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.     

Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition

A randomized control trial examined the impact of a professional development program on rural teachers' attunement to student social dynamics, and the influence of teacher attunement on students' school experiences. In intervention schools serving Latino and White rural early adolescents, teachers (N = 14) received training on social dynamics and aspects of early adolescent adjustment; control school teachers (N = 12) received no training. Social cognitive mapping procedures assessed and compared students' and teachers' perceptions of peer groups; structured observations assessed teachers' management of social dynamics. Students (N = 225) self-reported their perceptions of the school social-affective context. Intervention and control schools differed on teacher attunement and management of the social environment. Students whose teachers were more attuned to peer group affiliations evidenced improved views of the school social environment. Findings are discussed in terms of attunement as an element of teachers' invisible hand, and for teachers' role in promoting productive contexts for students during the middle school transition.     

The Effects of Protestant Theological Conservatism and Trust on Environmental Cooperation

Recent studies indicate that Protestant theological conservatism is associated with lower levels of generalized trust. In this article, we ask: What are the implications of theological conservatives’ lower trust levels? Specifically, does their lower trust impact environmental cooperation? Past research finds that trust promotes cooperation, and we theorize that because theological conservatism undermines trust, it should negatively impact cooperation directly. Thus, we suggest an interaction between trust and theological conservatism on cooperation. We test the arguments in the context of environmental social dilemmas, including decisions about recycling, water and energy consumption, and individuals’ willingness to protect the environment, using data from the 2010 General Social Survey. Our results support the theory that trust levels among Protestant theological conservatism more acutely undermine environmental cooperation, and we further discuss the implications of these findings.     

Approaching Environmental Sustainability: Perceptions of Self-Efficacy and Changeability

This paper describes a model focused on the role of self-efficacy and belief in changeability of behavior in motivating environmentally sustainable behavior. The model was tested in two studies. The first study found that participants who had greater self-efficacy for sustainability behavior and a greater belief in their changeability of sustainability behavior had a higher level of approach motivation toward sustainability behavior and reported more such actual behavior. The second study investigated the effect of brief interventions intended to increase perception of self-efficacy for sustainability-related purchasing and changeability of sustainability-related purchasing. The intervention that focused on enhancing self-efficacy for making sustainability-related purchases had the strongest impact on intention to purchase. These findings have implications for interventions intended to change behavior related to environmental sustainability.     

大学生对医学教育环境知觉的年级差异

采用英国Dundee大学开发的DREEM量表,对我校医学教育环境进行测量,发现学生对医学教育环境知觉的规律性变化:学生的学习知觉随着年级增加而降低;学生的学术自我知觉随着年级的增加而增加;随着年级的增加,学生的考试作弊倾向也有所增加等,并有针对性地提出应对措施.