多水平导师指导行为对员工结果的影响机制

作为一种促进员工社会化和职业发展的工具, 导师制已在各类企业中得到了广泛应用。然而, 近些年员工工作需求以及组织工作方式的变化分别对导师指导行为的作用结果和指导内容产生了冲击。一方面, 传统导师指导行为作用的研究大多限于员工职业结果; 另一方面, 传统导师制的研究仍停留在一对一的指导, 忽略了针对徒弟群体的指导。为此, 将在现实观察和理论回顾的基础上, 首先提出多水平导师指导行为的概念, 包括为徒弟群提供“一致性”指导的“群体水平指导行为”与为单个徒弟提供“差异化”指导的“个体水平指导行为”; 然后, 检验自我效能与群体认同在多水平导师指导行为对徒弟个体和徒弟群体的工作绩效与非职业结果影响的中介机制, 以及不同水平导师指导行为对徒弟(群)结果的跨层交互效应。以期填补过去导师制在作用结果(仅仅关注职业结果)和指导内容(忽略群体水平)研究上的不足, 并为企业有效实施导师制提供启示与帮助。     

A review of cognitive biases in youth depression: attention,interpretation and memory

Depression is one of the most common mental health problems in childhood and adolescence. Although data consistently show it is associated with self-reported negative cognitive styles, less is known about the mechanisms underlying this relationship. Cognitive biases in attention, interpretation and memory represent plausible mechanisms and are known to characterise adult depression. We provide the first structured review of studies investigating the nature and causal role of cognitive biases in youth depression. Key questions are (i) do cognitive biases characterise youth depression? (ii) are cognitive biases a vulnerability factor for youth depression? and (iii) do cognitive biases play a causal role in youth depression? We find consistent evidence for positive associations between attention and interpretation biases and youth depression. Stronger biases in youth with an elevated risk of depression support cognitive-vulnerability models. Preliminary evidence from cognitive bias modification paradigms supports a causal role of attention and interpretation biases in youth depression but these paradigms require testing in clinical samples before they can be considered treatment tools. Studies of memory biases in youth samples have produced mixed findings and none have investigated the causal role of memory bias. We identify numerous areas for future research in this emerging field.     

More than Data Collectors: A Systematic Review of the Environmental Outcomes of Youth Inquiry Approaches in the United States

Over the last twenty years, research on the impact of engaging children and adolescents in the generation of new knowledge about their lives, schools, and communities, has grown tremendously. This systematic review summarizes the findings from empirical studies of youth inquiry approaches in the United States, with a focus on their environmental outcomes. Searches of four interdisciplinary databases retrieved a total of 3,724 relevant articles published between 1995 and 2015. Sixty‐three distinct studies met the systematic review inclusion criteria, of which, 36 (57.1%) reported that the youth inquiry approach contributed to positive changes among adults, peers, organizations, and/or institutions. These environmental outcomes were qualitatively recorded, inductively categorized, and then organized into Bronfenbrenner's ecological framework. Youth inquiry approaches led to practitioner growth and changes in peer group norms at the micro‐system level, program development or improvement and research benefits at the meso‐system level, and school, city, and state level policy adoption at the exo‐system level. Qualitative methods, especially case studies, were most commonly used to evaluate the impact of youth inquiry approaches on environmental outcomes. Studies of approaches that utilized advocacy to create change, targeted decision‐makers as the audience for the youth's work and convened for a longer duration were more likely to report improved environmental outcomes. This systematic review suggests that youth inquiry approaches are a promising strategy for ecological systems change.     

Effectiveness of mentoring programs for youth: a meta-analytic review

We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory-based and empirically based best practices are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at-risk due to personal vulnerabilities have varied substantially in relation to program characteristics, with a noteworthy potential evident for poorly implemented programs to actually have an adverse effect on such youth. Recommendations include greater adherence to guidelines for the design and implementation of effective mentoring programs as well as more in-depth assessment of relationship and contextual factors in the evaluation of programs.     

A test of the 2 × 2 Model of Perfectionistic Pressure in youth sport

Perfectionistic pressure from coaches and parents is likely to contribute to the development of perfectionism in youth athletes. However, if and how perfectionistic pressure from coaches and parents interact to predict the development of perfectionism is unknown. With this in mind, the present study tested a new model – the 2 × 2 Model of Perfectionistic Pressure – that focuses on the different combinations of perfectionistic pressure youth athletes can experience. Four within-person combinations of perfectionistic pressure are identified and compared: Pure coach pressure (high coach pressure/low parental pressure), pure parental pressure (low coach pressure/high parental pressure), mixed pressure (high coach pressure/high parental pressure), and low pressure (low coach pressure/low parental pressure). To test the model, a sample of 210 youth athletes (M age = 14.68 years) completed measures of perfectionistic strivings, perfectionistic concerns, coach pressure to be perfect, and parental pressure to be perfect. Moderated hierarchical regression and simple slopes analyses revealed that mixed pressure was related to the highest levels of both perfectionistic strivings and perfectionistic concerns. The findings provide initial evidence for the new model and suggests it will be useful in studying the development of perfectionism and other outcomes in sport.     

The association of families’ socioeconomic and demographic characteristics with parents’ perceived barriers to returning to youth sport following the COVID-19 pandemic

Developmentally appropriate sport contexts have the potential to positively influence young people’s physiological, psychological, and social outcomes. However, little is known about how families returned to sport in the wake of COVID-19-related restrictions or how socioeconomic and demographic factors influenced parents’ perceptions of barriers to returning. A nationally representative sample (N = 6183) of American youth sport parents completed a questionnaire in which they provided demographic information and answered questions related to the barriers they perceived in returning to sport, such as the risk of their child getting sick. Structural equation modeling was used to examine the relationships among a range of socioeconomic and demographic factors and these barriers to returning. Results suggest that parents from racially minoritized and urban neighborhoods held higher levels of concern over health-related and practical barriers to returning to sport. Findings highlight the importance of designing available, equitable, and appropriate youth sport contexts.     

Investigating discrepancies in program quality related to youth volleyball athletes’ needs support

Program quality has been outlined as an important predictor of positive outcomes in youth development programs; however, little evidence exists to support this, particularly within sport. Objective: The purpose of this study was to examine the associations between researcher- and coach-assessed program quality scores as they relate to youth volleyball athletes’ basic needs support. Design: Observational data and self-report data were gathered from coaches and youth. Researchers completed 84 observations using a measure of program quality across 14 teams. Coaches completed the same measure at the end of the season and 138 athletes (M_age = 14.50) from the 14 teams completed a self-report questionnaire pertaining to needs support. Data were analyzed using polynomial regressions with response surface methodology. Results: Athletes’ needs support was significantly (p < 0.001) associated with all domains of researcher- and coach-assessed program quality (i.e., safe environment, supportive environment, interaction, engagement), and between 20 and 35% of the variance in athletes’ needs support was explained by these variables. The degree of discrepancy between researcher- and coach-assessed program quality increased when progressing through three domains of program quality (safe environment, supportive environment, engagement). Response surface methods indicated that as the degree of agreement increased between researchers’ and coaches’ ratings of the safety of the environment, supportiveness of the environment, and opportunities for engagement, so did athletes’ basic needs support scores in a linear fashion. Conclusions: Practical implications surrounding coach education and the importance of knowledge translation between academics and practitioners are noted, and future research directions are discussed.     

Reducing Binge Drinking in Adolescents through Implementation of the Strategic Prevention Framework

The Strategic Prevention Framework (SPF) is a conceptual model that supports coalition‐driven efforts to address underage drinking and related consequences. Although the SPF has been promoted by the U.S. Substance Abuse and Mental Health Services Administration's Center for Substance Abuse Prevention and implemented in multiple U.S. states and territories, there is limited research on the SPF's effectiveness on improving targeted outcomes and associated influencing factors. The present quasi‐experimental study examines the effects of SPF implementation on binge drinking and enforcement of existing underage drinking laws as an influencing factor. The intervention group encompassed 11 school districts that were implementing the SPF with local prevention coalitions across eight Kansas communities. The comparison group consisted of 14 school districts that were matched based on demographic variables. The intervention districts collectively facilitated 137 community‐level changes, including new or modified programs, policies, and practices. SPF implementation supported significant improvements in binge drinking and enforcement outcomes over time (p < .001), although there were no significant differences in improvements between the intervention and matched comparison groups (p > .05). Overall, the findings provide a basis for guiding future research and community‐based prevention practice in implementing and evaluating the SPF.     

The Functions and Longitudinal Outcomes of Adolescents’ Naturally Occurring Mentorships

Adolescence is a time during which positive adults outside the familial context may be most influential to development. A growing body of research on naturally occurring mentors has found favorable outcomes for youth who have these types of positive adult figures in their lives. Less is known, however, about how these naturally occurring mentors influence youths’ development in the long‐term. This study examines the long‐term outcomes related to having a naturally occurring community mentor in adolescence. Results from longitudinal analyses of a nationally representative sample of adolescents revealed that having a mentor in adolescence was related to higher educational attainment, lower criminal activity, higher psychological well‐being (i.e., optimism, self‐efficacy, and lack of depressive symptoms), and greater romantic relationship satisfaction in adulthood. Additionally, a taxonomy of mentoring functions was created from qualitative responses and drawing upon the youth, work, and academic mentoring literature. This taxonomy aims to serve as a framework for understanding the functions of youth mentors to provide a foundation for future research. Implications of findings and future directions are considered.     

Gaining insight into a novice teacher’s initial journey through reflective practice

This small-scale case study conducted in Trabzon, Turkey, aimed at uncovering the attitude of a tertiary-level novice teacher towards reflective practice in English as a foreign-language setting. The data were derived from the pre- and post-study interviews with the novice teacher, her reflective papers on her audio-recorded lessons, her classroom observation notes about the experienced teacher and the informal researcher observations. The researchers’ role was to design the process, familiarise the teacher with the focus of reflection, conduct the interviews, analyse and interpret the reflective papers of the teacher. The results show that reflective practice may be challenging in terms of emotions for a novice teacher as it may be hard to confront an outsider’s view. The results point to beneficial impact of the self-initiated reflection on the way to teachers’ continuous professional development.