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41.
Claude Fernet Stéphanie Austin Sarah-Geneviève Trépanier Marc Dussault 《European Journal of Work and Organizational Psychology》2013,22(2):123-137
This study aimed to better understand the psychological mechanisms, referred to in the job demands–resources model as the energetic and motivational processes, that can explain relationships between job demands (role overload and ambiguity), job resources (job control and social support), and burnout (emotional exhaustion, depersonalization, and personal accomplishment). Drawing on self-determination theory, we examined whether psychological resources (perceived autonomy, competence, and relatedness) act as specific mediators between particular job demands and burnout as well as between job resources and burnout. Participants were 356 school board employees. Results of the structural equation analyses provide support for our hypothesized model, which proposes that certain job demands and resources are involved in both the energetic and motivational processes—given their relationships with psychological resources—and that they distinctively predict burnout components. Implications for burnout research and management practices are discussed. 相似文献
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Claude H. Miller Bobi Ivanov Jeanetta Sims Josh Compton Kylie J. Harrison Kimberly A. Parker James L. Parker Joshua M. Averbeck 《人类交流研究》2013,39(1):127-155
The efficacy of inoculation theory has been confirmed by decades of empirical research, yet optimizing its effectiveness remains a vibrant line of investigation. The present research turns to psychological reactance theory for a means of enhancing the core mechanisms of inoculation—threat and refutational preemption. Findings from a multisite study indicate reactance enhances key resistance outcomes, including: threat, anger at attack message source, negative cognitions, negative affect, anticipated threat to freedom, anticipated attack message source derogation, perceived threat to freedom, perceived attack message source derogation, and counterarguing. Most importantly, reactance‐enhanced inoculations result in lesser attitude change—the ultimate measure of resistance. 相似文献
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Three groups of 20 dyads planned the MTV Music Video Awards Show over computers. The groups varied in whether they could send 4-line, 10-line, or 18-line messages, in part to examine whether increased planning efficiency in computer-mediated communication reflects communication strategies associated with constraints on message size. The results demonstrate that increased efficiency is not a function of such design features as the maximum message that may be sent. However, the subjects in the 4-line condition sent shorter messages to one another, were less likely to engage in a strategy of making multiple suggestions that required a single assent, and were more likely to differ in the relative proportion of their contributions to the discourse. The subjects in the 10-line condition had shorter maximum messages (and proportionately more disfluencies) than did those in the 18-line condition, despite the finding that the maximum messages of the latter would have also fit within 10 lines. Thus, the results also support a claim that size of the text window may result in different discourse management strategies and may influence an initial discourse-planning stage. 相似文献
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Alan Roland Ph.D. Elizabeth Strahan Doris Brothers Ph.D. Ann Belford Ulanov William W. Rich S.T.M. Kathryn Madden M.A. Kathleen Ford C.S.W. Claude Barbre Karen A. Monk S.T.M. Bruce G. Epperly Jill Carlen Kirby M.S. Ed. C.S.W. Michael W. McCann M.Div. Matthew Smith M.A. Loch Kelly M. Div. C.S.W. Beverly J. Stoute M.D. Angelo Paiano M.Div. Barry Ulanov Andrew Forge 《Journal of religion and health》1996,35(4):353-380
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Three groups of 16 subjects (rural school Rwandese, rural unschooled Rwandese and urban school French-Canadian children), classified as preoperational on a pretest including eight tests of conservation, were trained on the conservation of liquid quantities by a method based on anticipation of levels and compensation of dimensions. It was found that a) the performance of all three groups, when compared with controls, was significantly higher on two successive post-tests (two months interval); b) the three groups did not differ from one another either in global scores on both post-tests or in number of training sessions required for learning; c) the types of justification were based predominantly on perceptual features and on identity in non-conservation and conservation judgments, respectively. Results are discussed mainly in terms of the kind of justifications given by the three groups, the relative effectiveness of the two types of training given, and the genuineness of the conservation induced. 相似文献
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Sarah-Geneviève Trépanier Claude Fernet Stéphanie Austin 《European Journal of Work and Organizational Psychology》2016,25(5):690-706
The aim of this cross-lagged study was to provide new insight into the interplay between workplace bullying, basic psychological needs (for autonomy, competence, and relatedness), and employee functioning. Based on new developments in self-determination theory (SDT) research, we simultaneously examined the temporal relationships between workplace bullying, need satisfaction and frustration, as well as two indicators of psychological functioning: life satisfaction and psychosomatic complaints. Data were collected at two time points over a 12-month period from a sample of 508 Canadian nurses. Results suggest that bullying not only negatively predicted satisfaction for the needs of autonomy and competence, it actively frustrated all three needs. Frustration of the needs for competence and relatedness as well as satisfaction of the need for relatedness also predicted the psychological functioning of employees exposed to bullying behaviour over time. Taken together, the results suggest that evaluating need frustration provides in-depth insight into the detrimental effects of bullying on employees’ psychological inner resources and may explain the impoverishment of employees’ psychological functioning when confronted with bullying behaviour. The implications for the bullying and SDT literature are discussed. 相似文献
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Empowering and legitimizing the fundamental attribution error: Power and legitimization exacerbate the translation of role‐constrained behaviors into ability differences 下载免费PDF全文
Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for both advantaged (questioner) and disadvantaged (answerer) actors (Study 1) as well as naïve observers of the quiz game (Study 2) to attribute to ability the behaviors elicited by social roles. These results extend previous findings. People are more prone to explain constrained behaviors by differences in ability when role structure is legitimated and when power asymmetry matches role structure. Legitimacy and power may then play an important role in the translation of role constraints into inferences about ability. 相似文献
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