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211.
The Performance of Pre‐Founding Entrepreneurial Teams: The Importance of Learning and Leadership
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Kristin Knipfer Emanuel Schreiner Ellen Schmid Claudia Peus 《Psychologie appliquee》2018,67(3):401-427
Entrepreneurial teams often struggle with simultaneous task and team challenges at an early stage of new venture creation. The way in which teams shape their teamwork is key in leveraging performance in the pre‐founding phase. Learning should help the team in establishing good teamwork and in expanding its members’ entrepreneurial capabilities. Leadership is needed to facilitate and guide this learning. Accordingly, we investigated learning and leadership as facilitators of performance in the pre‐founding phase. Specifically, we examined team reflexivity as a collective internal learning process and boundary spanning behaviour as an externally directed individual activity, operating at different levels in fostering team and individual performance. Charismatic team leadership was examined as a catalyst of learning, shaping team and individual performance ultimately. The multilevel mediation model was tested based on data from 196 members of 58 teams of a venture creation programme. Team reflexivity predicted team and individual performance. Boundary spanning behaviour was not related to performance. As hypothesised, charismatic team leadership predicted team and individual performance, both mediated by team reflexivity. This research highlights the relevance of team learning in pre‐founding teams and emphasises leadership in shaping learning and moving new ventures forward. 相似文献
212.
Claudia Mills 《Journal of social philosophy》2003,34(4):499-509
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Claudia Mimick-Chalmers 《Sex roles》1986,14(5-6):281-286
The present study examined the dimensions of instrumentality and expressiveness with respect to sex role orientation and perceptions of a feminist therapist. Also investigated was the willingness of the subjects to see a feminist and a traditional therapist for personal and career counseling. The 167 undergraduate female students from various programs completed the Bem Sex Role Inventory, the Adjective Check List to describe their perceptions of a feminist therapist, and four willingness scales. Results indicated that the subjects, regardless of sex role orientation, perceived the feminist therapist as predominantly instrumental rather than expressive or androgynous. In addition, the subjects, regardless of sex role orientation, were more willing to see a traditional therapist for personal counseling but more willing to see feminist therapist for career counseling. 相似文献
216.
This article appeared previously as a chapter inHealth and Faith, published by University Press of America, 1991. 相似文献
217.
Claudia J. Sowa 《Journal of counseling and development : JCD》1992,71(2):179-183
The association of individual behavioral and personality characteristics with the stress response provides a natural role for stress management and the development of coping responses within the counseling process. The incorporation of stress management within the counseling process requires a theoretical framework for examining clients' perceptions of their coping capabilities as they experience difficulty with stressful life events. In this article the author presents a framework based on learned helplessness, called systematic rationalization. Empirical support and applications of the framework for working with clients experiencing difficulties coping with stressful life events are discussed. 相似文献
218.
Claudia E. McDade 《Behavior research methods》1992,24(2):269-272
An interactive tutoring and evaluation system, the Computer-Based Precision Learning System has been evolving at Jacksonville State University since its inception in 1978. Based on the Precision Teaching goal of developing fluency in learners, the Computer-Based Precision Learning System reinforces high frequencies of correct student responding. The system relies on the flexibility of Course Builder, a symbolic, icon-based programming language for Macintosh microcomputers. Course Builder is described from both the designer’s perspective and the student’s perspective. Its strengths and weaknesses are also discussed. Data from three semesters of a personality theories course indicated that students quickly reached mastery on the system, performing at over 22 correct responses per minute. Their fluency generalized to essay performance as well. Implications for using the Computer-Based Precision Learning System to develop measurably effective instructional strategies are discussed. 相似文献
219.
Stephanie Kasen Patricia Cohen Judith S. Brook Claudia Hartmark 《Journal of abnormal child psychology》1996,24(2):121-150
Effects of family status on the trajectory of problematic temperament-adjustment at 1 to 10 years of age and associated psychiatric disturbance 8 years later were examined in an epidemiological sample of 648 children. After adjusting for predivorce temperament-adjustment and background factors, logistic regression yielded independent effects of single custodial mother (SCM) family status for increased risk of disruptive and anxiety disorders, and of stepfamily status for increased risk of disruptive disorders. Increased risk of psychiatric disorders was more pervasive for SCM family boys versus intact family boys than for SCM family girls versus intact family girls, however only significantly more so for depression. No significant sex interaction was observed for stepfamily status. When girls and boys were treated independently, patterns of family status and outcomes of internalizing disorders varied. In stepfamilies, an elevated risk of depression and anxiety disorders was observed in girls but not boys, whereas in SCM families an elevated risk of depression was observed in boys but not girls. Within each family status group there was support for an altered risk of later psychiatric disorders given specific problematic predivorce temperament-adjustment characteristics. Implications for future research and treatment are discussed.The research described was supported by grants from the National Institute of Mental Health and by the W. T. Grant Foundation. 相似文献
220.
Claudia Lampman 《Journal of applied social psychology》1995,25(7):619-631
Research indicates that epilepsy is a misunderstood and stigmatizing disorder. The present study examined whether various levels and types of experience with epilepsy are related to attitudes about the disorder. It was hypothesized that certain types of direct experience with epilepsy (e.g., knowing people with epilepsy) are related to positive attitudes about the disorder, whereas other types of direct experience (e.g., witnessing seizures) are related to negative beliefs. As predicted, data from telephone interviews with 271 subjects indicate that individuals knowing someone with epilepsy held significantly more accepting attitudes than respondents who had never known an epileptic. The findings also suggest that witnessing epileptic seizures is an emotionally charged event, and, in the absence of other types of experience, this emotional impact might have a negative effect on attitudes toward people with epilepsy. The findings from this study have implications for the development of educational programs aimed at the general public, medical personnel, and people with epilepsy. 相似文献