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.

中学生自我评价、泛化信任和应对方式及其于心理健康的关系

The aim of this research is to explore the relationships between Self-evaluation, general trust, coping styles and psychological health of secondary school students. Three studies were carried out. A total of 1024 middle school students ranging in age from 11 to 20 years complete SCL-90, secondary school students self-evaluation scale, questionnaire of coping styles and GTS. It is found that: 1. There were three self-evaluation in middle school students: the self-evaluation in study, in human relations and in appearance. 2. The three factors of self-evaluation are all correlated to gender, grade and single children. 3. General trust of secondary school students is no difference in gender, grade and single children. 4. Aside from the negative exterior copied ones, three self-evaluation and general trust significantly predict the other three coping styles. 5. When we control the gender , grade and and the only-child in multiple linear regression, we found that the coping style has more effect on their psychological health than the gender , grade and and the only-child and influencing of negative coping style is highest. 6. Three self-evaluations and general trust have direct influences on psychological health of secondary school students. Taking coping styles as intermediate variables , three self-evaluations and general trust have direct influences on psychological health of secondary school students.

高中生家庭功能与情绪问题的关系及人格的中介作用

The aim of this research is to explore the characteristics of family functioning，personality and their relation to anxiety and depression in high school students. A total of 914 high school students were assessed with The Chinese Family Assessment Instrument and Five -factor Personality Questionnaire and Mental Health Test and Middle School Students Depression Questionnaire. The result indicates, 1. The family functioning and Personality were all significant difference to school, gender, mother’s education and father’s education. 2. There were school, gender, mother’s education and father’s education differences in anxiety of students. 3. There were school, mother’s education and father’s education differences in depression of students. 4. Family functioning were predictive factor directly to anxiety of students, personality serves in part as medium between family functioning and anxiety of students. 5. Family functioning were predictive factor directly to the high school students’ depression, personality serves in part as medium between family functioning and depression of students. 6. The different schools had special features in relation models between family functioning, personality and anxiety of students. 7. The different schools had special features in relation models between family functioning, personality and depression of students.

我国部分地区中学生的学校回避倾向研究

The aim of this research is to explore the relationships between school avoidance tendency and school stressors, stress response, social support, coping style of secondary school students. Three studies were carried out. School avoidance tendency scale, mental health scale, coping style scale of secondary school students from Japan were revised in the first research. In the second research, the difference in gender, cities, grades of five variables were discussed. In the third research, the relationships of five variables were discussed. A total of 883 students from grade one of middle school to grade 3 of high school in Beijing, Taiyuan and Wulanchabu, completed three scales. Analysis showed that: 1. The main effects of city, gender, and grade were present significantly on School avoidance tendency, and the inter-effects were not significant. The differences were significant between three grades of middle schools, and not significant between three grades of high schools. The high school students were significant than middle school students on school avoidance tendency. 2. The main effect of city was not significant, but gender, and grade were present significantly on stressor, and the inter-effects were not significant. The most stressor was study one, than the relationship stressor from teachers. The relationship stressor from friends was at least. 3. The main effects of city and grade were present significantly on stress responses, but the main effect of gender was not significant, and the inter-effect was not significant. The most stress response was the physical response. 4. The main effects of city and gender, the inter-effect were not present significantly on social supports. The main effect of grade was present significantly. The most social support was from mother, than from friends, father, and the teachers. 5. The differences between cites on coping styles were not significant. Positive coping style was used mostly, than the style of help requirement, cognitive coping style. 6. Stressor and stress responses had significant positive predictive role on school avoidance tendency. Social supports had negative predictive role. Social supports had not moderator role between stressor, stress responses and schools avoidance tendency. Stress responses had a part of mediator between stressor and school avoidance tendency. 7. In the coping styles, positive coping style and help requirement style had negative predictive role, but cognitive coping style had positive predictive role on school avoidance tendency. Coping styles had negative predictive role. Coping styles had not moderator role between stressor, stress responses and school avoidance tendency.

中职生的成就动机与行为问题的关系

Achievement motive is human’s social motive. In some sense, one’s all-life achievements are decided by his/her achievement motive. By which we can conclude that achievement motive has close connection with individual emotional experience. People pursuing success experience more positive emotion and less negative one, and have good behavioral adaptability. This study aims at explore the relation between achievement motive and behavior problems in the secondary vocational education schools through questionaries (the achievement motivation scale, UCLA Loneliness Scale，State-Trait Anxiety Inventory，Center for Epidemiologic Studies depression Scale and middle school students'behavior questionnaire). There were 1005 students whose age ranged from 14to21 years completed the questionnaires. The main conclusions of this thesis are as follows: (1) Achievement motive of student in the secondary vocational education schools is significantly lower than that of students in the senior high school. (2) Students in the secondary vocational education schools show more obvious emotion and Externalizing behavior problems than those of the senior high schools. (3) Students’ motivation for pursuing success in the secondary vocational education schools has negative correlation with emotion and Externalizing behavior problem, while the motivation for avoiding failure has positive correlation with the emotion and Externalizing behavior problem. Achievement motivation has negative correlation with emotion and Externalizing behavior problem. (4) Students’ achievement motivation shows obvious gender difference in the secondary vocational education schools. The avoiding failure element shows upward trend with the grades increasing and the difference is obvious. While the students’ achievement motive in the secondary vocational education schools shows significantly downward trend with the grades increasing. Whether holding a post at school has influence on the students’ achievement motivation, and the difference is significant. (5) Students’ Externalizing behavior problem in the secondary vocational education schools shows obvious gender difference. Whether holding a post at school has influence on the students’ Externalizing behavior problem, and depression and loneliness, and the difference is significant. Key words: Students in the Secondary Vocational Education Schools, Achievement Motivation, Behavior Problem, Emotion Problem, Externalizing Behavior Problem (Note: In this study, the behavior problems include not only the externalizing behavior problems, but also emotion problems.)

工科大学生心理应激、应对与自我概念的关系研究

In the period of college, an individual matures rapidly in all aspects. College engineering students are the important parts of undergraduates. The state of an individual’s mental health may affect and even decide his future life and work. The level of the student’s self-concept and the kind of coping styles the students adopt are directly related to their mental health. So, it is significant to study the psychological stress, coping and self-concept of college engineering students for the mental health education and research of college engineering students. Based on overviews of former research, with the China College Student Psychological Stress Scale, the Coping Styles Scale and the Tennessee Self-Concept Scale, 559 college engineering students were investigated to explore the characteristics of and the relationship between the psychological stress, coping styles and self-concept of college engineering students. The results showed: 1. The stresses of learning, living and daily hassles were the main psychological stresses of college engineering students. There were significant differences in psychological stress between students from the countryside and those from urban areas, between needy students and non-needy students, between single-parent students and non-single-parent students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between male and female, between those from single-child families and from multiple-child families. 2. The coping styles of solving problem, seeking help and rationalization were the main coping styles of college engineering students. There were significant differences in the coping styles between needy students and non-needy students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between students from the countryside and from urban areas, between male and female, between single-parent students and non-single-parent students, between those from single-child families and from multiple-child families. 3. The self-concept of college engineering students was positive in general. There were significant differences in self-concept between students from the countryside and those from urban areas, between male and female, between needy students and non-needy students, between single-parent students and non-single-parent students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between those from single-child families and from multiple-child families. 4. The psychological stress had significantly negative correlation to the immature coping styles, and had partial correlation to the mature coping styles. Coping style has significant predictability on psychological stress. 5. The positive factors of the self-concept had significantly negative correlation to psychological stress, but self-criticism had positive correlation to psychological stress. There are significant differences between high self-concept students and low self-concept students for psychological stress. Self-concept has significant predictability on psychological stress. 6. The positive factors of the self-concept had significantly negative correlation to the coping styles of self-blame, illusion, avoidance, and rationalization, but had significantly positive correlation to the coping style of solving problem and seeking help. Self-criticism had significantly negative correlation to the coping styles of self-blame, illusion, avoidance, and rationalization. There are significant differences between high self-concept students and low self-concept students for coping styles. Self-concept has significant predictability on coping styles. 7. The self-concept of college engineering students had an effect on psychological stress by coping styles. However, the effect by the immature coping styles was higher than that to the mental health directly, and the effect by the mature and mixed coping styles was slighter than that to the mental health directly. According to the results, improving the college engineering students’ self-concept level and establishing right self-concept, developing the middle school student’ active coping styles and overcoming the negative coping styles are essential and important to the college engineering students’ mental health and provide useful clues for the psychological education of the college engineering students.

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.

攻击性、情绪调节评价对青少年攻击行为的作用

The aggressive behavior and the violent crime of the Adolenscents have aroused social widespread attention. The Social Implicit Cognition Method could overcome the insufficiency of explicit research methods such as Self-Report Scale, and carry on the thorough discussion to the intrinsic mechanism of the Adolenscent’s aggressive behavior. In this research, Implicit Association Test and Explicit Questionnaire are synthetically applied to inspect the relations among the aggression, Evaluation of Emotion Regulation and the aggressive behavior of the normal middle-school students and the Adolenscent violent criminals under the explicit and implicit conditions, and have carried the supplement to the internal condition of the General aggression model (GAM). The result indicates, 1. The concept of implicit aggression exists independently and separates from explicit aggression. However the relations between implicit aggression and the groups are remarkable, i.e. both the implicit and explicit aggressions of the Adolenscent violent criminals are remarkably higher than those of the normal middle-school students, but not influenced by sex factors. 2. Implicit Evaluation of Emotion Regulation is suitable to Chinese Adolenscents. The correlation of groups and sex factors exist to Implicit Evaluation of Emotion Regulation, i.e. in the group of criminals, the female inclines to the mood control compared with the male in the aspect of Implicit Evaluation of Emotion Regulation; however, in the group of normal persons, the difference between male and female is not remarkable in the aspect of Implicit Evaluation of Emotion Regulation. 3. Under the explicit conditions, it is discovered that the remarkable explicit aggression can predict violent criminals. But it is adjusted by Explicit Evaluation of Emotion Regulation, i.e. the predicting function is not remarkable when the Explicit Evaluation inclines to expression. Meanwhile, when checking the functions and the effects of the implicit variables after the explicit conditions are under control, it is discovered that the predicting function of implicit aggression is still remarkable, and the predicting function of Implicit Evaluation of Emotion Regulation is remarkable at the edge and also adjusted by sex factors. These findings help us not only understanding thoroughly the intrinsic mechanism of the Adolenscent’s aggressive behavior, discovering the moderating role of Evaluation of Emotion Regulation on aggression, but also providing an academic foundation on the prevention and intervention of the Adolenscent’s aggressive behavior.

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.

学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

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.

企业经营风险决策的组织行为学研究

This thesis has investigated the risk preferences of the Chinese company managers in kinds of simulated decision situations and their perceptions of risk concerning types of business decisions. Four studies are conducted: Study I is utility analysis. 214 company managers and 46 middle - school headmasters have responded to Utility Measurement Survey. The results indicate: (1) The risk preferences of the managers vary in the different decision situations. In most of the situations, most of the managers are risk aversion; In few situations, they are risk-seeking. (2) In some of the decision situations, there are significant differences on risk preference between business managers and school headmasters, male managers and female managers, senior managers and junior managers, managers with high qualifications and managers with low qualifications, non-state-owned firms' managers and state-owned firms' managers, medium-small sized firms' managers and large-sized firms' managers. In the other situations there aren't significant differences between them. (3) In all of the decision situations, so significant differences on risk preference are found among managers with different marriage, experience, age and education. Study II is risky decision simulation. The Risky Decision Situations Simulation Survey is administered to 82 company managers. The result indicates that firm culture, business condition, survival limit and risk preference of the superior influence the managers' risk decision-making behavior. Study III is perceptions of business decision risks. 68 company managers have filled in Decision Cases Risk Perception Inventory. The results indicate: (1) Inaccurate market analysis and prediction, instable politics and the changes of economic policy are the more risky elements to strategy decision. (2) Erroneous market analysis and prediction, appearance of new technology and the changes of market demands are the more risky elements to investment decision. (3) Poor quality control, backward technology and too large stocks are the more risky elements to production decision. (4) Shortage of development fund, wrong choice in development project and limitation of the development ability are the more risky elements to new production development decision. (5) No payment of the foreign partner's capital, the changes of national relevant policy, difficulty in marketing, too high selling prices of foreign partner's equipments are the more risky elements to joint-venture decision. (6) Unfamilarity with oneself and misjudgement in qualification of oneself are the more risky elements to personnel decision. (7) Bad market of the product, defects in product quality and the changes of consumers demands are the more risky elements to marketing decision. (8) Wrong strategy and ambiguous goals are the more risky elements to public relation decision. (9) Violation of the law, ambiguous goals and poor creation are the more risky elements to advertisement decision. (10) Deterioration of diplomatic relations, unsuitable products for foreign consumers and unfamilarity with foreign market are the more risky elements to international business decision. Study IV is structured interview. 5 company managers have answered all questions of the Interview Questionnaire. The results indicate: (1) The managers think that risks are the possible unfavourable consequences of decisions; (2) The self-ratings of the managers coordinate with the results of utility measurement; (3) The managers admit that risks always accompany bussiness decision; (4) Individual difference is found among managers on risk perception. This thesis has also pointed out the important implications of the research and discussed several further questions.

问题之间共性关系的意识水平对平面几何解题迁移的影响

Transfer of learning is one of the major concepts in educational psychology. As cognitive psychology develops, many researchers have found that transfer plays an important part in problem solving, and the awareness of the similarity of related problems is important in transfer. So they become more interested in researching the problem of transfer. But in the literature of transfer research, it has been found that many researchers do not hold identical conclusions about the influence of awareness of related problems during problem solving transfer. This dissertation is written on the basic of much of sub-research work, such as looking up literature concerning transfer of problem solving research, comparing the results of research work done recently and experimental researches. The author of this dissertation takes middle school students as subjects, geometry as materials, and adopts factorial design in his experiments. The influence of awareness of related problems on problem solving transfer is examined from three dimensions which are the degree of difficulty of transfer problems, the level of awareness of related problems and the characteristics of subjects themselves. Five conclusions have been made after the experimental research: (1) During the process of geometry problem solving, the level of awareness of related problems is one of the major factors that influence the effect of problem solving transfer. (2) Either more difficult or more easy of the transfer problems will hinder the influence of awareness of related problems during problem solving transfer, and the degree of difficulty of the transfer problems have interactions with the level of awareness of related problems in affecting transfer. (3) During geometry problems solving transfer, the level of awareness of related problems has interactions with the degree of student achievement. Compared with the students who have lower achievement, the influence of the level of the awareness is bigger in the students who have higher achievement. (4) There is positive correlation between geometry achievement and reasoning ability of the middle school students. The student who has higher reasoning ability has higher geometry achievement, while the level of awareness is raised, the transfer achievement of both can be raised significantly. (5) There is positive correlation between geometry achievement and cognitive style of the middle school students. The student who has independent field tendency of cognitive style has higher geometry achievement, while the level of awareness is raised, the transfer achievement of both can be raised significantly. At the end of the dissertation, the researcher offers two proposals concerning Geometry teaching on the basis of the research findings.

中学生抑郁和素质、压力、环境因素的关系及其整合模型研究

As a kind of mood, depression is one of the emotions which people experienced usually. Depressive disorder is one of the common mental diseases. There are about 100 million people in the world be disturbed by depression every year. So it is long history that depression is investigated widely in medicine, psychology, and sociology. There are many theorial problems remain to be solved. Viewed from latest vocuments, the development of depression theory is tending to become more complicated. Most of the prior depression theory focused on relation between one factor and depression. Because depressed individuls have various characteristics and factors that cause depression are different, and each factor can explain only part of depression variance, these prior depression theories are defected. As the knowledge about depression accumulated, the view that depression be caused by multifactor is clearer. There is tendency to integrate these cooperational factor into a model while developing a depression theory. In the present study, depression status of 1625 middle school students from junior 1 to senior 3 are measured using Depression Scale of Middle-school Student which is developed by ourselves. From approach of depressive mood, the present study explored depressive diathesis including attributional style, personality, coping style, and self. The relation among depressive diathesis, stress and depression is analysed. The relation between depression and school life adaptation, depression and cohesion, adaptation in family are also analysed from environmental view. At last, relation among environment, stress, depressive diathesis is examined by using covariance structure modelling. Synthesizing the results from the present study, the following conclusions were drawn: (1) There is grade-characteristics in development of depression in middle school students. Depression degree increased with grade. The main reason may be that the stress middle-school students experience increase and self-acceptance decrease with grade; (2) High depressive diathesis is different from low depressive diathesis. the features of high depressive diathesis are that attributing failure to ability or background, low capacity for status, low sociability, low independence, low self-blame, more illusion. The features of low depressive diathesis are that not attributing failure to ability or background, high capacity for status, high sociability, high independence, high self-acceptance, while facing difficulties, using problem-resolving coping strategy, less self-blame, less illusion. Individuals who have high depressive diathesis showed serious depression, and individuals who have low depressive diathesis showed light depression; (3) Depressive diathesis had accumulative effect on depression. More low depressive diathesis, more light is depression. More high depressive diathesis, more serious is depression; (4) Depressive diathesis can predict present depression and future depression. Predicting present depression is more effective than predicting future depression; (5) Individual who has different depressive diathesis experiences different level of stress. Higher the depressive diathesis individual has, higher stress he will experience. Lower the depressive diathesis individual has, lower stress will he experience; (6) There is correlation between life event pressure and depression. Life event pressure can predict a part of variance of depression. Life event pressure has accumulative effect on depression. More life event and higher life event pressure, more serious depression individual will experience; (7) There exits high correlation between depression and school life adaptation which can predict depression; (8) There is high correlative relation between depression and cohesion, adaptation in family which can predict depression; and (9) Environment have more effect on diathesis than on stress. Diathesis has more effect on depression than stress does. The past depression can predict future depression. This study had enlarged the domain of depressive diathesis such as attributional style, personality, coping style, and self, which are analysed wholly. This study had also enriched the connotation of diathesis=stress theory. Above two aspects are theoretical significance of the study. This study provide a framework of mental health educational curriculum in high school and provide the guideline for prevention and cure of depression. It is the practical significance of this study.

平面几何问题解决过程中的元认知实验研究

This study was based on the cognitive-metacognitive model of mathematical problem solving established by Lester & Garofalo(1985). The method of protocal analysis was used and 19 excellent students(9 male and 10 female) & 19 learning-disabled students(11 male and 8 female) in middle school(grade 3)were tested and interviewed during they solved plane geometry problems. The main results showed as follows: (1) There was a significant difference between excellent students and learning-disabled students on time-assignment when they solved plane geometry problems. Excellent students used more time on phase organization and less time on phase execution. There was no difference on phases orientation and verification. (2) Excellent students showed higher metacognitive level than learning-disabled students. The deference existed in phases orientation and organization. Excellent students reported more metacognitive sentences in phases orientation and organization than learning-disabled students. They had more self-awareness and goal-awareness. They had more "knowledge about what they know" and "knowledge about what they should use". They designed more globle goal and subgoals and made more self-evaluation. (3) Both the excellent students' and learning-disabled students' self-checking level should be improved.