求同方能存异：上下级学习目标导向契合对创造力的影响

为探讨领导-员工学习目标导向与领导反馈环境对员工创造力的交互作用机制,对305名领导-员工配对样本进行问卷调查。结果表明：（1）领导学习目标导向显著正向预测员工创造力;（2）领导反馈环境在领导学习目标导向和员工创造力之间起中介作用;（3）员工学习目标导向对领导学习目标导向和领导反馈环境之间的关系起调节作用,相对于学习目标导向低的员工,当员工学习目标导向高时,领导学习目标导向对反馈环境的积极影响大。     

目标取向、道德认同、道德推脱与大学生运动员的反社会行为的关系

研究从道德失调的观点出发探讨了目标取向、道德认同、道德推脱与大学生运动员在比赛中的反社会行为的关系.198名大学生运动员参加了本研究并完成了任务取向和自我取向问卷、道德推脱问卷、道德认同问卷和运动中的反社会行为问卷.分析发现,任务取向减少了大学生运动员的反社会行为,但是自我取向增加了他们的反社会行为;道德推脱在自我取向与反社会行为的关系中发挥着中介作用,且这一中介作用受到道德认同的调节,较低的道德认同增加了自我取向的运动员的道德推脱,并由此提高其反社会行为倾向.     

Goal orientation and performance adaptation: A meta-analysis

The relationship between goal orientation and performance adaptation across studies was assessed in the present article. The relevance of performance adaptation can be exemplified by the desire to optimize performance and mitigate the negative effects of change in organizational and educational contexts (i.e. new co-workers, new software, emergencies). Three-level meta-analyses were conducted for learning goal orientation (LGO) and performance goal orientation (PGO). Furthermore, within PGO a distinction between avoid performance goal orientation (APGO) and prove performance goal orientation (PPGO) could be made. In moderator analyses the influence of measurement method of performance adaptation (subjective ratings vs objective scores) was assessed amongst others. Although significant effects were found they were primarily visible for subjective ratings and not objective scores.     

The relationship between career growth and organizational commitment

This research examines the relationship between employees' career growth and organizational commitment. Career growth was conceptualized by four factors: career goal progress, professional ability development, promotion speed and remuneration growth, while organizational commitment was conceptualized using Meyer and Allen's (1997) three component model. Survey data, collected from 961 employees in 10 cities in the People's Republic of China, showed that the four dimensions of career growth were positively related to affective commitment, and that three of the facets were positively related to continuance and normative commitment. Only three of eighteen two-way interactions among the career growth factors affected organizational commitment, suggesting that the career growth factors influence commitment in an additive rather than a multiplicative manner.Results focus on how career growth can be used to manage organizational commitment.     

青少年的个人未来发展目标和担忧

目标和担忧是个体关于未来的心理表征,对个体日常指向未来的行为具有引导作用。采用青少年未来取向问卷中文版调查了近2000名初中、高中和大学青少年,结果发现,青少年的目标和对未来的担忧反映了青少年期的主要发展任务,同时它们又因被试的年龄、性别、城乡背景以及思考内容领域的不同而表现出不同的特点。     

The Effect of Goal Difficulty on Escalation of Commitment

Escalation of commitment to a failing course of action is a problem in behavioral decision making that occurs across a wide range of social contexts. In this research, we show that examining escalation of commitment from a goal setting theory perspective provides fresh insights into how goal difficulty influences escalation of commitment. Specifically, through a series of two experiments, we found a curvilinear relationship between goal difficulty and post‐feedback goal commitment, which was mediated by valence and expectancy associated with goal attainment. In turn, it is commitment to goals that leads individuals to continue a previous course of action despite negative feedback. Copyright © 2014 John Wiley & Sons, Ltd.     

Social exclusion influences attentional bias to social information

Using three experiments, the present study investigates the impact of social exclusion on attention. Specifically, we investigate whether social exclusion promotes attentional bias to social acceptance cues (smiling faces) or social exclusion cues (angry faces) among an Asian population. The Cyberball game was adopted to manipulate social inclusion or exclusion, and a dot‐probe task was used to measure individuals' responses to smiling or angry faces. In Experiments 1 and 2, each trial consisted of either a smiling or angry face that was paired with a neutral face. In Experiment 1, when the stimulus onset‐asynchronies (SOA) were 500 ms, the inhibition of return emerged, indirectly indicating that social exclusion promotes sensitivity to social acceptance cues. In Experiment 2, after setting the SOA to 200 ms, we found that social exclusion promotes attentional bias to smiling faces compared to neutral faces. In Experiment 3, both smiling and angry faces were shown during each trial, and we found that social exclusion promotes attentional bias to smiling faces compared to angry faces. Therefore, the present study extends our understanding of the relationship between social exclusion and attention. Overall, it appears that after social exclusion, the desire for social reconnection trumps the desire to avoid social exclusion.     

成就目标定向与小学生数学学习投入的关系:学业拖延和数学焦虑的中介作用

采用问卷法对708名小学高年级学生进行调查,以考察成就目标定向、学业拖延、数学焦虑与数学学习投入之间的关系,结果显示：（1）掌握定向和表现-接近定向均能直接正向预测数学学习投入,而表现-回避定向的直接预测作用不显著;（2）掌握定向、表现-接近定向和表现-回避定向均能通过学业拖延来间接预测数学学习投入;（3）掌握定向和表现-回避定向均能通过数学焦虑来间接预测数学学习投入,但表现-接近定向不能通过数学焦虑来间接预测数学学习投入;（4）三种成就目标定向均能通过学业拖延经数学焦虑的多重中介作用来预测数学学习投入。这表明成就目标定向不仅能直接预测,还能通过学业拖延和数学焦虑的多重中介作用,来间接预测小学生数学学习投入。