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Objective:To investigate the relationship between college freshman adaptation and adverse childhood events,and to explore the mediating role of personality characteristics.Methods:A sample of 523 college freshmen from a key university in Sichuan Province was assessed with the China College Student Adjustment Scale (CCSAS),Adverse Childhood Events Questionnaire (ACEQ) and Eysenck Personality Questionnaire-Revised,Short Scale for Chinese(EPQ-RSC).Results:The rate of adverse childhood events of college freshmen was 87％ in current study.The total scores of adaptation were negatively correlated with the scores of adverse childhood events influence and neuroticism (r ＝-0.13,-0.51,Ps ＜ 0.01),while positively correlated with introversion-extroversion and lie (r ＝ 0.47,0.25,Ps ＜ 0.01).The scores of adverse childhood events influence were negatively correlated with scores of introversion-extroversion (r ＝-0.08,P ＜0.05) and lie (r ＝-0.12,P ＜0.01),while positively correlated with scores of neuroticism (r ＝ 0.17,P ＜ 0.01).Introversion-extroversion and neuroticism mediated the relationship between adverse childhood events influence and college freshman adaptation,the mediating effects were 51.65％ and 58.10％.Conclusion:College freshman adaptation may be closely associated with adverse childhood events influence and personality characteristics.Personality characteristics may play a mediating role between adverse childhood events influence and adaptation in college freshman.
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Objective: To investigate the relationship between attachment to pets and psychosecial develop-ment of children. Methods: Totally 147 children pet owners from grade 3 to grade 5 were selected from 11 primary schools in Beijing. They were asked to complete the Lexington Attachment to Pets Scale, Self Description Question-naire, Children's Loneliness Scale, and 2 dimensions of Children Social-life Adjustment Scale. Results: Attach-ment to pets was positively correlated with self-concept, pro-social orientation and living ability of daily life (r=0.47, 0.42, 0.34, Ps < 0.001), and negatively correlated with loneliness (r=-0.28, P <0.01) . Even the variables including study performance, interrelationship and socioeconomic status of family were taken as covari-ares, the higher attach group was better than lower attach group in self-concept, pro-social orientation, living abili-ty of daily life [(163.81±17.81)vs.(138.36±27.71), (46.19±4.25)vs.(40.64±6.93), (39.05±4.17)vs.(33.77±6.51); Ps<0.001] and loneliness [(28.53±11.08)vs.(34.79±10.96); P <0.01].Conclusion: There is apparent relationship between pet attachment and psychosocial development in children.
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Objective To develop a mental maturity test for adults.Methods On the basic of correlative theories,the structure of Adults Mental Maturity was established by using interview and exploratory factors analysis. The reliability and validity of this test were examined. Results Through exploratory factor analysis the test was of six factors self-insight, social cognition, emotion management, social contact style, adapting ability, loving ability. The reliability of test was 0.621～0.853, and the retest reliability was 0.431～0.831. Conclusion The test of mental maturity for adults is of better reliability and validity, and can be used in practice.
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Objective:To examine the social support mechanism of pet ownership and pet attachment.Method:A total of 321 pet owners and 418 non pet owners above 40 years in Beijing were measured with questionnaires.Results: (1) Pet ownership showed significant correlations with physical health and life satisfaction.Compared with non pet owners,pet owners had better physical health and life satisfaction (β=0.074;P<0.05,β=0.110;P<0.01).(2)Pet ownership could change the effect of recent life events on the physical health but not on life satisfaction (Z=2.59,P<0.01).(3) Pet attachment showed significant correlations with life satisfaction.The pet owners with more pet attachment had higher life satisfaction.Conclusions:Pet ownership has significant main effect of social support as well as buffering effect of social support.They appear as the significant moderating effects on recent life events and physical health.Pet attachment has significant main effect of social support,and few buffering effects of social support.
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Objective: To explore how social support in students of normal college related to their interpersonal attribution and philosophies of human nature, and whether social support varied with different subgroups. Method: Social Support Rating Scale, the Multidimentional-Multiattributional Causality Scale and Revised Philosophies of Human Nature Scale were used in 414 students of a normal university. Result: The social support of students differed significantly among different departments, students of science had lower social support than students of art or sport had. There was no significant difference of social support between sexes, different grades, of urban or rural area. Social support was significantly correlated with "effort" attribution of interpersonal relationship, but not with "ability, background or luck". Social support was positively related to trustworthiness, while negatively to cynicism. Conclusion: This result fits for the common sense of Chinese and people elsewhere.
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Objective: To explore the influence of esteem, social support, locus of control and other variables on the subjective well-being (SWB) of college students. Methods: Index of Well-being, SSRS (social support rating scale) and MMCS (multi-dimensional multi-attribution causality scale) were used in 400 college students. Results: Urban and rural students differed in SWB, there was no significant difference in SWB between male and female. SWB was positively correlated with self-esteem and social support. SWB in the group of "external locus of control" was lower than that of"middle locus of control" and of"inner locus of control", while there was no significant difference between the later two groups. Conclusion:This study provides a base for further study on SWB of students.
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Objective: To study the reliability and validity of Adolescence Ego Identity Crisis Scale (AEICS) Method: 467 middle school, high school and college students received the test of AEICS Results: The test-retest reliablity coefficients were in 0 655～0 912 The split-half reliability coefficient was 0 604 The Crobach were in 0 416～0 793,construct validity and criteria validity were acceptable Conclusion: AEICS has psychometrically acceptable reliability and validity