免费师范生职业认同感与生命意义的关系

该研究采用师范生职业认同感量表和生命态度剖面图(LAP)中的"生命意义的追寻与肯定"分量表,对258名一至三年级的免费师范生进行问卷调查,探讨免费师范生职业认同感与生命意义的关系。结果表明,免费师范生职业认同感及其各因子均与生命意义及其各因子呈显著正相关;高中低不同职业认同感组的生命意义及其各因子的组别效应显著;免费师范生职业认同感的职业效能、职业意愿与期望、职业价值三因子是生命意义的显著预测变量。     

大学生人际交往技巧的结构及其评估问卷编制

探讨大学生人际交往技巧的结构并在此基础上编制问卷。参考过往文献中提出的结构,通过结构性访谈,编制了大学生人际交往技巧评估问卷,并对其进行探索性因素分析和验证性因素分析。结果：探索性因素分析显示,大学生人际交往技巧包含“语言技巧”,“沟通技巧”“共情能力”,“冲突处理技巧”,“主动交往程度”,“对人际关系的认识”6个维度;问卷的内部一致性系数为0.88,各维度的内部一致性系数为0.65-0.83;验证性因素分析显示,问卷各项拟合指数较为理想,说明问卷具有较好的结构效度。结论：该问卷结构明晰,信效度都达到了测     

Evaluating the impact of a worksite stress management programme for distressed student nurses: A randomised controlled trial

Abstract

The effectiveness of a stress management intervention designed to reduce affective distress in 79 student nurses who previously reported significant distress, was evaluated by comparing stress management with wait-list control. The intervention had reliable, positive effects on affective outcomes including General Health Questionnaire-30, State and Trait Anxiety Inventory, Beck Depression Inventory, and a measure of domestic satisfaction. The intervention also led to an increase in Direct Coping use.

State Anxiety immediately preceding two important examinations, i.e. at 3 and 18 month follow-up, was lower for students receiving stress management. However, no effect was detected on sickness, absence and examination performance following this intervention. Stress management delivered in groups reduces affective distress and increases adaptive coping use in both clinical and academic settings.     

Coping profiles characterize individual flourishing,languishing, and depression

Abstract

According to the broaden-and-build theory of positive emotions, negative emotions narrow one's thought–action repertoire. In contrast, positive emotions have a broadening effect, expanding cognitive capacity, increasing potential coping strategies that come to mind, and enhancing decision-making, reaction, and adaptation to adversity. Fredrickson and Losada determined that a positivity ratio – the ratio of experienced positive to negative emotions – at or above 2.9 promotes human flourishing. A ratio below 2.9 is indicative of languishing individuals, whereas a ratio below 1.0 is a marker of depression. This study examined whether adaptive and maladaptive coping profiles differentiated those who flourish, languish, or are depressed in two convenience samples – military spouses (n =367) and public school teachers (n=267). Results were consistent with the theoretical predictions, as coping profiles of the groups differed significantly, with flourishing individuals favoring adaptive coping strategies more than those who were languishing or depressed. Conversely, depressed individuals reported greater use of maladaptive coping strategies than those who were languishing or flourishing. These results provide further empirical support for the mathematical model of Fredrickson and Losada, as the set of positivity criteria were predictive of coping profiles in two samples where successful coping and adaptation are important.     

高校教师人格对心理资本与心理健康的影响研究

该研究探讨高校教师人格对心理资本与心理健康状况的影响。研究对南昌三所高校270名教师进行了心理资本、症状自评量表和人格测验,分别用SPSSl7．0和LISREL$．71进行了t检验和建构了结构方程模型。结果表明,心理资本、心理健康和人格测验分数的性别差异、职称差异不显著,t值在0．11到1．28之间,均有P〉0．05。大学教师人格的三个维度均对其心理健康与心理资本有中等程度的影响,E维度和P雏度对心理健康的影响系数为-0．39和0．52;E雏度、N维度和P维度对心理资本的影响系数为0．54、-0．43和0．52;人格E、N、P维度经心理资本的部分中介作用,时心理健康的间接效应是-0．23、0．18和O．23,t值分别为-3．25、2．96和3．25,P值均小于O．01。结论：大学教师的人格与其心理资本和心理健康问题具有紧密的关联性。关注大学教师的心理健康问题。必须同时关注他们的人格与心理资本的问题。     

To Cheat or Not to Cheat?: The Role of Personality in Academic and Business Ethics

Past research (Lawson, 2004 Lawson, R. A. 2004. Is classroom cheating related to business students’ propensity to cheat in the "real world"?. Journal of Business Ethics, 49: 189–199. doi:10.1023/B: BUSI.0000015784.34148.cb[Crossref], [Web of Science ®] , [Google Scholar]; Nonis &; Swift, 2001 Nonis, S. and Swift, C. O. 2001. An examination of the relationship between academic dishonesty and workplace dishonesty: A multicampus investigation. Journal of Education for Business, 77: 69–77. doi:10.1080/08832320109599052[Taylor &; Francis Online] , [Google Scholar]) has revealed a correlation between academic and business ethics. Using a sample survey, this study extends this inquiry by examining the role of dispositional variables (neuroticism, extraversion, and conscientiousness) and academic honesty on business ethics perceptions. Results indicate that (1) neuroticism and conscientiousness were positively related to more ethical perceptions in a work context, and (2) academic honesty partially mediated the relationship between conscientiousness and business ethics. Implications to business practitioners and educators are discussed as well as directions for future research.     

Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study

Students' personal beliefs about their capabilities to learn influence their motivation and learning. This study determined the relationship between self-concept and academic achievement of Zimbabwean primary school students. A qualitative approach was used to collect data from 75 pupils (36 girls, 39 boys: age range 9–12 years). Data were also collected from five of the students' teachers. Pupils' perceptions of comments or feedback from classmates and teachers comprised the self-concept measures. Academic achievement was measured using teachers' ratings of pupils' academic performance. Pupils who reported receiving positive comments from classmates and teachers were more likely to be rated by their teachers as having higher academic achievement compared to those who perceived themselves to be less favourably regarded by teachers.     

Motives for Choosing a Career in Teaching: A South African Study

The study investigated motives for teaching career entry by students (n= 232, males= 103, females= 129, mean age 23) at a large South African university. Data were collected using a career motives survey differentiating extrinsic, intrinsic and altruistic motivators. Extrinsic motivators scored higher than intrinsic or altruistic motivators. The motives advanced for teaching were in alignment with those reported in similar research carried out in metropolitan and developing countries.     

Student Development and Support using a Logotherapeutic Approach

This study reports on participants' meaning-centred experiences and perspectives after attending a logotherapy-based student development and support programme. Thirteen students who were enrolled in the first year of the academic programme, in health science programme at a South Africa university, were participants. Qualitative inquiry was used for the data collection and analysis. Findings suggest that a meaning-centred approach may prove to be beneficial for first year university students.     

Optimal Experience Among Teachers: New Insights Into the Work Paradox

Several studies highlighted that individuals perceive work as an opportunity for flow or optimal experience, but not as desirable and pleasant. This finding was defined as the work paradox. The present study addressed this issue among teachers from the perspective of self-determination theory, investigating work-related intrinsic and extrinsic motivation, as well as autonomous and controlled behavior regulation. In Study 1, 14 teachers were longitudinally monitored with Experience Sampling Method for one work week. In Study 2, 184 teachers were administered Flow Questionnaire and Work Preference Inventory, respectively investigating opportunities for optimal experience, and motivational orientations at work. Results showed that work-related optimal experiences were associated with both autonomous regulation and with controlled regulation. Moreover, teachers reported both intrinsic and extrinsic motivation at work, with a prevailing intrinsic orientation. Findings provide novel insights on the work paradox, and suggestions for teachers’ well-being promotion.