discrepancy. The results shows that the parenting style of warmth and understanding, stability, flexibility, and esteem influence the actual-ideal discrepancy. Esteem entirely moderate the relationship between the parenting style of warmth and understanding and actual-ideal discrepancy, partially moderate the relationship between the flexibility, stability and actual-ideal discrepancy. Furthermore, the above factors can be order as stability, flexibility, and parenting style of warmth and understanding in terms of decreasing impact on the actual-ideal discrepancy. No significant effect of cleverness and other parenting style was found. The parenting style of warmth and understanding, stability, and flexibility interactively influence the actual-ideal discrepancy in the following manner: the stability and flexibility, both of which have independent influence on the actual-ideal discrepancy, entirely moderate the relationship between the parenting style of warmth and understanding and actual-ideal discrepancy. (4) Actual-ideal discrepancy plays a negative role in adaption indices, including self-efficacy, self-identity, self-actualization. Actual-ideal discrepancy also has negative effects on the 9 symptoms measured by SCL-90, vitality, approach motivation, avoidance motivation, and performance goals. No significant influence on mastering goals was found. Actual-ideal discrepancy uniquely correlates with depression symptom. The above results contribute from the point of self-discrepancy to the understanding of self-identity of undergraduates, and they enrich the knowledge of the development of self and contribute to the understanding of the development of human personality.This research advances on the two key problems of the developmental mechanism of actual-ideal discrepancy and that promotes the knowledge of the developmental mechanism of actual-ideal discrepancy. The research probed the relationship between the actual-ideal discrepancy and motivation which is an important phenomenon and this enlarges the domain of the actual-ideal discrepancy research. The results make sure that actual-ideal discrepancy is one of the important factors influencing undergruaduate’s mind and behavior. The conclusions can provide reference and guidance in the diagnosis and intervension strategies for mental health education and counseling practice in university.

领导行为的复杂性、角色结构及其有效性研究

As the social and organizational environment become more and more complex, the topic of leadership complexity is gaining more and more attention. So far, some critical issues in this field need further exploration, such as clarifying the theoretical framework, developing and validating the measurments and exploring the mechanism of the its effectiveness. Using BEI(Behavioral Event Interview), content analysis and EFA/CFA, ANOVA, regression analysis and other qualitative/quantitative methods, this research explored the leadership structure of Chinese enterprise managers, developed a new leadership questionnaire, investigated the differences of the leadership roles among various managerial areas and on different hirachical levels, and examined the impacts of the leadership roles and leadership complexity on different indicators of leadership effectiveness in various organizational contexts. 1,020 managers were surveyed. The followings are the main findings： First，the structure of leadership behaviors of Chinese enterprise managers included ethical model, authoritarian, producer, director, monitor, mentor, strategist, enterpriser, among which ethical model and authoritarian are the new findings in Chinese cultural context. Ethical model was characterized by presenting honesty, setting an example to others, being just and diligent. Authoritarian was characterized by showing power and arbitrariness. In addition, mentor, strategist and enterpriser incarnated some cultural features of present China. The new developed leadership questionnaire’s reliability and validity reached the criterion of standardized measurement. Second, there were significant differences of frequency of leadership behaviors among the managers at different managerial postions and hirachical levels, while the impacts of different leadership roles on different leadership effectiveness indicators were also singnificantly different. Ethical model had positive impacts on the whole performance and three indicators across task and context performance, and authoritarian’s impacts on the whole performance and department performance were negatively significant. Third, the impact of leadership complexity on the whole leadership effectiveness was positively significant, while the moderating effects of organization level and position function was not significant.

不同类型量表的线上调查和传统纸笔调查的比较研究

During the past 11 years, with the rapid development of the Internet, more and more psychologists began to realize and take advantage of it, which led to a growing number of psychological test administrated on the internet for data collection. But there were some controversy about the reliability and representatively of this new method. To examine the applicability of the Online Survey and how different types of scales used on the internet, we first reversed the measurement instrument, then from three different levels to investigate the equivalence of online survey and paper-and-pencil assessment, namely, sample level, scale level and item level. Both Classical Test Theory and Item Response Theory were used to analyze the invariance of different types of scale applicability on the internet. The main conclusions of this study could be drawn as follows: 1. In the sample-based study, self-select sample of the online survey was compared to the random sampled sample of paper-and-pencil assessment. The results showed there were no gender difference between them (p>0.05), but the online survey sample was characterized with high qualifications, high-income and younger features (88% of the sample with post-secondary education or above, and 71% aged 20 -29 years). There were significant differences on the scores of all scales between online survey and paper-and-pencil assessment (p<0.01). With demographic controlled, there was no significant difference on the variable of Neurotic between different surveys (p>0.05). 2. With in-group design, it was proved equivalence of the scale of BI (Attitude toward Brand Importance), BT (Attitude toword Brand Switcher), Extraversion, and Conscientiousbess in the compared study in the reliability, construct validity and average scores. 3. On the item level, the results based on the Item Response Theory analysis showed that 2PLM is appropriate for personality and attitude scales. With regard to personality scale, there emerged some items with DIF in the dimensions of Openness to the experience subscale and Agreeable subscale. However, there were no significant differences about the test function. 4. Exploring the psychometrics properties of answer formats of five-, six-, seven-, ten-points, it was showed that different measurement validity between online survey and paper-and-pencil test. It was also described the lower reliability and validity of six-point scale. In conclusion, the results support the application of personality scale online, but for attitude scale, we need to choose prudently.

焦虑的因素结构及其在中学生中的验证

Since anxiety exists as a certain kind of relation between the subject and his stimuli, present study proposed the criterion that every one of the anxiety’s structural components had to manifest the properties of the relation, not the subject’s properties, and not the stimuli’s properties, too; and that every component must be a bridge from the subject to the object. Several structural models on anxiety were judged by the criterion, and three suited factors were drawn out, which were controllability, importance and urgency. Then through various methods of interview, questionnaire, laboratorial experiment, events graded, the research examined the relations between the three factors and normal anxiety, and explored the interaction of controllability, importance and urgency when they worked together. The results were as the following: 1. The hypothesis that controllability, importance and urgency were the structural components of normal anxiety sounds reasonable, which was supported in different degrees by the results of several secondary research with various methods. 2. With a totally different method of constructing items from the prevalent integrative anxiety inventory, an effective normal anxiety inventory of middle school students was developed based on this theoretical consideration. Reliability and validity research showed that the coefficient of homogeneity and test-retest reliability were high. The construct validity and criterion validity were good enough. The inventory was a useful scale to measure the normal anxiety for middle school students. 3. It’s through their interaction that controllability and importance effect on the level of anxiety which was produced by the relevant event. 4. Anxiety arises with the increasing of importance or urgency. Though there’s a very close connection between controllability and anxiety, the concrete situation is very complicated. Not only is the level of anxiety affected by the interaction of controllability and importance, but when controllability tends to be extremely high or extremely low, importance may also begin to vary with controllability. What’s more, dispositional optimism and self-efficacy still exert influences that cannot be ignored on the relationship between controllability and anxiety. All the results indicated that it was reasonable to regard and study anxiety as a kind of relation between the subject and his environment, and to some extent it’s even necessary if the intention was to clarify the structure of anxiety. Since all the other emotion also exists as a kind of relation between the subject and his stimuli, the wholeness principle which was first proposed and recommended in this study will be of great value to the related researchers. And the interaction between controllability and importance may suggest a valid coping strategy of anxiety.

交易型领导的结构和作用机制研究

The Multifactor Leadership theory developed by Bass (1985) has become the new paradigm of leadership research. The empirical results of the effectiveness of transformational and transactional leadership in the literature, however, are not consentient. Researchers in China found the different structure of transformational leadership, but have not developed the transactional leadership. This study attempts to investigate three key questions in the unique Chinese socio-economic context: 1) what is the structure of transactional leadership in China? 2) What are the differences between western countries and China? And 3) what is the relationship between the transformational and transactional leadership mechanism? This study examines data collected from 3,500 participants, using Explored Factor Analysis (EFA), Confirmed Factor Analysis (CFA), Hierarchical Regression Analyses, partial correlations and other statistics methods. The major finings are listed as follows： Firstly, inductive methods was used to explore the structure of transactional leadership and the result show that transactional leadership is a four dimensions structure which includes contingent reward, contingent punishment , process control and anticipated investment. Reliability analysis, item analysis, EFA and CFA show the reliability and validity of the transactional leadership questionnaire we designed is good enough, the design of the item is effectively and properly. Contrast to other researches, anticipated investment emphasis on the leader’s recessive investment for subordinate, and this kind of transaction is quite special under the Chinese culture. While the content of the contingent reward with the contingent punishment is wider than the contingent reward in the western country, and the process control is wider than the management by exception and including goal setting and the management during the process. Secondly, hierarchical regression analyses showed that transformational and transactional leadership were significant positively related with in-role performance, extra-role performance, satisfaction and leadership effectiveness while negatively related to intention to leave. The effects of transactional and transformational leadership are different. Transactional leadership could significantly predict intention to leave controlling for transformational leadership, while transformational leadership could significantly predict in-role performance, extra-role performance, satisfaction and leadership effectiveness controlling for transactional leadership. Thirdly, the income level and the rank of subordinates are the moderators between the transformational, transactional leadership and leadership effectiveness. The leadership effectiveness of transactional leadership would decrease as the rank of subordinates increased, while the leadership effectiveness of transformational leadership would increase as the rank of subordinates increased. Transactional leadership is positively related to the effectiveness when the level of the subordinate income is low, but negatively related to the effectiveness when the level of the subordinate income is high. However the income level of the subordinate could not influence the leadership effectiveness of transformational leadership.

民众社会风险认知的影响因素及作用机制

Risk perception is one of important subjects in management psychology and cognitive psychology. It is of great value in the theory and practice to investigate the social risk events that the public cares a lot especially in this social transition period. Furthermore, this study explored the factors that influence the risk perception and the results caused by risk perception. A survey including 30 hazards and 8 risk attributes was designed and distributed to about 3, 200 residents of 8 districts, Beijing. The major findings are listed as following： Firstly, combining the methods of system science and psychology, GAE program was used to indentify 7 groups of social risk events, such as national safe, government management, social stability, general mood of society, economic and finance, resources and environment & daily life problems. This study provided substance for the following studies and it was also a new attempt in research method which is of certain reference value for the related researches. Secondly, a scale of societal risk perception was designed and 2 factors were identified (Dread Risk & Unknown Risk). Reliability analysis, EFA and CFA show the reliability and validity of the societal risk questionnaire is good enough. The investigation using this scale showed that older participants and higher socioeconomic status perceived the societal hazards to be more threatening than did younger participants and lower socioeconomic status. However, there is no gender difference. Thirdly, structural equation model was used to analyze the influence factors and mechanism of societal risk perception. Risk taking, government support and social justice could influence societal risk perception directly. Government support moderated the relationship between government trust and societal risk perception. Societal risk perception influenced life satisfaction, public policy preferences and social development belief. Multi-group analysis was used to find out that the participants who have different socioeconomic status express different mechanism. Fourthly, the result of the research was used to explore the risk event of 2008 Olympic game. The results showed that government support and preparation of Olympic game influenced societal risk perception directly. Preparation moderated the relationship between government trust and risk perception. Risk perception influenced worry, effect of Olympic game and belief of successl. This result proved that risk perception could be used as an indicator. The indictor of risk perception was used to identify the characteristics of higher risk perception group. Finally, suggestions to the related decision were provide to the government.

学习不良少年的污名效应研究

Stigma is defined as a sign of disgrace or discredit that sets a person apart from others. Stigmatized individuals had been significantly influenced by their group-based stigma. Through the methods of laboratory experiment and questionnaire surveys, the current study started with examining the attitudes of middle school students to the students with learning disabilities (LD), systemly explored the characteristics of perceived stigma and self-stigma of LD students, the mechanism that the influences of stigma on students with LD, and the mental control required to cope with the stigma. The results of the present studies had significant implications for the understanding of the LD phenomenon and the intervention of LD adolescents. The results indicate that: 1. Generally, middle school students had negative implicit attitude and negative explicit attitudes towards the LD students. The effect size of the phenomenon of this study is large. The LD students showed a more positive attitude than others on the explicit attitude measure; all students consistently had negative attitudes toward LD students on the implicit attitude indices, in addition, no group differences and gender differences were observed in the implicit attitude. 2. Eight hundred and seventy two students were surveyed to test the reliability and validity of the new developed perceived stigma scale and self-stigma scale. Both questionnaires showed sufficient content validity, construct validity, criterion-related validity and adequate internal consistency reliability. Then, both questionnaires were administered to student with high academic achievement (high achiever), students with middle academic achievement (middle achiever), and LD students. Results revealed that the LD students mildly stigmatized by the social culture. The LD students had more stigma perception and self-stigma than the middle achievers and high achievers. The results also indicated that there were more stigma perception and self-stigma for LD students in grade two than that of LD students in grade one and grade three; meanwhile, male LDstudent hade more stigma perception and self-stigma than female LD students in all grades. 3. A latent variable path analysis was conducted to investigate how the stigma affect the academic goals using the data collected from 186 LD students. The results suggested that the LD-related stigma did not have direct influence on academic goals. The LD-related stigma indirectly influenced the academic goals through mediating effects of self-stigma and academic efficacy. 4. Stereotype threat could have some influences on the relationship between the task feedback and self-esteem. The results of study using eighty-four LD students showed that: when the negative stereotype was not primed, the self-esteem of the LD students was significantly influenced by the feedback of the task: an enhance self-esteem following a positive feedback and a lower self-esteem following a negative feedback. When the negative stereotype was primed, there was no significantly difference between the positive feedback group and negative feedback group. All the results showed that priming the negative stereotype could weaken the influence of feedback to the self-esteem of LD students. 5. There was more cognitive and behavioral control when LD students tried to cope with the stigma by concealing negative academic achievement during an individual interview with an unfamilar expert. The LD students whose academic achievements could be concealed had more thought suppression and thought intrusion and reported more self-monitoring behavior than the participants in the other experimental conditions.

中美大学生归因偏差的跨文化研究

This research systematically compared Chinese undergraduates with American undergraduates on four kinds of attributional bias: correspondent bias, siuational overattribution, intergroup attributional bias and self-serving attributional bias, and examined the effect of the implicit theories reflecting the cultures on attributional bias. First is analyzed three pairs of opposite implicit theories: dispositionalist theory and situationalist theory, generality and particularity, stressing the positive evaluation of self and despising the positive evaluation of self. It developed the Modern Implicit Theories Inventory and Traditional Implicit Theories Inventory to measure these implicit theories, and the results showed these inventories had satisfactory validity and reliability, and they were suitable for the group comparison of Chinese implicit theories with European-American. At the same time through the test it found Chinese undergraduates agreed all these opposite implicit theories more than American undergraduates. Second, it studied Chinese and American undergraduates' attributional accuracy on locus of causality. The results showed: Chinese and American undergraduates both had the correspondent bias under the different salient situational constraints, and the degree of Chinese and American undergraduates' correspondent bias under the different salient situational constraints had no significant difference' Chinese and American undergraduates both showed the situational overattribution; Chinese undergraduates had more the correspondent bias and situational overattribution than American undergraduates. Third, on the research of Chinese and American undergraduates' intergroup attributional bias, it found Chinese and American undergraduates both had no intergroup attributional bias among kin, friends and strangers, while they both show some favorable outcome effects for these three group actors. The favorable outcome effects were significant on the attributional dimensions of locus of causality and controllability for strangers' behavior, and stability for kin and friends' behavior rating by Chinese undergraduates, and stability for friends' behavior rating by American undergraduates. Fourth, it explored Chinese and American undergraduates' self-serving attributional bias, and the result indicated that Chinese and American undergraduates both showed significant self-serving attributional bias: for outcome effects, Chinese undergraduates' self-serving attributional bias were reflected on the attributional dimensions of locus of causality, stability, controllability and globality, and American undergraduates were reflected on the attributional dimensions of locus of causality, stability and globality; for categorization effects, both Chinese and American undergraduates' self-serving attributional bias were reflected on attributional difference between self's negative behavior and others', but Chinese undergraduates were embodied on the attributional dimensions of locus of causality, stability and globality while American undergraduates were reflected on the attributional dimensions of stability and globality. It also found Chinese undergraduates had more self-serving attributional bias than American undergraduates. This was reflected on the attributional dimensions of locus of causality, stability and controllability for outcome effects, and for categorization effects, locus of causality, stability and globality rating for self and others' negative behavior. All studies indicated that Chinese and American undergraduates' implicit theories had no significant effects on all their four attributional bias. These findings' potentially important implications were discussed and the further research was suggested.

应激源，缓冲因素及其关系——中美大学生应激的跨文化研究

Questionnaire of Stressors, which was constructed earlier, and Resilience Factor Scale were applied on 252 Chinese University students and 207 American University students. Reliability and validity tests were applied on the data. Results are as following: 1. Cronbach α coefficient of both scales were tested and showed good results. Construction validity of them was also tested by applying Factor Analysis on the data. The results are good. 2. Stressors of University students consist of three factors, named Survival Anxiety, Social Anxiety, and Role Stress. Resilience Factors consist of Social Support and Self-Efficacy. They affected each other. Significant correlation was found among those five factors. 3. Significant differences were found between Chinese sample and American sample in the scores of most items of the two scales.

中学生焦虑与其影响因素的关系模型

Anxiety, which is one of common factors influencing mental health of secondary school students, whose occurrence, development, diagnosis, treatment and intervention have been studied in neurophysiology, behavior and cognition process. in the present study, the relationship between anxieties including trait anxiety and test anxiety and their influencing factors in secondary school students had been explored by exploratory analysis, confirmatory analysis and structure equation modeling. The following conclusions were drawn: (1) There were grade-characteristics in development of trait anxiety in secondary school students. Trait anxiety degree increased with grade. On the other hand, test anxiety showed no grade-characteristics. However, gender differences showed test anxiety in female was higher than in male. In a test, test anxiety increased with test coming and reached the maximum height before test and dropped to the minimum that night after test. (2) Influencing factor inventory on trait anxiety whose reliability and validity were good, has been developed, which was composed of 44 items including 8 factors were study pressure, bad influence of society, self-abased, dysadaptation, introversion, bad body, interrelationship, bad parents raising style etc, of which study pressure was the first reason for trait anxiety. (3) Influencing factor inventory on test anxiety, whose reliability and validity were good, has been developed, which was composed of 30 items including 5 factors. 5 factors were worry about bad school achievement, bad objective environment, intervention of emergency, self-abased, worry about consequence etc, of which study pressure played the most important role on test anxiety. (4) Personality and school pressure affected trait anxiety, while personality and school pressure were affected by environment. Furthermore, test anxiety was affected by worry, personality and, while worry and personality was influenced by spot circumstances. At last, both trait anxiety and test anxiety related with bad personality and bad school achievement.

中学生日常烦恼和缓冲因素的研究

This study is a research on the stress of the secondary school students. The whole work included the construction of the Daily Hassle Scale of the Secondary School Students and the research on the mediate factors of the stressors. Six kinds of the daily hassle were found by the factor analysis: problem with academic performance, problem with school life, problem with teachers, problem with family, problem with heterosexual relation, problem with self-esteem. The reliability and validity of the scale is high. By the regression analysis of the SCL-90 score, we found that the factors which influence the physical and mental health of the secondary school students are the personal character(neuroticism, locus of control), daily hassle (problem with academic performance, problem with heterosexual relation) and age.