排序方式: 共有26条查询结果,搜索用时 0 毫秒
21.
Thomas E. Backer 《创造力研究杂志》2013,25(4):439-442
This study used an experimental approach to investigate the conditions under which creative outcomes should be expected from the interplay of individual creativity, the innovation orientation of the organizational culture, and the rewards distribution rules. The results of this study suggest that the individual creativity of technically educated people working in group settings constitutes a predominant factor in the creative performance of its members and in the overall group creative performance. Moreover, consistent with predictions derived from previous person-environment fit studies, the innovation orientation of the organizational culture enhanced the creative behavior of groups formed by more creative individuals, but it did not significantly increase the creative behavior of groups formed by low-creativity individuals. Finally, rewards distribution rules that generate intra-group competition seem not to directly improve or impair individual creative behavior or the final group creative outcome. 相似文献
22.
Rune Høigaard Susanne Fuglestad Derek M. Peters Bert De Cuyper Maarten De Backer Filip Boen 《Journal of Applied Sport Psychology》2013,25(4):408-419
The aims of the study were to develop a questionnaire on self-reported social loafing (SRSLQ), and then to examine its relations with role ambiguity and role satisfaction in a sample of 110 women handball players competing at the elite level in Norway. Structural equation modeling analyses indicated that the SRSLQ was a psychometrically sound measure. In line with the expectations, role satisfaction fully mediated the positive relation between role ambiguity and self-reported social loafing: The more players experienced role ambiguity, the less satisfied they were with their role in the team, and the more social loafing they reported. 相似文献
23.
Koen Ponnet Edwin Wouters Dimitri Mortelmans Inge Pasteels Charlotte De Backer Karla Van Leeuwen Alain Van Hiel 《Family process》2013,52(2):312-324
This study examines how parenting stress and depressive symptoms experienced by mothers and fathers influence their own (actor effects) and the partner's (partner effects) parent–child communication. Based on the Actor‐Partner Interdependence Model, data from 196 families were analyzed, with both parents rating their parenting stress and depressive feelings, and parents as well as children rating the open parent–child communication. Actor effects were found between parenting stress and open parent–child communication, whereas partner effects were prominent between depressive symptoms and open parent–child communication. The results provide no evidence for gender differences in the strength of the pathways to open parent–child communication. Our findings demonstrate the need to include both parents in studies on parent–child communication to enhance our understanding of the mutual influence among family members. 相似文献
24.
Jeltsen Peeters Free De Backer Tine Buffel Ankelien Kindekens Katrien Struyven Chang Zhu Koen Lombaerts 《Journal of Adult Development》2014,21(3):181-192
Schools typically ignore an enormous part of students’ learning, i.e. informal learning. Such informal processes include intentional, incidental, and tacit learning and tend to be unnoticed because of their taken-for-granted nature. By conducting in-depth interviews with 15 students, two teachers, and two program coordinators of an adult education program, this study examines informal learning outcomes, processes, and personal informal learning experiences within formal education. The study aimed to reveal the interaction between formal and informal learning as well as the respondents’ experiences in this matter. Respondents report a diverse array of informal learning results. Respondents describe informal learning to occur through self-directed learning projects, daily conversations and experiences, and the program’s informal and hidden curriculum. According to respondents, informal learning has the potential to enrich and complement formal learning. Moreover, the findings point to potential personal, educational, and societal benefits of revealing informal learning within formal education. Implications for practice and future research are discussed. 相似文献
25.
26.
T E Backer 《The American psychologist》1988,43(11):983-987