The purpose of this article is to illustrate how the model proposed initially by De Souza and developed by Buchanan and Hyde for religious education can be applied to secular education. Using the context of an action research project in Mainland China to introduce education in human values to government primary schools, examples are drawn from mathematics topics to show how teachers have been able to integrate cognitive, affective and values messages into their existing subject curricula. Children’s and teachers’ comments suggest that both are aware of the inner transformations that occur over time, and illustrate that it is possible to bring about such transformation in a way that is compatible with the ideology of the system. 相似文献
Employing a sample of 197 employee-supervisor dyads, we explore whether employees’ attitudes and underlying motivation for engaging in organizational citizenship behaviours (OCBs) differentially relate to supervisors’ assessments of their individual performance and reward recommendations. We theorized that employees who perform OCBs with self-serving motives would be low on affective commitment and high on equity sensitivity, and that such individuals would receive lower performance ratings and fewer reward recommendations than those who are high on affective commitment, low on equity sensitivity, and more selflessly motivated. Our results suggest that employees with high affective commitment, low equity sensitivity, and high selfless motives were more likely to receive positive supervisor performance ratings and high reward recommendations. We also found that affective commitment moderated the mediating path of prosocial values (a selfless motive) on the relationship between OCBs and reward recommendations. Practical implications and future research directions are discussed. 相似文献
ABSTRACTIn Mexico, Catholicism and national identity are deeply intertwined through what we call a process of articulation. Thus, not surprisingly, despite the recent impressive growth of Protestantism in the nation, most people still believe that being Mexican and being Catholic are almost synonymous. Additionally, because the two identifications do not ‘cross each other’ (as the metaphor of intersectionality posits) but, instead, enter a very complex process of articulation in which each modifies the other, there is a particular way in which many Mexicans experience and perform their Catholicism, in the same vein that there is a particular way in which Catholics experience and perform their Mexicanness. Simultaneously, because neither nationality nor religion is narrated and/or performed in isolation to other forms of identification (e.g. race, ethnicity, region, gender) other possible identifications are also articulated or co-inform (in different ways) nationality and religion in the identitarian encounters that occur on the border. In the way people build their identifications around religion, narratives, practices, habits, affect, and emotions are continuously interrelated. We show that having an altar outside one’s house or making the sign of the cross on one’s body is both (depending on the unfolding of the social interactions and their patterns of relations) a non-linguistic discourse and a habit. We also show that their mere presence (in the case of altars) or performance (in the case of the sign of the cross) affect the people around the site or the performance, triggering complex emotions. That altar and sign of the cross can potentially be all these things simultaneously highlights their importance as ‘affective conductors’—stressing their significance as central objects in the intensification of relations that give new capacities to the entities involved in the patterns of relationship at play in the identitarian encounter at stake. 相似文献
Background and objectives: A better understanding of the relationships between empathy and internalizing disorders is needed to plan therapeutic interventions for children and adolescents. Several studies have revealed positive relations of internalizing symptoms to personal distress and affective empathy. However, there is a lack of studies that take into account the multidimensional nature of anxiety in its relation to empathy.
Design: Structural equation modeling was used to test the moderated mediation model of the relations between empathy, depression and anxiety dimensions and the moderating role of gender on these associations in inpatient adolescents.
Method: A total of 403 inpatient adolescents aged 12–17 years completed the Basic Empathy Scale, the Multidimensional Anxiety Scale for Children, and the Beck Depression Inventory-II.
Results: Affective empathy was positively related to all the anxiety dimensions – most strongly to separation/panic and humiliation/rejection anxiety, whereas cognitive empathy was negatively related to social and separation/panic anxiety. Relations between affective and cognitive empathy and anxiety were partly mediated by depressive symptoms. No evidence of a moderating role of gender has been found.
Conclusions: Our results suggest that processes associated with empathy may play a role in the development or maintenance of anxiety symptoms. 相似文献
People with dissociative seizures (DS) report a range of difficulties in emotional functioning and exhibit altered responding to emotional facial expressions in experimental tasks. We extended this research by investigating subjective and autonomic reactivity (ratings of emotional valence, arousal and skin conductance responses [SCRs]) to general emotional images in 39 people with DS relative to 42 healthy control participants, whilst controlling for anxiety, depression, cognitive functioning and, where relevant, medication use. It was predicted that greater subjective negativity and arousal and increased SCRs in response to the affective pictures would be observed in the DS group. The DS group as a whole did not differ from controls in their subjective responses of valence and arousal. However, SCR amplitudes were greater in ‘autonomic responders’ with DS relative to ‘autonomic responders’ in the control group. A positive correlation was also observed between SCRs for highly arousing negative pictures and self‐reported ictal autonomic arousal, in DS ‘autonomic responders’. In the DS subgroup of autonomic ‘non‐responders’, differences in subjective responses were observed for some conditions, compared to control ‘non‐responders’. The findings indicate unaffected subjective responses to emotional images in people with DS overall. However, within the group of people with DS, there may be subgroups characterized by differences in emotional responding. One subgroup (i.e., ‘autonomic responders’) exhibit heightened autonomic responses but intact subjective emotional experience, whilst another subgroup (i.e., ‘autonomic non‐responders’) seem to experience greater subjective negativity and arousal for some emotional stimuli, despite less frequent autonomic reactions. The current results suggest that therapeutic interventions targeting awareness and regulation of physiological arousal and subjective emotional experience could be of value in some people with this disorder. 相似文献
Evaluative Conditioning (EC) is commonly defined as the change in liking of a stimulus (conditioned stimulus, CS) due to its pairings with an affective unconditioned stimulus (US). In Experiment 1, we investigated effects of repeated stimulus pairings on affective responses, i.e. valence and arousal ratings, pupil size, and duration estimation. After repeatedly pairing the CSs with affective USs, a consistent pattern of affective responses emerged: The CSnegative was rated as being more negative and more arousing, resulted in larger pupils, and was temporally overestimated compared to the CSneutral. In Experiment 2, the influence of a mere instruction about the contingency between a CS and US on affective responses was examined. After mere instruction about upcoming pairings between the CS and US, subjective ratings also changed, but there was neither evidence for differential pupillary responses nor for differential temporal processing. The results indicate that EC via pairings or instructions can change the affective responses towards formerly neutral stimuli and introduce pupil size as a physiological measure in EC research. However, Experiment 2 suggests that there might be moderating factors based on the type of EC procedure involved. 相似文献