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.

Rarefied gas dynamics: fundamentals, simulations and micro flows

Effect of electron-electron scattering on spin dephasing in a high-mobility low-density two-dimensional electron gas

By utilizing time-resolved Kerr rotation techniques, we have investigated the spin dynamics of a high-mobility low density two-dimensional electron gas in a GaAs/Al0.35Ga0.65As heterostructure in the dependence on temperature from 1.5 to 30 K. It is found that the spin relaxation/dephasing time under a magnetic field of 0.5 T exhibits a maximum of 3.12 ns around 14 K, which is superimposed on an increasing background with rising temperature. The appearance of the maximum is ascribed to that at the temperature where the crossover from the degenerate to the nondegenerate regime takes place, electron-electron Coulomb scattering becomes strongest, and thus inhomogeneous precession broadening due to the D'yakonov-Perel' mechanism becomes weakest. These results agree with the recent theoretical predictions [J. Zhou et al., Phys. Rev. B 15, 045305 (2007)], which verify the importance of electron-electron Coulomb scattering to electron spin relaxation/dephasing.

Homoepitaxial growth and characterization of 4H-SiC epilayers by low-pressure hot-wall chemical vapor deposition

Horizontal air-cooled low-pressure hot-wall CVD (LP-HWCVD) system is developed to get high quality 4H-SiC epilayers. Homoepitaxial growth of 4H-SiC on off-oriented Si-face (0001) 4H-SiC substrates purchased from Cree is performed at a typical temperature of 1500 degrees C with a pressure of 40 Torr by using SiH4+C2H4+H-2 gas system. The surface morphologies and structural and optical properties of 4H-SiC epilayers are characterized with Nomarski optical microscope, atomic force microscopy (AFM), x-ray diffraction, Raman scattering, and low temperature photoluminescence (LTPL). The background doping of 32 pm-thick sample has been reduced to 2-5 x 10(15) cm(-3). The FWHM of the rocking curve is 9-16 arcsec. Intentional N-doped and B-doped 4H-SiC epilayers are obtained by in-situ doping of NH3 and B2H6, respectively. Schottky barrier diodes with reverse blocking voltage of over 1000 V are achieved preliminarily.

A method for the analysis of low-mass molecules by MALDI-TOF mass spectrometry

We report a novel method termed matrix suppressed laser desorption/ionization to improve the analysis of low-mass molecules by MALDI-TOF mass spectrometry. In this method, the surfactant of cetrimonium bromide (CTAB) is added to the conventional matrix of alpha-cyano-4-hydroxycinnamic acid solution to prepare the MALDI samples. During the MALDI process, the presence of CTAB could substantially or even completely suppress the matrix-related ion background. As a result, very clean mass spectra can be routinely obtained in the low-mass range. In addition, the presence of CTAB can significantly improve the mass resolution of low-mass molecules. It is seen that high-quality spectra were routinely obtained at a matrix/CTAB ratio of 1000:1. This method has been successfully used to analyze a variety of low-mass molecules.

A preliminary discussion on the bio-metallogenesis of Tl deposits in the low-temperature minerogenetic province of southwestern China

Starting with the research status of bio-metallogenesis of Tl deposits and their geology, this work deals with the geological background of Tl enrichment and mineralization and the mechanism of bio- metal-logenesis of Tl deposits, as exemplified by Tl deposits in the low-temperature minerogenetic province. This research on the bio-metallogenesis of Tl deposits is focused on the correlations between bio-enrichment and Tl, the enrichment of Tl in micro-paleo-animals in rocks and ores, bio-fossil casts in Tl-rich ores, the involvement of bio-sulfur in minerogenesis and the enrichment of bio-genetic organic carbon in Tl ores. Thallium deposits have experienced two ore-forming stages: syngenetic bio- en-richment and epigenetic hydrothermal reworking (or transformation). Owing to the intense epigenetic hydrothermal reworking, almost no bio-residues remain in syngenetically bio-enriched Tl ores, thereby the Tl deposits display the characteristics of hydrothermally reoworked deposits.

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.