大学教师职业生涯管理因素结构研究

在文献研究、结构化访谈和半开放式问卷调查的基础上,采用因素分析方法对大学教师职业生涯管理的因素结构及其与人口统计学变量之间内在关系进行了实证研究,结果显示（1）大学教师自我职业生涯管理是由教书育人、科研创新、明确目标、沟通协调、认识自我和了解组织等六因素结构构成,大学教师组织职业生涯管理是由专业支持、职业通道、科研激励和组织公平等四因素结构构成;（2）大学教师自我职业生涯管理与组织职业生涯管理显著相关;（3）大学教师自我职业生涯管理与性别、婚姻、教龄、学历、职称等人口统计学变量显著相关。研究结果对高校人力资源管理有启示意义。     

Causal effects of violent sports video games on aggression: Is it competitiveness or violent content?

Three experiments examined the impact of excessive violence in sport video games on aggression-related variables. Participants played either a nonviolent simulation-based sports video game (baseball or football) or a matched excessively violent sports video game. Participants then completed measures assessing aggressive cognitions (Experiment 1), aggressive affect and attitudes towards violence in sports (Experiment 2), or aggressive behavior (Experiment 3). Playing an excessively violent sports video game increased aggressive affect, aggressive cognition, aggressive behavior, and attitudes towards violence in sports. Because all games were competitive, these findings indicate that violent content uniquely leads to increases in several aggression-related variables, as predicted by the General Aggression Model and related social-cognitive models.     

Group membership,group norms,empathy, and young children's intentions to aggress

This study assessed the effect of ingroup norms and empathy on 6 and 9‐year‐old children's (N=161) attitudes and aggressive intentions toward outgroup members. Prior to an intergroup drawing competition against an outgroup, participants' empathy was measured, and they were randomly assigned to a simulated group with a norm of direct or indirect aggression, or no aggression norm. Results indicated participants' attitudes were less positive toward the outgroup vs. the ingroup, and that both direct and indirect aggressive intentions were displayed toward the outgroup. Most importantly, the ingroup was liked less when it had an aggression norm, and the participants' aggressive intentions were not enhanced by the group aggression norm. Empathy was a significant negative predictor of direct but not indirect aggression intentions. Implications for understanding the instigation and inhibition of children's aggression intentions are discussed. Aggr. Behav. 35:244–258, 2009. © 2009 Wiley‐Liss, Inc.     

Exposure to violent video games and aggression in German adolescents: a longitudinal analysis

The relationship between exposure to violent electronic games and aggressive cognitions and behavior was examined in a longitudinal study. A total of 295 German adolescents completed the measures of violent video game usage, endorsement of aggressive norms, hostile attribution bias, and physical as well as indirect/relational aggression cross‐sectionally, and a subsample of N=143 was measured again 30 months later. Cross‐sectional results at T1 showed a direct relationship between violent game usage and aggressive norms, and an indirect link to hostile attribution bias through aggressive norms. In combination, exposure to game violence, normative beliefs, and hostile attribution bias predicted physical and indirect/relational aggression. Longitudinal analyses using path analysis showed that violence exposure at T1 predicted physical (but not indirect/relational) aggression 30 months later, whereas aggression at T1 was unrelated to later video game use. Exposure to violent games at T1 influenced physical (but not indirect/relational) aggression at T2 via an increase of aggressive norms and hostile attribution bias. The findings are discussed in relation to social‐cognitive explanations of long‐term effects of media violence on aggression. Aggr. Behav. 35:75–89, 2009. © 2008 Wiley‐Liss, Inc.     

Empirical test of bullies' status goals: assessing direct goals, aggression, and prestige

The literature suggests that status goals are one of the driving motivations behind bullying behavior, yet this conjecture has rarely if ever been examined empirically. This study assessed status goals in three ways, using dyadic network analysis to analyze the relations and goals among 10-11 and 14-15 year olds in 22 school classes (N boys=225; N girls=277). As a validation bullies were contrasted with victims. Bullies had direct status goals (measured with the Interpersonal Goal Inventory for Children) and showed dominance as measured with proactive aggression. Moreover, as predicted from a goal perspective, bullying behavior was related to prestige in terms of perceived popularity. In contrast, victims lacked status goals, were only reactively aggressive, and low on prestige. That being popular is not the same as being liked could be shown by the fact that bullies were just as rejected as victims by their classmates. Eighth-grade bullies had more direct status goals than fourth-grade bullies, possibly indicating that striving for the popularity component of status increases in early adolescence.     

We live to create dissonance: is it possible to be a Christian and racist?

Confronted with the reality of the limited exposure to human diversity among their students at two Christian universities, two African American professors relate their efforts to prepare students to teach in the twenty‐first century. This article is a reflective report on the strategies and events that occurred as a result of challenging students' long‐held beliefs and attitudes. Strategies were deliberately provocative and disturbing, intended to create dissonance within the students related to Christian ideals and perceptions of non‐European Americans. Ultimately, students confronted the question: Is it possible to be a Christian and racist?     

Aggressive behavior induced by electrical stimulation in the midbrain central gray of male rats

Electrical stimulation via electrodes implanted in the lateral hypothalamus may induce intraspecific aggressive behavior. Small electrolytic lesions placed via these electrodes resulted in a five– to tenfold increase in the current threshold for aggression. Degenerating fibers were stained by means of the Fink-Heimer method and could be followed caudally to the dorsal midbrain central gray and to the mammillary bodies. A few axons could be traced rostrally to the medial septum. Aggression could be induced from 10 of 112 electrodes implanted in the central gray; the other electrodes elicited either locomotion, vocalization, jump, or “alarm-like reactions.” The morphology of the induced aggression was similar to the morphology of the hypothalamically induced aggression, though it was often accompanied with motor disturbances and was less intense. Hypothalamic stimulation was combined with simultaneous central gray stimulation in rats with electrodes both in the hypothalamus and in the central gray. Hypothalamic thresholds for aggression could be lowered by this stimulation of the central gray, even when no aggressive responses were observed during central gray stimulation alone. This suggests that, although aggression is not manifest, electrical stimulation may activate neural tissue involved in aggressive behavior. It is concluded that in rats central gray and hypothalamus are part of the same neural network mediating intraspecific aggression.     

Effect of conspecific sex on aggression during pregnancy and lactation in golden hamsters

The effect of conspecific sex on maternal aggression in hamsters was determined by comparing the frequency of aggressive responses by dams continuously housed with either a virgin male or female cagemate during pregnancy and lactation. Dams easily established aggressive dominance over male cagemates soon after pairing, and their aggression was low thereafter for the duration of pregnancy and lactation. The aggression of dams with females, on the other hand, tended to fluctuate with highs during mid pregnancy and mid lactation and lows around birth. When dam aggression was low around birth, female cagemates frequently became aggressively dominant, and several dams lost their litters. The higher aggression of dams toward females than males is probably a reflection of greater intrasexual competition for environmental resources that includes pups.     

When aggression seems justified: Judging intergroup conflict from a distance

This research delineates several factors that may affect how likely observers are to view intergroup aggression as justified. Subjects who favored one side or the other, as well as nominally neutral subjects, rated fictional scenarios depicting an aggressive action by either Israeli or Palestinian armed forces. As hypothesized, rated justification varied with the interaction of an observer's perspective and the relative power of the aggressor and the target, and with the interaction of perspective and the outcome of an action. Also as predicted, power and outcome were found to have no effects on judgments for observers having a neutral perspective. Based on these findings, the extent to which intergroup aggression is perceived as justified is explained in terms of motivational biases theorized to maintain positive social identity.