Motivation and Emotion - Drawing on self-determination theory, the present study examined how satisfaction of the basic psychological needs (autonomy, competence, and relatedness) changes across... 相似文献
Avoidance job crafting refers to employees proactively changing work boundaries by reducing tasks and/or interactions with others. Although avoidance job crafting may help employees to address work demands, if noticed by others, specifically supervisors, it may trigger negative reactions from them. While previous research posits that job crafting is largely unnoticed by supervisors, using a dyadic supervisor-employee study (N = 141 dyads), we found that supervisors were in fact aware of their employees’ avoidance job crafting, which related to a reduction in supervisor support. This relationship was moderated by employee political skill (but not approach job crafting), such that high avoidance job crafting in combination with high political skill resulted in fewer negative outcomes, presumably because supervisors were less likely to notice their employees’ avoidance job crafting. In a second, vignette study (N = 92 supervisors), we experimentally replicated the relation between observed avoidance job crafting and negative supervisor reactions, and found that this relation can be explained by supervisors perceiving avoidance job crafting as destructive work behavior. Our findings introduce the supervisor perspective to the job crafting literature and highlight the importance of engaging in avoidance job crafting in a skillful way that aligns with the external context. 相似文献
Recent metacognitive research using a partial knowledge task indicates that a firm understanding of ‘knowing about knowing’ develops surprisingly late, at around 6 years of age. To reveal the mechanisms subserving this development, the partial knowledge task was used in a longitudinal study with 67 children (33 girls) as an outcome measure at 5;9 (years;months). In addition, first- and second-order false belief was assessed at 4;2, 5;0, and 5;9. At 2;6, perspective taking and executive abilities were evaluated. Metacognition at 5;9 was correlated with earlier theory of mind and perspective taking – even when verbal intelligence and executive abilities were partialled out. This highlights the importance of perspective taking for the development of an understanding of one’s own mind. 相似文献
In three experiments (Ns?=?327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 to test its moderating role. A meta-analysis across the three studies confirmed the following pattern: a small to moderate stereotype-contrasting grading bias, if the evaluators endorsed stereotypes, but no bias if they did not. Tests from the gender that, according to the stereotype, is weaker in the domain, were graded better. Study 1 and 3 further showed that the supposedly weaker gender received more elaborated feedback. The results are discussed in terms of shifting standards and previous findings in gender bias in school.
Detecting changes, in performance, sales, markets, risks, social relations, or public opinions, constitutes an important adaptive function. In a sequential paradigm devised to investigate detection of change, every trial provides a sample of binary outcomes (e.g., correct vs. incorrect student responses). Participants have to decide whether the proportion of a focal feature (e.g., correct responses) in the population from which the sample is drawn has decreased, remained constant, or increased. Strong and persistent anomalies in change detection arise when changes in proportional quantities vary orthogonally to changes in absolute sample size. Proportional increases are readily detected and nonchanges are erroneously perceived as increases when absolute sample size increases. Conversely, decreasing sample size facilitates the correct detection of proportional decreases and the erroneous perception of nonchanges as decreases. These anomalies are however confined to experienced samples of elementary raw events from which proportions have to be inferred inductively. They disappear when sample proportions are described as percentages in a normalized probability format. To explain these challenging findings, it is essential to understand the inductive-learning constraints imposed on decisions from experience. 相似文献
In 2010 the classification and terminology committee of the International League Against Epilepsy (ILAE) presented a revised proposal for the classification of epileptic seizures and epilepsy, which is also available as a German translation. In 2016 this commission presented an operational classification of epileptic seizures and new concepts for the classification of epilepsy. The essential amendments and aspects of this new classification system in comparison to the previous classification of epileptic seizures and epilepsy are briefly summarized and exemplified by two case reports. 相似文献
The Parent‐Child Play Scale was developed as a scale that complements the Parent‐Child Feeding Scale, created by I. Chatoor et al. (1997), to evaluate mother–infant/toddler interactions in two different caregiving contexts of a young child's everyday life, specifically play and feeding. This Play Scale can be used with infants and toddlers ranging in age from 1 month to 3 years and provides reliable global ratings of mother–child interactions during 10 min of videotaped free‐play in a laboratory setting. The scale consists of 32 mother and infant/toddler interactive behaviors which are rated by trained observers from videotaped observations. Four subscales are derived: Dyadic Reciprocity, Maternal Unresponsiveness to Infant's/Toddler's Cues, Dyadic Conflict, and Maternal Intrusiveness. Construct validity and interrater and test‐retest reliability of the Play Scale have been demonstrated. This Play Scale discriminates between children with and without feeding disorders as well as between children with different subtypes of feeding disorders as defined by the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised (DC:0–3R) (Feeding Disorder of State Regulation, Feeding Disorder of Caregiver‐Infant Reciprocity, and Infantile Anorexia). It can be used for research or clinical practice in the diagnosis and treatment of early feeding problems, to assess the pervasiveness of mother–infant/toddler difficulties and to monitor changes following therapy. 相似文献