本研究基于趋近与回避动机视角,探讨了情绪动机强度对自我损耗恢复的影响。通过实验设计,将被试分为高趋近、低趋近、高回避和低回避四组,采用停止信号任务诱发自我损耗,并通过情绪图片和词色Stroop任务考察情绪动机对自我损耗恢复的作用。结果表明,低趋近动机和低回避动机对自我损耗的恢复效果显著优于高趋近动机和高回避动机,且情绪动机与时间存在显著交互作用。低强度情绪动机更有利于自我损耗的恢复,而高强度情绪动机可能因过度消耗认知资源而削弱恢复效果。研究结果丰富了情绪动机与自我损耗关系的理论,并为实际应用提供了重要启示。This study explores the impact of emotional motivation intensity on ego depletion recovery from the perspective of approach and avoidance motivation. Through an experimental design, participants were divided into four groups: high approach, low approach, high avoidance, and low avoidance. Ego depletion was induced using the stop-signal task, and the effects of emotional motivation on ego depletion recovery were examined through emotional pictures and the Stroop task. The results showed that low approach and low avoidance motivations significantly improved ego depletion recovery compared to high approach and high avoidance motivations, with a significant interaction between emotional motivation and time. Low-intensity emotional motivation was more conducive to ego depletion recovery, while high-intensity emotional motivation may weaken recovery due to excessive cognitive resource consumption. The findings enrich the theoretical understanding of the relationship between emotional motivation and ego depletion and provide important implications for practical applications.
目的:探讨父亲在位问卷中文简式版(FPQ-R-B)在城市初中生群体中的适用情况,建立父亲在位问卷简式城市初中生版(FPQ-R-B in City Junior High School Students,简称FPQ-R-B-J)。方法:在我国某大城市抽取709名初中生进行测试,对其中的571名初一初二年级被试同时施测父母教养方式量表父亲版(PBI-F),间隔4周后对163名初一初二年级被试进行FPQ-R-B重测。采用相关系数、Cronbachα系数、因素分析进行分量表的调整,对修订后的问卷进行信效度分析。结果:(1)父亲在位问卷简式城市初中生版共23个条目,包含与父亲的关系、家庭代际关系2个高阶维度,分为6个分量表。(2)23个条目与所在分量表的相关系数为0.51~0.68。(3)验证性因素分析发现6因子模型的拟合指数为χ^(2)/df=2.60,TLI=0.96,CFI=0.95,RMSEA=0.05;高阶2因子模型的拟合指数为χ^(2)/df=2.70,TLI=0.96,CFI=0.95,RMSEA=0.05。高阶维度内各分量表的相关系数为0.33~0.54,高阶维度间各分量表的相关系数为0.23~0.39。2个高阶维度及其6个分量表与PBI-F的关爱因子间相关系数为0.42~0.70、与鼓励自主性因子间相关系数为0.19~0.41、与控制因子间未呈现显著相关。(4)总量表、2个高阶维度和6个分量表的内部一致性Cronbachα系数都超过0.75。重测信度系数为0.42~0.68。结论:父亲在位问卷简式城市初中生版(FPQ-R-B-J)具有较好的信效度,适用于城市初中生群体。
目的:探讨小学生体育活动对学习投入的影响,并考察心理资本的中介作用,为促进小学生身心与学业协同发展提供依据。方法:以S市P区996名高年级小学生为对象,通过问卷调查收集数据。使用体育活动等级量表(PARS-3)、中文版学习投入量表(UWES-S)和心理资本问卷(PPQ)进行测量,并采用独立样本t检验、单因素方差分析和Pearson相关分析进行统计,最后通过分步回归法检验心理资本的中介效应。结果:体育活动与学习投入显著正相关(r = 0.121, p p p Objective: To explore the impact of physical activity on learning engagement of primary school students, and to investigate the mediating role of psychological capital, so as to provide a basis for promoting the coordinated development of primary school students’ physical, mental and academic development. Methods: A total of 996 senior primary school students in P district of S city were selected to collect data through questionnaire survey. The Physical Activity Rating Scale (PARS-3), the Utrecht Work Engagement Scale-Student (UWES-S) and the Psychological Capital Questionnaire (PPQ) were used for measurement, and the independent samples t-test, one-way ANOVA and Pearson correlation analysis were used for statistics, and finally the mediating effect of psychological capital was tested by step-by-step regression method. Results: Physical activity was significantly positively correlated with learning engagement (r = 0.121, p p p < 0.001). Conclusion: Improving the physical activity of primary school students can enhance their psychological capital and play a positive role in their learning investment, and promote their physical and mental development and academic development.
