情感事件理论的内容、应用及研究展望

组织中的情绪情感研究逐渐成为了学界关注的热点, 情感事件理论的出现为该领域研究提供了一个整合的框架。情感事件理论认为员工在工作中的情感反应由特定的工作事件引发, 这些情感反应会进一步影响员工的态度与行为。该理论区分了情感反应与工作满意度的差异, 并在对工作满意度解构的基础上提出了情感驱动型和判断驱动型两类不同性质的行为。情感事件理论对研究组织成员情感反应的作用机制具有重要的指导意义, 但另一方面它也需考虑团体层次情感机制及测量方法等因素, 在更加具体的情境中进一步验证和完善。     

儿童家庭读写活动、早期读写水平与小学一年级语文课成绩的关系

从读写萌发的观点出发,探讨6至7岁儿童的家庭读写活动、早期读写水平与其在校语文成绩的关系。研究结果显示:在控制儿童的非言语智力和父母的教育水平等变量后,(1)只有儿童的非正式家庭读写活动能够显著预测其口头词汇;(2)只有儿童的正式家庭读写活动能够显著预测其识字量;(3)只有儿童入学时的识字量能够显著预测他们一年级时的语文成绩和平时语文课表现;(4)儿童的口头词汇和家庭读写活动均无法预测其在校的语文课成绩。     

MEASURING REFLECTIVE SUPERVISION WITHIN HOME VISITING: CHANGES IN SUPERVISORS’ SELF‐PERCEPTION OVER TIME

Despite widespread belief in the early childhood field of the benefits of reflective supervision, there has been limited empirical evidence to support the effectiveness of reflective supervision for home visitors and the children and families they serve. The present study examined the psychometric properties of four adapted self‐report measures assessing supervisors’ reflective supervision capacities; the study also investigated whether these measures captured change in reflective capacity over time as supervisors participated in professional development activities focused on reflective supervision. Results from 33 participants (home visiting supervisors and program managers) suggested that three of the four measures demonstrated acceptable internal consistency, and these three measures were correlated with each other. Two of these measures also captured significant change over time. Finally, there was some evidence that those with less education demonstrated more substantial improvement in their reflective supervision capacities than did those with an advanced degree. Findings provide initial evidence for reliable, efficient, and cost‐effective supervisor self‐report measures that could be used in research and program evaluation to assess change in supervisor reflective capacity over time.     

Pedestrian behaviour of 6th grade Estonian students: Implications of social factors and accident-prevention education at school

Children as pedestrians are one of the most vulnerable groups of road users. Therefore factors associated with risky pedestrian behaviour should be carefully studied. The aim of this article is to clarify how the traffic behaviour of 6th grade students as pedestrians is associated with the behaviour of their traffic companions and prevention activities at school, also taking gender into consideration. The research was conducted based on a randomly-selected sample of 1033 6th-grade students with the mean age of 12.77 ± 0.38 (SD) years. The results showed that compared to girls boys take significantly more risks as pedestrians: they rarely use reflectors during periods of darkness and often cross the road against the red light. The most important role models for adolescents in traffic behaviour are their parents. The role model behaviour with the strongest effect on adolescent high-risk behaviour in traffic is the role model not using crosswalks to cross the street. The results also showed that higher-risk traffic behaviour by adolescent pedestrians is predicted by higher-risk behaviour on the part of their companions (parents, teachers), walking alone on the street, as well as by an adolescent’s lower involvement in the less active prevention activities in the classroom. To improve adolescent pedestrians’ traffic behaviour social environment and school-based factors should be considered more thoroughly in prevention work at school.     

Capturing environmental affordances: Low‐income families identify positive characteristics of a hotel housing solution

This qualitative study describes the positive characteristics of an extended‐stay hotel as identified by low‐income families that resided there. Interviews were conducted with ten hotel residents using a semi‐structured interview guide and participant photographs to elicit a deeper understanding of experiencing home at a hotel. Framed in the theoretical perspective of environmental affordances, findings suggest that despite discomforts of the hotel environment, residents were still able to enjoy family independence, social engagement, a sense of safety and connection to a community context. The findings of this study may help practitioners gain a balanced perspective of non‐ideal housing conditions for planning interventions. Even in these conditions, positive characteristics can be identified to reinforce family functioning and well‐being. Copyright © 2010 John Wiley & Sons, Ltd.     

A longitudinal assessment of the home literacy environment and early language

This longitudinal assessment concentrated on the relation between the home literacy environment (HLE) and early language acquisition during infancy and toddlerhood. In study 1, after controlling for socio‐economic status, a broadly defined HLE predicted language comprehension in 50 infants. In study 2, 27 children returned for further analyses. Findings revealed that the HLE measured in infancy predicted language production in toddlerhood and maternal redirecting behaviours measured in toddlerhood were negatively associated with expressive language. Results across both studies indicate the importance of a broadly defined HLE (including joint attention and parent–child conversation) for language development. Taken together, these findings highlight the importance of the HLE in supporting both receptive and expressive vocabulary growth in the second and third years of life. Copyright © 2011 John Wiley & Sons, Ltd.     

Enclosure shape influences cue competition effects and goal location learning

In virtual-environment spatial-learning procedures, Experiment 1 investigated blocking of learning about distal landmarks beyond the walls of an enclosure following preliminary training to find a goal using local landmarks within the enclosure. Separate sets of blocking and control groups searched within enclosures that, in plan view, formed either a square or a circle. Blocking was apparent when training and testing occurred in the circular but not the square enclosure. In Experiment 2, preliminary training to find a goal using local landmarks blocked spatial learning based on a circular enclosure divided into four differently coloured sections. The results are discussed in relation to theories of incidental versus error-correcting learning linked to different types of spatial cue.