Working in the hangar: The impact of psychological capital on work outcomes among army aircraft mechanics

Based on positive organizational behavior, this study aimed to explore the impact of psychological capital (PsyCap) on task performance, organizational citizenship behaviors, affective commitment, and job satisfaction among army aircraft mechanics. Data was obtained from 260 aircraft mechanics working in various Turkish Army aviation units. The hypotheses were tested using a series of hierarchical regressions. The results indicated that those with higher PsyCap are more likely to depict task performance, engage in highly extra-role behaviors, be more committed to their organizations, and be highly satisfied with their jobs that are advantageous to army aviation settings. The authors concluded that promoting the levels of PsyCap could be effective in elevating aircraft mechanics’ work attitudes and behaviors. Military aviation units are encouraged to establish human resource development programs to foster the PsyCap of their soldiers, which in turn, enhances crucial work attitudes.     

阈下情绪启动效应和Stroop效应之对比实验研究

采用同一批正常成人被试,在相同的情绪刺激启动下,进行颜色判断和对模糊刺激表情判断,以考察在一定条件下情绪对认知效率和认知偏向的影响差异。结果未见显著的情绪Stroop效应,但发现消极情绪刺激启动使被试对模糊刺激的判断发生显著的情绪一致性偏向。讨论将该结果归因于被试面对颜色判断任务采取直接进入策略而对于模糊刺激则采取启发式策略所致。分析认为对情绪一认知关系进行发展性研究会富有成效,另外也指出在我们注重效率的今天可能忽视隐性环境扭曲我们认知的可能。     

课堂教学的情感目标测评

构建课堂教学的情感目标评价系统是教学心理学和教学实践亟待解决的一个难题,也是当前新课程改革的急迫需要。本研究在我们已提出的三维度四层次课堂教学的情感目标分类的基础上,采用情绪形容词检表方法尝试编制课堂教学的情感目标测评问卷,以测量由课堂教学引发的学生情绪状态或情感体验,评价该课堂教学在朝向情感目标上的促进效果。经检验,该问卷具有较好的信效度,并在7所中学的20个情感教学模式的现场教学实验中被用于对实验班和对照班进行促情效果的检验,证实其具有较好的鉴别度和可行性。     

Emotional Attention: Uncovering the Mechanisms of Affective Biases in Perception

ABSTRACT— The emotional significance of sensory events may influence attention in a reflexive manner, but these effects vary across paradigms and participants. Recent research indicates that specific circuits in the brain may serve to amplify neural responses to emotional stimuli, a modulation similar to attentional effects usually driven by endogenous goals. However, this modulation involves distinct sources in emotional systems such as the amygdala, and may thus operate partly independent of top-down control by attentional systems in frontoparietal cortices. It remains to be clarified to what degree these emotional effects are influenced by specific perceptual and emotional dimensions, automaticity and attentional resources, task goals or expectations, and individual personality traits.     

Introduction to special issue on burnout and health

Abstract

In recent years, the issue of occupational stress and burnout have received increasing research attention. Given the amount of time people spend on work-related activities and the central importance of work to one's sense of identity and self-worth, it is not surprising that occupational stress is regarded as a central area of study. Although burnout is linked to the extensive literature on occupational health, burnout goes beyond occupational health by focusing on specific stressors in the workplace to emphasize total life and environmental pressures affecting health.     

青少年情绪预测偏差与决策的关系研究

在决策过程中人们通常选择那些使其感到快乐的行为,决策结果与所预测的高兴或悲伤、满意或不满意紧密相连,以往研究发现这类预测即情绪预测存在偏差。本研究以188名中小学生为被试,采用自编情绪评定表和最后通牒游戏范式,对情绪预测偏差与决策的关系进行探索。结果表明青少年在预测对未来事件的情绪反应时存在强度偏差和持续时间偏差,情绪预测的强度偏差和持续时间偏差影响青少年回避或趋向决策。     

中小学班主任情感素质对学生情感素质影响的多水平模型

中小学生的情感素质日益受到关注,培养学生良好的情感素质具有重大的现实意义。中小学生情感素质发展受到诸多因素的影响,但学校教育,特别是班级发挥着独特的作用。探索中小学班主任对学生情感素质及其与班级氛围间的关系影响,具有重要的学术和实践价值。研究以改编的班级氛围问卷测量班级氛围,以选编的青少年情感素质问卷测量学生的情感素质,用自编的中小学班主任情感素质问卷测量班主任的情感素质,以多层线性模型(HLM)方法进行分析,涉及到178个教学班的4921名学生。结果显示：学生个体所知觉到的班级氛围状况对其情感素质具有显著的预测作用,班主任的情感素质对学生情感素质及其与班级氛围间的关系具有一定的影响。     

程序公正、不确定性对公共政策可接受性的影响:情感信任、认知信任的中介作用

为了研究程序公正、不确定性与公共政策可接受性之间的关系,并进一步考察情感信任和认知信任在其中的中介效应,本研究选取公共政策领域,通过问卷调查的方法随机选取510名北京市民进行研究。研究发现,程序公正与公共政策可接受性正相关,不确定性与公共政策可接受性负相关,情感信任中介程序公正与公共政策可接受性,并对不确定性与公共政策可接受性之间有遮掩效应,而认知信任不存在显著的中介作用。     

Empathy in adolescence: Relations with emotion awareness and social roles

In this study, we aimed at gaining a better understanding of the individual differences contributing to feelings of empathy in adolescents. Therefore, we examined the extent to which emotion awareness (e.g., recognizing and appreciating one's own and the emotions of others) and a tendency for certain social roles (e.g., helping or teasing peers when being bullied) are related to adolescents’ levels of empathy. The sample was comprised of 182 adolescents aged between 11 and 16. Empathy and emotion awareness were assessed using self‐report measures. Peer reports were used to indicate adolescents’ different social roles: Bullying, defending the victim, and outsider behaviour. Outcomes demonstrated that evaluating one's own and the emotions of others, and more defending nominations were associated with both affective and cognitive empathy, whereas aspects of emotion awareness which are linked with internalizing symptoms were related to empathic distress, suggesting maladaptive emotion appraisal. Furthermore, outsider behaviour was associated with empathic distress, emphasizing a self‐focused orientation. In contrast, more bullying was negatively associated with cognitive empathy. Overall, these outcomes demonstrate that, besides social roles, emotion awareness is an important factor for adaptive empathic reactions, whereas emotion dysregulation might cause distress when witnessing the negative feelings of others.