My Mentor,My Self: Antecedents and Outcomes of Perceived Similarity in Mentoring Relationships

This study examines the antecedents and outcomes of perceived similarity in mentoring relationships in a sample of 82 matched mentor-protégé dyads. Polynomial regression analyses were used to examine the association between actual and perceived similarity. Protégés were more likely to see themselves as similar to their mentors when they and their mentors shared either higher or lower levels of attachment security. However, sharing similar levels of relational self-construal was unrelated to protégés perceptions of similarity with their mentors. Path analyses revealed that protégés reported more organizational and professional commitment when they saw themselves as similar to their mentors, and that these associations were mediated by protégés’ reports of their mentors providing role modeling functions. These findings suggest that the effects of actual mentor-protégé similarity on perceptions of similarity may depend on the shared attribute, and provide further evidence of the importance of perceived similarity to not only mentoring relationships, but also to organizations.     

ICU护士伦理气氛认知与道德困境的相关性研究

采用量性研究方法对ICU护士进行调查分析,了解ICU护士道德困境和伦理气氛认知的现状,并探讨两者之间的相关性。结果显示,ICU护士道德困境总分为43.00分(24.00, 67.00),伦理气氛认知得分为(3.44±0.38)分。相关性分析结果显示：道德困境总分与关怀型伦理气氛呈负相关(r=-0.131,P＜0.05),与功利型伦理气氛呈正相关(r=0.297,P＜0.01)。护理管理者在临床工作中可采取积极有效的措施塑造关怀型伦理气氛,避免或削弱功利型伦理气氛的形成, 从而降低道德困境的发生。

     

Changing the guard: Organizational science and social psychology in the US army

The US Army employed organizational and behavioral sciences in the context of the emerging Postindustrial political economy to shape its new strategic thought in the 1980s. This article examines how a group of military intellectuals in the Army applied ideas from these sciences to promote officer decision-making and decentralization while maintaining the Army's culture and ethics. They had significant reservations about bringing new ideas from the social sciences into the Army because Robert McNamara's modern cybernetic strategy had scarred the Army's morale and sense of self during the Vietnam War. Instead, the intellectuals carefully adapted ideas into the Army with an unsentimental attitude as it emerged from its post-Vietnam decline so it could fight complex maneuver warfare. Their strategic thought in the late Cold War made the Army a flexible global-spanning force for the unipolar moment in the 1990s and early 2000s.     

The costs of today’s jobs: Job characteristics and organizational supports as antecedents of negative spillover

This study examined job characteristics and organizational supports as antecedents of negative work-to-nonwork spillover for 1178 U.S. employees. Based on hierarchical regression analyses of 2002 National Study of the Changing Workforce data and O∗NET data, job demands (requirements to work at home beyond scheduled hours, job complexity, time and strain) had positive relationships, and job resources (autonomy and skill development) and organizational supports (flexible work arrangements and two work-life culture facets) had negative relationships to negative spillover, but not all relationships held when multiple predictors were examined. Organizational supports did not moderate relationships of job characteristics to negative spillover, and relative weights analysis indicated that job characteristics accounted for the majority of explained variance in negative spillover. The findings underscore the importance of job characteristics, and suggest that job characteristics and organizational supports both need to be considered when developing work-life policies intended to reduce employees’ negative work-to-nonwork spillover.     

Environmental Influences on Ethical Decision Making: Climate and Environmental Predictors of Research Integrity

It is commonly held that early career experiences influence ethical behavior. One way early career experiences might operate is to influence the decisions people make when presented with problems that raise ethical concerns. To test this proposition, 102 first-year doctoral students were asked to complete a series of measures examining ethical decision making along with a series of measures examining environmental experiences and climate perceptions. Factoring of the environmental measure yielded five dimensions: professional leadership, poor coping, lack of rewards, limited competitive pressure, and poor career direction. Factoring of the climate inventory yielded four dimensions: equity, interpersonal conflict, occupational engagement, and work commitment. When these dimensions were used to predict performance on the ethical decision-making task, it was found that the environmental dimensions were better predictors than the climate dimensions. The implications of these findings for research on ethical conduct are discussed.     

Measures of Mentoring,Department Climate,and Graduate Student Preparedness in the Responsible Conduct of Psychological Research

Drawing upon two independent national samples of 201 and 241 psychology graduate students, this article describes the development and psychometric evaluation of 4 Web-based student self-report scales tapping student socialization in the responsible conduct of research (RCR) with human participants. The Mentoring the Responsible Conduct of Research Scale (MRCR) is composed of 2 subscales assessing RCR instruction and modeling by research mentors. The 2 subscales of the RCR Department Climate Scale (RCR-DC) assess RCR department policies and faculty and student RCR practices. The RCR Preparedness scale (RCR-P) and the RCR Field Integrity scale (RCR-FI) measure respectively students' confidence in their ability to conduct research responsibly and their belief in the RCR integrity of psychology as a discipline. Factor analysis, coefficient alphas, correlations, and multiple regression analyses demonstrated each of the scales had good internal consistency and concurrent and construct validity.     

Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student–teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student–teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning.     

Neighborhood Crime and School Climate as Predictors of Elementary School Academic Quality: A Cross-Lagged Panel Analysis

Past research has found negative relationships between neighborhood structural disadvantage and students’ academic outcomes. Comparatively little work has evaluated the associations between characteristics of neighborhoods and schools themselves. This study explored the longitudinal, reciprocal relationships between neighborhood crime and school-level academic achievement within 500 urban schools. Results revealed that higher neighborhood crime (and particularly violent crime) predicted decreases in school academic achievement across time. School climate emerged as one possible mechanism within this relationship, with higher neighborhood crime predicting decreases in socioemotional learning and safety, but not academic rigor. All three dimensions of school climate were predictive of changes in academic achievement. Although this research supports a primarily unidirectional hypothesis of neighborhoods’ impacts on embedded settings, additional work is needed to understand these relationships using additional conceptualizations of neighborhood climate.     

外化行为问题与集体道德情绪、集体责任行为之关系：班级氛围的调节效应*

采用调查法,随机选取上海市3所普通中小学四、六、八、十年级的755名学生为被试,探讨班级氛围在外化行为问题与集体道德情绪、集体责任行为关系间的调节作用。结果表明：(1)男生的外化行为问题显著高于女生,其感知的班级氛围显著低于女生。而男、女生集体道德情绪与集体责任行为的性别差异不显著;(2)学生感知的班级氛围随年龄的增长先下降再上升,八年级时最低;集体道德情绪和集体责任行为随着年级的增高而呈下降趋势,小学生(四、六年级)的集体道德情绪和集体责任行为得分均比中学生(八、十年级)高,高一(十年级)学生的得分处于最低水平;(3)外化行为问题与集体道德情绪、集体责任行为的关系受班级氛围的调节。与消极的班级氛围相比,积极的班级氛围能够弱化外化行为问题与集体道德情绪、集体责任行为的负向关联。结果揭示了积极的班级氛围对外化行为问题学生具有一定的保护作用,有助于改善这些学生的社会适应能力。