共查询到18条相似文献,搜索用时 187 毫秒
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基于不同的理论预设和方法学路线,组织咨询心理学领域形成了三种代表性的研究取向,即经验实证取向、临床治疗学取向以及实践-知识创生取向.文章在系统阐述三种取向基本观点的基础上,就组织观、研究方法、实践特征等同题对三者加以分析比较,并指出了各取向所面I临的挑战. 相似文献
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现代认知心理学关于图式模型的研究 总被引:5,自引:0,他引:5
对现代认知心理学关于知识图式的研究作了系统的阐述,分析了产生式系统取向和联结主义取向的优缺点。指出:图式模型研究的整合观是近来及以后认知心理学研究的主要课题之一。 相似文献
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成就目标理论是当前教育领域有关学生成就动机最为活跃的研究热点之一。20世纪中后期Weiner在整合动机理论和归因理论的基础上提出了成就目标理论。之后,Dweck等学者对成就目标的概念、分类及动机模式进行了大量研究。成就目标理论具有很好的发展前景,并在学校教育、体育运动和生涯发展等领域得到广泛的应用。未来研究应强调成就目标的动态性与多维性,注重成就目标的性别差异和社会期许效应,运用多元化方法以提高成就目标研究的外部效度,拓宽研究对象以增强成就目标的应用性研究,更加关注情绪情感与成就目标之间的关系。 相似文献
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文化心理学视域下的心理治疗 总被引:1,自引:0,他引:1
近年来,心理治疗的文化取向日益为心理学界所关注。在概要分析文化心理学理论取向和传统心理治疗特点的基础上,重点对文化心理学取向下的心理病因观、医患关系、心理治疗方法、心理治疗效果评价观做了相应分析,并对未来文化取向下的心理治疗理论进行了展望,希望对我国心理治疗理论和实践有所帮助。 相似文献
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经典真分数理论信度观和概化理论信度观是当代心理测量学中的两大信度理论。该文简要地介绍了两种信度观的基本思想,并在此基础上,对两种信度理论的特征进行系统的分析和比较。文章认为:概化理论信度观在理论假设、测量误差源的综合分析技术、测量条件的推广研究等方面,比经典真分数理论具有更多的优越性,但概化理论信度观注重所测心理特质的单维性和方差分量估计上的负值现象等局限性,大大限制了概化理论在实际测量中的应用。文章指出,就目前的发展现状而言,没有哪一种信度理论能够包容或取代另一种信度理论,由此提出了当代信度理论合理使用的几点建议。 相似文献
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近年来,心理治疗的文化取向日益为心理学界所关注.在概要分析文化心理学理论取向和传统心理治疗特点的基础上,重点对文化心理学取向下的心理病因观、医患关系、心理治疗方法、心理治疗效果评价观做了相应分析,并对未来文化取向下的心理治疗理论进行了展望,希望对我国心理治疗理论和实践有所帮助. 相似文献
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经理人员成就动机与不确定性任务决策的实验研究 总被引:1,自引:0,他引:1
经理人员成就动机的研究离不开不确定性任务情景和决策。Atkinson便是通过对成就动机与任务选择的关系分析后提出了成就动机的期望价值模式。Kuhl和Blankershin曾指出成就动机与困难任务决策之间存在一种复杂的系统转换范式,但是他们没能就这一范式作更具体和深入的实证研究。随着成就动机认知思路的渐渐成熟,人们开始将成就动机的目标、期望、价值、归因等成份加入这一范式进行综合分析。根据Dweck的理论,具有不同目标类型的人,对不同 相似文献
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中学生成就目标的相关因素研究 总被引:6,自引:1,他引:5
从20世纪70年代末、80年代初开始至今,成就目标(achievement goal)。特别是成就目标与学业成绩的关系问题,始终是国内外心理学研究的一个热门主题。当前普遍接受的两种成就目标类型是掌握目标(mastery goal)和表现目标(performance goal),认知参与(cognitive engagement)和能力知觉(perceived ability)也被认为是影响学生学习活动的重要因素。然而已有研究结果往往存有较大分歧。例如。Dweck的研究显示。能力知觉与掌握目标没有关系。但Pintrieh和Careia的研究表明二者显著正相关。还有研究报告指出能力知觉与掌握目标、表现目标均呈显著的正相关。此情形容易让人产生质疑:已有理论是最佳框架吗?有没有其他重要因素尚未揭示出来?既然认知参与有重要作用。那么情绪参与(emotional engagement)是否也有重要作用? 相似文献
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Patricia A. Smiley Katherine V. Buttitta Samuel Y. Chung Valeska X. Dubon Lillian K. Chang 《Motivation and emotion》2016,40(6):878-894
Dweck posits that implicit theories of intelligence provide a meaning system that organizes goal-based patterns of response in achievement situations. Goals of increasing competence or demonstrating competence provide purposes for engaging in achievement tasks and frameworks for interpreting and responding to outcomes. Despite suggestions that within an implicit theory framework, attributions and emotions should mediate associations between goals and post-failure responses, such models have rarely been explicitly tested. We obtained questionnaire data from college students (N = 261) on implicit theories, goals, and attributions, as well as emotions and behavior after a hypothetical failure. Path analysis showed that learning goal and effort attribution mediated the association between incremental theory and post-failure intention to plan remedial action. Theory-consistent indirect effects that predicted intention to withdraw were also identified. Findings provide support for Dweck’s theory and extend our understanding of the roles of goals, attributions, and emotions in explaining responses to achievement setbacks. 相似文献
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《The British journal of educational psychology》2007,77(3):613-632
Background. Dweck has emphasized the role of pupils' implicit theories about intellectual ability in explaining variations in their engagement, persistence and achievement. She has also highlighted the role of confidence in one's intelligence as a factor influencing educational attainment. Aim. The aim of this paper is to develop a model of achievement aspiration in adolescence and to compare young people who are educated at a selective grammar school with those who attend a non‐selective ‘secondary modern’ school. Sample. The sample consisted of 856 English secondary school pupils in years 7 and 10 from two selective and two non‐selective secondary schools. Method. Questionnaires were completed in schools. Results. The findings are consistent with the model, showing that achievement aspiration is predicted directly by gender, school type and type of intelligence theory. Importantly, school type also affects aspirations indirectly, with effects being mediated by confidence in one's own intelligence and perceived academic performance. Intelligence theory also affects aspirations indirectly with effects being mediated by perceived academic performance, confidence and self‐esteem. Additionally, intelligence theory has a stronger effect on aspirations in the selective schools than in the non‐selective schools. Conclusions. The findings provide substantial support for Dweck's self‐theory, showing that implicit theories are related to aspirations. However, the way in which theory of intelligence relates to age and gender suggests there may be important cross‐cultural or contextual differences not addressed by Dweck's theory. Further research should also investigate the causal paths between aspirations, implicit theories of intelligence and the impact of school selection. 相似文献
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本文基于动机行动和成就动机理论,构建一个被调节的中介模型以检验创造性人格对员工创造力产生的作用机理。以251套来自主管-下属配对的问卷数据为样本,实证分析结果表明:创造性人格可预测员工创造力产生,学习目标导向与绩效证明目标导向在两者之间起部分中介作用;内在动机能够强化个体目标导向对创造力的作用,并显著正向调节创造性人格对员工创造力的间接效应。最后,论文讨论了研究发现对员工创造力产生的理论和实践意义。 相似文献
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Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability 总被引:1,自引:0,他引:1
This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed. 相似文献
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成就目标导向在团队绩效控制情境下能否有效预测员工创造力是个值得关注的话题。以研发团队为研究对象, 运用线性阶层模型考察了三者间的跨层次关系。结果发现, 低绩效控制下, 精熟目标导向、表现–趋近导向对创造力有正向影响, 表现-回避导向有负向影响; 高绩效控制下, 精熟导向对创造力有“S型”非线性影响, 表现-回避导向有正向影响。结果表明, 高精熟目标导向在高绩效控制情境下抑制员工创造力, 而表现导向也并非总是与缺乏创造力联系起来, 提高表现-回避导向个体的绩效控制程度或者降低表现-趋近导向个体的绩效控制程度同样可以促进创造力。启示在于, 管理者不仅应关注成就导向的个体差异, 更应重视构建相应的绩效控制情境, 从二者交互作用出发激活员工创造力。 相似文献
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Katharina Bernecker Marcel Herrmann Veronika Brandstätter Veronika Job 《Journal of personality》2017,85(2):136-150
Lay theories about willpower—the belief that willpower is a limited versus nonlimited resource—affect self‐control and goal striving in everyday life (Job, Dweck, & Walton, 2010). Three studies examined whether willpower theories also relate to people's subjective well‐being by shaping the progress they make toward their personal goals. A cross‐sectional (Study 1) and two longitudinal studies (Studies 2 and 3) measured individuals’ willpower theories and different indicators of subjective well‐being. Additionally, Study 3 measured goal striving and personal goal progress. A limited theory about willpower was associated with lower subjective well‐being in a sample of working adults (Study 1, N = 258). Further, a limited theory predicted lower levels of well‐being at a time when students faced high self‐regulatory demands (Study 2, N = 196). Study 3 (N = 157) replicated the finding that students with a limited theory experienced lower well‐being in phases of high self‐regulatory demands and found that personal goal progress mediated this relationship. Results suggest that the belief that willpower is based on a limited resource has negative implications not only for self‐control but also for personal goal striving and subjective well‐being. 相似文献
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Robert J. Sternberg 《Applied cognitive psychology》1988,2(4):231-255
This article describes how cognitive theory can be applied to the testing and teaching of intelligence. The article is divided into three main parts. The first part describes how the study of intelligence, traditionally an area that has been viewed as under the purview of differential psychology, has come squarely into the purview of cognitive psychology. The second part describes how the testing and teaching of intelligence, which in the past have been largely atheoretical, have been transformed into theoretically based enterprises guided by the theories of cognitive psychology. The last part describes a particular theory of intelligence, the triarchic theory, and how it has been applied to the problems of testing and teaching intelligence. It is concluded that cognitive psychology has given the study of intelligence a ‘new lease on life’, and that the testing and teaching of intelligence can and should be viewed as a primary focus of application for the principles of cognitive psychology. 相似文献