Developing Clear and Useful Scoring Procedures for Goal Attainment Scaling in Longitudinal Case Studies

This article examines scoring procedures for Goal Attainment Scaling (GAS) and suggests a new scoring procedure to communicate GAS outcomes in longitudinal studies. Analysis is based on longitudinal case studies that evaluate transitioning from psychiatric institutions to independent living. Five scoring methods are identified: raw scores; sum of score differences; mean scores; T-scores; and graphing raw scores. Graphing raw scores is presented as an alternative method of expressing GAS scores for studies with few participants and multiple time points. This enables easy interpretation of goal attainment, and allows for fluctuation in performance as is typical in clinical practice.     

Personality as a Prospective Vulnerability to Dysphoric Symptoms Among College Students: Proposed Mechanisms

Personality and psychopathology have long been associated; however, the mechanisms that account for this link are not well understood. Stress generation and cognitive vulnerability are examined as potential mechanisms to explain the association between negative emotionality and dysphoria. To evaluate these mechanisms, college students completed measures of personality, dysfunctional attitudes, negative cognitive style, dysphoric symptoms, and negative events. Two years later the same students reported on the occurrence of negative events and levels of dysphoric symptoms that they had experienced over the 2-year follow-up period. Consistent with hypotheses, negative emotionality predicted prospective increases in dysphoric symptoms and the generation of more stressors over time. Both dysfunctional attitudes and negative cognitive style interacted with these additional stressors to predict prospective elevations in dysphoria, and these cognitive vulnerability–stress components partially mediated the association between negative emotionality and future elevations of dysphoric symptoms.

The intergenerational transmission of authoritarianism: The mediating role of parental goal promotion

This study examined the intergenerational transmission of adolescent authoritarian submission (Right-Wing Authoritarianism or RWA) and authoritarian dominance (Social Dominance Orientation or SDO). It was hypothesized that the type of goals that parents promote (i.e., conservation versus openness to change and extrinsic versus intrinsic goal promotion) would mediate any direct association between parents’ and adolescents’ authoritarian attitudes. This hypothesis was examined in a sample of middle adolescents and their parents. First, a significant parent–child concordance was found for RWA and SDO. Second, whereas parental RWA predicted parental promotion of conservation goals (rather than openness to change goals) as well as the promotion of extrinsic goals (rather than intrinsic goals), parental SDO predicted parental promotion of extrinsic goals only. Third, process analyses showed that, whereas parental conservation goal promotion mediates the relationship between parent and child RWA, parental extrinsic goal promotion mediates the relationship between parent and child SDO.     

Attention-deficit/hyperactivity disorder and callous-unemotional traits as moderators of conduct problems when examining impairment and aggression in elementary school children

Examined whether attention-deficit/hyperactivity disorder (ADHD) and callous-unemotional (CU) traits moderate the association between conduct problems (CPs) and impairment and aggression. Participants were 214 children who were rated by their elementary school classroom teachers. Results indicated that the association between CP and impairment and aggressive outcomes is almost always moderated by ADHD and/or CU. Moreover, in many instances, the association between CP and outcomes was moderated by both ADHD and CU such that the moderating effects of CU on CP were more pronounced at lower levels of ADHD. Results are discussed with respect to developmental taxonomies and trajectories of the disruptive behavior disorders.     

限制性饮食者对食物线索的注意偏向：基于目标矛盾理论模型

采用点探测变式探讨了120名成功和失败女性限制性饮食者对两类食物线索的注意偏向机制。结果发现, 当只启动享乐目标时, 成功的限制者存在对美味食物线索的注意回避, 失败的限制者存在对美味食物线索的注意脱离困难; 当相继启动享乐目标和节食目标时, 成功和失败两类限制者均存在对美味食物线索的注意回避, 但失败者仍然存在注意脱离困难。从目标矛盾模型理论对实验结果进行了讨论。     

课堂目标导向对学习成功感的影响研究

该研究以成就目标理论为指导,实证探索不同课堂目标导向对学习成功感的影响。以170名初二学生为被试,在数学课上通过不同的目标导向教学,创造出不同的目标情境,即课堂掌握目标情境、课堂成绩-趋近目标情境和课堂结合目标情境,以研究不同课堂目标导向对学生学习成功感的影响。结果表明:(1)在课堂上创造不同的目标情境具有可行性和重要性;(2)教学干预后,三个实验班学习成功感显著高于对照班;(3)经过教学干预,三个实验班学习成功感有显著提高,而对照班学习成功感前后测无显著差异。研究表明三种课堂目标情境均有助于提高学习成功感。从总体上看,研究的结果支持多重目标理论。     

高中生目标定向、学习策略、归因与成绩的关系

该文采用问卷调查的方法,对270名高中生的目标定向、学习策略、归因的特点及其与成绩的关系进行了研究。结果表明：1）男生的掌握定向倾向强于女生,且在学习中更多地采用认知和元认知策略,而女生则具有更明显的能力和内部归因。2）归因与目标定向、学习策略间呈现出较为复杂的相关关系。3）复述策略和努力归因能够负向预测成绩,调节和努力管理策略可以正向预测成绩,而目标定向通过归因和学习策略间接影响成绩。     

创意实施——创新研究未来走向

创新一直是学术界关注和探讨的热点。过去40多年里, 有关创新的研究层出不穷, 取得了丰富的成果。然而, 这些研究主要集中在如何激发员工的创新行为上, 即创意产生这一环节。至于创意产生之后能否转化以及如何转化的问题没有引起足够的重视。创意是开端, 但需要把创意转变为现实, 否则创新难以转化为价值。研究创意实施的条件及其作用机制是推动创新研究深化的重要任务。目前已有的创意实施研究在研究层次和研究视角上都存在不足, 未来有必要在方法上把量化研究与质化研究结合起来, 从不同的层次和视角, 进一步拓展研究的范围, 揭示创意从产生到实施的条件和作用机制。     

代际工作价值观发展的研究述评

代际工作价值观的发展归结于社会文化的变迁。对代际工作价值观发展的研究契合了当前工作场所员工代际差异和冲突的研究趋势, 同时也有助于人们把握特定国家社会文化发展的脉络。这类研究是以“重大历史事件”作为划分“代”的主要标准, 以社会文化属性作为研究探讨的主要内容。目前, 多数西方的代际工作价值观研究发现, 西方国家的员工在工作中心化、利他观、内在工作价值观和外在工作价值观等方面呈现不同的发展规律。而我国由于社会历史文化的不同, 其发展趋势必然呈现不一样的特点。为此, 下一步的研究应在严格区别社会文化独特性的前提下, 采取合适的研究方法和“代”的划分标准, 重点研究工作价值观的“代单位”发展规律, 并拓展研究内容深度,特别是加强中国本土化研究力度, 这对于中国组织的人力资源管理有重要的借鉴价值。     

Take The First: Option-generation and resulting choices

Experimental decision-making research often uses a task in which participants are presented with alternatives from which they must choose. Although tasks of this type may be useful in determining measures (e.g., preference) related to explicitly stated alternatives, they neglect an important aspect of many real-world decision-making environments—namely, the option-generation process. The goal of the present research is to extend previous literature that fills this void by presenting a model that attempts to describe the link between the use of different strategies and the subsequent option-generation process, as well as the resulting choice characteristics. Specifically, we examine the relationship between strategy use, number and order of generated options, choice quality, and dynamic inconsistency. “Take The First” is presented as a heuristic that operates in ill-defined tasks, based on our model assumptions. An experiment involving a realistic (sports) situation was conducted on suitable participants (athletes) to test the predictions of the model. Initial results support the model’s key predictions: strategies producing fewer generated options result in better and more consistent decisions.