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81.
With the component selection measure developed by Hale and Morgan (1973), children's use of selective attention was assessed at six levels of learning, ranging from undertraining to overtraining, and this function was examined at each of ages 4, 8, and 12. It was found that, as the children learned the task, they maintained a relatively wide focus of attention, acquiring information about both features of the stimuli, color and shape. Thus, contrary to the model under investigation, the children did not exercise a high degree of selectivity as they approached mastery of the task; nor did overtraining produce the expected “broadening” of attention, as the children acquired little stimulus information beyond the point at which criterion had been reached. The data were interpreted to be more consistent with a model that assumes the bulk of stimulus learning to occur prior to task mastery. 相似文献
82.
Based on organizational socialization literature (e.g., Bauer, Bodner, Erdogan, Truxillo, & Tucker, 2007; Kammeyer-Mueller & Wanberg, 2003; Saks, Uggerslev, & Fassina, 2007) and Conservation of Resources theory (COR theory; Hobfoll, 1989, 2001), this article aims to develop a conceptualization and a measurement of cognitive adjustment at work (CAW), as an indicator of psychological health in the workplace. Two studies, including three independent samples (NA = 296, NB = 350, NC = 139), were conducted to test an operational proposal of CAW. In Study 1, exploratory and confirmatory factor analyses, as well as reliability and temporal invariance analyses, were performed to test the structure of both the construct and the instrument. In Study 2, nomological network analysis was conducted. Results suggest strong empirical support for the structure and validity of CAW, defined as a second-order factor, which includes task adjustment, work group adjustment and organizational adjustment. 相似文献
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《Psychologie Fran?aise》2016,61(2):73-81
Based on organizational support theory, job characteristics model, and self-determination theory, we examined the mechanisms that underlie the relations between organizational factors and ill-being. Specifically, the main purpose of the present study was to demonstrate the mediating role of the psychological needs for autonomy (i.e., the need for individuals to feel volitional and responsible for their own behavior), competence (i.e., the need for individuals to interact effectively with their environment), and relatedness (i.e., the need for individuals to feel connected and accepted by others), in the relationships of perceived organizational support (i.e., the degree to which employees believe that their organization values their contributions and cares about their well-being) and three motivational job characteristics (i.e., task identity, task significance, and work scheduling autonomy) to job anxiety and burnout. This is the first research, to the best of our knowledge, to test for the joint effects of perceived organizational support and motivational job characteristics on job anxiety and burnout through psychological need satisfaction. Four hundred and fifty-seven employees (216 men and 241 women) from different sectors (i.e., industry, trade, crafts) took part in the study. Fifty-seven participants worked in companies with less than 10 employees, 105 in companies with 11–49 employees, 138 in companies with 50–249 employees, 33 in companies with 250–499 employees, and 124 in companies with more than 500 employees. The hypothesized model was tested with structural equation modeling analyses. Results provided support for our hypotheses and revealed that all hypothesized paths were significant. Specifically, our results showed that perceived organizational support and job characteristics were positively related to psychological need satisfaction. In addition, satisfaction of these psychological needs was negatively associated with job anxiety and burnout. Therefore, feelings of autonomy, competence, and relatedness play a central role in the development or reduction of well- and ill-being at work. These results are consistent with previous research in the work context, which has shown that social factors (e.g., autonomy-supportive behaviors) have significant effects on workplace mental health through their influence on psychological need satisfaction. Practical and research implications as well as suggestions for future research are discussed. 相似文献
84.
《Psychologie Fran?aise》2016,61(4):291-302
Psychological momentum (PM) is a social phenomenon that has triggered the curiosity of sport psychologists since the early 1980s. From early to recent conceptualizations, PM has been considered as a complex construct, inherently related to variations in sport performance. Over the past 30 years, several models have been proposed to untangle how PM is triggered, which psychological changes are involved in PM experiences, and how PM relates to performance. While linear (causal) models have dominated past research on PM, researchers have recently found that PM can change nonlinearly, depending on the performance history of the competition. This systematic review aims to provide an overview of different PM models that have been proposed in the past to increase insights into the complexity of PM, including the transition from linear causal models to nonlinear dynamical models. Moreover, based on the current state of affairs, perspectives for future research are provided. 相似文献
85.
《Psychologie Fran?aise》2016,61(3):207-217
ObjectiveThe experience and psychological consequences of a miscarriage have been widely studied but mainly among women. This qualitative study aims to examine the experience of men whose woman has had a spontaneous abortion.MethodThirteen men who have lost an early pregnancy during the five past years participated to a semi-directive interview. The interview was based on the analytical framework previously established and took into account various themes such as psychological experience, marital relationship, guilt, coping strategies, social support given to the spouse, and significance of the loss. All the interviews have been transcribed and studied with a thematic analyse.ResultsResults underline the difficulties linked to the experience of miscarriage among men. Many of them were shocked and have had a sustainable significant distress expressed by sadness, tears or depressive symptoms. In addition to their own difficulties, men have to confront women's distress and want to be a support. Guilt was expressed more or less directly, concerning the miscarriage but also concerning men's reactions toward women. Some of them who encountered psychological problems found very difficult not to be able to support their wife. A miscarriage is a difficult event for a couple and two men interviewed separated shortly after. Several coping strategies were used by men, the most common were seeking social support and avoidance. As in women, significance of the loss was different among men, some of them have lost a child, others an embryo or a life project.ConclusionResults show the variety of feelings and reactions of men that highlight the need to consider their psychological distress. While all men are not equally involved in miscarriage, difficulties encountered by some of them can last several months. Given this results, support interventions for males seems interesting. 相似文献
86.
ObjectivesGrounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors.MethodsPrior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time.ResultsPsychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies.ConclusionsExperiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change. 相似文献
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Psychologists have thought of a good life in terms of its happiness or meaning. We propose that psychological richness is another, neglected aspect of a good life. In Study 1, we administered an initial questionnaire to a student sample, testing 2-week test-retest stability, convergent validity using informant reports. We conducted further tests of the scale’s factor structure, its correlations with personality and demographic variables, and the generalizability of this psychological richness measure in a non-student American sample (Study 2), a nationally-representative probability sample of Americans (Study 3) and in a sample from India (Study 4). In all 4 studies, a psychologically rich life was predicted by openness to experience, extraversion, and lower levels of neuroticism. 相似文献