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101.
Previous research on pay expectations has focused on gender differences and the reasons for those differences. In this study three types of reward expectations were measured. Pay expectations (starting salary and peak salary) were assessed, as well as another reward expectation, ease of promotion. The influences of gender, race, and type of job on reward expectations were investigated. The results indicated that Caucasians have higher peak pay expectations than African Americans for all job types. Interactions were discovered between race and type of job for starting salary, and between gender and type of job for ease of promotion. 相似文献
102.
In this study the authors provide an empirical analysis of the job attitudes and behavior of temporary workers in Singapore, compiling and categorizing the various reasons individuals choose temporary jobs, in an effort to provide a clear and comprehensive understanding of why people choose this work arrangement. A profile of temporary employees showed that job attitudes are affected by the importance of the various reasons given for being a temporary worker. This exploratory study provides a foundation on which more complex relationships between these variables can be examined. 相似文献
103.
An attempt to discriminate different types of executive functions in the Wisconsin Card Sorting Test
This study examined the roles of the phonological working memory and the central executive in the Wisconsin Card Sorting Test by altering the materials and the procedure of the task and using a dual-task design, in which cognitive abilities of normal participants were manipulated by performance of the secondary tasks selectively taxing the phonological loop or the central executive. The present study used three novel versions of the Wisconsin Card Sorting Test, namely the WCST-4 stimuli, the WCST-12-stimuli, and the WCST-12-stimuli-box, in all of which the participants were given the exact sorting criterion. So the tasks did not involve processes such as maintenance of inferences about the sorting criterion which would require phonological memory load. However, the tasks were assumed to require the executive process of response inhibition. In the WCST-4-stimuli condition no change was made to the WCST materials. In the other two conditions, relying on the assumption that the three-dimensional nature of the cards triggers inappropriate responses, unidimensional stimulus cards were used instead of the four normal three-dimensional WCST stimulus cards. The difference between these two conditions was that, in the WCST-12-stimuli-box condition, boxes were used to conceal the response cards previously sorted. The results supported Dunbar and Sussman's (1995) argument that some executive processes in the Wisconsin Card Sorting Test require the use of phonological store, and the present design was able to differentiate the type of executive functions that do not involve the use of a phonological loop from the ones that do. In addition, the results concerning manipulations of the visual aspects of the Wisconsin Card Sorting Test suggest that the three-dimensional nature of the WCST stimulus cards leads to an increase in the number of inappropriate responses produced with the executive secondary task interference. 相似文献
104.
In this exploratory study, the authors adopted an empirical approach to determine the various primary career anchors possessed by Singapore educators, the impact of the degree of congruency between teaching and the career anchors on intrinsic and extrinsic satisfaction, and turnover intentions. A number of hypotheses were supported and provided the 1st step in understanding this group of important individuals who nuture the future generation of human capital for the workplace. 相似文献
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Although creativity has long been recognized as an important aspect of mathematical thinking, both for the advancement of the field and in students' developing expertise in mathematics, assessments of student creativity in that domain have been limited in number and focus. This article presents an assessment developed for creativity that provides a score for mathematical creativity (MaC) in addition to a score for general creativity in the numeric domain, or what we might call numerical creativity (NuC). We developed different rating scales for each and then explored how each scoring method accounts for the students' mathematical/numerical and creative skills. The psychometric properties for both scoring approaches were examined. Each method was shown to reflect different relationships with other performance tests. In addition, it is proposed that MaC may provide useful insight into students' levels of adaptive expertise in mathematics, as reflected by their ability to apply mathematical knowledge (i.e., language, operations, concepts) to novel situations, representing an informative supplement to performance indicators of math achievement. 相似文献
108.
Interpersonal coping styles and couple relationship quality: Similarity versus complementarity hypotheses 下载免费PDF全文
This study employs a dyadic approach and examines how two partners' interpersonal coping styles may independently and jointly predict their relationship quality. Hypotheses were derived on the basis of dyadic coping theory focusing on how similar versus complementary styles of interpersonal coping may be useful in explaining couples' relationship quality. On the basis of attachment theory and self‐determination theory, three interpersonal coping styles were included: dismissive, adaptive, and anxious/expressive. Data were collected from 123 romantic couples. Actor–partner interdependence models revealed that interpersonal coping styles were related to self‐perceived (actor effect) and partner‐perceived (partner effect) relationship quality. Furthermore, results also showed that relationship quality was predicted by the interactions between self's and partner's interpersonal coping styles. Findings suggest that future research should focus on understanding interpersonal coping behaviors of both partners in a relationship, especially the complex interactions between two partners' characteristics and their effects on relationship outcomes. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
109.
Wenshu Luo David Hogan Liang See Tan Berinderjeet Kaur Pak Tee Ng Melvin Chan 《Asian Journal of Social Psychology》2014,17(3):184-195
This study examines the role of self‐construal in student learning by testing a mediation model: through math achievement goals, self‐construal predicts math self‐concept and anxiety, which further predict math achievement. A sample of 1196 students from 104 secondary classes in Singapore took a survey and a math achievement test. The results from multi‐group structural equation modelling support measurement invariance and equal path coefficients in the mediation model between boys and girls. Interdependent self‐construal positively predicted mastery approach and avoidance goals, through which interdependent self‐construal had a positive total indirect effect on math anxiety. Independent self‐construal positively predicted mastery approach, performance approach and performance avoidance goals, and through the two approach goals, high independent self‐construal was associated with high math self‐concept. Overall, self‐construal was not associated with math achievement. The findings enhance our understanding of achievement motivation from a sociocultural perspective and help explain East Asian students’ relatively higher anxiety and lower self‐concept in comparison with their Western counterparts as reported in international studies. 相似文献
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