Previous research demonstrated that the applicability of signature character strengths at work is associated with employee well-being. However, there is a lack of research on possible antecedents of the applicability of signature character strengths in the occupational domain. In this study we examined whether the perceived socio-moral climate of medical departments has a positive impact on the applicability of hospital physicians’ signature character strengths and whether it relates to work engagement, hedonic subjective well-being (SWB) and eudaimonic psychological well-being (PWB). Based on cross-sectional data of N = 165 hospital physicians in Austria, we tested mediation models with perceived socio-moral climate as predictor, applicability of signature character strengths as mediator, and work engagement, SWB and PWB as outcomes. Additionally, we collected longitudinal data (time-lag T1-T2: 6 months) from a subsample (n = 69) for testing the relationship between the perceived socio-moral climate and the applicability of signature character strengths over time. The cross-sectional results showed indirect effects of the perceived socio-moral climate on work engagement and eudaimonic well-being via the applicability of signature character strengths at work. Results from a cross-lagged panel analysis suggested an impact of socio-moral climate at T1 on the applicability of signature character strengths 6 months later (T2), but also an even stronger reversed effect of the applicability of signature character strengths at T1 on perceived socio-moral climate at T2.
In most of their work settings, the health and well-being of hospital physicians are at risk. Trends of work intensification and changing laws in the European Union and beyond have heightened the call for taking a closer look at the workplace and training conditions of hospital physicians. This study aims to identify specific work characteristics (such as autonomy, social support, cognitive demands, and skill adequacy), in order to determine conditions for the applicability of individual character strengths at work and in turn for increased work engagement and well-being. We examined our hypotheses based on cross-sectional (N = 173) and longitudinal self-report data (N = 72) of hospital physicians in Austria. The results identified significant indirect effects of skill adequacy, cognitive demands, autonomy, and social support at work – via the applicability of individual character strengths at work – on work engagement and general well-being. Longitudinal analyses additionally confirmed autonomy as a thriving work characteristic for promoting the applicability of individual character strengths over time (time lag: 6 months). This study revealed the value of enabling and preserving the applicability of character strengths in a hospital work setting and focused – for the first time – on its predicting work characteristics. Furthermore, it emphasizes the importance of securing skill adequacy early in the training of young physicians and encouraging, as well as, sustaining autonomy in their daily work life.
Summary. Knowledge acquisition in collaborative problem solving is mainly realized by two activities: (1) when participants mutually impart their knowledge and (2) when they elaborate their knowledge together. Both activities are favoured by differences in the participants' prior knowledge. To support this thesis, an experimental study and a cognitive simulation are described. In the study, pairs of students were systematically taught complementary knowledge about qualitative resp. quantitative aspects of classical mechanics. During the subsequent collaborative problem solving the students successfully exchanged information about their complementary knowledge. Students who had been taught knowledge about qualitative aspects of physics gained more from their partners than students who had been taught knowledge about quantitative aspects. A cognitive model simulates problem solving and learning under the conditions set up in the study. In a simulation study based on the cognitive model it was possible to reconstruct the main results of the experimental study. Finally, the role of dialogue analysis and external representations are discussed and conclusions for the design of computer systems supporting collaborative problem solving are drawn. Zusammenfassung. Wissenserwerb bei der Kooperation vollzieht sich vor allem durch zwei Aktivitäten: (1) gegenseitige Wissensvermittlung und (2) gemeinsame Elaboration des Wissens. Für beides ist unterschiedliches Vorwissen der Beteiligten eine günstige Voraussetzung. Um diese These zu unterstützen, wird im vorliegenden Artikel eine experimentelle Studie dargestellt, in der Paaren von Schülerinnen systematisch komplementäres Vorwissen über qualitative bzw. quantitative Aspekte der klassischen Mechanik vermittelt wurde. Beim anschließenden kooperativen Problemlösen vermittelten die Schülerinnen sich gegenseitig erfolgreich Teile ihres Wissens. Schülerinnen, die zuvor Wissen über qualitative Aspekte der Physik erworben hatten, lernten dabei mehr von ihren Partnerinnen als Schülerinnen, die zuvor Wissen über quantitative Aspekte erworben hatten. Ein nachfolgend implementiertes kognitives Modell simuliert kooperatives Lernen und Problemlösen unter den Bedingungen der Studie und ist in der Lage, die zentralen Befunde der Studie zu rekonstruieren. In der Diskussion wird auf die Rolle des Dialogverhaltens und der Nutzung externer Repräsentationen für das kooperative Lernen und Problemlösen eingegangen. Abschließend werden Schlußfolgerungen für die Gestaltung von Computersystemen zur Unterstützung kooperativen Lernens und Problemlösens gezogen. 相似文献
Summary. Desktop video conferencing enables learners to cooperate while being spatially apart, and to communicate synchronously while working on a collaborative task. Yet, little is known about both the collaborative knowledge construction in these technological settings and the adequate methods of supporting this activity. Therefore, we conducted an empirical study with the following research questions: (1) To what extent does the mode of dyadic collaboration (net-based vs. face-to-face) and the kind of structural support (content-specific vs. content-unspecific) influence the collaborative knowledge construction? (2) To what extent do these factors influence both the individual learning outcomes and the dyadic divergence of learning partners' individual outcomes? Analyzing mean values of collaborative knowledge construction and learning outcome variables, we did not find differences between face-to-face and videoconferencing groups. However, the dyadic divergence of learning partners' individual transfer knowledge was influenced by the learning conditions. The results of this exploratory study are discussed in their relevance for future research on cooperative learning and videoconferencing. Zusammenfassung. Videokonferenzsysteme ermöglichen es, dass sich Lernpartner an verschiedenen Orten aufhalten und bei der Bearbeitung einer gemeinsamen Aufgabe zeitgleich über eine audiovisuelle Verbindung miteinander kommunizieren. Bislang ist kaum untersucht, wie Lernende in videokonferenzbasierten Lernumgebungen gemeinsam Wissen konstruieren und welche Formen instruktionaler Unterstützung dafür angemessen sind. In einer empirischen Untersuchung sind wir deshalb u. a. folgenden Fragestellungen nachgegangen: (1) Inwieweit beeinflussen der Kooperationsmodus (Netz vs. Face-to-face) und die Art des Struktu (inhaltsspezifisch vs. inhaltsunspezifisch) die gemeinsame Wissenskonstruktion? (2) Inwieweit beeinflussen der Kooperationsmodus (Netz vs. Face-to-face) und die Art des Strukturangebots (inhaltsspezifisch vs. inhaltsunspezifisch) den individuellen Lernerfolg und die Divergenz des individuellen Lernerfolgs zwischen den Lernpartnern? Im Mittel fanden sich weder Unterschiede im Hinblick auf die Merkmale der gemeinsamen Wissenskonstruktion noch hinsichtlich des individuellen Lernerfolgs zwischen Face-to-face- und Videokonferenz-Bedingungen. Es zeigte sich jedoch, dass sich die Divergenz des Lernerfolges in den verschiedenen Treatmentgruppen unterschied: Lernende, die in der Videokonferenz-Bedingung in derselben Dyade zusammengearbeitet hatten und dabei von dem inhaltsunspezifischen Strukturangebot unterstützt worden waren, waren sich im Lernerfolg weitaus ähnlicher als Lernende derselben Dyaden in den anderen experimentellen Gruppen. Die Befunde dieser explorativen Studie werden in ihrer Bedeutung für weitere Studien des Lernens mit Videokonferenzen und des kooperativen Lernens diskutiert. 相似文献
Much work has been done on visual discrimination in primates over the past
decade. In contrast, very little is known about the relevance of non-visual information in discrimination learning. We investigated
weight and achromatic color (color, henceforth) discrimination in bonobos, gorillas and orangutans, using the exchange paradigm
in which subjects have to give objects to the experimenter in order to receive a reward. Unlike previous studies, subjects
were not trained to lift objects because lifting the objects was an integral part of the exchange procedure. This methodology
also allowed us a direct comparison between visual and weight discrimination. We presented 12 subjects (5 bonobos, 2 gorillas
and 5 orangutans) with two sets of objects corresponding to two conditions. The objects in the color condition (white/black)
differed only in color and those in the weight condition (light/heavy) differed only in weight. Five apes learned to discriminate
weight and six to discriminate color. Subjects learned color discrimination faster than weight discrimination. Our results
suggest that bonobos and orangutans are sensitive to differences in weight and able to learn discriminating objects that differ
in this property. 相似文献
Forced swimming is a behavioural stress model increasingly used to investigate the neurocircuitry of stress responses. Although forced swim stress clearly is a psychological stressor (anxiety, panic), its physical aspects are often neglected. There are indications that behavioural and neurochemical responses to swim stress depend on the water temperature. Thus, we investigated the responsiveness of hippocampal serotonergic neurotransmission (important in the coordination of stress responses), and of behaviour and core body temperature to forced swimming at different water temperatures (19, 25 and 35 degrees C). In vivo microdialysis and biotelemetry in freely-behaving rats were used. Dialysates were analysed for serotonin (5-HT) and its metabolite 5-HIAA (5-hydroxyindoleacetic acid) by HPLC with electrochemical detection. Forced swimming in water at 25 and 19 degrees C decreased core body temperature by 8 and 12 degrees C, respectively. A rapid and pronounced increase in hippocampal 5-HT and 5-HIAA was found in rats that swam at 35 degrees C, whereas biphasic responses in 5-HT and 5-HIAA were observed at 25 and 19 degrees C. Also swim stress behaviour and post-stress home cage behaviour depended on the water temperature. Comparing the serotonergic and core body temperature changes revealed that a combination of two different 5-HT and 5-HIAA responses seems to shape the neurotransmitter response. Swimming-induced increases in hippocampal extracellular concentrations of 5-HT and 5-HIAA occurred at all water temperatures, but these increases were temporarily quenched, or concentrations were transistently decreased, when core body temperature fell below 31 degrees C in water at 25 or 19 degrees C. These data demonstrate that water temperature is a key factor determining the impact of forced swim stress on behaviour and neurochemistry, and underscore that changes in these parameters should be interpreted in the light of the autonomic responses induced by this stressor. 相似文献