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Counterfactual Thinking: Comparisons Between University Students in China and the United States.

机译:反事实思维:中美大学生之间的比较。

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摘要

This study replicated the experiments from the study in From What Might Have Been to What Must have Been: Counterfactual Thinking Creates Meaning (Kray et al., 2010). Research on counterfactual thinking has been an explosive industry over the past 25 years, with emphasis placed on affective states (such as disappointment, regret, and guilt) and causal judgments that arise from considering alternatives to the existing reality. Whether it be the thrilling first encounter with a future spouse or the tragic loss of a loved one, reflecting on and mentally undoing moments (Kray et al., 2010) and asking "What would my life be like if this pivotal experience had not occurred?" facilitates understanding of the event's significance in the big picture of life. Over 400 students from several universities throughout the United States and Chinese students from Qufu Normal University participated in this study. The results of the four hypotheses replicated in this study indicated that overall the Chinese students were more positive than the students in the United States. There was no indication that fate perception had any significance in the replicated study compared to the original study. There was also significant difference in Question 1: "It made me who I am today" between the students in China and the United States and did not correlate with Kray et al.'s (2010) original study and will further examine other differences in counterfactual thinking and the three conditions in both countries.
机译:这项研究重复了“从可能发生的事情到必须发生的事情:反事实思维创造了意义”(Kray等人,2010)中的实验。在过去的25年中,反事实思维的研究一直是一个爆炸性的产业,重点放在情感状态(例如失望,遗憾和内)和因考虑替代现有现实而产生的因果判断。无论是与未来配偶的一次激动人心的第一次相遇,还是亲人的悲惨损失,反思并消除精神上的瞬间(Kray等,2010),并问道:“如果没有这种关键的经历,我的生活会是什么样? ?有助于了解事件在人生大局中的重要性。来自美国各地几所大学的400多名学生和曲阜师范大学的中国学生参加了这项研究。本研究重复的四个假设的结果表明,总体而言,中国学生比美国学生更积极。与原始研究相比,没有迹象表明命运知觉在重复研究中具有任何意义。在问题1中,中国和美国的学生之间也存在显着差异:“这让我成为了今天的我”,并且与Kray等人(2010)的原始研究没有关联,并将进一步探讨反事实思维和两国的三个条件。

著录项

  • 作者

    Saxon, Elizabeth.;

  • 作者单位

    The University of the Rockies.;

  • 授予单位 The University of the Rockies.;
  • 学科 Psychology Social.;Sociology Organizational.;Psychology Developmental.;Education Educational Psychology.
  • 学位 Psy.D.
  • 年度 2011
  • 页码 94 p.
  • 总页数 94
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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