Interdependence as a Goal for Survival and Growth

Our separate journeys have been competitive, lonely, and long. With increased awareness, support groups, and alternatives, we can move toward interdependence, survival, and growth.     

目标坚持性和目标灵活性对老年夫妻幸福感的影响:基于行动者-对象互依性模型

采用目标坚持性/灵活性量表和费城老年中心信心量表对北京的258对老年夫妻进行问卷调查,基于行动者-对象互依性模型,探讨目标处理策略对老年夫妻幸福感的影响。结果发现：（1）夫妻双方的目标处理策略和幸福感分别具有一致性;（2）目标坚持性和灵活性均对自身幸福感有积极效应;（3）丈夫目标坚持性对妻子幸福感有积极效应,但妻子目标坚持性对丈夫幸福感作用不显著;丈夫和妻子的目标灵活性均对配偶幸福感有积极效应;（4）对于丈夫的幸福感,目标灵活性的行动者效应和对象效应均强于目标坚持性;对于妻子的幸福感,目标坚持性和灵活性的行动者效应和对象效应差异均不显著。目标坚持性和目标灵活性对夫妻幸福感的影响存在差异。     

Effects of Relationship Values and Goal Interdependence on Guanxi Between Foreign Managers and Chinese Employees1

Foreign managers are advised to develop effective relationships with Chinese employees who as collectivists are thought to value relationships, particularly guanxi, with their leaders. However, foreign managers typically do not have the background and prior experiences typically used to develop guanxi in China. In an experiment with 120 participants in South China, Chinese employees with foreign managers who communicated that they wanted a relationship (compared to no relationship) with them concluded that they interacted better and had little relational and task conflict. Chinese employees who discussed their views within a cooperative (compared to competitive) context helped their leader, productively integrated their diverse views into the decision, and concluded that they had little relational and task conflict.     

Effects of Team Goal Interdependence on Newcomer Socialization: An Experiment in China1

Increased employee mobility and the widespread use of teams underline the importance of understanding the socialization of newcomers into groups. Applying the theory of cooperation and competition, this study experimentally investigated the relationship between team climate and newcomer socialization and performance. We found that a cooperative, in comparison to a competitive or independent team climate strengthened the relationship and interaction between newcomers and the other team members. Thereby, this facilitated newcomer socialization.     

课堂目标导向对学习成功感的影响研究

该研究以成就目标理论为指导,实证探索不同课堂目标导向对学习成功感的影响。以170名初二学生为被试,在数学课上通过不同的目标导向教学,创造出不同的目标情境,即课堂掌握目标情境、课堂成绩-趋近目标情境和课堂结合目标情境,以研究不同课堂目标导向对学生学习成功感的影响。结果表明:(1)在课堂上创造不同的目标情境具有可行性和重要性;(2)教学干预后,三个实验班学习成功感显著高于对照班;(3)经过教学干预,三个实验班学习成功感有显著提高,而对照班学习成功感前后测无显著差异。研究表明三种课堂目标情境均有助于提高学习成功感。从总体上看,研究的结果支持多重目标理论。     

成败情境下不同成就目标取向学生业绩表现的差异

以五、六年级小学生为被试,在设置成功与失败的情境下,考察不同成就目标取向学生业绩表现的差异。结果发现:(1)在两种情境下,掌握目标取向的学生有最高的业绩表现,失败情境下的业绩表现高于成功情境;(2)成绩接近目标取向的学生,在失败情境下的业绩表现与成功情境无显著差异,在成功情境下的业绩表现略高于成绩回避目标取向的学生,失败情境下的业绩表现高于成绩回避目标取向的学生。(3)成绩回避目标取向的学生在失败情境下的业绩表现显著低于成功情境。     

The Impact of Passing the Professional in Human Resources Exam on Early Career Success for Undergraduates Entering the Human Resource Field

This study investigates the impact of passing the Professional in Human Resources (PHR) certification exam on the early career success of recent college graduates. Data were gathered from alumni of three Midwestern universities who earned an undergraduate degree in business administration (i.e., BBA) with a major in human resources. The survey was designed to measure early career success indicators including finding a job in the HR field, starting salary, and number of promotions. Results reveal that the probability of one's first job after graduation being in human resources was significantly greater for those who had passed the PHR exam compared with those who did not pass or did not take the exam. Passing the PHR exam was not associated with significant differences in starting salary or early career promotions. Implications, study strengths and limitations, and suggestions for future research are discussed.     

The Impact of Need for Achievement Components on Goal Commitment and Performance

A laboratory study examined the effects of components of need for achievement on goal commitment and performance. It was predicted that need for mastery and need for work are related to goal commitment. It was also predicted that need for mastery and need for work are more highly related to goal commitment than competitiveness, given the characteristics of the task environment. Finally, goal commitment was expected to mediate the effects of need for mastery and need for work on performance. Fifty-four undergraduate students performed nine trials of a complex task and completed a need for achievement scale composed of four subscales. Support was obtained for the first two predictions, and evidence of a sequential model partially supported the third prediction.     

The Impact of an Assigned Performance Goal on Feedback Seeking Behavior

This study was designed to test the impact of an assigned performance goal on feedback seeking behavior. Subjects brainstormed uses for two common objects. During the first brainstorming trial, all subjects performed without an explicit performance goal. For the second trial, half of the participants were assigned a goal. Feedback seeking behavior was defined as an intermedi- ate count of production taken by a subject as he or she worked on the task. Results showed that (a) subjects in the assigned goal condition were more likely to seek feedback about their performance than subjects who worked without a goal; and (b) among subjects in the goal condition, those who sought feedback were more likely to meet their goal than subjects who did not. These results support Ashford and Cummings's (1983) view that feed- back is sought because it is a resource that can be used to meet goals.     

互依性与团队协作

互依性是指团队成员在完成作业的过程中相互依赖的程度,分为作业互依性和产出互依性两大类。该文全面的阐述了互依性的概念、分类和测量方法,并重点介绍了20世纪90年代以后有关互依性在团队协作领域中的研究结果。总结发现,两类互依性与很多团队变量均有显著相关,特别是团队的结果变量。在对结果变量的影响上,两类互依性存在交互作用,或互依性与其他变量存在交互作用。文章最后提出了目前研究的局限性,以及未来的研究展望     

Cross‐Functional Team Organizational Citizenship Behavior in China: Shared Vision and Goal Interdependence Among Departments1

This study proposes that a shared organizational vision develops cooperative interdependence among departments that, in turn, facilitates cross‐functional teams' organizational citizenship behavior (OCB). Team members indicated their organizations' shared vision, and leaders indicated the goal interdependence among departments and the OCB of the teams. Structural equation analysis suggested that a shared organizational vision shapes goal interdependence among departments that, in turn, affected the OCB of 101 cross‐functional teams. The analysis suggested combining independent and competitive goals, and this combined measure negatively predicted team OCB. These results suggest that a shared organizational vision and cooperative goals among departments are important foundations for cross‐functional teams to contribute to the effective working of organizations through citizenship behavior.     

Behavioral Correlates of Self-Appraised Problem-Solving Ability: Problem-Solving Skills and Health-Compromising Behaviors

According to the revised social problem-solving model, problem solving skills should be associated with cognitive and behavioral attempts to solve or prevent personal problems. We reasoned that the Approach-Avoidance scale on the Problem-Solving Inventory (PSI; Heppner, 1988) measures problem-solving skills as defined in the model, and predicted that scores on this factor would be predictive of health-compromising behaviors among 96 undergraduate students. An aspect of the problem-orientation component would be predictive of global health perceptions. Ineffective problem-solving skills were associated with greater alcohol intake over a 2-week period, and with more sedentary leisure behavior on retrospective and prospective measures. Perceived control over emotions was predictive of health perceptions, as hypothesized. However, elements of problem solving were unrelated to tobacco use, illicit drug use, and exercise behaviors.     

The Impact of Goal Specificity on Strategy Use and the Acquisition of Problem Structure

Theories of skill acquisition have made radically different predictions about the role of general problem-solving methods in acquiring rules that promote effective transfer to new problems. Under one view, methods that focus on reaching specific goals, such as means-ends analysis, are assumed to provide the basis for efficient knowledge compilation (Anderson, 1987), whereas under an alternative view such methods are believed to disrupt rule induction (Sweller, 1988). We suggest that the role of general methods in learning varies with both the specificity of the problem solver's goal and the systematicity of the strategies used for testing hypotheses about rules. In the absence of a specific goal people are more likely to use a rule-induction learning strategy, whereas provision of a specific goal fosters use of difference reduction, which tends to be a non-rule-induction strategy. We performed two experiments to investigate the impact of goal specificity and systematicity of rule-induction strategies in learning and transfer within a complex dynamic system. The results of Experiment 1 indicated that during free exploration of a problem space, greater learning occurred if participants adopted more systematic strategies for rule induction, and that participants come to favor such strategies. Experiment 2 revealed that participants who were provided with a specific goal performed well on the initial problem but were impaired on a transfer test using a similar problem with a different goal. Instruction on a systematic rule-induction strategy facilitated solution for both the initial and transfer problems, but participants' use of this strategy declined if they had a specific goal. Our results support Sweller's (1988) proposal that general problemsolving methods applied to a specific goal foster acquisition of knowledge about an isolated solution path but do not provide an effective way of learning the overall structure of a problem space. We interpret these results in terms of dualspace theories of search through problem space.     

成败情境下不同目标取向学生焦虑的特点

以五、六年级小学生共 2 1 3人为被试 ,采用 3× 2的研究设计 ,考察了在成功和失败情境下三种成就目标取向 (掌握目标取向、成绩接近目标取向和成绩回避目标取向 )的学生焦虑度的差异。结果发现 :(1 )在两种情境下 ,掌握目标取向的学生的焦虑度显著低于其他两组学生 ,而成绩接近目标取向的学生焦虑度与成绩回避目标学生的焦虑度无显著差异 ;(2 )三组学生在失败情境下的焦虑度显著高于成功情境下的焦虑度