Understanding the link between work engagement and job satisfaction: Do role stressors underlie this relationship?

Drawing upon Job Demands-Resources (JD-R) theory, most research on hindrance demands has focused on the antecedent role of work engagement. However, no studies have analysed the potential effects of hindrance demands as moderators in the engagement-job satisfaction link. The objective of this study was to examine the moderator effect of role stressors (conflict and ambiguity) as hindrance demands in the relationship between work engagement and job satisfaction in a Spanish working sample. The sample was composed of 634 Spanish workers from different Southern service organizations. Hierarchical multiple regression results showed that the association between work engagement and job satisfaction decreased when role stress (particularly ambiguity) increased. These results underline the need to clarify goals, specify norms about work and member roles in organizations and determine the deleterious effect of hindrance demands even in engaged workers.     

记忆的前向测试效应对老年人学习新事物的作用

为检验前置测试是否可以有效地提升老年人学习新事物的能力,参与实验的老年人被随机分为有前置测试的实验组和无前置测试的对照组,在实验1中学习了5列单词,在实验2中记忆了5列日用品,在实验3中学习了4段讲座视频。结果表明,实验组老年人对新事物的记忆成绩均高于对照组的老年人。结论认为,前置测试能够显著提升老年人学习新事物的能力,干扰降低与学习参与相结合的“加减”理论能更好地解释提升老年人记忆的前向测试效应。     

Validation of continuous measures of peer social interaction with self- and teacher-reports of friendship and social engagement

ABSTRACT

The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2–3 at the outset) on 8 separate days (3–4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking).     

高中生解决化学实验问题的心理过程及其影响因素的进一步研究

对中学化学实验问题解决心理机制的前期研究的基础上,本研究进一步采用活动任务分析、心理模拟、现场实验活动观测、学生自我反思问卷调查,以及定量统计相结合的研究方法,对22名高三优秀学生解决化学实验问题的心理活动及其影响因素进行了较深入的探查,对了解我国高中生化学实验问题解决的能力和水平特点,以及如何改革中学化学实验教学具有重要启示.     

The Cleveland Scale for Activities of Daily Living (CSADL): Its Reliability and Validity

This study evaluated the reliability and validity of the Cleveland Scale for Activities of Daily Living (CSADL), a scale designed to measure in detail specific activities of daily living in individuals with dementia. Administered to knowledgeable informants by trained examiners, the CSADL demonstrated good reliability in terms of interrater agreement and internal consistency. The validity of CSADL total scores was shown by its sensitivity to degree of cognitive impairment: All comparisons between means of the healthy elderly group and three groups of AD patients differing in severity were statistically significant. The CSADL was highly correlated with the Blessed–Roth Dementia Scale (DS-ADL) and more highly correlated with Mini-Mental State Exam scores than was the DS-ADL.     

Career barriers and reading ability as correlates of career aspirations and expectations of parents and their children

Data were obtained from 176 Year 7 children (mean age = 12.2 years) on career status aspirations and expectations, career barriers, academic engagement, academic control beliefs, general ability and literacy; and from parents, mainly mothers, on aspirations, expectations and career barriers. Discrepancy scores between aspirations and expectations were calculated for both children and parents. Children differed from parents on career status aspirations and expectations; boys did not differ from girls, and parents did not differentiate between boys and girls. Parents’ and children’s aspirations were both associated with reading ability, although the association was weak for the children. Children’s expectations were associated with perceptions of career barriers, and a trend towards reading abilities, while parents’ expectations were associated with general ability and reading.     

Lexical configuration and lexical engagement: when adults learn new words

People know thousands of words in their native language, and each of these words must be learned at some time in the person's lifetime. A large number of these words will be learned when the person is an adult, reflecting the fact that the mental lexicon is continuously changing. We explore how new words get added to the mental lexicon, and provide empirical support for a theoretical distinction between what we call lexical configuration and lexical engagement. Lexical configuration is the set of factual knowledge associated with a word (e.g., the word's sound, spelling, meaning, or syntactic role). Almost all previous research on word learning has focused on this aspect. However, it is also critical to understand the process by which a word becomes capable of lexical engagement--the ways in which a lexical entry dynamically interacts with other lexical entries, and with sublexical representations. For example, lexical entries compete with each other during word recognition (inhibition within the lexical level), and they also support the activation of their constituents (top-down lexical-phonemic facilitation, and lexically-based perceptual learning). We systematically vary the learning conditions for new words, and use separate measures of lexical configuration and engagement. Several surprising dissociations in behavior demonstrate the importance of the theoretical distinction between configuration and engagement.