Can the Created Co‐Creator Be Lutheran?A Response to Svend Andersen

Abstract : The author responds to Svend Andersen's article in this journal 43: 4(Winter 2004) 312–23, “Can Bioethics Be Lutheran?” in which Andersen criticizes the concept of humans as created co‐creators, particularly because it asserts an equality between God and humans; he recommends in its place Luther's concept of humans as God's co‐operators or co‐workers. It is argued here that the created co‐creator meets the critique offered. The concept can be both theologized and secularized, which Andersen overlooks. The concept can be integrated into the Christian theology of divine creation, but it introduces irony into theological formulation which is necessary, and which the idea of “God's co‐operators” fails to do. Finally, the chief and most difficult theological issues are framed: Why does God create co‐creators? and How can they receive grace within a Lutheran framework?     

中学校风因素结构的探索性分析

本研究结合国内外相关研究,探索了校风的内涵、外延,并在此基础上,通过开放式调查、深度访谈、问卷初测和正式施测,使用探索性因素分析和验证性因素分析等方法探索了校风的因素结构。本研究认为校风的因素结构包括学生风气、教师风气和组织风气三个二阶因子和十三个一阶因子,本问卷具有良好的信度和效度,可以作为评定中学校风的工具。     

学校组织气氛对教师工作倦怠的影响

问卷调查了410名北京市中学教师,探讨了学校组织气氛对教师工作倦怠的影响。结果发现:教师的工作倦怠没有性别、是否班主任、年龄、任课班级数量、学生人数、周任课时数上的差别。在职称和婚姻因素上有明显的差别,玩世不恭维度上,高级职称的教师工作倦怠明显高于中教一级和中教二级教师,中教一级和中教二级教师之间的工作倦怠没有显著差异,单身教师的情绪衰竭和成就感低落比己婚教师明显偏高。在控制了人口统计学变量之后,分层回归和优势分析发现:支持行为和限制行为能显著预测情绪衰竭,限制行为的贡献更大;支持行为、监督行为、限制行为和同事行为能显著预测玩世不恭,支持行为的贡献更大;支持行为、同事行为和疏远行为能显著预测成就感低落,同事行为的贡献更大;亲密行为对情绪衰竭、玩世不恭和成就感低落没有预测作用。     

宽恕的心理学研究现状及其不足

宽恕逐渐成为心理学研究的热门课题。当前对宽恕的理论研究集中在人际宽恕的理论构建和相关研究,主要是对宽恕的神经心理基础、发展模式以及人格与宽恕的关系的研究;多数应用研究注重于其临床价值,已经有很成熟的临床干预模式出现。但是宽恕的研究还存在一些问题,对宽恕的定义存在争议,导致对宽恕的研究片面;对于测量宽恕的研究远远不够成熟和完善。宽恕的研究有待于细化和拓展。     

Perceived motivational climate and unit cohesion: The case of French soldiers in training

Using a correlational design, this exploratory research investigates the relationships between soldiers’ perceptions of the motivational climate created by platoon leaders and unit cohesion in a French military sample. Conducted among 257 soldiers, the findings indicate that new recruits perceive motivational climate as significantly more task- than ego-involved. Moreover, multiple regressions show that a task-involving motivational climate predicts higher measures of cohesion than does an ego-involving motivational climate. Implications for the professionalization of military forces and exercising command in training are discussed.     

Employee perceptions of climate as an antecedent of time banditry in the workplace

Time banditry has recently been introduced as a distinct construct in the organizational behavior literature. An employee is engaged in time banditry when he or she pursues nontask‐related activities during work time (i.e., chatting with a co‐worker or surfing the web). This study examines the novel concept of time banditry and the impact of climate on its prevalence in the workplace. Climate is a direct reflection of how employees feel about where they work, and is postulated to have a direct effect on engagement in time banditry behaviors. Results provide evidence that employee perceptions of process, policies, and satisfaction as they relate to the job climate are positively related to engagement in time banditry. Thus, when climates promote positive feelings at the job level, employees actually engage in more time banditry behavior. However, no significant relationship was found between time banditry and climate perceptions at the team or the organizational level.     

Who Speaks First? Analyzing Response Waves in a Large-Scale Campus Climate Survey

ABSTRACT

There has been a recent surge in the number of campus climate surveys conducted across the United States; however, little research has examined response rates. Using data from 5,524 students who participated in a Web-based survey at a large university in a South Atlantic part of the United States, four waves of data corresponding with participation rates after reminder e-mails were analyzed. These waves are first compared across a number of demographic variables. Next, the data on rates of stalking, intimate partner violence, sexual assault, and stranger sexual harassment for each wave are examined. The results show few significant differences in the characteristics of the students participating in each wave, and the victimization rates remained relatively constant across the 4 weeks of data collection.     

Understanding pro‐environmental intentions by integrating insights from social mobility,cosmopolitanism, and social dominance

To offer an integrative account bridging individuals’ sociocultural orientations with pro‐environmentalism, the current research tested the mediating and moderating relationships among pro‐environmental intentions and three person‐level factors: perceived social mobility, cosmopolitan orientation, and social dominance orientation (SDO). With a Singaporean college student sample (N = 220), we found support for the hypothesized second‐stage moderation model that perceived social mobility positively predicts cosmopolitan orientation, and in turn, cosmopolitan orientation is moderated by SDO to positively predict pro‐environmental intentions. Specifically, lower levels of SDO strengthen the pro‐environmental advantages of endorsing higher levels of cosmopolitan orientation. These findings add novel knowledge to the environmental psychology literature by advancing an integrative approach that demonstrates how the interplay of people's perceptions about the social, cultural, and group standing impacts their likelihood to engage in pro‐environmental actions. We discuss the implications that an egalitarian worldview toward other cultures, social groups, and human–nature relations might be the key to addressing the global challenge of climate change.     

Risk or resource: Does school climate moderate the influence of community violence on children’s social‐emotional development in the Democratic Republic of Congo?

Exposure to community violence is thought to create risk for the social and emotional development of children, including those children living in low‐income, conflict‐affected countries. In the absence of other types of community resources, schools may be one of the few community resources that can help buffer children from the negative effects of community violence exposure. We sampled 8,300 students ranging in age from 6–18 years in 123 schools from the eastern Democratic Republic of Congo to examine whether and how two distinct dimensions of positive school climate can protect two key features of children's social‐emotional development in the presence of community violence. Multi‐level models tested the hypothesis that students’ perceptions of a positive school climate moderated the relation between community violence and self‐reported mental health problems and peer victimization. Findings support the hypothesis. Specifically, a positive school climate protected against mental health problems and peer victimization in the presence of high community violence. Students who experienced high community violence and a negative school climate generally demonstrated the worst development. We find complex interactions between the dimensions of school climate and exposure to violence on student social‐emotional development that highlight the salience of children's contexts for developmental studies in low‐income countries. We use dynamic developmental systems theory and differential impact to discuss the dual potential of schools as a buffer against the effects of violence or as a source of compounded risk.