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。     

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.     

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.

     

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。     

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...     

A Comparative Study of Family Characteristics of Anglo American and Asian American High Achievers

The purpose of this study is to examine the similarities and differences in family characteristics of Asian American and Anglo American high achievers. Sixty matched parents were interviewed concerning 4 areas. The findings suggest that the family life of Anglo American students tend to be less structured and provide less formal educational experience for children after school and on weekends. Similarities between these 2 groups include high parental expectation, concerned parents, stable family environment, and close-knit family relationships.     

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.     

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.     

Differences in Recall of Adolescent Socialization Among High and Low Achievers in Business1

The study traces out the adolescence experience of high and low achievers of an organization. The high achievers were those who had joined the organization as clerks and risen to senior managerial positions, whereas low achievers were those who joined with “highs” as clerks and remained clerks even after 15 years of service. A life history questionnaire method was used for the study, and 150 respondents (75 “highs” and 75 “lows”) were extensively interviewed about various aspects of their adolescence. The findings in this paper indicate that high achievers were encouraged to have their independent opinions and had achievement oriented future plans during their adolescence.     

Impact of Perceived Authentic Leadership and Psychological Capital on Burnout: Mediating Role of Psychological Ownership

The present study is an empirical endeavor of exploring the role of promotive and preventative psychological ownership in the relationship of authentic leadership and psychological capital with burnout. A cross-sectional survey study was conducted among 500 faculty members of various public sector universities of Pakistan (209 male and 291 female teachers). PsyCap Questionnaire, Authentic Leadership Questionnaire, Psychological Ownership Questionnaire, and Maslach Burnout Inventory-Educator Survey were used to measure the focal constructs of the present study. Structured equation modeling reveals that promotive psychological ownership had a negative, whereas preventative psychological ownership had a positive relationship with burnout. Psychological capital and perceived authentic leadership had a negative influence on burnout. Promotive psychological ownership mediated the relationship of psychological capital and authentic leadership with burnout, whereas preventative psychological ownership mediated between perceived authentic leadership and burnout. Implications of the research along with its limitation and suggestions for further research were reflected upon.     

Savoring as a Moderator of the Daily Demands and Psychological Capital Relationship: A Daily Diary Study

ABSTRACT

The present study examined daily savoring as a moderator of the relationship between daily demands and daily psychological capital (PsyCap), a collective term referring to the positive psychological states of hope, optimism, resilience, and self-efficacy. A sample of university students (N = 109) responded to nightly online surveys over the course of eight days. Results showed that daily uplifts and savoring were positively related to overall daily PsyCap, as well as each individual dimension of the PsyCap. Daily demands were negatively related to PsyCap and each dimension of PsyCap. Additionally, daily savoring significantly interacted with daily demands to predict overall PsyCap, as well as the individual dimensions of optimism and resilience. Specifically, the negative relationship between daily demands and PsyCap was reduced when individuals engaged in greater savoring. The discussion focuses on the role of savoring in responding to demands and the mechanisms linking higher savoring to greater PsyCap on demanding days.     

中小学生家庭管教状况与心理健康、学业成就的相关研究

主要探讨中小学生家庭管教状况与心理健康水平、学业成就的关系。从珠海市有代表 性的中小学校随机选取学生487人,其中小学生96人,中学生391人,分别测定其家庭管教状况、心 理健康状况与学业成绩,然后对这三者的关系进行分析。结果表明,非正常的家庭管教方式对学生 心理健康有显著的负面影响,其中严格型、矛盾型、积极拒绝型与消极拒绝型对中小学生心理健康负 面影响较为严重;中小学生家庭管教状况、心理健康水平对其学业成就的影响程度不同。     

初中生师生关系对学业成绩的影响研究

本研究采用自编问卷,选取384名初中生为被试,考察初中生师生关系的特点以及与学业成绩的关系.研究表明:(1)初中生师生关系主要表现为亲密性、依赖性、冲突性三个维度;(2)师生关系在冲突性上年级差异极其显著,在亲密性、依赖性上不显著;(3)师生关系与学业成绩为显著正相关,在冲突性方面差异显著,在亲密性、依赖性方面差异不显著.因此,建立良好的师生关系,有助于减少师生之间的冲突;建立相互尊重、相互信任的师生关系,有利于促进学生的学业成绩.     

Reading Intervention in Middle and High Schools: Implementation Fidelity,Teacher Efficacy,and Student Achievement

This study investigated teachers’ efficacy and implementation in the context of a supplemental intervention for struggling adolescent readers. It examined teachers’ efficacy at the start of their intervention training and investigated relationships among teachers’ efficacy, implementation, and students’ reading progress. The efficacy and implementation of 9 sixth-grade teachers and 11 ninth-grade teachers were compared, and student achievement gains were explored. Sixth-grade teachers had higher levels of efficacy, while ninth-grade teachers had higher levels of implementation. Findings indicated teacher efficacy was positively related to students’ reading comprehension and overall reading achievement. Implementation was positively related to students’ growth in vocabulary.     

The Relationship between Psychological Capital,Coping with Stress,Well-Being,and Performance

This study examined coping with stress from an organizational perspective by positing a relationship between Psychological Capital (PsyCap) and coping strategies (defined as change, accepting, or withdrawal). It was hypothesized that coping strategies would mediate the relationship between PsyCap and people’s well-being and performance. Questionnaire findings from a five hundred and fifty four employees showed a significant relationship between PsyCap and coping. Coping strategy in terms of change partially mediated the relationship between PsyCap and the outcomes of well-being and performance. Coping strategy in terms of withdrawal partially mediated the relationship between PsyCap and performance. PsyCap was found to have a strong, positive, and direct correlation with well-being and performance. Well-being was not found to associate significantly with performance. These findings suggest that the central variable in the model is not coping but PsyCap. PsyCap appears to have a strong, direct, and significant effect on the dependent variables. The theoretical implications are examined and future research avenues suggested.     

Psychological Masculinity amid Femininity: Relationship to Striving and Self-Concept in the Achievement and Interpersonal Domains

The relative influences of gender and individual differences in psychological masculinity and femininity on the achievement and interpersonal strivings, abilities, and self-concepts of 176 male and female college students were investigated. The results indicate that psychological masculinity and femininity are better predictors of strivings and self-concepts in the achievement and interpersonal domains than gender. Only with respect to subjects' expected and ideal financial responsibilities, an area which is governed by strong societal sex role norms, does the influence of gender surpass that of psychological masculinity and femininity. The results are discussed in terms of the personality strengths and social competencies that derive from masculine and feminine personality traits.     

Parental Psychological Control,Social Capital,Substance Use,and Driving Under the Influence among College Students: Sex Differences

Journal of Child and Family Studies - With a sample of college students in emerging adulthood (age range: 18–25), the current study investigated sex differences in the impact of parental...