组织创新气氛的概念、测量及相关研究热点

组织创新气氛是Litwin所提出组织气氛概念中有关创新维度的深入延伸和具体阐述,是个体对其创新能力养成、发展和运用产生影响的心理认知与组织情境体验。该文在总结回顾近二十年该领域的相关研究后,对组织创新气氛的概念构建、影响因素、测量工具及相关变量的实证研究进行了系统的梳理总结与评价;同时,指出目前该领域研究中在概念建构、工具开发、相关实证研究等方面存在的问题,并就今后国内开展本土化研究所应注意的方面提出建议。     

Does Psychological Empowerment Mediate the Relationship Between Psychological Climate and Job Satisfaction?

This study tested a model in which empowerment was hypothesised to mediate the relationship between psychological climate and job satisfaction. Individual levels of negative affectivity were controlled for. The sample consisted of 174 customer service employees (59% female and 39% male). Support was found for a model in which empowerment mediated the relationship between climate and job satisfaction, the dimensions of meaning and competence were largely responsible for the mediating effects of empowerment. Theoretical and practical implications of the findings were explored.     

Aggregated Personality, Climate and Demographic Factors as Predictors of Departmental Shrinkage

The present study investigated how demographic, personality, and climate variables act to predict departmental theft. Participants in the current field survey were 153 employees from 17 departments across two stores. The results of confirmatory factor analyses supported the construct validity of the Big Five Inventory (John, Donahue, & Kentle, 1991) and the Occupational Climate Questionnaire (Furnham & Gunter, 1997) in UK work settings. The results of regression analysis indicate that the variability in departmental theft is accountable in terms of a linear combination of demographic, personality, and climate factors. We concluded that an expanded theoretical perspective (utilizing demographic, personality, and climate variables) explained more variance than might otherwise be expected from any single perspective. Indeed, climate, personality, and demographic variables operated legitimately at the departmental level. Finally, we explained aggregated personality as a form of social interaction which is the by-product of individual differences.     

Statistical inference of minimum rank factor analysis

For any given number of factors, Minimum Rank Factor Analysis yields optimal communalities for an observed covariance matrix in the sense that the unexplained common variance with that number of factors is minimized, subject to the constraint that both the diagonal matrix of unique variances and the observed covariance matrix minus that diagonal matrix are positive semidefinite. As a result, it becomes possible to distinguish the explained common variance from the total common variance. The percentage of explained common variance is similar in meaning to the percentage of explained observed variance in Principal Component Analysis, but typically the former is much closer to 100 than the latter. So far, no statistical theory of MRFA has been developed. The present paper is a first start. It yields closed-form expressions for the asymptotic bias of the explained common variance, or, more precisely, of the unexplained common variance, under the assumption of multivariate normality. Also, the asymptotic variance of this bias is derived, and also the asymptotic covariance matrix of the unique variances that define a MRFA solution. The presented asymptotic statistical inference is based on a recently developed perturbation theory of semidefinite programming. A numerical example is also offered to demonstrate the accuracy of the expressions.This work was supported, in part, by grant DMS-0073770 from the National Science Foundation.     

员工工作倦怠对其个人主动性行为的影响过程研究

采用工作倦怠量表、组织承诺量表、主动性氛围量表和个人主动性问卷调查了34家企业的231名员工和34名主管,使用多层线性建模进行数据分析,结果发现：工作倦怠和组织承诺、个人主动性负相关;组织承诺在工作倦怠和个人主动性之间的关系中起到部分中介作用;主动性氛围和个人主动性正相关并在组织承诺和个人主动性的关系中起到缓冲作用。研究提出了工作倦怠对个人主动性影响的一种过程模式,并对其理论和实践含义进行了讨论。     

A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context

Social disorganization theory suggests that certain school-level indictors of disorder may be important predictors of bullying-related attitudes and behaviors. Multilevel analyses were conducted on bullying-related attitudes and experiences among 22,178 students in 95 elementary and middle schools. The intraclass correlation coefficients indicated that 0.6–2% of the variance in victimization, 5–10% of the variance in retaliatory attitudes, 5–6% of the variance in perceptions of safety, and 0.9% of the variance in perpetration of bullying was associated with the clustering of students within schools. Although the specific associations varied somewhat for elementary schools as compared to middle schools, the hierarchical linear modeling analyses generally suggested that school-level indicators of disorder (e.g., student–teacher ratio, concentration of student poverty, suspension rate, and student mobility) were significant predictors of bullying-related attitudes and experiences. Student-level characteristics (i.e., sex, ethnicity, status in school) were also relevant to students’ retaliatory attitudes, perceptions of safety, and involvement in bullying. Implications for school-based research and violence prevention are provided.     

Motivational climate and changes in young athletes’ achievement goal orientations

Development of achievement-related motives in young athletes is believed to be influenced by the motivational climate created by coaches. In a longitudinal multilevel design utilizing 47 youth basketball teams, coach-initiated motivational climate was used to predict changes in 9–13 year old athletes’ achievement goal orientations over the course of a season. Mastery climate scores on the Motivational Climate Scale for Youth Sports were associated with significant increases in mastery goal orientation and decreases in ego orientation scores on the Achievement Goal Scale for Youth Sports. Ego motivational climate scores were significantly related to increases in ego goal orientation scores. These relations were not influenced by athletes’ age or gender. Intraclass correlations indicated low within-team consensus in athletes’ motivational climate scores, suggesting an individual- rather than team-level perceptual construct. These and other findings indicate that achievement goal orientation research can be extended downward to children below the age of 11.

Improper solutions in the analysis of covariance structures: Their interpretability and a comparison of alternate respecifications

A Monte Carlo approach was employed to investigate the interpretability of improper solutions caused by sampling error in maximum likelihood confirmatory factor analysis. Four models were studied with two sample sizes. Of the overall goodness-of-fit indices provided by the LISREL VI program significant differences between improper and proper solutions were found only for the root mean square residual. As expected, indicators of the factor on which the negative uniqueness estimate occurred had biased loadings, and the correlations of its factor with other factors were also biased. In contrast, the loadings of indicators on other factors and those factor intercorrelations did not have any bias of practical significance. For initial solutions with one negative uniqueness estimate, three respecifications were studied: Fix the uniqueness at .00, fix it at .20, or constrain the domain of the solution to be proper. For alternate, respecified solutions that were converged and proper, the constrained solutions and uniqueness fixed at .00 solutions were equivalent. The mean goodness-of-fit and pattern coefficient values for the original improper solutions were not meaningfully different from those obtained under the constrained and uniqueness fixed at .00 respecifications.This investigation was supported in part by a grant from the Baylor University Research Committee (#018-F83-URC). The authors gratefully acknowledge the comments and suggestions of Claes Fornell and Roger E. Kirk, and the assistance of Timothy J. Vance with the analysis.     

Democratic School Climate and Sense of Community in School: A Multilevel Analysis

This study examines individual- and school-level predictors of sense of community in school among adolescents. Hierarchical linear modeling was used to examine the relationships between individual (demographics, control and monitoring by parents, and perception of democratic school climate), class, and school characteristics (mean democratic school climate, demographics, activities, school size, public/private governance of the school, and facilities) and students' sense of community in the school. Data were analyzed using a three-level model based on 4,092 10- to 18-year-old students nested within 248 classes (across three grade levels: 6th, 8th, and 10th grade level, where the median age was 11, 13, and 15, respectively) in 134 schools in the Veneto region of northeast Italy. Individual and contextual measures of the perception of a democratic school climate, modeled at the individual, class, and school levels simultaneously, were each significant predictor of school sense of community. More parental monitoring and less parental control were also predictive at the individual level. School-level SES predicted between school variation in sense of community, controlling for individual student SES and other student and school-level predictors. School size, facilities (physical spaces resources), level of interaction of the school with the community, public, or private governance, and number of extracurricular activities offered were all nonsignificant. The study demonstrates significant variation in school sense of community at the student, class, and school levels and the important role played by democratic school practices, such as student participation in making rules and organizing events, freedom of expression, and the perceived fairness of rules and teachers, in determining this variable.     

Anthropocene in Context: A Response to Rasmussen

In response to Larry Rasmussen's article about religious ethics in the Anthropocene, I offer an analysis that both contextualizes and elaborates upon his ideas. I introduce other humanities disciplines that have already wrestled with this question, and scholars of color whose voices offer needed correctives to the colonial heritage of most academic disciplines. I explore topics including human agency, non-human agency, exploitation, and refuge. I encourage scholars in our field to move beyond questions of responsibility and lamentations of moral incompetence and into concepts of right relationality and analysis of grassroots climate action already taking place in religious, ethical contexts.