Social cognitive career theory (Lent, Brown, & Hackett, 1994) was originally designed to help explain interest development, choice, and performance in career and educational domains. These three aspects of career/academic development were presented in distinct but overlapping segmental models. This article presents a fourth social cognitive model aimed at understanding satisfaction experienced in vocational and educational pursuits. The model posits paths whereby core social cognitive variables (e.g., self-efficacy, goals) function jointly with personality/affective trait and contextual variables that have been linked to job satisfaction. We consider the model’s implications for forging an understanding of satisfaction that bridges the often disparate perspectives of organizational and vocational psychology. 相似文献
Group psychotherapists commonly see feedback as one of the primary mechanism that furthers the goals of the group. This paper
will summarize the research that has been done on the mechanisms leading members to produce feedback, the factors that induce
members to accept feedback (for example, feedback valence and timing), and the effects of feedback on outcome and aspects
of group process such as group cohesion. The article will address the practical implications of these findings for the interventions
of the group psychotherapist. As will be discussed, the emphasis on the importance of feedback in the interpersonal group
psychotherapy literature exceeds the programmatic research that has been done on basic questions. This paper will identify
major lines of future investigation that could yield findings critical to the delivery of effective group psychotherapy such
as the information processing sequences that underlie feedback delivery and reception. 相似文献
Mereological nihilism is the philosophical position that there are no items that have parts. If there are no items with parts
then the only items that exist are partless fundamental particles, such as the true atoms (also called philosophical atoms)
theorized to exist by some ancient philosophers, some contemporary physicists, and some contemporary philosophers. With several
novel arguments I show that mereological nihilism is the correct theory of reality. I will also discuss strong similarities
that mereological nihilism has with empirical results in quantum physics. And I will discuss how mereological nihilism vindicates
a few other theories, such as a very specific theory of philosophical atomism, which I will call quantum abstract atomism.
I will show that mereological nihilism also is an interpretation of quantum mechanics that avoids the problems of other interpretations,
such as the widely known, metaphysically generated, quantum paradoxes of quantum physics, which ironically are typically accepted
as facts about reality. I will also show why it is very surprising that mereological nihilism is not a widely held theory,
and not the premier theory in philosophy. 相似文献
Within liberal democratic theory, ‘democratic accountability’ denotes an aggregative method for linking political decisions to citizens’ preferences through representative institutions. Could such a notion be transferred to the global context of human rights? Various obstacles seem to block such a transfer: there are no ‘world citizens’ as such; many people in need of human rights are not citizens of constitutional democratic states; and the aggregative methods that are supposed to sustain the link are often used in favour of nation-state strategic action rather than human rights. So what could accountability mean in relation to human rights? This article argues that discourse theory offers resources for approaching these problems and for rethinking a normative notion of accountability in relation to human rights. It is suggested that accountability should link political decisions to universal agreements through global rights institutions and that the link should be sustained by deliberative rather than aggregative procedures. 相似文献
This paper presents Automath encodings (which are also valid in LF/λP) of various kinds of foundations of mathematics. Then it compares these encodings according to their size, to find out which foundation is the simplest.
The systems analyzed in this way are two kinds of set theory (ZFC and NF), two systems based on Church's higher order logic (Isabelle/Pure and HOL), three kinds of type theory (the calculus of constructions, Luo's extended calculus of constructions, and Martin-Löf's predicative type theory) and one foundation based on category theory.
The conclusions of this paper are that the simplest system is type theory (the calculus of constructions), but that type theories that know about serious mathematics are not simple at all. In that case the set theories are the simplest. If one looks at the number of concepts needed to explain such a system, then higher order logic is the simplest, with twenty-five concepts. On the other side of the scale, category theory is relatively complex, as is Martin-Löf's type theory.
(The full Automath sources of the contexts described in this paper are one the web at http://www.cs.ru.nl/~freek/zfc-etc/.) 相似文献
Many researchers have tackled the question of how behavior is influenced by its outcomes. Some have adopted a nonmechanistic (functional) perspective that attempts to describe the influence of outcomes on behavior. Others have adopted a mechanistic (cognitive) perspective that attempts to explain the influence of outcomes on behavior. Orthogonal to this distinction, some have focused on the influence of outcomes that a behavior had in the past, whereas others also consider the influence of outcomes that a behavior might have in the future. In this article, we relate these different perspectives with the goal of reducing misunderstandings and fostering collaborations between researchers who adopt different perspectives on the common question of how behavior is influenced by its outcomes. 相似文献
The purpose of this study was to develop and validate a Japanese version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES), which assesses enjoyment, anxiety, and boredom experienced by elementary school students within the settings of attending class, doing homework, and taking tests. Japanese elementary school students (n = 863 for the first survey; n = 332 for the second survey) participated in the questionnaire survey. The results showed that the psychometric properties of the Japanese AEQ-ES were comparable to those of the original version. Moreover, the results showed that students' achievement emotions were associated with their control and value appraisals, as well as their academic motivation, learning strategies, academic performance, and support from teachers. These results indicated that the Japanese version of the AEQ-ES was a good measure of elementary school students' emotions and supported the propositions of the control–value theory of achievement emotions. 相似文献