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Search Results: 1 - 10 of 119654 matches for " Xinqiang Wang "
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The Criticism and Amendment for the Dual-Factor Model of Mental Health: From Chinese Psychological Suzhi Research Perspectives  [PDF]
Xinqiang Wang, Dajun Zhang
International Journal of Clinical Medicine (IJCM) , 2012, DOI: 10.4236/ijcm.2012.35063
Abstract: Aiming at the limitations of psychopathology (PTH), the dual-factor model of mental health (DFM) was proposed as a new mental health concept and methodology under the background of positive psychology trend. In this paper we propose giving an overview of DFM, and doubt, criticize, and modify DFM from the perspective of Chinese psychological suzhi research. The available literature from 1983 to 2012 that is related to DFM and concerning psychological suzhi research in the past 20 years has been reviewed. In addition, we also absorbed the idea of positive psychology and Traditional Chinese Medicine (TCM) Constitution theory to develop theoretically the relationship model between psychological suzhi and mental health. The relationship model between psychological suzhi and mental health modifies and transcends PTH and DFM. It will be the new research area of mental health research.
Dual-Factor Model of Mental Health: Surpass the Traditional Mental Health Model  [PDF]
Xinqiang Wang, Dajun Zhang, Jinliang Wang
Psychology (PSYCH) , 2011, DOI: 10.4236/psych.2011.28117
Abstract: Aiming at the limitations of traditional mental health model, the dual-factor model of mental health (DFM) was proposed as a new idea under the background of positive psychology trend. According to the DFM, mental health is a complete state; subjective well-being should be included into the mental health evaluation system as a positive indictor; in terms of prevention and intervention, the DFM asserted that the decrease of symptoms is only the first step of intervention, and the improvement of subjective well-being should be followed, in order to achieve the complete mental health states and reduce the recurrence of illness. Finally, this paper put forward evaluation on DFM and its future research directions.
The Relationship between the Meaning of Life and Mental Health of Junior Middle School Students of Tujia and Hmong in Xiangxi, China  [PDF]
Xinqiang Wang, Tianyuan Zhang
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.44026
Abstract: This paper chooses groups of middle school students of the Tujia and the Hmong who both live in ethnic groups and have history of intermarriage and cultural identity between each other as subjects to study the relationship between meaning of life and mental health based on the Xiangxi culture, which aims to provide evidence for the mental health education for middle school students in ethnic regions. Firstly, to resort to the method of Literature Collection: Pay attention to the influence of Xiangxi culture on the meaning of life and the relationship between meaning of life and mental health during the analysis of the material, trying to find out the true meanings; Secondly, using the Purpose-in-Life Test (PIL) and Mental Health Test (MHT), 913 junior high school students were investigated by cluster random sampling method. The results of the study indicated that the total score of meaning of life was significantly correlated with anxiety in people, isolation tendency, allergic tendency and tendency to impulsive (p < 0.001), related to the tendency to panic (p < 0.05), and the correlation between learning anxiety and self accusation tendency was not significant (p > 0.05). In addition, stepwise regression analysis showed that the value of life was the most important factor to predict mental health in meaning of life, and the second was the quality of life and the freedom of life. Therefore, junior high school students’ meaning of life and their mental health levels has a certain relationship. Introduction of empirical investigation helps to better research and analyze the relationship between meaning of life and mental health of Chinese people in junior high school in Xiangxi area and provides the basis in the practice of junior high school students’ mental health education and life education.
Effects of supervised movie appreciation on the improvement of college students’ life meaning sense  [PDF]
Xinqiang Wang, Dajun Zhang, Jinliang Wang, Hui Xu, Min Xiao
Health (Health) , 2010, DOI: 10.4236/health.2010.27121
Abstract: The purpose of this study was to explore the effects of supervised movie appreciation on improving the life meaning sense among college students. The intervention combined by “pre-video, post counseling” was conducted on the experimental group, while the control group received no intervention. Results have shown that the scores on the subscales of will to meaning, life purpose, life control, suffer acceptance and on the total scale have improved significantly. No gender difference was found on the intervention effect, and participants receiving intervention maintained higher level on related subscales a week later, indicating that supervised movie appreciation is an effective way to improve the life meaning sense among college students.
Study on the Third-order Nonlinear Optical Properties of bis(tetraethylammonium) bis(1,3-dithiole-2-thione-4,5-dithiolato)cadium  [PDF]
Hongliang Yang, Fujun Zhang, Xinqiang Wang, Guanghui Zhang
Optics and Photonics Journal (OPJ) , 2013, DOI: 10.4236/opj.2013.32B006

A dmit2- salt: bis(tetraethylammonium)bis(1,3-dithiole-2-thione-4,5-dithiolato)cadium (CADMIT) was synthesized. The Optical Kerr Effect (OKE) signal of its acetonitrile solution was measured by femtosecond optical Kerr gate technique. Using CS2 OKE signal as reference signal measured under identical conditions, the third-order optical nonlinear susceptibility, c(3), of the sample solution was obtained to be about 2.98 x 10-14 esu at the concentration of 1.57 x 10-3 M. The second-order hyperpolarizability of its molecular was estimated to be as large as 1.23 x 10-32 esu. Its response time was about 195 fs, which is believed to be the contribution from the delocalized electrons.

Synthesis and Characterization of Novel Brønsted-Lewis Acidic Ionic Liquids  [PDF]
Hualiang An, Lijuan Kang, Wei Gao, Xinqiang Zhao, Yanji Wang
Green and Sustainable Chemistry (GSC) , 2013, DOI: 10.4236/gsc.2013.32A005

To meet the demands of some kinds of reactions catalyzed simultaneously by Br?nsted acid and Lewis acid catalyst, two novel Br?nsted-Lewis acidic ionic liquids, 1-carboxyethylene-3-(4-zinc acetate sulfobutyl) imidazolium chloride ([CH3COO-Zn-O3S-bim-CH2CH2COOH]Cl) and 1-(1,2-dicarboxy) ethylene-3-(4-zinc acetate sulfobutyl) imidazolium chloride ([CH3COO-Zn-O3S-bim-C4H5O4]Cl) were synthesized, in which both Br?nsted and Lewis acidic sites existed in the cation. The structures of the ionic liquids were determined by means of FT-IR, 1H NMR and elemental analysis. The results of Py-IR analysis indicated that the two novel ionic liquids have both Br?nsted and Lewis acid properties. The acid strength values (H0) of the ionic liquids were measured utilizing the UV-visible spectroscopy combined with Hammett indicator method, and the acid amount of them was determined by acid-base titration.

The Relationship between Professional Identity and Career Maturity among Pre-Service Kindergarten Teachers: The Mediating Effect of Learning Engagement  [PDF]
Liying Zhang, Meirong Chen, Xiaoqing Zeng, Xinqiang Wang
Open Journal of Social Sciences (JSS) , 2018, DOI: 10.4236/jss.2018.66016
Abstract: Objective: To investigate the mediating role of leaning engagement in the relationship between professional identity and career maturity. Methods: 711 pre-service kindergarten teachers completed the Professional Identification Scale, the College Students’ Career Maturity Questionnaire and the Utrecht Work Engagement Scale-student. Results: 1) There are significant difference in professional identity and career maturity on grades, different level of parents’ education and whether part-time work. 2) Professional identity, career maturity, and learning engagement were significantly correlated with each other. 3) Career maturity partially mediated the relationship between professional identity and learning engagement. Conclusion: Professional identity directly influences learning engagement, and also influences learning engagement through the partial mediating effects of career maturity.
Chemical Reaction and Crystalline Procedure of Bismuth Titanate Nanoparticles Derived by Metalorganic Decomposition Technique  [PDF]
Weiliang Liu, Xinqiang Wang, Dong Tian, Chenglong Xiao, Zengjiang Wei, Shouhua Chen
Materials Sciences and Applications (MSA) , 2010, DOI: 10.4236/msa.2010.12016
Abstract: The homogeneous bismuth titanate single-phase nanoscaled ceramic powders have been prepared by means of metalorganic decomposition. The thermal decomposition/oxidation of the preheated precursor, as investigated by differential thermalgravimetric analysis, X-ray powder diffraction, and environment scanning electron microscope, lead to the formation of a well-defined orthorhombic bismuth titanate compound. Formation of the layered perovskite-like bismuth titanate occurs via intermediates with sequential changes in the coordination polyhedron of bismuth. The chemical reactions of precursor powder in heat treatment process have been investigated further by Raman and Fourier transform infrared spectra, and the reaction mechanism was tentatively proposed thereafter.
The Relationship between Psychological Suzhi and Mental Health among Chinese College Students  [PDF]
Xinqiang Wang, Xueqi Zhang, Dajun Zhang
Journal of Biosciences and Medicines (JBM) , 2016, DOI: 10.4236/jbm.2016.45002
Abstract: Object: To explore the relationship between psychological suzhi and mental health among Chinese college students, and to gain psychological suzhi factors that are predictors for mental health. Method: By using stratified sampling method, an investigation was conducted among 734 subjects. They were assessed with the College Student Psychological Suzhi Scale (CSPS, including 3 subscales, 28 factors) and General Health Questionnaire-20 item (GHQ-20, including 3 subscales). Results: 1) Psychological suzhi score for Chinese college students had negative correlation with the score of GHQ-20, GHQ-depression and GHQ-anxiety (p < 0.001), and positive correlation with the score of GHQ-self-affirmation (p < 0.001); 2) Psychological suzhi score for Chinese college students was predictor of the score for GHQ-20 and its subscales namely GHQ-self-affirmation, GHQ-depression, and GHQ-anxiety (β = ?0.448, 0.439, ?0.262, ?0.259, p < 0.001); the variance explained by the score of GHQ-20 and its subscales were 19.9%, 19.1%, 6.7%, 6.5%; 3) There were 12 psychological suzhi factors that were predictors for GHQ-self-affirmation which was known as the positive indicator of mental health (p < 0.05); 11 psychological suzhi factors were predictors for GHQ-depression and GHQ-anxiety which was known as the negative indicator of mental health (p < 0.05). Conclusion: There exists a correlation between psychological suzhi and mental health, particularly in positive mental health. Indeed, the psychological suzhi factors are able to enhance the pertinence of mental health education.
The Relationship between Student Teachers’ Professional Identity and Anxiety: The Moderating Role of Campus Pressure  [PDF]
Shanyu Lin, Xinqiang Wang, Liwen Chen, Juncheng Zhu, Yibing Wang
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.56019
Abstract: Objective: To understand the relationship between professional identity of student teachers and anxiety, and to explore the moderating effect of campus pressure after controlling demographic variables. Methods: A questionnaire survey was conducted among 325 student teachers by using the Professional identity scale, State-Trait Anxiety Inventory and Campus stress scale. Results: 1) Professional identity of student teachers is an influencing factor of anxiety, and it can be significantly negative to predict the degree of anxiety. 2) Campus pressure plays a moderating role in the relationship between professional identity and anxiety; it negatively impacts the relationship between professional identity and anxiety. Conclusion: The relationship between student teachers’ professional identity and anxiety is moderated by the pressure of the campus.
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