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51.
Marko Elovainio Mika Kivimauki Martin Eccles Timo Sinervo 《Journal of applied social psychology》2002,32(2):359-372
The aim of this study was to test the role of procedural justice (PJ) in the relationship between team climate (TC; i.e., accepted and clear goals, participation safety, perceived support for development, and commitment to good performance) and strain. The study population consisted of all the workers at 6 health centers in Finland (n= 688). PJ evaluations were found to have a strong mediating effect on the relationship between TC and occupational strain. This finding was interpreted as supporting the relational model of PJ, which states that people use quality of social relationships as an important indicator of fair treatment and that, in turn, is related to occupational strain. 相似文献
52.
Fanny D’hondt Jacquelynne S. Eccles Mieke Van Houtte Peter A. J. Stevens 《Deviant behavior》2017,38(3):318-333
We focus on school misconduct and how ethnic teacher discrimination, ethnic identification, and host national identification are associated with school misconduct of male and female immigrant adolescents. Additionally, we verify the moderating role of ethnic identification and host national identification. The results show that discrimination and host national identification are related with the school deviance of immigrant adolescents. The relationship between discrimination and school deviance differs for male and female adolescents. Ethnic identification and host national identification only moderate the relationship of ethnic teacher discrimination and school delinquency for girls who experienced ethnic teacher discrimination on a frequent basis. 相似文献
53.
The influence of ethnic discrimination and ethnic identification on African American adolescents' school and socioemotional adjustment 总被引:22,自引:0,他引:22
Abstract Do experiences with racial discrimination at school predict changes in African American adolescents' academic and psy‐chological functioning? Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves of data from a longitudinal study of an economically diverse sample of African American adolescents living in and near a major East Coast metropolis. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, experiences of racial discrimination at school from one's teachers and peers predicts declines in grades, academic ability self‐concepts, academic task values, mental health (increases in depression and anger, decreases in self‐esteem and psychological resiliency), and increases in the proportion of one's friends who are not interested in school and who have problem behaviors. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in academic self‐concepts, school achievement, and perception of friends' positive characteristics, as well as the association of the racial discrimination experiences with increases in problem behaviors. 相似文献
54.
The purpose of this study was to document gender differences in children's competence and value beliefs (N =514) from the 1st through 12th grades and to investigate the relation of these trends to initial differences in parents' perceptions of children's ability. Six separate growth models were tested: math competence, math interest, math importance, sports competence, sports interest, and sports importance. Across all 6 models, children's self-perceptions declined from 1st grade to 12th grade. Gender differences in competence and value beliefs were found. The gap between boys' and girls' competence beliefs decreased over time. In addition, parents' initial ratings of children's ability helped to explain mean level differences and variations in the rate of change in children's beliefs over time, with the effect being strongest in the sports models. 相似文献
55.
This study examined the effects of multiple risk, promotive, and protective factors on three achievement-related measures (i.e., grade point average, number of absences, and math achievement test scores) for African American 7th-grade students (n = 837). There were 3 main findings. First, adolescents had lower grade point averages, more absences, and lower achievement test scores as their exposure to risk factors increased. Second, different promotive and protective factors emerged as significant contributors depending on the nature of the achievement-related outcome that was being assessed. Third, protective factors were identified whose effects were magnified in the presence of multiple risks. Results were discussed in light of the developmental tasks facing adolescents and the contexts in which youth exposed to multiple risks and their families live. 相似文献
56.
Janet Eccles 《Journal of Beliefs & Values》2014,35(3):315-326
The contribution of UK Christian churches to the provision of welfare projects, relying largely on a pool of volunteer labour, has long been recognised by a number of commentators. What is also now recognised is that it is women who have made up and still make up the majority of these volunteers but they are a largely ageing – and declining – population, hence the question arises as to whether most churches in Britain can continue to provide the same levels of support for much longer. This article considers the factors which have made women longstanding and committed individuals in both their churches and their civic communities, and argues that the same conditions do not pertain for their children. Unless more volunteers are forthcoming from secular organisations, we are likely to be seeing a significant gap in voluntary welfare provision at precisely the time when state funding for welfare is being drastically cut and more volunteers are needed, not fewer. 相似文献
57.
Pieter E. Baay Denise T.D. de Ridder Jacquelynne S. Eccles Tanja van der Lippe Marcel A.G. van Aken 《Journal of Vocational Behavior》2014,85(3):443-451
Current labor market entrants face an increasingly challenging job search process. Effective guidance of job seekers requires identification of relevant job search skills. Self-control (i.e., the ability to control one's thoughts, actions, and response tendencies in view of a long-term goal, such as finding employment) is assumed to be one such relevant job search skill. The current study is the first to empirically assess the importance of self-control in the job search process. This is compared to the role of motivation, which is generally considered a crucial predictor of job searching. Based on a sample of 403 Dutch prospective vocational training graduates, we found that higher levels of self-control were related to higher levels of preparatory job search behavior and job search intentions half a year later, shortly before labor market entrance. Self-control was a significantly stronger predictor of job searching than work motivation. Moreover, relations between self-control and job searching were largely independent of motivation, which may suggest that job-seekers benefit from self-control through adaptive habits and routines that are unaffected by motivation. We propose that job search interventions, which traditionally focus on strengthening motivation, may benefit from a stronger focus on improving self-control skills. 相似文献
58.
Leslie J. Francis David W. Lankshear Emma L. Eccles Ursula McKenna 《Journal of Beliefs & Values》2020,41(1):34-50
ABSTRACTResponding to the problem facing the Church of England, as identified by the Church Growth Research Programme, regarding sustaining churchgoing young Anglicans, and also responding to the Renewal and Reform agenda to address this problem, the present study discusses the roles of three agencies in delivering effective Christian education and Christian formation: local churches, local schools, and the home. Building on a fruitful stream of research within Australia and the UK, the present study drew on two samples of young Anglicans: 2,019 9- to 11-year-old students attending church primary schools in Wales, and 2,323 13- to 15-year-old students attending church secondary schools mainly in England. The data demonstrated that young Anglicans who practised their Anglican identity by attending church did so primarily because their parents were Anglican churchgoers. Moreover, young Anglican churchgoers were most likely to keep going to church if their churchgoing parents (especially mother) talked with them about their faith. The implications from these findings, for an Anglican Church strategy for ministry among children and young people, is that alongside resourcing local churches and promoting deeply Christian schools, it may also be wise for the Church to invest in the education and formation of churchgoing Anglican parents. 相似文献
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