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41.
42.
Frank M. Schneider Michaela Maier Sara Lovrekovic Andrea Retzbach 《The Journal of psychology》2015,149(2):175-192
The Perceived Leadership Communication Questionnaire (PLCQ) is a short, reliable, and valid instrument for measuring leadership communication from both perspectives of the leader and the follower. Drawing on a communication-based approach to leadership and following a theoretical framework of interpersonal communication processes in organizations, this article describes the development and validation of a one-dimensional 6-item scale in four studies (total N = 604). Results from Study 1 and 2 provide evidence for the internal consistency and factorial validity of the PLCQ's self-rating version (PLCQ-SR)—a version for measuring how leaders perceive their own communication with their followers. Results from Study 3 and 4 show internal consistency, construct validity, and criterion validity of the PLCQ's other-rating version (PLCQ-OR)—a version for measuring how followers perceive the communication of their leaders. Cronbach's α had an average of.80 over the four studies. All confirmatory factor analyses yielded good to excellent model fit indices. Convergent validity was established by average positive correlations of.69 with subdimensions of transformational leadership and leader–member exchange scales. Furthermore, nonsignificant correlations with socially desirable responding indicated discriminant validity. Last, criterion validity was supported by a moderately positive correlation with job satisfaction (r =.31). 相似文献
43.
In mathematically literate societies, numerical information is represented in 3 distinct codes: a verbal code (i.e., number words); a digital, symbolic code (e.g., Arabic numerals); and an analogical code (i.e., quantities; Dehaene, 1992). To communicate effectively using these numerical codes, our understanding of number must involve an understanding of each representation as well as how they map to other representations. In the current study, we looked at 3- and 4-year-old children’s understanding of Arabic numerals in relation to both quantities and number words. The results suggest that the mapping between quantities and numerals is more difficult than the mapping between numerals and number words and between number words and quantities. Thus, we compared 2 competing models designed to investigate how children represent the meanings of Arabic numbers—whether numerals are mapped directly to the quantities they represent or instead if numerals are mapped to quantities indirectly via a direct mapping to number words. We found support for the latter suggesting that children may first map numerals to number words (another symbolic representation) and only through this mapping are numerals subsequently tied to the quantities they represent. In addition, unlike both mappings involving quantity, the mapping between the 2 symbolic representations of number (numerals and number words) was not set-size-dependent, therefore providing further evidence that children may map symbols to other symbols in the absence of a quantity referent. Together, the results provide new insight into the important processes involved in how children acquire an understanding of symbolic representations of number. 相似文献
44.
Genetic and environmental influences on early literacy skills across school grade contexts 下载免费PDF全文
Rasheda Haughbrook Sara A. Hart Christopher Schatschneider Jeanette Taylor 《Developmental science》2017,20(5)
Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. ‘A’, ‘B’) often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006–07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi‐group analyses were conducted separately for subsamples defined by ‘A’ or ‘non‐A’ schools, controlling for school‐level socioeconomic status. Results indicated significant etiological differences on pre‐reading skills (ISF, LNF, and PSF), but not word‐level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre‐reading skills in non‐A schools, arguably representing ‘poorer’ environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school‐level SES, indicating that something about the direct environment on pre‐reading skills in the non‐A school context is more variable than for A schools. 相似文献
45.
Lorenzo Avanzi Sara Zaniboni Cristian Balducci Franco Fraccaroli 《Anxiety, stress, and coping》2014,27(4):455-465
Using the Conservation of Resources (COR) theory as a framework, we hypothesized a maladaptive role played by overcommitment in the escalation of burnout. We further specified our model by testing an interaction effect of job satisfaction. By using a longitudinal design, we proposed a moderated mediational model in which burnout at Time 1 (T1) increases overcommitment, which in turn leads to more burnout one month later. We further expected to find a moderating role of job satisfaction in the link between overcommitment and burnout at Time 2 (T2). A group of 86 white-collar workers in personnel services in Italy (longitudinal response rate = 77.48%) participated in our study. The findings supported our hypotheses even when controlling for gender and role stressors. In particular, by using bootstrapping procedures to test mediation, we found evidence that employees reporting burnout tend to develop a maladaptive coping style, i.e., overcommitment, which in turn increases burnout over time. This relation was particularly strong for dissatisfied employees. These results highlight the importance of overcommitment for burnout escalation, as well as of job satisfaction, since it may mitigate, at least in the short term, the effect of such dysfunctional strategies. 相似文献
46.
Burnout can be defined as a long-term reaction to occupational stress which involves, particularly, the helping professions. The main aim of this study was the assessment of burnout in a sample of professional and voluntary health care workers and comparison of the two samples on scores from the Maslach Burnout Inventory. Analysis suggests a significant difference in mean scores for Emotional Exhaustion of volunteers vs professional workers. Some evidence has supported the hypothesis of a fourth dimension, called Behavioral Exhaustion, in the burnout syndrome. 相似文献
47.
Mònica González-Carrasco Ferran Casas Sara Malo Ferran Viñas Tamar Dinisman 《Journal of Happiness Studies》2017,18(1):63-88
A one-year follow up study was conducted on a sample of 940 Spanish adolescents aged mostly from 10 to 15 in order to explore the extent to which their subjective well-being (SWB) changes from one year to the next, and whether these changes are the same for both genders regardless of the instrument used to measure SWB. Participants responded to the same four SWB scales twice, with an interval of a year in between. A decrease in the levels of SWB is identified from the years 11–12 onwards, the decrease in girls being more marked. Multiple-item, domain-based scales (Brief Multidimensional Student’s Life Satisfaction Scale and Personal Well-Being Index) are more sensitive than single-item scales (Overall Life Satisfaction and Happiness Taking into Account Overall Life) in detecting this decrease. Implications for the study of SWB are discussed from a developmental perspective. 相似文献
48.
Walker Sara J. Chen Yiyi Paik Kyungjeen Mirly Brandy Thomas Charles R. Hung Arthur Y. 《Journal of religion and health》2017,56(5):1846-1855
Journal of Religion and Health - Given shifting trends of religious identities in the USA, better understanding the impact of patients’ religious identities on health-related quality of life... 相似文献
49.
Sara S. Nozadi Tracy L. Spinrad Nancy Eisenberg Rebecca Bolnick Natalie D. Eggum-Wilkens Cynthia L. Smith Bridget Gaertner Anne Kupfer Julie Sallquist 《Infant behavior & development》2013
Despite evidence for the importance of individual differences in expressive language during toddlerhood in predicting later literacy skills, few researchers have examined individual and contextual factors related to language abilities across the toddler years. Furthermore, a gap remains in the literature about the extent to which the relations of negative emotions and parenting to language skills may differ for girls and boys. The purpose of this longitudinal study was to investigate the associations among maternal sensitivity, children's observed anger reactivity, and expressive language when children were 18 (T1; n = 247) and 30 (T2; n = 216) months. At each age, mothers reported on their toddlers’ expressive language, and mothers’ sensitive parenting behavior was observed during an unstructured free-play task. Toddlers’ anger expressions were observed during an emotion-eliciting task. Using path modeling, results showed few relations at T1. At T2, maternal sensitivity was negatively related to anger, and in turn, anger was associated with lower language skills. However, moderation analyses showed that these findings were significant for boys but not for girls. In addition, T1 maternal sensitivity and anger positively predicted expressive language longitudinally for both sexes. Findings suggest that the relations between maternal sensitivity, anger reactivity and expressive language may vary depending on the child's developmental stage and sex. 相似文献
50.
To investigate individual differences in creativity as measured with a complex problem-solving task, we developed a computational model of the remote associates test (RAT). For 50 years, the RAT has been used to measure creativity. Each RAT question presents three cue words that are linked by a fourth word, which is the correct answer. We hypothesized that individuals perform poorly on the RAT when they are biased to consider high-frequency candidate answers. To assess this hypothesis, we tested individuals with 48 RAT questions and required speeded responding to encourage guessing. Results supported our hypothesis. We generated a norm-based model of the RAT using a high-dimensional semantic space, and this model accurately identified correct answers. A frequency-biased model that included different levels of bias for high-frequency candidate answers explained variance for both correct and incorrect responses. Providing new insight into the nature of creativity, the model explains why some RAT questions are more difficult than others, and why some people perform better than others on the RAT. 相似文献