研究生科研角色认同对科研创造力的影响:导师包容性领导、师门差错管理氛围的作用

以来自62个师门的411名全日制在校研究生为被试,采用问卷调查法探讨研究生科研角色认同对科研创造力的影响,并构建多层线性模型,分析导师包容性领导、师门差错管理氛围的调节作用。结果发现：（1）科研角色认同对科研创造力产生显著正向影响;（2）导师包容性领导、师门差错管理氛围在科研角色认同与科研创造力关系中均具有正向调节作用;（3）导师包容性领导对师门差错管理氛围具有显著正向影响,导师包容性领导的调节作用通过师门差错管理氛围的调节作用对研究生科研创造力产生影响。     

气候变化的心理影响及应对策略

气候变化是指人类活动直接或间接导致的气候方面的改变, 是本世纪人类面临的最大挑战之一。气候变化对个人的认知、情绪及行为均有影响, 这些心理影响对大多数人而言是渐进式的。目前已有的研究发现, 气候变化的应对策略包括问题聚焦、情绪聚焦和意义聚焦三种, 而意义聚焦可能是其中最有利于心理健康的应对策略。未来的研究需要进一步界定某些重要概念, 并使之能够操作化, 需要探讨气候变化应对策略与心理健康之间的关系, 研究中国人气候变化应对策略的特征等。     

组织氛围研究：概念测量、理论基础及评价展望

组织氛围是员工对组织环境的主观知觉。文章在回顾组织氛围研究起源、总结归纳组织氛围定义的基础上, 给出了组织氛围的新定义。组织氛围有个体、团队和组织三个分析水平, 分别对应着不同的测量方法。组织氛围与组织文化既存在区别又密不可分。组织氛围的形成机制及可能的影响因素常用社会信息加工、社会交互作用、吸引选择磨合、涌现和意义建构等理论来解释。未来研究应进一步加强对组织氛围概念、研究方法、影响因素等方面的深入探讨, 拓展组织氛围的跨文化及其差异研究。     

《管子》的生态经济思想论

本文论述了《管子》的生态经济思想：《管子》认为经济系统必须顺应这个生态系统的生态法则：“天时”;《管子》阐述了正确处理人口、生产与资源、环境保护间关系的“务地利”的可持续经济思想;《管子》提出了修德、贫富有度及适度消费的生态经济管理思想。     

学校组织气氛对教师组织承诺的预测效应

问卷调查410名北京市中学教师,探讨了学校组织气氛对教师组织承诺的影响.结果表明:修订的《学校组织气氛问卷》是可靠而有效的适用于中学教师组织气氛相关研究的工具;在持续承诺维度上,本科学历的教师显著高于硕士学历的教师,高级职称的教师非常显著地高于中教二级的教师;所教学生人数的多少与情感承诺、规范承诺有显著的正相关;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、同事行为和疏远行为对预测情感承诺做出了新的贡献,支持行为的贡献更大;支持行为和亲密行为对预测规范承诺做出了新贡献,支持行为的贡献更大;亲密行为能预测持续承诺.     

组织伦理气氛的理论与研究

组织伦理气氛（organizationalethicclimate）是组织成员对组织伦理环境特性的一致性认知。在文献研究的基础上,该文首先从伦理与组织伦理、组织伦理气氛的概念来源与形成、结构与测量、影响因素及其与组织绩效的关系等方面,对国外组织伦理气氛研究进行了归纳和反思,并从理论研究与管理实践方面提出了一些具体的建议     

Swedish youth football players’ attitudes towards moral decision in sport as predicted by the parent-initiated motivational climate

ObjectivesThe purpose of this study was to examine associations between late adolescent football players’ perceptions of the motivational climate – as initiated by mothers and fathers – and attitudes towards moral decision making in sports.DesignCross-sectional.MethodsParticipants were 213 Swedish football players (144 males, 67 females) aged 16–19 years who completed measures assessing perceived parent-initiated motivational climate (i.e., success-without-effort climate [SWEC]; worry conducive climate [WCC]; and learning/enjoyment climate [LEC]) and attitudes towards moral decision-making in sport (i.e., acceptance of cheating [AOC]; acceptance of gamesmanship [AOG] and keeping winning in proportion [KWIP]).ResultsCanonical correlations demonstrated moderate positive relations between parent-initiated − both mother and father − performance climates (WCC and SWEC) and AOC and AOG. Moreover, the relationship between mother and father-initiated learning/enjoyment climate (LEC) were shown to be moderately and positively associated with the prosocial attitude dimension of KWIP. Results also showed that a mother-initiated LEC and a mother-initiated SWEC were stronger predictors of the criterion variables (AOC, AOG, and KWIP) than equivalent father-initiated climate dimensions.ConclusionsThe results highlight the importance of considering the relationship between parent-initiated climates − especially initiated by mothers − and the development of moral decision-making among youth football players.     

School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations

The messages youth receive in schools about how they matter as individuals and as members of ethnic‐racial groups are influential in constructing their developing ethnic‐racial identities (ERI). However, the developing ERI students hold also have a role in shaping their experiences at school. The current study examined the longitudinal and reciprocal association between ERI (exploration and resolution) and school climate (support for cultural pluralism and teacher supportiveness) among 491 Black, Latino, and White middle school youth (M_age = 12.03, SD = 1.05, range: 11–17) in the Midwest. Cross‐lagged analyses revealed that greater perceptions of support for cultural pluralism within the school predicted greater exploration and resolution at later time points for all students. Moreover, greater exploration and resolution among White students was predictive of greater perceptions of support for cultural pluralism at the school. Higher quality teacher–student relationships predicted greater engagement in ERI exploration for all youth. The findings highlight the importance of school climate in helping shape ERI among youth attending a culturally diverse school and the role of such youth in shaping the climate at their school.