初中生数学自我效能问卷的编制

根据国内外关于数学自我效能研究的文献,结合我国初中生数学学习的内容特点与实际背景情况,编制数学自我效能问卷。研究以初一与初二学生为对象,采用开放式问卷对188名学生和53名数学教师进行调查,首先编制出44个项目的初测问卷;采用封闭式问卷对479名学生的初测结果进行验证性因素分析与项目分析,形成了包含日常生活中数学任务的效能、数学相关课程的效能与数学学业问题解决效能三个维度的26个项目的正式问卷;最后对350名学生施测正式问卷。分析研究结果表明,该数学自我效能问卷的因素结构清晰,具有合理的信度和效度。     

Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys

An understanding of the differences in the ways in which self-efficacy and interest influence boys’ and girls’ intentions to continue enrollment in mathematics courses may provide insight into how to encourage continued mathematics enrollment for all students. Two competing theoretical models of mathematics self-efficacy and interest in predicting students’ enrollment intentions and achievement were evaluated separately across samples of middle level boys and girls. One model was empirically supported for both groups and indicated the independent influence of self-efficacy and interest in predicting enrollment intentions. Multi-group analyses revealed that self-efficacy’s influence in enrollment intentions and achievement was significantly stronger for boys than for girls, and interest was significantly more important in the prediction of enrollment intentions for girls than for boys.     

归因、自我效能和社会容认度对心理求助行为的影响

在江光荣心理求助行为的“阶段-决策模型”框架下,探查处于第三阶段的被试的求助行为,侧重研究⑴对心理问题的归因、⑵作为心理咨询当事人的自我效能和⑶心理求助行为的社会容认度这三个变量对实际求助行为的影响,同时探讨变量之间的作用机制。结果表明,这三个变量对求助行为均有预测作用。其中心理求助行为的社会容认度除了对求助行为有直接作用外,还以作为心理咨询当事人的自我效能为中介变量间接影响求助行为。整个模型对求助行为解释的变异量达到26％     

The role of career adaptability in predicting entrepreneurial intentions: A moderated mediation model

Guided by the Career Construction Theory (Savickas, 2013), we view entrepreneurship as an adaptive vocational behavior driven by an individual's self-regulatory capacity to thrive in a complex entrepreneurial career context. Our research model posited that individuals rely on their adaptive resources and entrepreneurial self-efficacy as they form entrepreneurial intentions. Career adaptability, as self-regulatory competencies, is further strengthened by prior exposure to family business. We collected data over three measurement periods from Serbian business students (n = 380) and validated the Career Adapt-Abilities Scale (CAAS). The moderated mediation model was supported and as predicted: (a) career adaptability was positively associated with entrepreneurial intentions and (b) the mediated relationship between career adaptability and entrepreneurial intentions via entrepreneurial self-efficacy was stronger for individuals with prior exposure to family business. In addition, we provide evidence for the psychometric properties of CAAS by examining its internal consistency, test–retest reliability, and factor structure. Taken together, our study offers the groundwork for understanding successful adaptation in the entrepreneurial career context and supports the cross-national measurement equivalence and utility of CAAS in a developing economy.     

Enhancing the Benefits of Written Emotional Disclosure Through Response Training

Writing about a personal stressful event has been found to have psychological and physical health benefits, especially when physiological response increases during writing. Response training was developed to amplify appropriate physiological reactivity in imagery exposure. The present study examined whether response training enhances the benefits of written emotional disclosure. Participants were assigned to either a written emotional disclosure condition (n = 113) or a neutral writing condition (n = 133). Participants in each condition wrote for 20 minutes on 3 occasions and received response training (n = 79), stimulus training (n = 84) or no training (n = 83). Heart rate and skin conductance were recorded throughout a 10-minute baseline, 20-minute writing, and a 10-minute recovery period. Self-reported emotion was assessed in each session. One month after completing the sessions, participants completed follow-up assessments of psychological and physical health outcomes. Emotional disclosure elicited greater physiological reactivity and self-reported emotion than neutral writing. Response training amplified physiological reactivity to emotional disclosure. Greater heart rate during emotional disclosure was associated with the greatest reductions in event-related distress, depression, and physical illness symptoms at follow-up, especially among response trained participants. Results support an exposure explanation of emotional disclosure effects and are the first to demonstrate that response training facilitates emotional processing and may be a beneficial adjunct to written emotional disclosure.     

Career writing: Creative,expressive and reflective approaches to narrative identity formation in students in higher education

This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.     

Empowering leadership,uncertainty avoidance,trust, and employee creativity: Interaction effects and a mediating mechanism

Taking an interactional approach, we hypothesized that (a) there is an interaction between empowering leadership, uncertainty avoidance, and trust that affects creativity, such that empowering leadership has the strongest positive relationship with creativity when the employees have high levels of uncertainty avoidance and trust their supervisors; and (b) creative self-efficacy mediates the effect that this three-way interaction between empowering leadership, uncertainty avoidance and trust has on creativity. In Study 1, we used a time-lagged research design, collecting multi-source data from 322 employees and their supervisors. The results of Study 1 supported our hypotheses. In Study 2, we used a more temporally rigorous research design in which data were collected in three stages, with a two-month time interval separating Stages 1 and 2, and Stages 2 and 3. On the basis of the time-lagged and multi-source data from 199 employees and their supervisors, Study 2 produced the same results as Study 1. We discuss the implications of these results for future research and practice.