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561.
目的:旨在揭示中小学儿童的人际信任、成就动机水平及其与合作倾向之间的关系。方法:运用马基量表、人际信任量表、成就动机量表和合作倾向评价表对553名3-8年级学生进行测查。结果:1,初中男女生在人际信任水平上出现明显分化。2,男生追求成功的动机和避免失败的动机随年龄增长出现下降趋势,女生追求成功的动机下降,避免失败的动机上升。3,追求成功的动机与合作倾向有显著正相关。结论:与人际信任水平相比,成就动机在儿童合作倾向的评价中发挥了更大的作用。 相似文献
562.
563.
情绪智力在大五人格与学业满意度之间的中介效应 总被引:1,自引:0,他引:1
以229名大学生为被试,采用问卷调查法,通过考察情绪智力在大五人格与学业满意度之间关系中的中介效应,探讨了两种情绪智力模型之间的区别。结果表明:(1)大五人格因素巾只有开放性维度对学业满意度存在显著影响;(2)能力型情绪智力在开放性与学业满意度之间的关系中起完全中介的作用,而混合型情绪智力则没有在上述两者之间关系中起到中介作用。 相似文献
564.
大学生时间管理倾向对其社会适应能力的影响 总被引:4,自引:0,他引:4
该研究对180名大学生的时间管理倾向及其社会适应能力的关系进行探讨。结果发现,被试的时间管理倾向及其3个维度(时间价值感、时间监控观、时间效能感),以及社会适应能力在性别、学科等因素上没有显著差异;时间管理倾向高分组和低分组被试在社会适应能力上有极其显著的差异。将社会适应能力对时间管理倾向3个维度进行逐步回归分析,结果表明,时间效能感对社会适应能力有好的预见性。因此,开展卓有成效的时间管理训练可以作为提高大学生社会适应能力的一种方法。 相似文献
565.
566.
The temperamental constellations that can be found in the infant population may influence the development trajectories of single domains of knowledge, such as that relative to language. The main objective of this study is to identify temperamental profiles to which one associates different levels of linguistic competence and to identify the profile associated with the highest risk for language acquisition. The temperamental characteristics of a sample of 106 children of 28 months attending day-care centres were surveyed and three temperamental profiles were highlighted: a profile typical of the Italian population which grouped most of the children; another made up of easily distractible and not very persistent children, who show a poor capacity to modulate motor activity and finally, the third with children inhibited in new situations. A comparison of the three groups on the basis of the level of linguistic competence revealed important differences regarding certain indices such as the vocabulary size and composition: in particular, the group of “inattentive” children has a more “immature” vocabulary composition, characterised by the presence of more primitive components of the lexical repertory. 相似文献
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568.
Patrick F. McKay Dennis Doverspike Doreen Bowen-Hilton Quintonia D. McKay 《Journal of business and psychology》2003,18(1):1-14
The present study examined whether a set of demographic variables and stereotype threat could explain African-American/White mean differences in cognitive ability test performance. African Americans and Whites were found to significantly differ in stereotype threat and educational attainment of participants' fathers (i.e., father education). In moderate support of our study hypothesis, stereotype threat and father education partially mediated race differences in cognitive ability test scores. Implications for study findings are discussed, and limitations of the study are noted. 相似文献
569.
Christine Quinn Trank Sara L. Rynes Robert D. Bretz Jr 《Journal of business and psychology》2002,16(3):331-345
This study examines how several indicators of ability and achievement are associated with individual differences in preferences for job and organizational attributes. Results from a sample of 378 business and liberal arts students suggest that students with high cognitive ability and all types of high achievement place greater importance on interesting and challenging work than do other students. However, on other work attributes (e.g., job flexibility, pay practices, fast-track promotion systems), students with high cognitive ability and high academic achievement (i.e., grade point average) appear to have different preference patterns from those with high social achievement (e.g., extracurricular and leadership activities). Results are discussed in terms of implications for employers and future research. 相似文献
570.
Dale S. Bond Roseann M. Lyle Marlene K. Tappe Roger S. Seehafer Thomas J. D'Zurilla 《International journal of stress management》2002,9(4):329-343
This study evaluated the importance of exercise mode, social problem-solving ability, gender, and age in relation to anxiety and perceived daily hassles. Adult participants were classified as moderate aerobic exercisers, T'ai Chi exercisers, or sedentary via completion of a questionnaire. Social problem-solving ability, state and trait anxiety, and frequency and severity of daily hassles were measured. As predicted, scores indicating effective social problem-solving ability were associated with fewer reported severe daily hassles and with lower scores on state and trait anxiety. For state and trait anxiety, a main effect of exercise mode emerged after age and gender were controlled. A 3-way interaction involving age, gender, and exercise mode suggested that age and gender moderate the effects of exercise on anxiety, that is, the stress-reducing efficacy of different exercise modes may be dependent on a person's age and/or gender. Implications for theory, research, and practice are discussed. 相似文献