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431.
在快速发展的全球化和知识经济背景下,各类组织急需通过变革创新来适应动态环境和开拓发展。本研究使用基于多案例的实验学习技术,研究与检验了公司组织变革的关键特征和人力资源策略与变革策略,特别关注了组织学习的关键作用。基于110项组织变革案例情节的内容分析,本研究验证了变革的四项主要特征:风险创新性、动态整合性、网络互动性和文化多样性。组织变革过程的有效人力资源策略包括培训发展、招聘配置和绩效薪酬。统计分析结果表明,组织绩效受到多重因素影响和组织学习的中介效应,而组织学习各个维度中,实验尝试学习的效应最显著。组织学习促进了两种变革策略的效能期望,即文化学习策略和团队协同策略。 相似文献
432.
Recent developments in CBT emphasize the promotion of psychological flexibility to improve daily functioning for people with a wide range of health conditions. In particular, one of these approaches, Acceptance and Commitment Therapy (ACT), has been studied for treatment of chronic pain. While trials have provided good support for treatment effectiveness through follow-ups of as long as seven months, the longer-term impact is not known. The present study of 108 participants with chronic pain examined outcomes three years after treatment completion and included analyses of two key treatment processes, acceptance of pain and values-based action. Overall, results indicated significant improvements in emotional and physical functioning relative to the start of treatment, as well as good maintenance of treatment gains relative to an earlier follow-up assessment. Effect size statistics were generally medium or large. At the three-year follow-up, 64.8% of patients had reliably improved in at least one key domain. Improvements in acceptance of pain and values-based action were associated with improvements in outcome measures. A “treatment responder” analysis, using variables collected at pre-treatment and shorter term follow-up, failed to identify any salient predictors of response. This study adds to the growing literature supporting the effectiveness of ACT for chronic pain and yields evidence for both statistical and clinical significance of improvements over a three-year period. 相似文献
433.
Research exploring the effects of physical attractiveness frequently assesses attractiveness by employing subjective appraisals by independent raters. However, there is reason to believe that rater characteristics – especially their sex – may systematically bias subjective ratings of physical attractiveness. The current study explores this possibility by analyzing data from the National Longitudinal Study of Adolescent Health (N = 13,330). Analyses of these data revealed that ratings of physical attractiveness are significantly influenced by the sex of the interviewer/rater. Specifically, male raters were significantly less likely than female raters to assess males as attractive, very attractive, and very unattractive. The results are explained within the context of evolutionary psychology and illustrate a methodological concern for research on physical attractiveness. 相似文献
434.
探查儿童寻求信任性人际关系建立和向他人求助启动阶段的人际关系认知,检验心理弹性儿童是否比缺乏心理弹性儿童拥有更准确、快速的人际关系类型和更积极、快速的中性人际关系性质认知。利用自编人际关系类型认知和中性情境人际关系性质认知实验程序,对经由汇聚操作法筛选出的心理弹性儿童(99人)和缺乏心理弹性儿童(176人)实施实验,记录被试的反应结果和反应时。以年龄和性别为协变量,分别对两组儿童人际关系类型认知得分及反应时、中性情境人际关系性质认知得分及反应时进行组间差异的协方差分析。结果支持部分研究假设:心理弹性儿童人际关系类型认知总分显著高于缺乏心理弹性儿童;心理弹性儿童在中性情境下人际关系性质认知积极与消极维度总分、积极—消极连续体上的振幅均显著小于缺乏心理弹性儿童,但心理弹性儿童对中性情境人际关系性质认知更具积极偏向;两组儿童在所有任务指标上的平均反应时差异皆不显著。提示,儿童对人际关系类型的准确把握及对人际关系性质谨慎却相对积极的认知,可能是有效寻求和建立人际关系、获取社会支持资源以良好应对严重压力/逆境的重要主体性因素。 相似文献
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438.
Kenneth J. Tarnowski L. Kaye Rasnake Thomas R. Linscheid James A. Mulick 《Journal of applied behavior analysis》1989,22(1):101-109
Behavioral observations were conducted on 40 children admitted consecutively to an inpatient pediatric burn care unit (PBCU) over a 6-month period. Children's responses to the PBCU environment as well as adult responses to patients were assessed. Data indicated that children most frequently (a) were oriented and alert, (b) emitted vocalizations or verbalizations, (c) were environmentally engaged, (d) and demonstrated positive or neutral affective responding. Adult-child interactions occurred during the majority of observations. Age was found to be significantly related to the type of distress response exhibited. Positive responses indicative of patient well-being were found to be associated with environmental engagement and the presence of other patients. In general, little evidence emerged to support the notion of a PBCU response pattern which resembles that observed in pediatric intensive care units (i.e., ICU syndrome). The use of observational methods for studying the behavioral adaptation of children in medical settings and the implications of the data for the design of interventions on PBCUs are discussed. 相似文献
439.
Richard A. Kolotkin Richard M. Wielkiewicz 《Journal of psychopathology and behavioral assessment》1984,6(1):59-70
Assertive and nonassertive subjects role played responses to interpersonal situations of known response difficulty in which various types of assertions were appropriate to evaluate the interactive effects of demand and difficulty on assertive performance. Subjects responded as they normally would (low demand) and as if they had just finished an extensive assertive training program (high demand). Role-play data, rated for overall assertion, revealed that (a) subjects were more assertive under high than low-demand; (b) assertive performance varied with situational difficulty; and (c) self-reports of assertive ability predicted behavior only when role-play situations were easy or demand low, and high demand had preceded low demand. It was concluded that assertive performance is strongly influenced by situational and cognitive variables, that self-reports predict behavior only in specific assessment circumstances, and that role plays tend to measure maximal, rather than typical, performance. These findings are discussed in terms of their implications concerning the validity of role-play assessment procedures.An earlier version of this paper was presented at the annual convention of the Association for Advancement of Behavior Therapy, Toronto, Canada, November 1981. 相似文献
440.
Daniel Solomon Marilyn Watson Victor Battistich Eric Schaps Kevin Delucchi 《American journal of community psychology》1996,24(6):719-748
Although prior research has shown sense of community in schools to be related to many positive student characteristics, effective
interventions that can create or enhance this sense have not been demonstrated. In this paper we describe a comprehensive
elementary school program, implemented by teachers, that was successful in creating a sense of community in the classrooms,
as perceived by students. The program was implemented in three elementary schools in a suburban school district; three additional
schools in the same district served as a comparison group. The program, which emphasized cooperative learning, the importance
of democratic and prosocial values, student autonomy and self-direction, and a child-centered approach to teaching and classroom
management, was experienced by a cohort of students from kindergarten through Grade 4, and by a subset of that cohort through
Grade 6. Sense of community was assessed—by questionnaire—in Grades 4, 5, and 6; various student outcomes were assessed via
questionnaire and interview. Results indicated that the program was successful in heightening students’ sense of community,
and that the sense of community—by itself and in combination with program status—related positively to a number of student
outcomes. There was also suggestive evidence that students who experienced their classroom as a community attempted to abide
by its norms and values, and that the authority structure of the classroom was an important determinant of students’ experience
of community and of some of its observed effects.
The project described in this paper was supported by the William and Flora Hewlett Foundation. An earlier version of this
paper was presented at the International Symposium on Research on Effective and Responsible Teaching, Fribourg, Switzerland,
September 1990. A brief, nontechnical summary of the findings described here was included in Solomon, Watson, Battistich,
Schaps, and Delucchi, 1992. In addition to the authors, significant contributions to this work were made by numerous others,
including Carole Cooper, Stefan Dasho, Jane Deer, Sylvia Kendzior, Allison Rickard, Wendy Ritchie, Marc Rosenberg, Judith
Solomon, Carole Stone, Margaret Tauber, and Pat Tuck. 相似文献