Psychological Capital,Team Resources and Organizational Citizenship Behavior

The study aimed to examine the impact of team resources – learning values and team leader optimism – as moderating variables affecting the relationship between team psychological capital (PsyCap) and organizational citizenship behavior (OCB), measured as a team outcome. Eighty-two management teams involving 395 participants from educational organizations responded to a quantitative questionnaire. Hierarchical regression analyses confirmed interactive effects of both moderating variables, which serve as positive resources for the team by enhancing the impact of team PsyCap on the willingness of the team to engage in OCB. Team PsyCap functioned as a positive team resource that brings about an environment that induces exhibition of high levels of OCB. This relationship is strengthened when both team learning and team leader’s optimism are high. The findings provide support for the relevance of contingency theories by emphasizing the necessity of certain situational features existing in order to have an impact on organization outcomes. Theoretical and practical implications of the findings are discussed.     

心理资本、学习策略与大学生学业成绩的关系

该研究采用《大学生学习策略问卷》和《积极心理资本问卷》对大学生4种学习策略和12种次级策略以及大学生的心理资本情况进行了调查,并在此基础上考察了大学生学习策略、心理资本与其学业成绩的关系。结果显示：大学生对认知、元认知、动机情感以及资源管理等4种学习策略总体掌握较好;在12种次级策略中,大学生对情绪调节、环境选择、过程监控等策略的掌握较好,而对意志努力、准备复述、学业求助等策略的掌握相对薄弱。大学生的心理资本总体情况是正面的,但也有约17%的大学生的心理资本水平偏低。大学生的心理资本和学习策略对其学业成绩有显著的预测作用,其中心理资本对其学业成绩的影响以学习策略为中介。     

初中生心理资本与学业成就的关系:自我控制的中介效应与感恩的调节效应

该研究探讨了初中生心理资本与学业成就的关系,并提出一个有调节的中介模型,考察自我控制的中介效应和感恩对该效应的调节效应。研究采用问卷调查的方式,对1208名初中生进行了研究,研究工具包括心理资本量表、学业成就问卷、自我控制量表、感恩量表。结果表明：（1）心理资本既可以直接预测初中生的学业成就,也可以通过自我控制间接预测学业成就,即自我控制在心理资本与学业成就间起部分中介作用。（2）心理资本通过自我控制对初中生的学业成就所起的间接效应受感恩的调节,且这种间接效应在高感恩水平的初中生中更显著。研究的发现对提高初中生的学业成就具有重要的理论和参考价值。     

工作要求-资源、心理资本对工作家庭关系的影响

本研究选取253名已婚全职员工为研究对象,采用自陈式问卷调查的方法,考察了工作要求、工作资源、心理资本对工作家庭关系的影响。结果发现：（1）工作要求与工作家庭双向冲突均呈显著正相关;（2）工作资源与工作家庭双向冲突均呈显著负相关,与工作家庭双向促进均呈显著正相关;（3）心理资本在工作资源与工作家庭关系间起中介作用。     

Family Capital,Children's Individual Attributes,and Academic Achievement

In this study, I examined relationships between family educational capital and measures of children's individual attributes and their academic achievement. Data were collected from 905 eleven-year-old Australian children (457 boys, 448 girls) and their parents. Families were classified into four opportunity structures defined conjointly by human capital and social capital. Within each opportunity structure, relationships among the variables were examined by investigating hierarchical regression models that included terms to test for possible linear, interaction, and curvilinear associations. The findings suggest that (a) within family opportunity structures defined by human and social capital, children's ability and cognitive attitudes and their family educational capital had modest to moderate associations with academic achievement and (b) there were family opportunity structure differences in the nature of the relationships among family educational capital, children's individual attributes, and their academic performance.     

The Numerical Stroop Effect in Primary School Children: A Comparison of Low,Normal, and High Achievers

Sixty-six primary school children were selected, of which 21 scored low on a standardized math achievement test, 23 were normal, and 22 high achievers. In a numerical Stroop experiment, children were asked to make numerical and physical size comparisons on digit pairs. The effects of congruity and numerical distance were determined. All children exhibited congruity and distance effects in the numerical comparison. In the physical comparison, children of all performance groups showed Stroop effects when the numerical distance between the digits was large but failed to show them when the distance was small. Numerical distance effects depended on the congruity condition, with a typical effect of distance in the congruent, and a reversed distance effect in the incongruent condition. Our results are hard to reconcile with theories that suggest that deficits in the automaticity of numerical processing can be related to differential math achievement levels. Immaturity in the precision of mappings between numbers and their numerical magnitudes might be better suited to explain the Stroop effects in children. However, as the results for the high achievers demonstrate, in addition to numerical processing capacity per se, domain-general functions might play a crucial role in Stroop performance, too.     

Psychological Resources,Constructive Conflict Management Behaviors,and Depressive Symptoms: A Dyadic Analysis

This study investigated the longitudinal associations between mastery, conflict management behaviors, and depressive symptoms using an actor–partner interdependence model with 371 middle-aged couples over a span of 24 years. Results indicated that for both husbands and wives, individuals who possessed higher levels of mastery generally displayed more constructive conflict management behaviors during marital conflicts in middle years. In turn, individuals with more constructive behaviors averaged fewer depressive symptoms in their later adulthood. A partner effect was also noted, as individuals’ constructive behaviors were linked to their spouse's depressive symptoms. This finding emphasizes the importance of utilizing a dyadic context to understand intra-individual and inter-individual (or crossover) influences between husbands and wives in enduring marriages. A better understanding of how couples affect each other's mental health can inform the development and implementation of health promotion interventions and prevention efforts targeting middle-aged couples.     

父母教养与学业成就：心理因素的中介作用

近十几年来,研究者们致力于探究父母教养与子女学业成就关系的内在机制。认知、大五人格、动机与自我概念作为学习者的心理特质,在父母教养与学业成就间起着重要的中介作用。父母教养能通过影响这些心理因素间接地影响子女的学业成就。尽管研究者们在该领域已经取得较为丰富的研究成果,仍需要在将来加强综合性研究、应用研究和跨文化比较研究,以深化和拓展对这一领域的探索,同时促进已有研究成果的应用。     

心理资本与工作绩效的关系:基于本土心理资本理论的视角

采用问卷调查法,以445名企业员工和MBA学员为调查对象,考察了本土心理资本与适应性绩效的关系。结果表明:(1)本土心理资本对任务绩效和周边绩效均有显著的预测作用;其中事务型心理资本对任务绩效的预测作用较强;而人际型心理资本对周边绩效的预测作用较强。(2)本土心理资本对适应性绩效有显著的正向预测作用;其中事务型心理资本主要影响了压力与应急管理、创新问题解决、岗位持续学习等维度,而人际型心理资本则主要影响了人际与文化适应和岗位持续学习等维度。(3)适应性绩效在事务型和人际型心理资本与周边绩效间起部分中介作用,在事务型心理资本与任务绩效间也起部分中介作用。(4)在控制事务型心理资本的前提下,人际型心理资本对适应性绩效和周边绩效仍有显著的预测作用,显示人际型心理资本的构念具备实证效度。     

Level of Aspiration of High and Low Achievers on A Problem-Solving Task

Level of aspiration on a problem-solving task was hypothesized to (a) depend on achievement on a previous problem-solving task, (b) be higher in males than in females, and (c) be related to long-term educational aspirations. College students (28 males and 31 females) were divided into high achievers and low achievers based on their performance on Problem Set A. High achievers made higher estimates for their performance on Problem Set B than low achievers. Males made higher estimates and performed better on Problem Set B than females. However, estimates were not related to students’ long-term educational aspirations. The low achievers improved significantly more than the high achievers lost on Problem Set B. The low achievers also set a positive goal discrepancy whereas the high achievers did not.

     

Attracting Applicants in the War for Talent: Differences in Work Preferences Among High Achievers

This study examines how several indicators of ability and achievement are associated with individual differences in preferences for job and organizational attributes. Results from a sample of 378 business and liberal arts students suggest that students with high cognitive ability and all types of high achievement place greater importance on interesting and challenging work than do other students. However, on other work attributes (e.g., job flexibility, pay practices, fast-track promotion systems), students with high cognitive ability and high academic achievement (i.e., grade point average) appear to have different preference patterns from those with high social achievement (e.g., extracurricular and leadership activities). Results are discussed in terms of implications for employers and future research.     

父母教养方式对高三学生学业成就的影响: 心理资本的中介作用

为探讨父母教养方式对高三学生学业成就的影响,测量了800名高三学生的父母教养方式、心理资本、 学业成就状况.结果发现:(1)父母情感温暖与心理资本各维度、 学业成就呈显著正相关;父母否认拒绝与心理资本各维度、 学业成就呈显著负相关;父母亲过度保护和心理资本各维度、学业成就呈显著负相关;(2)心理资本各维度(除韧性外)和...     

Family Belongingness,Gang Friendships,and Psychological Distress in Adolescent Achievement

The authors investigated connections among social, psychological, and academic functioning of ethnically diverse urban youth. Participants included 310 seventh graders (mean age = 12.10 years) from an ethnically diverse middle school in which no ethnic group was a majority. Social engagements with family and gang members were predictive of academic achievement in the expected directions, with psychological distress mediating the effects of these social engagements on academic achievement. Implications for counselors’ work with ethnically diverse urban youth are discussed.     

Not Me,But Reflects Me: Validating a Simple Implicit Measure of Psychological Capital

We propose the recently introduced implicit measure of psychological capital (PsyCap), the Implicit Psychological Capital Questionnaire (I-PCQ; Harms & Luthans, 2012), can provide a needed valid alternative to the self-report Psychological Capital Questionnaire (PCQ). We explain the development of the I-PCQ items, assess the structural validity of the instrument, test its vulnerability to response distortion, and assess its capacity to predicting work attitudes and behaviors vis-à-vis the PCQ and Big Five personality facets. We found that the I-PCQ demonstrated acceptable structural validity that was consistent with and added to prior theorizing, was resistant to response distortion, and predicted work outcomes above and beyond the widely used self-report PCQ and Big Five personality traits. We conclude that the I-PCQ represents a valid, easily administered measure of psychological capital that minimizes problems associated with self-reports and is appropriate for use in work settings.     

积极心理资本的结构、功能及干预研究述评*

积极心理资本自提出以来,便备受关注,它超越了人力资本和社会资本,是一种能够被有效开发和管理,并能够对个体的绩效产生重要影响的核心积极心理要素。在以往研究中,研究者提出了积极心理资本的四维结构说、三维结构说和多维结构说,并据此开发了相应的测量工具。在后果变量方面,主要探讨的是积极心理资本与工作态度、工作行为、工作绩效、幸福感等方面的关系。积极心理资本自身也是一个重要的中介与调节变量,而PCI干预模型可有效提高个体的心理资本水平。今后研究的重点包括研究对象与内容的拓宽、研究方法的改进与完善以及本土化和跨文化研究的加强等。     

性格优点:创造美好生活的心理资本

性格优点是通过个体的认知、情感和行为而反映出来的一组积极人格特质,它是积极心理学的核心研究领域。研究表明性格优点存在跨文化的普遍性,并且性格优点与优良表现、主观幸福感以及创伤后成长呈显著的正相关。同时,研究表明遗传、年龄、性别以及个体的宗教信仰可能会影响个体性格优点的发展及其表现。文章对性格优点未来的研究方向及其应用进行了探讨。     

企业家资源——社会资本理论综述

本文回顾了国内外社会资本研究的相关文献,对社会资本的定义、层次和分析维度等进行了综合评述,指出了仅基于某一层次研究该理论的利弊,提出了社会资本的系统论观点.     

初中生学习成绩与成就STROOP干扰

取某普通中学初中学生129人,使用修正的Stroop任务,测试被试对积极关联词语、消极关联词语和中性词语的颜色命名的反应时间,结果发现,初中学生对成就关联词语的反应时间比中性词语长,特别是在消极关联词语方面,差异显著,表现出了典型的Stroop干扰;学习好的同学在所有词语方面的反应时间都比学习成绩差的同学反应时间长,特别是在成就关联词语方面,差异极显著,学习好的同学表现出了更加明显的Stroop干扰.学习成绩与成就关联词语的反应时间有显著的相关.女同学对所有词语的反应时间都比男同学时间长,特别是在高成就反应时间上,二者差异显著,女同学比男同学有更加明显的成就Stroop干扰.