大学生职业价值观：手段与目的

大学生职业价值观研究随着大学生就业问题的加剧变得日趋重要。通过25例深度访谈、60例开放式问卷调查和813例各类大学生调查,建立了大学生职业价值观的四因子的目的性职业价值观和六因子手段性职业价值观模型。并据此编制了大学生目的性职业价值观和手段性职业价值观量表。验证性因素分析结果验证了模型假设高度拟合,同时也证明了目的性价值观对手段性职业价值观所具有的影响。     

研究生职业价值观的定量比较研究

用修订后的中文super职业价值观量表为工具对377名在读硕士研究生的职业价值观进行调查,研究结果表明：1．在研究生职业价值观中影响最大的因素为进取心、经济价值和工作关系。2．研究生对15种职业价值尺度最重视的前4位依次为生活方式、成就、独立性、同事关系,而对监督关系、变动性、安全性、管理最不重视。研究生的职业价值观在不同年级、性别、工作经历、婚姻状况、学科间重视顺序一致性程度很高,但在一些价值尺度上也表现出了团体差异和个别差异。     

团队断裂带对团队绩效的影响：团队交互记忆系统的作用

对团队构成与团队绩效关系的认识有助于充分利用团队结构优势、提高团队效能、建立竞争优势。理论界对团队断裂带与团队绩效的关系给予了极大关注, 然而遗憾的是, 研究结果还存在较大分歧。通过明确团队断裂带的属性类别, 探索团队断裂带与团队绩效之间的中介机制, 试图系统解释分歧产生的原因。基于115个实际工作团队配对样本数据的结构方程模型分析表明, 信息相关断裂带通过提高团队交互记忆系统水平促进团队绩效; 社会属性断裂带与团队交互记忆系统或团队绩效都无显著关系。本研究结果有助于深化对团队断裂带内涵及效能机制的认识, 推动团队断裂带理论的发展。     

Perceived instability in emerging adulthood: The protective role of identity capital

Developmental instability characterizes the late teens and twenties in today's late-modern society. The present study (a) focused on the link between instability and both general (i.e., self-esteem and depressive symptoms) and work-related outcomes (i.e., work engagement and burnout) and (b) investigated the possible moderating role of identity capital acquisition (as assessed through sense of adulthood and community integration) in a sample of 202 emerging adult employees. Results indicated that instability was negatively related to self-esteem, positively to depressive symptoms, and unrelated to most components of work engagement and burnout. Several of these main effects, however, were moderated by sense of adulthood. Instability substantially impacted on several components of job burnout and work engagement when sense of adulthood was low. When sense of adulthood was high, these detrimental effects were no longer present. Implications and suggestions for future research are outlined.     

The association between peer victimization and functioning at school among urban Latino children

This study utilized a multi-informant approach to investigate the concurrent association between peer victimization and functioning at school in a predominantly Latino sample of 135 children (55 boys; 80 girls) in the third, fourth, and fifth grades. The children attended elementary schools in economically distressed urban neighborhoods. Victimization by peers was associated with low grade point averages (GPA) and poor school engagement. Mediation analysis showed that school engagement explained the relation between peer victimization and GPA. Moderator analyses indicated that the negative association between peer victimization and school engagement was exacerbated for children with numerous friends in their classrooms. Additional moderator analyses revealed that the negative association between victimization and engagement was stronger for children with many aggressive friends. The results extend past research by investigating a mediator and moderators of the association between peer victimization and functioning at school in an understudied population.     

Civic engagement in relation to outcome expectations among African American young adults

The present study examined civic engagement—volunteering and political activism—among 129 African American young adults from an urban community. The proposed model considered factors that motivate young adults to participate in civic activities as well as barriers that might inhibit involvement. Drawing upon social cognitive theory, this study highlighted the role of two related, but independent, types of civic attitudes: community and individual outcome expectations (OEs) as Bandura defines them. Results indicated that perceptions of neighborhood conditions are linked to community OEs, whereas previous involvement in political actions is linked to individual OEs. Analyses also revealed that community and individual OEs are differentially associated with young adults' intentions to engage in future civic activities. Study findings contribute to an area of research that has received limited investigation and are discussed in terms of developing strategies to support civic engagement among African American young adults in urban settings.     

Parenting in relation to child and adolescent vocational development

Processes of child and adolescent vocational development include acquisition of knowledge, beliefs, and values about work options and requirements, exploration of interests that will be relevant for occupational interest development, development of academic aspirations, self-efficacy, expectations, and attainment. These elements serve to provide preparation for entry into a range of occupations and provide for the establishment of vocational aspirations, occupational self-efficacy, expectations, planning, and attainment. Parenting occurs within a family context influenced by a myriad of factors, including availability of financial capital, human capital, social capital, child agency, work-family interfacing, family roles, family structure, and the historical conditions affecting parents. These family contextual factors promote our understanding of differences in parenting in relation to child and adolescent vocational development. Far more complex than specific steps to entering the labor market per se, child and adolescent vocational development includes the interfacing of parenting and developmental processes.     

Collective efficacy beliefs in student work teams: Relation to self-efficacy, cohesion, and performance

A measure of collective efficacy was developed and administered to undergraduates working in project teams in engineering courses. Findings in each of two samples revealed that the measure contained a single factor and was related to ratings of team cohesion and personal efficacy. Collective efficacy was also found to relate to indicators of team performance at both individual and group levels of analysis. Consistent with social cognitive theory, collective efficacy was a stronger predictor of team performance than team members’ perceptions of their self-efficacy. We consider the implications of these findings for further research, theory, and practice on team functioning within occupational and educational settings.     

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher–student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher–student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings.     

当代农民职业价值观及其影响因素研究

随着农村劳动力大量地向城镇和非农产业转移,我国农民的职业价值观也发生了前所未有的变化。本研究以问卷调查为手段,以浙江省本地和来自外省的503名农民为样本,对农民的职业价值观进行了较为系统的分析,探讨了当代农民职业价值观的结构模式,考察了不同因素对于农民职业价值观的影响。研究结果有助于人们更好地理解农民的择业心理和就业行为。