建言效能感结构及其在员工建言行为发生中的作用

作为一种组织促进性行为, 员工建言在知识经济时代对组织的作用日益显著。学界从多角度探讨了建言的发生机制, 然而从认知的视角的研究则较为缺乏。本研究从社会认知理论视角, 构建了建言效能感结构(研究一), 并探索了建言效能感在建言行为发生中的作用(研究二)。研究一从长三角地区企业的26名基层员工中提取建言效能感关键事件, 编制初始问卷, 通过对188个样本的探索性因子分析及对另188个样本的验证性因子分析, 探索并验证了建言效能感的结构及其量表; 研究二通过对401份“员工－上级”配对样本的问卷研究显示, 一般自我效能感对建言行为有着正向影响, 且建言效能感在其中起着中介作用, 工作可得性缓冲调节建言效能感与建言行为之间的关系。     

读后续写在医学生叙事能力培养中的应用

叙事性阅读和写作能力是叙事能力的重要组成部分,在叙事能力培养过程中应得到充分的重视。读后续写作为一种把语言的输入和输出紧密结合的语言教学方法,对于培养学生的阅读和写作能力有重要作用。所以,在叙事能力培养的过程中,尤其是初级阶段,读后续写可用于训练和培养学生的叙事性读写能力。通过教学实践发现,读后续写把叙事性阅读和写作联系起来,能提高学生的叙事性阅读和写作能力,并帮助学生进行换位思考,提高其共情能力,最终提升学生的整体叙事能力。     

新冠疫情下过度胜任教师会进行知识共享吗?角色宽度自我效能感和知识共享意愿的链式中介作用

新冠肺炎疫情之下教育部要求教师利用网络平台"停课不停学"。本文以人-环境匹配理论为基础,探讨疫情之下过度胜任教师的知识共享行为。采用126份一线教师问卷调查数据,应用bootstrap进行了中介效应的检验。结果表明,过度胜任感较高的教师会产生更多的知识共享行为;角色宽度自我效能感和知识共享意愿在过度胜任感影响知识共享行为过程中起中介作用,且角色自我效能感和知识共享意愿还存在链式中介作用。研究成果深化了过度胜任感影响教师知识共享行为作用机制的认识,在重大社会事件下探索过度胜任带来的积极影响,并提出相应的政策建议,为学校教师提升教学水平以更好地完成教育教学目标提供理论和实践依据。     

Nuance, Complexity, and Context: Qualitative Methods in Genetic Counseling Research

Because of its potential for capturing complexity and process and its focus on communicating the meaning in human action, qualitative research is rapidly gaining acceptance in a wide variety of disciplines. Various qualitative approaches to research support its potential usefulness in genetic counseling research. Formulation of research questions and selection of appropriate qualitative methods are the first step. Interviewing, narrative analysis, focus groups, ethnography/participant observation, and participatory action research are only some of the most popular techniques that may be suitable in various situations. Processes of evaluation, analysis, and even ethical issues often differ somewhat from quantitative research. This article discusses these issues and the potential value of qualitative methods for research related to genetic counseling.     

PROCEDURES TO INCREASE SOME ASPECTS OF CREATIVITY

Instructions, reinforcement (team points), and practice were applied to four behaviorally defined creative behaviors of eight fourth- and fifth-grade students. All four aspects (number of different responses, fluency; number of verb forms, flexibility; number of words per response, elaboration; and statistical infrequency of response forms, originality) were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's tests of creativity. Application of the experimental procedures may well be practical for classroom teachers.     

A stochastic theory of matching processes

A theory of matching processes is developed within which serial models and parallel models based on within-stage independent intercompletion times are defined. These models are then specialized to a class of processes possessing exponential intercompletion time densities and equivalence properties of parallel and serial models within this class are investigated. Nonequivalence theorems are proved that designate possible differences in “same” (+) and different (?) matching rates as important in testing parallel and serial models. An experimental paradigm is then derived with the property that if + rates are different from — rates, and if processing is self-terminating, then the parallel and serial models are distinguishable at the level of mean reaction times. The serial class of models that is tested by this paradigm includes a large number of stochastic distributions whose central assumption is additivity of element processing times. The corresponding parallel class of models is currently limited to those assuming exponential intercompletion times. A numerical example and an example of non-parametric relations predicted by the serial or parallel models are given. Some advantages and limitations of the present treatment are discussed.     

The self invented personality? Reflections on authenticity and writing analytic papers

One of the great themes of American literature is the self-invented personality, whether it is Scott Fitzgerald's Gatsby or one of Philip Roth's alter egos, such as Nathaniel Zuckerman. This is just one of several approaches which novelists employ. They take a problem from life, perhaps their own, and then embark on solving the problem of the book-which is how to write about this. Sometimes, as in Tobias Wolff's novel Old School, the personality of the narrator is woven into an exploration of the creative process itself. Wolff's novel concerns itself not just with writing but with how to become a writer. I explore how this process is similar to both writing about analysis and becoming an analyst. In doing this I discuss issues of authenticity, fiction, art, the effects of identification, the power of the super-ego, supervision and learning, integrity of life and work, envy and the xenocidal impulse, the regulation of our profession and the loss of trust, and in so doing join in discussion with Plaut, Wharton, Tuckett and others about professional communications, the internal world and the mysteriousness of our relation to our internal objects.