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Anton Grobler Elizabeth Cornelia Rudolph Magdalena Louise Bezuidenhout 《Journal of Psychology in Africa》2013,23(3):293-298
This study developed a preliminary career-enabler framework for use in a higher education setting. A quantitative survey was conducted with a sample of 1392 employees within a higher education institution in South Africa. Structural analysis was performed using exploratory factor analysis. The analysis yielded three enablers with acceptable psychometric properties, namely: self-transcendence, self-enhancement and self-conservation through work motives and needs. Interventions that focus on career-enablers within a higher education institution need to address these three factors. 相似文献
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Katrin Schulz Almut Rudolph Nadine Tscharaktschiew Udo Rudolph 《The British journal of developmental psychology》2013,31(4):363-378
The present study investigated the experience of schadenfreude among children. Participants were 4‐ to 8‐year‐old children (n = 100) who were told stories of another child experiencing a misfortune while pursuing a morally positive versus morally negative goal. Schadenfreude, sympathy, and helping behaviour towards the suffering child were assessed. Results showed that beginning at the age of 4, emotional and behavioural reactions towards a misfortune of another child were predicted by the moral valence of the other child's goal. Furthermore, morally negative goals decreased helping behaviour and morally positive goals increased helping behaviour. Multilevel mediation analysis revealed that the relation between goal valence and helping behaviour was mediated by both schadenfreude and sympathy. However, those effects were especially pronounced in older children. 相似文献
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The present review syntheses 64 investigations on the determinants of helping and aggression involving more than 12,000 subjects, providing empirical tests of Weiner's (1986, 1995) theory of social conduct. A meta‐analytic test of the proposed causal cognition‐emotion‐behaviour sequence reveals that judgements of responsibility determine the emotional reactions of anger and sympathy, and that these emotional reactions, in turn, directly influence help giving and aggression. Results are highly consistent across several potential moderator variables including type of culture, sample characteristics, publication year, and publication status. Moreover, the present analyses suggest that the hypothesised model holds true for real events as well as for simulated data. Exploratory comparisons between the helping versus the aggression domain suggest that comparable results are obtained for these two domains, except that perceptions of responsibility are more likely to exert an additional proximal role in aggressive retaliation as compared to help giving. The implications of these findings for a general theory of motivation in the interpersonal and the intrapersonal domains are discussed. 相似文献
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