The relationship of GMA to counterproductive work behavior revisited

Recent research reported that general mental ability (GMA) predicted counterproductive work behavior (CWB), whereas some previous studies failed to find such a relationship. We tested occupational homogeneity of the sample and criterion measurement as two potential explanations for these inconsistencies. Study 1 replicated major design features of one previous study, which found no GMA–CWB relation in a heterogeneous sample, with occupationally homogeneous groups. Results confirmed previous null findings, indicating no effect of sample homogeneity. In Study 2, using a controlled laboratory setting, GMA was again unrelated to self‐reported CWB, but partially predicted observed CWB negatively. Combined findings suggest that GMA is consistently unrelated to CWB self‐reports but may predict objectively measured CWB independently of the likelihood of being caught. Copyright © 2009 John Wiley & Sons, Ltd.     

群体偏好与年级对小学生利他惩罚行为的影响

采用独裁者博弈（DG）探讨了群体偏好对不同年级小学生利他惩罚行为的影响。研究1对450名小学生利他惩罚行为的年级发展特点进行了测查。研究2以168名小学生为被试,考察了在独裁者博弈中与独裁者的关系、性别与年级对小学生（第三方）利他惩罚行为的影响。研究3以180名小学生为被试,考察了在独裁者博弈中与接受者的关系、性别与年级对小学生（第三方）利他惩罚行为的影响。结果发现：（1）利他惩罚行为在1至3年级之间有显著增长,3至5年级之间不仅没有增加反而有所下降。（2）3年级小学生开始表现出明显的群体偏好。（3）利他惩罚行为的性别差异不明显,与女生比男生更利他的预期相左。结论：小学生至少在6岁就已经出现了利他惩罚行为且逐渐表现出群体偏好;小学生道德行为发展中可能存在“3年级现象”;女生可能更愿意通过非惩罚的方式达成公平。     

基于等级反应模型的多水平多侧面评分者模型

国内外考试改革和大型测评实践越来越强调主观题的作用,则评分者信度研究又重新成为一个备受关注的议题。研究在Wang和Liu（2007）的广义多水平侧面模型基础上,提出并探讨了等级反应多水平侧面模型。结果表明：在评分者固定效应和随机效应两种实验条件下,各偏差值的均值与标准差均较小,说明模型在当前实验条件下,各参数估计值的返真性和稳健性均较好,可以检测出评分者效应,由此,后续可进一步加入评分者效应的影响因素,使其发展为可同时检测评分者效应及其影响因素的完整模型。     

Influence of Generational Status and Financial Stress on Academic and Career Self‐Efficacy

The importance of a college degree is underscored by higher unemployment rates of individuals who have not completed college (Bureau of Labor Statistics, 2014 ). Academic and career self‐efficacy influence students' completion of college, and 1st‐generation college students and those under financial strain may experience decreased self‐efficacy (Wohlgemuth et al., 2007 ). Participants in this study (N = 383) were college students at a 4‐year university. Results from a 2 × 3 multivariate analysis of variance and discriminant function analysis revealed significant differences in academic and career self‐efficacy based on financial stress, but not generational status.     

The initial stage of the international sojourn: excitement or culture shock?

This paper presents findings from an ethnographic study of the adjustment journey of international postgraduate students at a university in the South of England, which involved interviews and participant observation over a 12-month academic year. It was discovered that the initial stage of the sojourn1 was not characterised by feelings of excitement, as suggested by the U-curve model (and its successors): though such feelings were present, they were overwhelmed by negative symptoms more commonly associated with culture shock. The implications of these findings for support structures in higher education are discussed.     

Effects of classroom organization on letter-word reading in first grade

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N = 44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N = 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p < .05). Practical and research implications are discussed.     

医务人员在医疗活动中的利益边界与道德责任分析

当今是一个以利益为轴心的时代,利益伦理是医学伦理学不可忽视的课题。欲望是无穷的,利益是有限的,任何利益都有其边界和限度,我们必须设置利益的道德界限。医患双方未能遵守利益限度和利益边界原则,使矛盾转化为冲突。利益冲突不仅影响医生的专业判断,而且影响了其医疗决定。医生既是医疗职业者,也是社会的一员,社会公众利益最大化是医疗服务的基本目标,为病人最大利益着想是医护专业最根本的道德规范与责任。     

A consequence of school grade labels: preservice teachers’ interpretations and recall of children’s classroom behavior

This study investigated whether preservice teachers’ attitudes surrounding school grade labels influenced interpretations and recall of children’s classroom behavior using the automatic attitude activation model (Fazio, In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior, 1986) as a theoretical framework. Participants were randomly assigned to one of three conditions: The expectation of viewing a video of children in schools labeled as “A,” “F,” or “typical” as a result of the school’s aggregated student performance on standardized tests. Results indicated that participants who believed that they were viewing a video of an “F” classroom recalled more negative and fewer positive behaviors compared to the “typical” classroom. Likewise, there was a trend for participants to recall more negative and fewer positive behaviors when viewing a video of an “F” compared to an “A” school. Therefore, negative attitudes about a school label of “F” biased preservice teachers’ perceptions and memories of children’s classroom behaviors.

Longer you play, the more hostile you feel: examination of first person shooter video games and aggression during video game play

This study investigated the effects of video game play on aggression. Using the General Aggression Model, as applied to video games by Anderson and Bushman, [2002] this study measured physiological arousal, state hostility, and how aggressively participants would respond to three hypothetical scenarios. In addition, this study measured each of these variables multiple times to gauge how aggression would change with increased video game play. Results showed a significant increase from baseline in hostility and aggression (based on two of the three story stems), which is consistent with the General Aggression Model. This study adds to the existing literature on video games and aggression by showing that increased play of a violent first person shooter video game can significantly increase aggression from baseline.     

中学生学习策略发展研究

采用调查问卷法,以自编的《中学生学习方式量表》对初一至高三800名学生进行了调查。结果发现：初中生对学习策略的掌握和运用水平尚不稳定,初三学生的学习策略水平出现明显的下降趋势,高中生对学习策略的掌握运用达到自控水平;初中、高中男、女生间学习策略水平存在显著差异,女生学习策略整体水平显著高于男生,随年级的提高,部分学习策略水平的性别差异有逐渐缩小的趋势;学习成绩与学习策略存在显著正相关。