师徒间相似性对师傅指导意愿的影响

师徒相似性是师徒配对研究的重要内容。研究以156名大学生为被试,采用实验法考察了师徒之间性别和种族这两种浅层的相似性以及师徒间人格特征这种深层的相似性对师傅指导徒弟意愿的影响。实验中被试承担师傅的角色,对不同性别、种族和人格特征的徒弟做出评价。实验结果表明师徒间的性别、种族和人格的相似性显著影响师傅的指导意愿。师傅对与自己具有相似性别、种族和人格的徒弟的指导意愿显著高于与自己不相似的徒弟。研究结果支持了相似—吸引理论对师徒关系研究的解释力,对我国现代组织中师徒制的实践具有借鉴意义。     

大学生成就动机、性格特征、控制点与自信关系的研究

本研究将成就动机、性格特征及内外控倾向三因素综合起来加以考察 ,探讨它们对大学生自信人格的影响作用及影响路径 ,从而揭示出四种人格特征之间的内在关系 ,2 3 5名大学生参加了测试。结果表明 :大学生成就动机、性格特征、内外控和自信等四种人格特征之间存在不同程度的相关 ;成就动机、内外控倾向和性别等主要变量对大学生自信有显著预测作用 ;成就动机和控制点对大学生自信具有直接效应 ,控制点和性格特征对自信具有间接效应     

成就动机、成就目标与学业冒险行为关系的研究

本研究分析探讨了成就动机、成就目标与学业冒险行为的关系。实验结果表明:1.我国小学生倾向于回避中等水平的学业冒险活动,而选择稍稍低于自身能力水平的学习任务。2.不同成就动机特点的学生表现出不同的学业冒险行为水平,个我取向成就动机水平越高,学生的学业冒险行为水平也越高。3.从成就目标的影响看,定向于以强调提高自身知识与能力水平为主的掌握目标的学生更倾向于选择富有挑战性的任务,定向于成绩目标的学生则表现出回避学业冒险行为的倾向。4.反馈对学业冒险行为水平的影响是多方面的。成功信息的反馈可以提高学生的学业冒险行为水平;社会取向成就动机支配下的学生得到结果反馈后,也提高了自己的学业冒险行为水平。     

情绪对成就动机与风险决策关系的调节效应

本研究在验证成就动机对风险决策倾向的预测作用的基础上,进一步探索情绪在成就动机和风险决策关系中的调节效应。通过对三所学校随机抽取的150名被试进行筛选,采用成就动机量表和自编风险决策任务问卷等对120名有效被试实施问卷调查。结果发现：情绪启动使大学生风险决策行为产生一致性效应,即心境一致性;情绪在成就动机和风险决策中起到了一定的调节作用,无论是高成就动机者还是低成就动机者,在愉悦情绪下都表现出更多的风险寻求倾向,并达到了极其显著的水平,而在悲伤情绪下,低成就动机者表现出更多的风险规避,高成就动机者的风险规避倾向虽有所增加,但并未达到显著水平。     

青少年印象管理倾向及其人格影响因素

编制了青少年印象管理倾向量表,并采用中学生人格五因素量表、一般自尊量表、自我监控量表考察了不同印象管理倾向的影响因素,结果发现:①因素分析显示青少年印象管理存在人际倾向和自我倾向;②青少年人际倾向印象管理预测因素有自我监控、情绪性和谨慎性,自我倾向印象管理受到外向性、开放性、自尊预测;③在发展特点上,青少年由注重自我倾向到注重自我、人际倾向印象管理的共同发展。研究提示,青少年印象管理有人际和自我两个动机性倾向,自编制量表是可适用的测验工具。     

初中男生考试失败对成就动机的影响等研究

目前。考试失败对初中男生的成就动机,归因倾向、对今后学习态度的反应倾向的研究尚不多。本研究从普通初中选择被试45名,在一次期中考试后进行成就动机、归因与反应倾向的问卷测查,以探讨初中男生考试失败对其成就动机是否有影响?他们的归因特点是什么?对今后学习方面采取的态度反应倾向是什么?等问题,以期丰富这一领域的理论并对教育实践有所帮助。     

上海市中学生心理健康自评量表的研究

本研究以中学生心理健康八条标准为理论构架,编制《上海市中学生心理健康自评量表(SISMSS)》。该量表共140个项目,由三个分量表组成,即适应性诊断量表、疾病性诊断量表和测谎量表,适应性诊断量表包含8个小测验,即主动学习、情绪乐观与稳定、自制力、自我认知、成就动机、与人沟通、责任感、性意识;疾病性诊断量表包含7个小测验,即精神分裂症倾向、抑郁症倾向、轻躁狂倾向、强迫症倾向、焦虑症倾向、恐怖症倾向、歇斯底里症倾向。适应性诊断量表与疾病性诊断量表之间并不是相互独立的,而是存在着一定程度的相关,有对应关系。SISMSS的内在一致性系数为0.9081(p<0.01),SISMSS与SCL-90之间的相关为0.589(p<0.01),SISMSS与MHT之间的相关为0.734(p<0.01)。     

内隐社会认知:社会性决策的个人背景效应

通过两个实验研究了个人背景对其社会性决策的影响。实验一采用 2× 2混合设计 ,其中被试性别为组间因素 ,策略类型为组内因素 ;结果发现不同性别的被试在选择决策策略时表现出了差异 ,其中男性更倾向于选择“综合比较”的策略 ,但女性却没有表现出对策略的偏向。实验二则选择 14项个人背景资料作为自变量 ,以“才—情”决策倾向为因变量 ,进行多元逐步回归分析 ,结果发现被试的家庭所在地、性别差异以及对自己容貌的评价等变量显著地影响了决策倾向。     

高校青年教师成就动机研究

本研究采用(Rpbert.Helmreich & Janet Spence,1983)成就动机测验对哈尔滨市的264名高校青年教师进行问卷调查发现:高校青年教师的成就动机受到青年教师的已有成就水平、年龄、性别、职称、学历等因素的影响.     

护理本科生时间管理倾向与成就动机的相关研究

本文目的是探讨护理本科生时间管理倾向与成就动机之间的关系。方法采用青少年时间管理倾向量表和成就动机量表对200名全日制护理本科生进行集体测试。得出结果：护理本科生时间管理倾向与追求成功的动机及避免失败的动机均呈显著正相关;时间价值感对追求成功的动机有显著的预测作用,时间监控观对避免失败的动机有显著的预测作用。研究结论为护理本科生时间管理倾向与成就动机相关显著。     

Predictors of effective formal mentoring: Is the mentor’s commitment all that matters?

The present research explores how the intersection of motivation and ability contributes to mentoring success. Extending the motivation-aptitude model of performance to mentoring effectiveness and building on socioanalytic theory, we examined whether mentor commitment and other mentor attributes impacted supervisors’ evaluation of mentors’ effectiveness. Using self-report and third-party rating data from a sample of 102 mentors and 14 supervisors from a multinational organization, support was found for our hypotheses. Consistent with our theorizing about the importance of supplementing mentor commitment with important aptitudes, the results of the multilevel analyses showed that mentor commitment did not translate to mentoring effectiveness as rated by one’s supervisor when mentors lacked getting along (i.e., self-monitoring and political skill) or getting ahead (learning goal orientation and strategic outlook) attributes.     

Factors Related to Mentor Reports of Mentoring Functions Provided: Gender and Relational Characteristics

In this study we examined the relationship between mentor gender, protégé gender, mentorship characteristics (e.g., mentorship type, mentorship duration, mentor experience), and mentoring functions provided as reported by mentors. Drawing on research regarding diversified mentorships and interpersonal relationships, we proposed that mentoring effectiveness would vary as a function of the gender of the mentorship participants and the characteristics of the relationship. As hypothesized, several interesting gender differences emerged from the data. Male mentors reported providing more career mentoring to their protégés, whereas female mentors reported providing more psychosocial mentoring. Contrary to expectations, mentors in informal mentorships did not report providing more mentoring than did mentors in formal mentorships. The findings demonstrate the importance of examining mentoring from the perspective of the mentor.     

Protégé-mentor agreement about the provision of psychosocial support: The mentoring relationship, personality, and workload

Protégé-mentor agreement (PMA) about the provision of psychosocial support was examined in relation to job satisfaction, organizational commitment, and work self-esteem. One-hundred and sixty-six junior administrative and information technology (IT) staff at an Australian university and their matched mentors completed a questionnaire that assessed three antecedents to PMA: (1) structural and experience aspects of the mentorship (type and length of relationship, frequency of meetings, previous experience with mentoring, and gender-mix); (2) protégé and mentor personality (agreeableness, openness, extroversion, neuroticism, and conscientiousness); and (3) protégé and mentor workload. Structural Equation Modeling using Partial Least Squares revealed that PMA was predicted by structural and experience aspects of the mentorship (type of mentorship, frequency of meetings, and experience of the mentor), protégé personality (agreeableness, openness, extroversion, and conscientiousness), mentor personality (agreeableness, openness, and extroversion), and mentor workload. Protégé-mentor agreement was positively related to job satisfaction and organizational commitment for protégés and mentors.     

Mentorship and the Female College President

Despite the increase in the number of women college presidents, the percentage of female college presidents is disproportionately low. Results of some studies imply that mentorship is one factor that facilitates women’s climb up the administrative ladder to the college presidency. This study was designed to examine mentoring relationships among female college presidents. A sample of 91 female presidents at selected independent colleges was surveyed about mentor and mentee relationships and demographics. Findings demonstrate that a majority of the respondents had primary mentors (56%) and also served as mentors (64.4%) to others. Mentorship and multiple mentoring relationships are invaluable in advancing women through the ranks of higher education administration and for increasing the number of female college presidents.     

Motivating protégés' personal learning in teams: a multilevel investigation of autonomy support and autonomy orientation

This study examined the roles of 3 multilevel motivational predictors in protégés' personal learning in teams: an autonomy-supportive team climate, mentors' autonomy support, and protégés' autonomy orientation. The authors followed 305 protégés in 58 teams for 12 weeks and found that all 3 predictors were positively related to the protégés' personal learning in teams and that an autonomy-supportive team climate augmented the effects of mentors' autonomy support and protégés' autonomy orientation on protégés' personal learning in teams. Protégés' personal learning in teams mediated the interactive effects of an autonomy-supportive team climate with mentors' autonomy support or protégés' autonomy orientation on protégés' behavioral and attitudinal outcomes, including their organizational citizenship behaviors and job involvement. The findings of this study provide business researchers and practitioners with valuable insights into the management of autonomy.     

A dyadic examination of the role of relationship characteristics and age on relationship satisfaction in a formal mentoring programme

Research was conducted to test ideas derived from Wanberg, Welsh, and Hezlett's (2003) dynamic process model of formal mentoring to examine (1) the role of respect and communication in mentorship relationship satisfaction, and (2) whether the age of the mentor or the protégé would impact those relationship qualities. The sample was comprised of 117 matched mentor–protégé pairs from an organization's formal mentoring programme. We received survey data from both partners and used the Actor–Partner Interdependence Model to examine individual and dyadic effects. Data suggest that protégés' respect for the mentor and communication quality, as perceived by both partners, were independent predictors of mentorship relationship satisfaction. Protégés rated their relationships as more satisfying than did their mentors. Hypotheses regarding age differences in relational qualities were not supported. We suggest that researchers continue to examine formal relationships at the dyadic level, and that practitioners designing formal mentoring programmes consider interventions to enhance communication and respect.     

Ethical Issues When Graduate Students Act as Mentors

The field of ethics in psychology has devoted a great deal of attention to the ethical issues that arise when students and faculty develop mentor–mentee relationships. However, little attention has been given to examining the role of graduate students acting as mentors. Graduate students often supervise and evaluate undergraduates as a part of research and teaching responsibilities, and may act as mentors to more junior graduate students. This article discusses the unique qualities and ethical considerations of graduate students in mentoring relationships. Finally, this article concludes with recommendations on ethical mentorship inspired by the American Psychological Association (2010) Ethical Principles of Psychologists and Code of Conduct.     

The Impact of Like-Mentors for Gay/Lesbian Employees

Although research has shown that mentors contribute significantly to employees' job-related outcomes, less research has examined the influence of diverse mentors have on similarly diverse protégés. As such, the current research examined the job-related outcomes of gay/lesbian workers who had a gay/lesbian mentor, a heterosexual mentor, or no mentor. Results showed that participants who had a mentor received more benefits than those without one. Also, gay/lesbian employees who had gay/lesbian mentors reported increased psychosocial job-related outcomes (e.g., job satisfaction) but did not experience increased tangible outcomes (e.g., salary, promotions).     

Is Being a Good Learner Enough? An Examination of the Interplay Between Learning Goal Orientation and Impression Management Tactics on Creativity

This study explores how protégés’ learning goal orientation (LGO) and impression management (IM) tactics interact to explain mentors’ provision of mentoring functions and ultimately, protégés’ creativity. Using longitudinal data from 917 mentor–protégé dyads participating in an 8‐month mentoring program, we found that protégés’ mentor‐focused and self‐focused IM tactics strengthened the relationship between protégés’ LGO and the extent of mentoring provided by mentors, whereas job‐focused IM tactics weakened this relationship. Moreover, these IM tactics moderated the indirect effect of protégés’ LGO on protégés’ creativity through the extent of mentoring provided by mentors. Implications for organizational theory and practice are discussed.