国有中型制造业中层管理者胜任特征模型的构建研究

研究采用质性研究和量化研究相结合的方法,对国有中型制造业中层管理者的胜任特征进行了系统、深入的研究,由3个部分构成。研究1采用行为事件访谈技术、德尔菲法、核检表法初步建立起包含17项胜任特征,聚为6个胜任特征群的模型;研究2对模型的内部结构探索验证,发现七因素模型比六因素模型更稳定;研究3采用聚类和层次分析法获得模型的系统权重。研究为胜任特征模型的研究提供了理论支持和应用指导。     

Psychological and demographic correlates of career patterns

Recent years have witnessed a growing diversity of career patterns, resulting from the relative decline of stable employment. In the present study of 1368 employed and self-employed German adults career pattern diversity was assessed using nine pictograms. The goal was to identify psychological and demographic correlates of these patterns and to answer the question of whether they differed for participants from the former (communist) East and the capitalist West. Findings indicated that upward-pointing career patterns still connected to extrinsic criteria such as income and job security. With regard to psychological correlates, upward patterns connected to lower work-related demands imposed by social change and a higher level of personal and social resources. Only in the West, upward patterns related to male gender and high education, reflecting more traditional access to upwardly mobile career opportunities.     

Homily at the Opening Prayer of the 11th Assembly of the World Council of Churches

This is the text of the homily at the opening prayer of the 11th Assembly of the World Council of Churches on 31 August 2022. The homily was based on Jesus' encounter with the Samaritan woman at the well, a narrative in the fourth chapter of the Gospel of John. Despite wide gaps of religious belief, gender, culture, and lifestyle, Jesus took the woman seriously and spoke to her on a personal level.     

中小学生欺负者归因特点的研究

本研究以归因理论为依据,采用自编的中小学生欺负者归因量表对3-9年级学生施测,以考察中小学生欺负者归因的基本特点。结果发现:(1)中小学生较多地从IUC上知觉欺负者的欺负行为,较少从ESU上知觉该行为;(2)在ISC、ISU、IUC、EUC、EUU这五个原因上存在性别差异;(3)除ESU外的七项原因的知觉上存在组别差异;(4)对八项原因的知觉上均存在显著性年级差异;(5)独生子女因素对欺负者归因不存在显著性影响。     

Measuring child temperament: Validation of a 3‐item Temperament Measure and 13‐item Impulsivity Scale

A 3-item Temperament Measure and a 13-item Impulsivity Scale were tested against the 36-item Children's Behaviour Questionnaire (CBQ). Overall, 229 caregivers completed the CBQ and the 3-item Temperament Measure based on the traits of Surgency, Negative Affectivity and Effortful Control as measured by the CBQ. Their children completed the Impulsivity Scale. Psychometrics of the CBQ and the Impulsivity Scale were examined, which were considered good in terms of internal consistency and factorial structure. The three temperament items correlated with the average scores on the corresponding CBQ factors. Furthermore, Surgency was highly related to Impulsivity. Findings provide evidence for the applicability of the Impulsivity and Temperament Measures for research.     

Associations between personality traits and psychological well-being across time in middle adulthood

Associations of personality traits with psychological well-being (PWB) were analyzed across ages 33–50 as part of an ongoing Finnish longitudinal study (initial N = 369). Bivariate latent growth curve analyses indicated that a low initial level of neuroticism (.75) and high extraversion (.55) correlated strongly with a high level of PWB. Moreover, a high level of conscientiousness, openness, and agreeableness also correlated significantly with PWB. The change factor was significant only for openness: the higher the initial level of PWB, the higher the increase in openness from age 33–50. In comparison with emotional well-being, indicated by general life satisfaction, the associations of the personality traits with PWB were significantly stronger for neuroticism, extraversion, and openness.     

Engagement in After-School Programs as a Predictor of Social Competence and Academic Performance

Using the experience sampling method, this study examined two questions related to outcomes associated with after‐school programming. First, does the quality of experience in after‐school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after‐school programs during 1 week in the fall and spring of the 2001–2002 academic year. Engagement during after‐school hours partially mediated the relationship between participation in after‐school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after‐school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after‐school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.     

Anxiety research in Japan

Abstract

This article focused on traumatic stress and adjustment in the Middle East. Conservation of Resources (COR) stress theory was proposed as a template to explain the relationship between traumatic circumstances and subsequent adjustment. According to COR theory, moderate and major life events produce negative psychological, functional, and health sequelae to the extent that resource loss is experienced. Resource loss that is developmentally overwhelming, or chronic, or a threat to survival was proposed to produce extreme or prolonged adjustment difficulties. Conversely, the replenishment of resources was seen as alleviating psychological suffering. COR theory was applied broadly to children, adults, civilians, and military personnel.     

A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement

Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment.     

Pauses in elementary school children's verbatim and gist free recall of a story

The aim of the research was to explore the function of pauses in children's oral verbatim and gist-based free recall, assuming that pauses indicate cognitive processing. The main question guiding this research was whether verbatim and gist recall constituted two different ways of cognitive processing associated with different time patterns of speech. Elementary school children (n = 180) between the ages of 8 and 10 years heard a story and were then instructed to either retell the story verbatim or retell its gist. They orally recalled the story for the first time immediately after hearing the story and again 1 week later. The results confirmed the main hypothesis of independence of verbatim and gist traces in that mean pause lengths were longer when verbatim retrieval was asked for as compared to gist retrieval. High correct gist recall was characterized by more and shorter pauses, indicating fluent retrieval.