Factors underlying bus-related crashes in Hanoi,Vietnam

Road traffic crashes accounted for almost 13% of the total mortality recorded at the public health facilities in Vietnam in 2010. This qualitative study investigated factors related to bus-related crashes in Hanoi, Vietnam using focus group discussions and in-depth interviews among 75 participants who are bus drivers, motorcycle users, bus passengers, bus company managers, traffic policemen and local authorities. The results suggested that bus drivers were not the sole contributor to road traffic crashes with other vehicles. The rapid population growth due to rural to urban migration and the poor transport system appeared to be important contributing factors. In addition, “village culture” was likely to influence both the traffic behaviors of road users and the practices of law enforcement officers. Moreover, drink-driving behaviors appeared to be an important contributor to bus-related crashes. Supervision and penalty policies of bus companies also appeared to influence the driving performance of bus drivers. For a long-term solution to reduce bus-related crashes, it is vital to improve the transport infrastructure and the state management capacity regarding road safety as well as to assist the positive transition of citizens migrating from rural areas to their new urban lifestyle.     

The Caterpillar Game: A SW-PBIS Aligned Classroom Management System

The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool, Kindergarten, and second grade). When the Caterpillar Game was implemented, student disruptive behavior decreased and teacher behavior-specific praise increased across all 3 classrooms. Disruptive behavior and teacher praise remained similar to intervention 2–4 weeks later, and teacher satisfaction with the Caterpillar Game was high. This study adds further support for the use of the Caterpillar Game as a classroom management tool.     

创业环境与大学生创业意向的关系:有调节的中介模型

本研究提出一个有调节的中介模型,揭示了创业环境"怎样"影响大学生创业意向及这种影响"何时"更强或更弱。采用创业环境量表、创业动机量表、创业意向量表对647名大学生进行研究。研究显示:(1)创业动机在创业环境与大学生创业意向之间起部分中介作用;(2)性别调节了创业环境通过创业动机影响大学生创业意向的中介过程的前半路径。因此,创业环境对大学生创业意向的影响是有调节的中介效应,研究结论对提高大学生的创业意向具有重要的理论与实证价值。     

从恢复体验到地方依恋:环境偏好与居住时长的作用

探究源自环境的恢复体验(如,放松、平静等)对居住者地方依恋(包括地方依赖和地方认同两个维度)的预测作用,并分析其中的内在过程与情境条件。采用问卷研究法(N=410),结果发现:(1)恢复体验能显著正向预测个体地方依恋;(2)环境偏好在恢复体验与地方依恋之间起完全中介作用;(3)居住时长调节环境偏好与地方依恋(主要是地方认同)之间的关系。研究将有助于探寻环境心理学视角下的压力管理与城市管理协同路径。     

Relationships between various person–environment fit types and employee withdrawal behavior: A longitudinal study

This study investigated the relationships between various person–environment fit types and employees' withdrawal attitudes and behaviors. I collected an initial survey data from 901 employees who had been with their organizations for 6 months at most and whose current organizations were their first employers. Of these respondents, only 297 responded to the second survey, 6 months after the first. The results showed person–job, person–supervisor, and person–organization fits correlated significantly with turnover intention on the first survey. Logistic regression analyses showed only person–organization fit correlated significantly with actual turnover at the time of Survey 2. I discuss implications and limitations of this study.     

Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed.     

The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning

Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N = 275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors.