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871.
Dafha Gatmon Daniel Jackson Lisa Koshkarian Nora Martos‐Perry Adriana Molina Neesha Patel Emil Rodolfa 《Journal of multicultural counseling and development》2001,29(2):102-113
This study explored discussions of cultural variables in supervision and their influence on supervisory satisfaction and working alliance. Results indicated limited discussions occurred, but when these discussions did occur, supervisees reported enhanced supervisory working alliance and increased satisfaction with supervision. These findings highlight the importance of supervisors initiating discussions of cultural variables. Este estudio exploró discusiones sobre variables culturales y su influencia en la satisfacción y alianza de supervisión. Los resultados indicaron discusiones limitadas, pero cuando estas ocurrieron, los supervisados reportaron un aumento en la alianza de trabajo y satisfacción con la supervisión. Estos resultados hacen notable la importancia de que los supervisores inicien discusiones sobre los variables culturales. 相似文献
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Jennifer Gregan‐Paxton 《Journal of Consumer Psychology》2001,11(3):141-158
Prior research has assumed that existing knowledge exerts its influence on consumer judgments primarily through abstract knowledge structures. Consequently, little attention has been given to the possibility that judgments may, under certain circumstances, be influenced by knowledge associated with more specific knowledge structures. This article examines the factors responsible for determining the impact of abstract versus specific knowledge on consumer judgments. Based on the Consumer Learning by Analogy model (CLA model; Gregan‐Paxton & John, 1997), it is argued that the relative influence of abstract and specific knowledge is a function of (a) the relation between the new product and existing knowledge and (b) the nature of consumer's knowledge. These ideas were tested in a series of experiments in which participants were required to judge a new product that varied in its relation to an existing product or brand. In this context, the influence of specific knowledge was most evident when participants were able to construct an attribute mapping, but not a relational mapping, to link the novel product to a familiar brand exemplar. When it was possible to construct a relational mapping, a more abstract knowledge structure, such as a schema, was retrieved and used as the basis of product judgments. 相似文献
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Amy Marcus‐Newhall Suzanne Thompson Craig Thomas 《Journal of applied social psychology》2001,31(4):698-719
Two studies evaluated whether there was a subtype of menopausal women and, if so, how it differed from the global gender stereotype. Study 1 had participants generate items associated with women going through menopause, midlife women, and midlife men. Results showed that there is a menopausal women stereotype, and it is mostly negative in content. Moreover, this stereotype differs from the perceptions of women in general. Study 2 examined the effects of the menopausal women stereotype by employing the illusory correlation paradigm (e.g., McConnell, Sherman, & Hamilton, 1994) and found that participants greatly overestimated the number of times that menopausal women and negative moods appeared together. This research highlights the importance of examining stereotype subtypes and subgroups 相似文献
878.
Li‐fang Zhang 《International journal of psychology》2001,36(2):100-107
This study had two objectives. The first was to examine the relationship between thinking styles and self‐esteem. The second objective was to investigate the relationship of the participants' extracurricular experiences to both thinking styles and self‐esteem. Seven‐hundred and ninety‐four university students from Hong Kong participated in the study. Participants responded to the Thinking Styles Inventory (Sternberg & Wagner, 1992) and the Self‐Esteem Inventory (Adult Form, Coopersmith, 1981) as well as to a questionnaire designed to elicit both personal and situational characteristics. It was found that thinking styles and self‐esteem are statistically related. Meanwhile, both thinking styles and self‐esteem are statistically related to the participants' extracurricular experiences. Implications of these findings for teachers are discussed. 相似文献
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