Aspirations,Expectations and Delinquency: The Moderating Effect of Impulse Control

Although prior research finds a robust link between delinquent behavior and expectations, or an adolescent’s perceived likelihood of obtaining one’s future goals, fewer studies have evaluated aspirations, or the perceived importance of achieving one’s goals. In addition, few studies consider how individual traits such as impulsivity affect the degree to which expectations and aspirations motivate or deter delinquent behavior. We contribute to this body of research by evaluating the independent effects of expectations and aspirations, and the aspiration-expectation gap (i.e., strain) on delinquent behavior during the year following an adolescent’s first arrest using a large (N?=?1117), racially/ethnically diverse sample of male adolescents (46.55% Latino, 35.81% Black, 14.95% White, and 2.69% Other race). In addition, we considered how impulse control interacts with expectations, aspirations, and strain to motivate behavior. Our results indicated that both aspirations, expectations and strain uniquely influence criminal behavior. Importantly, aspirations interacted with impulse control, such that aspirations affected delinquency only among youth with higher impulse control. Our findings suggest that aspirations may only influence behavior if youth also have the psychosocial capabilities to consider their future aspirations when behaving in the present.     

加强大学生的诚信教育

诚信教育是我国公民道德教育的基本内容。目前,大学生存在诚信缺失,原因是多方面的,本文列举了大学生诚信缺失的主要表现,进一步分析其形成原因,从而对如何加强大学生诚信教育进行多层次多角度的思考,认为高校加强大学生诚信教育具有义不容辞的责任。     

人本理念关照下的大学生思想政治教育

“以人为本”管理概念是管理学发展过程中带有时代变革上的巨大进步,它对促进我们高校教育事业的发展具现实意义。我国现行大学生思想政治教育存在着诸多问题,突出表现为人本理念的缺失:在思想认识上忽视人的主体性;在培养目标上忽视人的个性发展;在教育环境上缺乏民主、平等、人文观念;在学生管理方式上忽视人的需要和价值。因此,应坚持“以人为本”的教育理念,在思想政治教育中突出学生的主体地位,充分考虑学生的个性特点,营造理解宽容的氛围,建立起人本管理体制。     

独生与非独生大学生的心理健康及危机程度分析

对7422名独生和非独生大学生的心理健康状况及心理危机程度进行比较分析。结果表明:1.从总体上看,独生大学生的心理健康问题程度比非独生大学生相对要轻;2.不同性别、不同生源的独生和非独生大学生的心理健康状况具有差异性;3.独生和非独生大学生存在着不同程度的心理危机,非独生大学生状况较为严峻。     

对加强贫困大学生精神教育的探讨

在对贫困大学生与非贫困大学生精神发展问题表现相同点与相异点进行比较分析后发现,在对贫困大学生的精神教育中,要进一步深化理想信念教育,加强道德人格教育,以及旨在提高贫困生生活质量的生活教育。     

香港大学生心理辅导工作的内容与探索

大学生心理辅导是香港高校非常重视的一项工作。主要介绍香港高校心理辅导的含义、宗旨和机构设置,归纳心理辅导的内容与形式,探索他们工作的特点以及值得内地高校借鉴的原则和方法。     

论加强大学生心理健康教育——某高校护理专业女学生人格特征的实证分析

本专科学生在入学初,人格特征相差不大,经过两年大学生活,同专科学生相比,本科学生学习能力强,考虑问题全面,人格特征比较稳定.专科学生入学与两年后的人格特征变化较大,易受外界影响.应做好专科学生的引导教育工作,注意加强学生的创新意识、交往、合作能力的培养,培养学生做情绪的主人,加强爱心、感恩及责任感教育.     

大学生网络思想政治教育的路径选择

在网络信息时代,高校要想更好地发挥思想政治教育作用,不断提升对大学生思想教育的渗透力和感召力,必须构建一套有效的网络思想政治教育体系。通过加大资金投入、加强师资队伍建设、健全相关的法律法规、改善评价和监管质量,来提高大学生网络思想政治教育的水平。     

知耻·明耻·雪耻:大学生国耻教育维度研析

可以从知耻、明耻、雪耻三个维度对大学生国耻教育进行探讨。其中,知耻教育即国耻史实教育,是国耻教育的基本内容;明耻教育即理解国耻历史归因和现实危机教育,是国耻教育的核心内容;雪耻教育即实现中华民族伟大复兴的"中国梦"教育,是国耻教育的关键内容。三者互为补充,缺一不可。     

大学生理想信念教育的缺失与对策

理想信念教育是我们党的优良传统和政治优势。它是培养社会主义合格的建设者和接班人、实现中华民族伟大复兴的重要保证。但是,由于在教育中存在各种缺失,削减了高校理想信念教育的影响力。因此,我们必须提高领导者的认识和教师的政治素质,改革教学内容和方法,弘扬社会主义主旋律,加大校园文化建设,不断增强理想信念教育的实效性。     

试论大学生专业实践基地的建设

专业实践基地建设是大学生素质教育的重要组成部分,建设学生专业实践保障体系,是提高大学生综合素质和实践能力的重要途径之一。通过专业实践不仅能促进学风、教风的建设,更有利于教师与学生形成一种以教带研的教学模式。     

增强大学生创业法律教育的实效性研究

大学生创业法律教育被边缘化,教学中理论过度已经严重影响大学生创业法律教育的实效性。提升其实效性,一是要做好大学生创业法律教育的目标定位;二是要调整大学生创业法律教育的路径选择。创业法律教育以塑造大学生的法律理念以及引导大学生创造性的运用法律和完善法律为目标。大学生创业法律教育的路径选择,首先要组建以法律知识、法律理念和法律能力为内容的,由创业者、企业家、专家学者等组成的导师团;其次,以大学生的创业实践项目或创业活动为载体,开展实战型创业法律教育;第三,以大学生的创业需求和创业实际为主线,选定创业法律教育的主要内容。     

论高校教师在大学生社会化过程中的作用

大学时期是大学生逐渐适应社会环境,适应社会角色与道德规范,完成社会化过程的关键时期。因此高校教师应把握好大学生的心理发展特征,通过正确的引导和影响,使大学生能顺应社会和群体的方向,符合社会道德规范的要求,完成社会角色的转变,促进大学生社会化的进程。     

Cross-Informant Ratings of the Emotional and Behavioral Functioning of College Students

One hundred seventy-four college students and a subset of their mothers and fathers provided ratings of college students’ emotional and behavioral functioning. College students and their mothers and fathers demonstrated variable levels of correspondence in their ratings of college students’ internalizing and externalizing behavior problems. Similar findings were noted with t-test comparisons, with college students rating themselves as experiencing significantly higher levels of behavior problems than did their mothers and fathers. Further, college students’ ratings of their mothers’ and fathers’ parenting and their perceptions of their parents predicted significantly their ratings of their own behavior problems. Although mothers’ communication reciprocity and perceptions of their college students served as significant predictors of mothers’ ratings, a different pattern of results occurred with paternal variables. Overall, these findings further the understanding of correspondence and predictors of cross-informant ratings of college students’ emotional and behavioral functioning. Kimberly Renk is currently an Associate Professor at the University of Central Florida (UCF) in Orlando, Florida, serving the Department of Psychology’s Clinical Psychology Ph.D. program. She earned her Bachelor’s degree in Psychology at the University of Illinois, her Master’s degree in Clinical Psychology at Illinois State University, and her Doctoral degree in Clinical Psychology at the University of South Florida after completing a predoctoral internship in Clinical Psychology at the Louisiana State University Health Sciences Center. Her current interests include parents’ perceptions of their children’s emotional and behavioral functioning and parent-child interactions. She and her graduate students pursue the study of these topics and provide clinical services to the community surrounding UCF through the Understanding Children and Families laboratory. Reesa Donnelly is a Doctoral student at the University of Central Florida. She received her B.A. in Psychology from the University of Virginia and her M.S. in Clinical Psychology from the University of Central Florida. Her major research interests include parent-child relationships in the context of cognitive development and health psychology. Jenny Klein is a Doctoral student at the University of Central Florida. She received her B.S. in Psychology from the University of Florida and her M.S. in Clinical Psychology from the University of Central Florida. Her main research interests are in the area of family interactions, parenting, and child emotional and behavioral problems in minority populations. Arazais Oliveros is a Doctoral student at the University of Central Florida. She received her B.A. in psychology from Florida International University and her M.S. in Clinical Psychology from the University of Central Florida. Her major research interests involve the area of children and parenting, especially in families with risk factors for child maltreatment (e.g., marital abuse, medical concerns). Elizabeth Baksh is a Graduate student at the University of Central Florida. She received her B.S. in psychology and religious studies from the University of Miami and her M.S.W. from the University of South Florida. Her major research interests include parent-child relationships in the context of pediatric psychology.     

互联网与新时期大学生思想政治教育

随着信息技术的不断发展,互联网已经全方位地走进了大学生的生活世界。文章分析了互联网时代大学生思想政治教育面临的挑战与机遇。着重探讨了互联网环境下大学生思想政治教育的对策,即创新教育观念、加强网络文化建设、强化技术监督、提升队伍素质、完善管理制度。     

SWOT理论视角下大学生创业引导机制

发展众创空间,鼓励大学生创业,是适应经济新常态发展的重要举措。以SWOT理论视角分析大学生创业,理顺大学生创业存在的内部优势与劣势和外部机会与威胁,通过强化心理引导机制、强化教育引导机制、发挥实践引导机制和完善法律保障机制,积极有效地促进大学生创业。     

大学生奖贷体系工作的诚信教育

大学生奖贷体系工作的诚信教育问题是高校中一个突出的问题,要重视和加强奖贷体系工作中的大学生诚信教育,研究大学生奖贷体系工作中诚信教育的途径与方法。     

大学生侵犯性行为浅析

大学生侵犯性行为是非理性行为,它缘于大学生内在需求与外部现实的矛盾。大学生侵犯性行为的直接原因主要有攻击性倾向、反社会的价值观念、道德水平与意志控制、群体示范力量,而要治愈大学生的侵犯性行为,应从增加宣泄渠道、调整成本—利益机制和培养换位思考意识3方面入手。     

大学生创业能力研究报告

大学生的创业能力决定了创业的总体水平和创业成功率。调查显示,尽管大学生创业意愿强烈,但对创业的理解还存在偏差,实际的创业动能并不高,而且创业精神、创新意识、资源获取能力、企业运作和市场知识等创业的核心能力不强。提出创业教育要注重加强针对性的观点。