归因双重过程模型研究

目的:探讨在中国文化背景下,个体的归因过程是否一个双重过程,包括内隐归因和外显归因。方法:本研究同时采用外显的自陈式量表和自行设计的内隐联想测验(IAT),对归因的过程进行了探讨。结果:(1)归因是一个双重过程模型,包括内隐归因和外显归因;(2)个体的归因偏差受个体内隐归因影响;(3)归因的双重过程模型不受性别及经验因素影响。结论:归因是一个双重的过程。     

以阈上启动和投射方法对内隐归因的探讨

本研究采用阈上启动方法和投射方法,对内隐归因进行了探讨.研究发现:(1)存在内隐归因;(2)被试的内隐归因不受被试外显归因影响;(3)内隐归因不受被试性别、年级和专业影响;(4)归因偏差更多的受个体内隐归因的影响,而不是受外显归因的影响.     

内隐绩效模型对绩效评估一致性的效应分析

本文在以往研究基础上,对评估者的内隐绩效模型进行了理论分析和实证研究。通过对上级、一级评估者的内隐绩效模型和对下级绩效评估的比较研究发现,上下级主估者的内隐绩效模型存在差异,并对绩效评估的一致性有重要的影响作用。本文还对内隐绩效模型的形成进行了探讨。     

矛盾态度对个体信息加工的影响：外显与内隐层面的比较

本研究采用“学习—再认”范式从外显和内隐两个层面探讨了矛盾态度对个体信息加工的影响。结果发现：（1）在两种加工条件下,高外显矛盾态度个体对态度客体信息再认反应时均显著短于低外显矛盾态度个体;（2）在有意加工条件下高内隐矛盾态度个体再认反应时显著长于低内隐矛盾态度个体,在无意加工条件下高低内隐矛盾组的再认反应时差异不显著;（3）对态度客体无关材料高内隐矛盾态度个体再认反应时显著长于低内隐矛盾态度个体,对有关材料二者的反应时差异不显著。该结果表明,外显与内隐的矛盾态度对个体的信息加工具有不同的影响路径,这为进一步探讨外显和内隐矛盾态度对个体心理与行为的影响机制提供了借鉴。     

内隐绩效模型对管理决策的影响作用研究

本文在以往绩效模型和内隐绩效模型的研究基础上,运用实验模拟方法,研究了内隐绩效模型对管理决策的影响作用,结果发现：在不同决策任务条件下,内隐绩效模型存在显著差异．并随着决策任务变化而变化;内隐绩效模型影响决策者的决策偏差,周边绩效一定程度上对任务绩效起补偿作用。     

根植于航空安全文化的内隐安全态度的预测效应

采用飞行管理态度问卷FMAQ 2.0作为航空安全文化背景下外显安全态度的评价工具, 并设计了两个安全态度的内隐联想测试(IAT)对134名飞行员进行了调查, 同时运用专家评定法对其飞行绩效进行了评价, 结果发现：(1) 航空安全态度的IAT效应值较强, 飞行安全更多与积极评价和积极情感联系在一起, 对飞行风险与冒险是消极评价与回避。(2) 外显和内隐安全态度既相关又分离：评价性内隐安全态度和外显态度的驾驶舱工作态度、情感性内隐安全态度和驾驶舱工作态度与自动化驾驶态度显著正相关, 且总外显态度与内隐态度正相关显著, 同时模型数据显示二者是分离性结构。(3) 外显和内隐安全态度均能预测安全绩效, 其中外显态度对飞行作风、飞行技能和机组管理的预测率较高, 内隐态度在安全规章上预测率较高, 其共同预测模型拟合良好。结论：外显与内隐安全态度、安全绩效及其相互关系共同构成特定航空安全文化的完整模型。     

教师情绪智力和工作绩效的关系：工作家庭促进和主动行为的中介作用

采用整群抽样法对630名中小学教师进行调查,考察教师情绪智力与工作绩效之间的关系,以及工作家庭促进和主动行为在其中的中介作用。结果发现：（1）教师情绪智力、工作促进家庭、家庭促进工作和主动行为与工作绩效呈显著正相关;（2）教师情绪智力对工作绩效具有直接的正向预测作用,同时还通过家庭促进工作和主动行为的多重中介作用对工作绩效产生影响;（3）高低情绪智力对工作绩效的影响机制不同,低情绪智力通过家庭促进工作的部分中介作用影响教师工作绩效,高情绪智力通过家庭促进工作和主动行为的完全多重中介作用影响教师工作绩效;（4）工作家庭促进中工作促进家庭维度在教师情绪智力影响工作绩效中没有显著中介作用。     

与上司“心有灵犀”会让你的工作更出色吗?——追随原型一致性、工作投入与工作绩效

内隐追随作为一种关于追随角色的认知结构,包括追随原型和反原型两种。其中,追随原型表征了个体对追随角色的积极预期。本研究基于角色理论,考察了领导者-追随者的追随原型一致性对工作绩效的影响及工作投入的中介作用。采用跨层次多项式回归和响应面分析技术,对64个工作团队的数据进行分析,发现追随原型能否提升工作绩效主要取决于领导-追随双方的匹配情况。具体而言,(1)领导-追随双方的追随原型越一致,关系绩效越高。但上述结论并不适用于任务绩效。(2)在一致情况下,与"低-低"一致相比,任务绩效和关系绩效在双方追随原型的"高-高"一致时更高。(3)在不一致情况下,与"领导者的追随原型高-追随者的追随原型低"相比,任务绩效和关系绩效在"领导者的追随原型低-追随者的追随原型高"时相对更高。(4)追随原型一致性通过工作投入影响任务绩效和关系绩效。     

内隐/外显不同水平攻击者的注意偏向：行为和ERP证据

通过行为实验（点探测）和ERP实验（情绪Stroop）两个实验任务,考察了内隐/外显不同水平攻击者的注意偏向及其脑机制。结果表明：高外显攻击者对愤怒面孔存在注意偏向;高外显攻击者在愤怒面孔上的N100波幅显著低于中性面孔,表明其注意分配和调节能力较弱;高外显攻击者较之低外显攻击者的P300波幅更小表明其存在注意等方面的认知加工缺陷,N400波幅更小表明其对愤怒面孔进行语义编码时加工更为流畅;外显攻击组与内隐攻击组在FCz和Cz电极点上不同。这为内隐/外显攻击二者有着独立结构提供了行为与认知神经科学的证据。     

上司不当督导与下属绩效:反馈寻求行为和学习目标定向的作用

本研究从下属反馈管理行为的视角来探索领导与下属的社会交换过程.具体为探讨下属的反馈寻求行为在上司不当督导与下属绩效之间的中介作用,下属的学习目标定向对上述过程中的调节作用.通过问卷法获得306名下属与上司的对偶数据,基于层级回归和Bootstrap分析的结果表明:上司不当督导不仅直接影响下属的绩效,还能通过抑制下属的反馈寻求行为间接地影响员工的绩效;下属的学习目标定向调节着上司不当督导与下属的反馈寻求行为的关系,当下属的学习目标定向越低,上司不当督导对反馈寻求行为的抑制作用更加明显.     

Dealing with Poor Performance: Supervisor Attributions and the Cost of Responding1

The Green and Mitchell (1979) model of the process by which supervisors diagnose and deal with the causes of subordinates' poor performance is based upon attribution theory. The notion is that the supervisor makes an attribution about the cause of the poor performance and then selects an appropriate response or solution to deal with the problem. Two ways in which this can lead to an inapprorpriate solution are, first, a bias toward making internal attributions and, second, an aversion to using costly, even though appropriate, solutions. This study demonstrates that it is possible to prompt participants to make more external attribution about poor performance. It also demonstrates that whichever attributions they make (either internal or external), the solutions they select to deal with the poor performance are congruent with their attributions provided that the solutions do not have explicit implementation costs associated with them. However, when implementation costs are made explicit, costs influence solution selection and reduce the congruence between the attributions and the selected solutions. The possible implications of this finding for success in dealing with poor performance are discussed.     

Self-Esteem and Performance on Word Tasks

Abstract

The authors investigated word-task performance of 192 postgraduate Indian women, grouped according to high or low self-esteem, after different causal attributions for failure. The subsequent performance of the low-self-esteem (LSE) participants improved after reattribution training. When the LSE participants were induced to attribute their prior failure to external causes, the external attribution not only reduced their natural tendency toward self-blame but also broke the self-defeating cycle, thereby enabling them to improve their subsequent performance.     

高中生目标定向、学习策略、归因与成绩的关系

该文采用问卷调查的方法,对270名高中生的目标定向、学习策略、归因的特点及其与成绩的关系进行了研究。结果表明：1）男生的掌握定向倾向强于女生,且在学习中更多地采用认知和元认知策略,而女生则具有更明显的能力和内部归因。2）归因与目标定向、学习策略间呈现出较为复杂的相关关系。3）复述策略和努力归因能够负向预测成绩,调节和努力管理策略可以正向预测成绩,而目标定向通过归因和学习策略间接影响成绩。     

Dimensions of Perfectionism and Levels of Attributions for Grades: Relations with Dysphoria and Academic Performance

The current study examined associations between dimensions of perfectionism, levels of attributions for a self-identified problem with marks, and dysphoria and course final grade in university students (253 women; 125 men). Our study revealed several significant findings: (1) perfectionism and levels of attribution are distinct yet related constructs; (2) socially prescribed perfectionism and specific levels of attribution both accounted for unique variance in dysphoria; (3) there were significant gender differences with respect to the relations among perfectionism dimensions, levels of attribution, and dysphoria; (4) self-oriented perfectionism and specific levels of attribution both accounted for unique variance in final grade, but in men only; (5) interactions between perfectionism dimensions and levels of attribution did not augment the prediction of dysphoria or academic performance; (6) self-oriented perfectionism is possibly adaptive under some circumstances. Implications for treating perfectionists and for further research are discussed.     

上司不当督导与下属绩效行为的作用机制及其干预策略

不当督导与绩效行为的关系是组织行为学领域一个新的研究热点问题。本研究拟以情绪事件理论、替代侵犯理论、归因理论为指导, 采用问卷调查、投射测验、情景模拟等多种研究方法, 分析愤怒、羞愧、职场中的他人行为及自我归因在不当督导和绩效行为之间的作用, 揭示其非线性的作用机制, 丰富组织行为学的研究内容。本研究借鉴情绪调节理论及方法, 寻求有效的不当督导干预策略, 以期指导员工走出不当督导-消极情绪-不良绩效行为恶性循环的泥沼, 同时也检验本研究关于不当督导和绩效行为理论模型的科学性。     

An empirical test of the covariation analysis in causal attribution

The present investigation was designed to reveal the cognitive inference processes associated with both detection and utilization of covariation information in causal attribution. Male undergraduates were (a) informed that a test was easy or difficult and shown a videotape in which (b) the test-taker's performance was high or low, and (c) covariation between the test-taker's effort expenditure and trial-by-trial outcome was present or absent. High performance was attributed to the test-taker's effort and ability, whereas low performance was attributed to the difficulty of the test. However, recognition of the covariance relationship decreased the attribution of high performance to ability and of low performance to test difficulty and increased the attribution of low performance to effort. Effort attribution in the high performance condition was independent of covariation information. The results are discussed in terms of the relationship between covariation information and typical beliefs about the causes of achievement outcomes.     

学习焦虑、学习态度和投入动机与学业成绩关系的研究——关于《心理统计学》学习经验的调查

本研究对122名本科生《心理统计学》课程的学习经验进行调查,其结果为:(1)在该课程的学习经验和考试成绩上男、女生差异显著,它表现在学习态度层面的有用性和成就态度,投入动机层面的自我投入上女生均优于男生;研究还发现,考分低则焦虑水平较高;(2)学习焦虑、学习态度、投入动机与考试成绩之间有显著相关,其中学习焦虑与成绩呈负相关,学习态度、投入动机与成绩呈正相关;(3)学习焦虑,学习态度和投入动机均影响学习成绩。学习成绩不仅受到学习焦虑和投入动机的直接影响,还受到学习态度等因素的间接影响。     

The Prediction of Achievement Motivation Using Performance and Attributional Variables

This study was designed to predict achievement motivation with attributions and performance in English course work among 346 ninth-grade boys and girls. Multiple regression analysis indicated that attribution of success to ability was the best predictor of achievement motivation. This finding diverges from previous work that supports the hypothesis that attribution of success to effort is a better predictor. The use of performance as an indicator variable showed that nonfailing students had higher levels of achievement motivation than did failing students.