杜建政, 张翔, 赵燕. (2012). 核心自我评价的结构验证及其量表修订. 心理研究, 5(3), 54–60 范航, 李丹丹, 刘燊, 方圣杰, 张林. (2019). 主观幸福感代际传递: 有调节的中介效应. 心理科学, 42(4), 841–847 郭苹苹, 辛自强. (2020). 经济态度和行为的代际传递现象及机制. 心理科学进展, 28(7), 1199–1208 侯志瑾. (1997). 中学生社会支持系统及其与心理健康关系的研究 (硕士学位论文). 北京师范大学. 黄杰, 朱丹. (2020). 溢出–交叉视角下工作狂对配偶孤独感的影响. 心理与行为研究, 18(3), 426–432 黄杰, 朱丹, 曹旻, 鲍旭辉. (2019). 双职工家庭父母工作投入对初中生学业投入的影响. 心理科学, 42(6), 1368–1374 黎建斌, 聂衍刚. (2010). 核心自我评价研究的反思与展望. 心理科学进展, 18(12), 1848–1857 李蓓蕾, 高婷, 邓林园, 陈珏君, 倪虹. (2019). 初中生核心自我评价在班级环境和学业压力之间的中介作用——性别的调节作用. 心理发展与教育, 35(2), 192–202 李启明. (2021). 双元孝道代际传递: 亲子性别和子女年龄的调节作用. 心理发展与教育, 37(6), 808–817 廖化化, 黄蕾, 胡斌. (2022). 资源保存理论在组织行为学中的应用: 演变与挑战. 心理科学进展, 30(2), 449–463 刘俊升, 林丽玲, 吕媛, 魏超波, 周颖, 陈欣银. (2013). 基本心理需求量表中文版的信、效度初步检验. 中国心理卫生杂志, 27(10), 791–795 彭顺, 牛更枫, 汪夏, 张红坡, 胡祥恩. (2021). 父母自主支持对青少年积极情绪适应的影响: 基本心理需要满足的中介与调节作用模型. 心理发展与教育, 37(2), 240–248 汤丹丹, 温忠麟. (2020). 共同方法偏差检验: 问题与建议. 心理科学, 43(1), 215–223 吴才智, 荣硕, 朱芳婷, 谌燕, 郭永玉. (2018). 基本心理需要及其满足. 心理科学进展, 26(6), 1063–1073 吴艳, 温忠麟. (2011). 结构方程建模中的题目打包策略. 心理科学进展, 19(12), 1859–1867 徐悦, 陈启山, 杨舒婷, 原露. (2017). 核心自我评价和生活满意度对澳门中学生学业倦怠的影响. 心理科学, 40(1), 83–88 许丹佳, 喻承甫, 窦凯, 梁梓勤, 利振华, 聂衍刚. (2019). 父母自主支持与青少年未来规划: 基本心理需要与个人成长主动性的中介作用. 心理发展与教育, 35(1), 23–31 Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602–654, doi: 10.1037/a0038662. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268, doi: 10.1207/S15327965PLI1104_01. Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5, 103–128, doi: 10.1146/annurev-orgpsych-032117-104640. Judge, T. A., & Hurst, C. (2007). Capitalizing on one’s advantages: Role of core self-evaluations. Journal of Applied Psychology, 92(5), 1212–1227, doi: 10.1037/0021-9010.92.5.1212. Lee, S., & Chung, H. (2020). The intergenerational transmission of self-esteem in young elementary school children: Focusing on family interactions. Korean Journal of Child Studies, 41(5), 73–83, doi: 10.5723/kjcs.2020.41.5.73. Lei, H., Yuan, Y. Y., Wang, Z. H., Chen, J. S., & Li, Z. H. (2020). Measurement invariance and intergenerational parallelism of general self-efficacy in adolescent and parent dyads. Frontiers in Psychology, 11, 1251, doi: 10.3389/fpsyg.2020.01251. Maralani, F. M., Lavasani, M. G., & Hejazi, E. (2016). Structural modeling on the relationship between basic psychological needs, academic engagement, and test anxiety. Journal of Education and Learning, 5(4), 44–52, doi: 10.5539/jel.v5n4p44. Nowicki, S., Iles-Caven, Y., Gregory, S., Ellis, G., & Golding, J. (2018). Stability of, and associations between, parent and child locus of control expectancies. Frontiers in Psychology, 9, 2018, doi: 10.3389/fpsyg.2018.02018. Schofield, T. J., Conger, R. D., Donnellan, M. B., Jochem, R., Widaman, K. F., & Conger, K. J. (2012). Parent personality and positive parenting as predictors of positive adolescent personality development over time. Merrill-Palmer Quarterly, 58(2), 255–283, doi: 10.1353/mpq.2012.0008.
|