大学生的基本兴趣及其与专业承诺的关系

该研究调查了1304名来自18个不同专业领域的大学生的基本兴趣和专业承诺,并用回归法分析了特定基本兴趣与专业承诺之间的关系.结果发现：（1）大学生的31种基本兴趣在二维空间中呈现近似圆形的排列,且基本兴趣结构上的性别差异不明显;（2）在14个专业领域内大学生的特定基本兴趣能显著预测其专业承诺,所解释的变异量平均为20％,接近中等水平的效果大小;（3）在不同专业领域内基本兴趣对专业承诺的影响效果大小有所不同.     

反映还是形成？平行还是层级？PSM的模型建构与检验

在心理学领域,传统的多指标潜变量的测量模型大都采用反映性建构,各指标反映了潜在构念,构念是各指标的原因.但实际上有些构念应该采用形成性建构,各指标是原因,形成了潜在构念.建构方式的选择不仅要从理论来考虑,还要通过数据特征来决定.研究以公共服务动机（PSM）构念为例,通过公益投资游戏取得投资绩效和满意度效标,验证了先前研究提出的“一阶反映二阶形成”建构模式,并进一步检验了层级性建构方式的优势,有助于PSM理论框架与实证测量的统一.     

班主任教师班级管理效能感对学生学习态度及其与学业效能间关系的影响

研究目的在于验证班主任教师的班级管理效能感对学生学习态度等方面有正向预测作用及其对学生学业效能和学习态度间的关系具有调节作用的假设。通过对109个班级的班主任教师和3066名三到六年级的小学生进行问卷调查,多层线性模型(HLM)分析结果表明:(1)在控制学生性别影响时,学生的学习态度、学习方法和学习技术存在显著的班级水平差异;学生学业效能对学生学习态度、学习方法和学习技术有显著的预测作用,且这一影响强度存在显著的班级水平差异。(2)在控制教师所教年级的影响下,班主任教师班级管理效能的高低对学生学习态度、学习方法和学习技术的班级差异具有显著的预测作用,班主任教师班级管理效能感高的班级,学生学习态度越积极;(3)班主任教师班级管理效能感对学生学业效能与学生学习态度和学习方法之间的关系具有显著的调节作用,班主任教师班级管理效能感越高,学生学业效能对学习态度和学习方法的影响越弱,反之班主任教师管理效能感低的班级,学生学业效能感对学习态度的影响较大。     

教师的存在能否促进视频学习?

随着网络教学和视频学习的普及, 近期大量研究关注视频学习过程中教师角色的作用。真人教师对学习的作用存在不同的理论解释：准社会交往理论、社会存在理论和社会代理理论支持真人教师能够促进学习; 而多媒体学习认知理论、认知负荷理论等则认为教师的存在会阻碍视频学习。汇总以往实证研究发现：第一, 教师对视频学习效果有比较弱的促进效应, 这主要体现在保持测验(d = 0.23)和迁移测验(d = 0.1)中; 第二, 教师对视频学习主观体验的影响主要体现在学习感知(d = 0.49), 学习兴趣(d = 0.5)和学习满意度(d = 2.21)上, 显示中等及大的效应; 第三, 教师的存在会降低学习者对视频学习材料的注视时间(d = -2.02)。未来研究仍需要从真人教师呈现方式、学习者特征、学习材料特征以及测量方式等方面加以探讨。     

Criterion-related construct validity

Established results on latent variable models are applied to the study of the validity of a psychological test. When the test predicts a criterion by measuring a unidimensional latent construct, not only must the total score predict the criterion, but the joint distribution of criterion scores and item responses must exhibit a certain pattern. The presence of this population pattern may be tested with sample data using the stratified Wilcoxon rank sum test. Often, criterion information is available only for selected examinees, for instance, those who are admitted or hired. Three cases are discussed: (i) selection at random, (ii) selection based on the current test, and (iii) selection based on other measures of the latent construct. Discriminant validity is also discussed.This work was supported in part by Grant SES-87-01890 from the Measurement Methods and Data Improvement Program of the U.S. National Science Foundation.     

Belief in a just world, teacher justice, and bullying behavior

The relation between school students' belief in a just world (BJW) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 German and Indian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers' behavior toward them personally to be just, the less bullying behavior they reported. Moreover, students with a strong BJW tended to evaluate their teachers' behavior toward them personally to be more just, and the experience of teacher justice mediated the relation between BJW and less bullying perpetration. This pattern of results was as expected and consistent across different cultural contexts. It persisted when neuroticism, sex, and country were controlled. The adaptive functions of BJW and implications for future school research are discussed.     

中小学生对教师的信任及问卷编制

通过查阅文献、开放式问卷调查、访谈、内容分析等方法提出了中小学生对特定教师的信任结构并编制问卷项目。以小学四年级至初中二年级学生为研究对象,对539名学生进行初步问卷调查,经探索性因素分析得到含20个项目的中小学生对教师信任问卷,然后对1012名学生进行正式调查和验证性因素分析。结果表明:中小学生对特定教师的信任是一个多维结构,包括学生对教师的教学能力、守信可靠和友善关怀三方面的判断;自编的问卷有良好的信度和效度,可作为进一步研究的工具。     

Combined effects of workplace bullying and perceived organizational support on employee behaviors: does resource availability help?

Background and Objective: This research examines the detrimental effects of workplace bullying as a social stressor on employees’ job performance, organizational retaliatory behaviors, and organizational citizenship behaviors and how the availability of support can reduce the negative impact of bullying. Using social exchange theory and the conservation of resources theory as theoretical frameworks, we propose that workplace bullying drains personal resources, leading to reduced job performance, low citizenship behaviors, and increased organizational retaliatory behaviors. We also propose that perceived organizational support acts as moderator, such that it reduces the detrimental effects of bullying on employee behaviors.

Research Design and Methods: We tested our hypotheses in two field studies (N?=?478 and N?=?395) conducted in Pakistan.

Results: The results of both studies supported the assertion that workplace bullying exacerbates employees’ job performance, reduces organizational citizenship behaviors and intensifies organizational retaliatory behaviors. The idea that perceived organizational support would moderate the bullying-work behavior relationships found mixed support. While perceptions of organizational support reinforced the bullying-job performance and bullying-retaliatory behaviors relationships, it did not moderate the bullying-citizenship behaviors relationship in the suggested direction.

Conclusion: The findings show that workplace bullying leads to more organizational citizenship behaviors when employee’s perceptions of organizational support is high.     

Improving Interaction Competencies With Children—A Pilot Feasibility Study to Reduce School Corporal Punishment

High prevalence rates of corporal punishment in schools worldwide and the associated negative mental health issues show the need for interventions addressing this problem. Yet, so far there are very few intervention studies aimed at altering corporal punishment administered by teachers, particularly in low- or middle-income countries.

To conduct a feasibility study of the newly developed intervention approach, Interaction Competencies with Children for Teachers (ICC-T)—a training workshop designed to prevent corporal punishment and improve the teacher-student relationship.

The 1-week ICC-T intervention was conducted with 30 teachers in a Tanzanian primary school. Participants filled out a survey before, directly after, and 3 months following the intervention.

The widespread use of corporal punishment indicated strong demand for a preventive intervention. The feasibility of ICC-T was good: Despite challenging conditions, implementation of the training and participants’ acceptance was high. Further, participants reported a good integration of the training’s core elements in their daily working routine, improvements in the teacher-student relationships, and in the students’ behavior.

ICC-T shows a promising feasibility in the Tanzanian teacher sample. These encouraging results highlight the need for further studies testing the efficacy, sustainability, and effects of ICC-T on the students’ well-being.     

Getting credit for OCBs: potential costs of being a good actor vs. a good soldier

Employing a sample of 197 employee-supervisor dyads, we explore whether employees’ attitudes and underlying motivation for engaging in organizational citizenship behaviours (OCBs) differentially relate to supervisors’ assessments of their individual performance and reward recommendations. We theorized that employees who perform OCBs with self-serving motives would be low on affective commitment and high on equity sensitivity, and that such individuals would receive lower performance ratings and fewer reward recommendations than those who are high on affective commitment, low on equity sensitivity, and more selflessly motivated. Our results suggest that employees with high affective commitment, low equity sensitivity, and high selfless motives were more likely to receive positive supervisor performance ratings and high reward recommendations. We also found that affective commitment moderated the mediating path of prosocial values (a selfless motive) on the relationship between OCBs and reward recommendations. Practical implications and future research directions are discussed.