孔子的经济伦理思想研究

孔子的经济伦理思想构建是以“义利之辨”为基础 ,以“富国安民”为中心 ,以“均而安”和“节用”等德政措施为手段 ,达到经济发展与社会稳定的双向目的 ,具有德性主义的性质。     

Social Class, Race, and Ethnicity: Career Interventions for Women Domestic Violence Survivors

This story describes a community intervention study conducted with women domestic violence survivors and a research dilemma related to the complex interrelationships between women's social class, race and ethnicity, and career development needs and experiences. The author presents diversity and research dilemmas related to facilitating women's critical consciousness of power dynamics at work in their lives. The influence of community context, career intervention curricula, and research team members' values on research decisions are described. This story highlights the importance of researchers examining their values and how those values impact the communities that they serve.     

中小学教师的职业倦怠与工作压力、自尊和控制点的关系研究

本研究旨在探讨中小学教师的职业倦怠与工作压力、自尊和控制点的关系。用教师职业倦怠问卷、工作压力调查表、自尊量表和控制点量表对766名教师进行了问卷调查。结果发现：教师的职业倦怠与工作压力、自尊和控制点之间存在显著的相关关系;教师的工作压力、自尊、控制点分别对职业倦怠的情绪衰竭、非人性化、低成就感具有显著的预测作用。     

Impact of group rejections from a physical activity on physical self-esteem among university students

This study examined the effects of trait physical self-esteem (TPSE) and reasons for group rejections upon state physical self-esteem (SPSE) in a social psychology experiment. Two vignettes were prepared for students to imagine themselves being rejected from a group physical activity. In one vignette, students were rejected by chance, whereas in the other, due to physical incapability. The results indicated that SPSE did not change significantly after rejection by chance, but that SPSE decreased significantly after rejection due to physical incapability. When the sample was divided to subgroups, high TPSE students decreased SPSE to the same level as low TPSE students, and the magnitude of decrease in high TPSE students was even larger than that in low TPSE students after rejection due to physical incapability. The similar pattern was observed in the comparison between male and female students, whereas SPSE of Physical Education major students did not drop as much after rejection due to physical incapability. Contrary to previous research, high TPSE failed to protect the decline of SPSE after group rejections particularly due to physical incapability. The involvement of the importance theory, coping strategies, and sources of rejections needs to be investigated further. Educational implications of the findings are discussed.     

Callous–Unemotional Traits in Predicting the Severity and Stability of Conduct Problems and Delinquency

The current study tests whether the presence of callous–unemotional (CU) traits designates a group of children with conduct problems who show an especially severe and chronic pattern of conduct problems and delinquency. Ninety-eight children who were selected from a large community screening of school children in grades 3, 4, 6 and 7 were followed across four yearly assessments. Children with conduct problems who also showed CU traits exhibited the highest rates of conduct problems, self-reported delinquency, and police contacts across the four years of the study. In fact, this group accounted for at least half of all of the police contacts reported in the sample across the last three waves of data collection. In contrast, children with conduct problems who did not show CU traits continued to show higher rates of conduct problems across the follow-up assessments compared to non-conduct problem children. However, they did not show higher rates of self-reported delinquency than non-conduct problem children. In fact, the second highest rate of self-reported delinquency in the sample was found for the group of children who were high on CU traits but without conduct problems at the start of the study.     

Parent Cognitions as Predictors of Child Treatment Response in Attention-Deficit/Hyperactivity Disorder

Using a subsample of 105 children and their parents (100 mothers, 57 fathers) from the Multimodal Treatment Study of Children with ADHD (the MTA), the value of parents' baseline cognitions as predictors of children's treatment outcome at 14 months was examined. Measures of parents' cognitions about themselves, their ADHD children, and their parenting, as well as a self-report measure of dysfunctional discipline were included. Both mothers' and fathers' self-reported use of dysfunctional discipline predicted worse child treatment outcome. Low self-esteem in mothers, low parenting efficacy in fathers, and fathers' attributions of noncompliance to their ADHD child's insufficient effort and bad mood also were associated with worse child treatment outcome. All of these predictive relations were obtained even after MTA treatment effects had been taken into account. Secondary analyses indicated that mothers had a more external locus of control, lower self-esteem, lower parenting efficacy, and a greater tendency to attribute noncompliance to their ADHD child's bad mood than did fathers.     

Personal and social aspects of professional identity.: An extension of Marcia's identity status model applied to a sample of university students

The study proposed an extension of Marcia's identity status model based on validation of the Professional Identity Status Questionnaire (PISQ-5d), a scale able to measure both intra-individual and intergroup processes connected with the development of a professional identity in university students. The aims were to prove the construct validity of the PISQ-5d, to determine the appropriate number of identity statuses, and to assess the concurrent validity of the identity statuses considering both job-related and academic factors. In this study, 477 university students completed a questionnaire with the PISQ-5d scale; 220 also completed the measures of work values; and 168 completed the measures of student self-esteem and self-efficacy, academic motivation, and grades. Results confirmed the expected five-dimensional structure of the PISQ-5d and the scale's effectiveness at differentiating five types of identity status. Relationship between professional identity status and job-related and academic factors showed that the students with achievement or foreclosure identities had higher scores on measures of academic self-esteem and intrinsic work value and had lower scores for intention to leave university. Implications in terms of considering the PISQ-5d scale a useful tool for the evaluation of professional identity construction processes in university students will be discussed.     

The Influence of Acceptance Goals on Relational Perceptions

We examined whether relational perceptions (social involvement, relational value, interaction experience) differ depending on interaction acceptance goals (establish, maintain, or repair). Results indicated that relational perceptions were more positive in the maintain condition compared to the establish condition, which in turn was more positive than the repair condition. The data also supported a moderated mediation model: the indirect effects of social involvement and relational value on the relationship between acceptance goals and participant’s interaction experience were contingent on self-esteem. These findings identify boundary conditions that influence the impact of acceptance goals on how much people experience an interaction positively. The findings provide an integrated framework outlining the potential relationship between acceptance goals, relational perceptions, interaction experience, and self-esteem.     

Emotional intelligence compensates for low IQ and boosts low emotionality individuals in a self-presentation task

The research on emotional intelligence (EI) has focused mainly on testing the incremental validity of EI with respect to general intelligence and personality; less attention has been devoted to investigating the potential interaction effects. In a self-presentation task that required participants to obtain positive evaluations from others, individuals low in IQ but high in EI performed as well as the high IQ individuals. In addition, the low emotionality individuals performed significantly higher when also high in EI. The results extend the previous findings on the compensatory effect of EI on low IQ to the domain of interpersonal effectiveness and shed light on the effective functioning of personality traits when interpreted with the interaction of EI. Overall this study suggests that the role of EI in predicting performance might have been overlooked by checking solely for main effects and illustrates new venues for understanding the contribution of EI in explaining emotion-laden performance.