Does salary discussion hurt the developmental performance appraisal?

The “split roles of performance appraisal” perspective introduced by H. H. Meyer and associates in 1965 (H. H. Meyer, E. Kay, J. R. P. French, Jr. Harvard Business Review, 43, 123–129) argues that discussing salary has a negative impact on the developmental aspects of performance appraisal (PA). This research provides the first empirical evaluation of that proposition. Of key interest is the relationship between salary discussion and process characteristics (e.g., participation), content characteristics (e.g., work planning), and the outcomes (e.g., utility) of PA. Also, several contingency factors are investigated to see if they moderate the impact of discussing salary. The results indicate that salary discussion has either no impact or a positive impact on PA process, content, and outcomes. Of the five contingency factors, only performance level has a consistent moderating impact. Low performers, compared to high performers, evidence a stronger positive relationship between salary discussion and key PA variables.     

Perceptions of fear in other Children and adolescents: The role of gender and friendship status

Gender differences in fear were examined in 693 Chinese children and adolescents. Subjects were asked to rate their own fears, the fears of their best friends, and the fears of other classmates using the Fear Survey Schedule for Children — Revised (Ollendick, 1983). Consistent with previous investigations in Western and Eastern countries, girls rated themselves as more fearful than boys. In addition, both girls and boys rated their best friends as similar in number, content, and intensity of fears. However, girls rated their classmates as less fearful than themselves or their best friends, while boys rated their classmates as more fearful than themselves or their best friends. Findings are discussed in terms of gender role expectations and similarity-attraction hypotheses.     

Measures of life stress and social support specific to an Asian student population

We designed two new measures—the Index of Life Stress (ILS) and the Index of Social Support (ISS)—to assist in the prediction of cultural adjustment for an Asian international student population. In the present study, these two measures were administered to 101 Asian international students. Stability estimates over 1 month were high: .97 for the ILS and .81 for the ISS. Construct validity, assessed via factor analyses, and concurrent validity, assessed via regression analyses to criteria of depression, hopelessness, and suicide ideation were satisfactory. Incremental validity for these two measures relative to extant measures of life stress and social support were computed. Results from these analyses indicated that these two measures added incrementally to the prediction of adjustment beyond that offered by existing measures.     

Enhancing transfer of training: using role-play to foster teamwork in the cockpit

Role-plays serve a unique purpose in providing practice and feedback for aircrew team development training in the classroom. When compared with other training strategies, role-play provides targeted practice and feedback of specific behaviors at low cost, with the trade-off being the amount of fidelity it provides. This article presents guidelines for designing role-plays to elicit crew resource management (CRM) behaviors and providing feedback to trainees on their performance. Through careful design procedures, a role-play exercise can provide both targeted practice and feedback and serve a useful purpose in the overall training design of a CRM training program.     

Accuracy of maximum-likelihood estimates of correlation for a biserial model

Tables are given for the calculation of variances of maximum-likelihood estimates in a multiple biserial model. For the estimates of individual correlations between the dichotomized variable and each of the graduated variables additional calculation is necessary; variances for estimates of the multiple correlation and the point of dichotomy are available directly. The required formulas and notation are those of a recent paper by Hannan and Tate.Research sponsored by the National Science Foundation under grant NSF-GP219.Aero-Space Division (Applied Mathematics), Seattle, Washington.     

临床医学科研人才培养的实践范式研究

从2000年开始,中国医科大学附属盛京医院积极探索临床科研人才培养的规律与途径.从获奖科研成果级别与数量、获奖成果的学科(专业)分布及获奖成果第一完成人的年龄结构等三个方面,对中国医科大学附属盛京医院1994年～2007年的179项获奖科研成果进行研究与分析,总结临床医学科研人才培养的实践模式.     

Catching up with wonderful women: The women‐are‐wonderful effect is smaller in more gender egalitarian societies

Inequalities between men and women are common and well‐documented. Objective indexes show that men are better positioned than women in societal hierarchies—there is no single country in the world without a gender gap. In contrast, researchers have found that the women‐are‐wonderful effect—that women are evaluated more positively than men overall—is also common. Cross‐cultural studies on gender equality reveal that the more gender egalitarian the society is, the less prevalent explicit gender stereotypes are. Yet, because self‐reported gender stereotypes may differ from implicit attitudes towards each gender, we reanalysed data collected across 44 cultures, and (a) confirmed that societal gender egalitarianism reduces the women‐are‐wonderful effect when it is measured more implicitly (i.e. rating the personality of men and women presented in images) and (b) documented that the social perception of men benefits more from gender egalitarianism than that of women.     

What Matters Most to the Left-Behind Children’s Life Satisfaction and School Engagement: Parent or Grandparent?

This study compared the role of the parent and grandparent in the adjustment of children who had, and who had not, been left behind when their parents moved to urban areas for work, and tested whether self-esteem mediated the association between these family relationships and child adjustment. The sample included 428 middle school students in central China, 204 of whom were left-behind children who were cared for by grandparents and 224 of whom were not left behind. The students responded to five questionnaires measuring parent–child relationships, grandparent–child relationships, self-esteem, life satisfaction and school engagement. Regression analyses showed that self-esteem mediated the association between parent–child and grandparent–child relationships and children’s adjustment, but there were different patterns of association for the non-left-behind children and left-behind children groups. Furthermore, the unique effect of parent–child relationships was higher than that of grandparent–child relationships for the non-left-behind children, but for the left-behind children, grandparent–child relationships played a more important role than grandparent–child relationships in predicting their school engagement, and parent–child relationships played a more important role in predicting their life satisfaction. Parents who are far away and grandparents who are close at hand can shape different psychological and behavioral development outcomes of left-behind children.