Investigating the Role of Goal Orientation in Job Seekers’ Experience of Value Congruence

There is still limited understanding of how goal orientations influence the association between value congruence (VC) and organisational attraction for job seekers. We address this issue by investigating the impact of individuals’ goal orientations on the VC–attraction relationship. Our investigation using different measurement approaches to congruence across two studies also allowed us to examine the implications of different methods to operationalising VC in job search contexts. Two prominent types of goal orientation in job search—learning-approach goal orientation (LAGO) and performance-avoid goal orientation (PAGO)—were hypothesised to moderate the relationship between VC and organisational attraction. In study 1, value congruence based on direct molar perceptions displayed a stronger positive relationship with attraction among low LAGO individuals. Study 2, using separate atomistic judgments of person and organisational values, also demonstrated that LAGO moderates the effects of VC on attraction. However, the form of moderation effects varied across different types of work values (i.e., relationships and security). These findings demonstrate the need to contextualise the study of job seekers’ VC within a goal-striving context, where different ways of operationalising VC can also shed more light on the psychological processes underlying judgments of congruence.     

Atypically heterogeneous vertical first fixations to faces in a case series of people with developmental prosopagnosia

ABSTRACT

When people recognize faces, they normally move their eyes so that their first fixation is in the optimal location for efficient perceptual processing. This location is found just below the centre-point between the eyes. This type of attentional bias could be partly innate, but also an inevitable developmental process that aids our ability to recognize faces. We investigated whether a group of people with developmental prosopagnosia would also demonstrate neurotypical first fixation locations when recognizing faces during an eye-tracking task. We found evidence that adults with prosopagnosia had atypically heterogeneous first fixations in comparison to controls. However, differences were limited to the vertical, but not horizontal, plane of the face. We interpret these findings by suggesting that subtle changes to face-based eye movement patterns in developmental prosopagnosia may underpin their face recognition impairments, and suggest future work is still needed to address this possibility.     

A Protected Minority? Jews and Criminal Justice: Bologna, 1370–1500

Though Jews arrived late in Bologna, they soon came to form a considerable community, numbering several hundred by the end of the fourteenth century. The existing historiography of this community is strongly characterized by ideas of inclusion and normalization of Jewish relations with Christian society. In contrast, the historiography of Jews in Renaissance Italy is heavily marked by references to their prosecution for alleged crimes. In exploring this contrast, this article examines fifty Bolognese trials involving Jews between 1370 and 1500, covering homicide, violence, theft, and sexual offenses. In order to reveal the particular character of criminal prosecutions of Jews, they are here placed in a comparative analysis with those of a similar group in the city: students.     

Religious education for spiritual bricoleurs? the perceptions of students in ten Christian-ethos secondary schools in England and Wales

ABSTRACT

Religious Education (RE) in England and Wales functions within a post-secular culture. In the last fifty years, approaches characterised by academic rigour, impartiality, and professionalism have been prioritised. In this post-secular culture, the notion of bricolage aptly describes how some young people seek meaning, explore the spiritual dimension of life, with fragmented understandings of, experiences and encounters with the religious traditions. This paper draws on data from an empirical research project involving 350 students, to explore why students in ten Christian-ethos secondary schools in England and Wales recognised Religious Education (RE) as a significant contributor to their spiritual development. The analysis is illuminated by employing the concept of a narthical learning space (NLS) as the lens with which to examine young people’s experiences. Three aspects of RE are explored: the debating of existential questions; opportunities to theologise and reflect; and encounters with the beliefs, practices, and opinions of others. This article argues that the concept of RE as a narthical learning space alongside the notion of young people as spiritual bricoleurs illuminates how the students in this study interpret the contribution of RE to their spiritual development.