“大五”人格模型及其在工业与组织心理学中的应用

“大五”是涵盖人格的5个因素的简称,它包括：神经质、外向性、开放性、宜人性和责任感。在介绍了该模型的基础上,文章重点介绍了它在工业与组织心理学中的应用,即“大五”可以有效的预测工作绩效、工作动机、领导行为、创造性行为和工作满意感等。     

教师集体效能和自我效能对工作压力影响作用的调节--多水平分析研究

通过对28所小学1299名教师的调查结果,作者主要对教师集体效能和自我效能对工作压力与教师工作满意度、内在动机及离职倾向之间关系的调节作用进行了分析。多层分析结果表明：(1)教师工作压力与教师工作满意度和内在动机的关系受教师自我效能高低的调节,教师自我效能高的教师．工作压力所带来的负面影响较小;在考虑了教师自我效能的调节作用后,教师工作压力对教师工作满意度、内在动机和离职倾向的影响存在显著的学校水平的差异。(2)学校水平背景特征一教师集体效能对教师工作压力与内在工作动机和离职倾向之间的关系有显著的调节作用,在集体效能高的学校中的教师,工作压力的负面影响较弱。     

组织心理所有权的前因与后果：基于“人-境互动”的视角

采用问卷调查法, 以广东地区电信企业的216名员工为研究对象, 考察了组织心理所有权的影响因素与影响效果。研究结果表明：(1)威权领导与员工的组织心理所有权呈显著负相关, 并且对员工集体主义倾向与其组织心理所有权之间的关系具有显著的调节作用：在领导者高威权作风的情况下, 集体主义倾向与组织心理所有权之间并无显著相关性; 在领导者低威权作风的情况下, 集体主义倾向与组织心理所有权之间存在显著正相关。(2)上下级关系显著调节员工的组织心理所有权与其沉默行为之间的关系。当上下级关系较强时, 组织心理所有权与沉默行为之间存在显著负相关; 当上下级关系较弱时, 组织心理所有权与沉默行为之间并无显著相关性。     

组织内信任研究的核心问题及其发展趋势

信任是当前组织领域研究的热点。文章通过对组织中信任研究核心问题的梳理,得出信任研究发展的以下趋势：重视情景因素、信任者主动性和情感因素对信任的影响,重视快速信任、信任发展中的动机化归因过程以及对信任机制的研究,关注社会网络分析与传统信任测量的结合。未来研究在把握上述发展趋势的同时,应在关系模式下理解信任的内涵、关注宏观层面情景因素对信任的影响、开展纵向研究验证信任发展模型以及建立信任机制的整合模型。     

心理授权研究进展

二十多年来,心理授权受到研究者的广泛重视。在以往研究中,研究者提出了心理授权的单维结构说、三维结构说、四维结构说和六维结构说,并在此基础上开发了相应的测量工具。在心理授权的影响因素方面,已有研究主要考察了个体变量和组织变量对心理授权的影响;在后果变量方面,主要探讨的是心理授权与工作满意度、组织承诺、职业承诺、绩效、心理健康等方面的关系。针对现有研究中存在的问题,本文在最后提出了未来研究的一些建议。     

组织中的求助行为

工作内容的复杂性和工作环境的不确定性使得员工的相互协助具有重要意义。积极的求助行为有助于提高员工的工作绩效和创造力, 增强员工的幸福感。回顾国外相关研究, 对组织中求助行为的概念、分类、影响因素和作用效果进行了梳理。未来的研究应该关注文化差异性, 完善研究工具和方法, 更加深入地探讨组织中求助行为的内涵与影响机制。     

Work Values and Organizational Citizenship Behaviors: Values That Work for Employees and Organizations

This study examines the question: Why would an employee engage in work that enhances organizational performance but is not necessarily recognized or rewarded by his or her employer? This study suggests that this question can be answered in part by the degree to which an employee endorses the Protestant work ethic (PWE). The relationship between the PWE and organizational citizenship behaviors (OCB) is analyzed using two separate survey data samples. Findings support a positive and significant relationship between OCB and two dimensions of the PWE, hard work and independence.     

FROM KNOWLEDGE TO COMPETENCE: REFLECTIONS ON THEORETICAL WORK

In this paper, the author maintains that the language of the clinical situation is and should be that of common-sense psychology. The author argues that the languages of clinical theory and metapsychology are at a distinctive distance from clinical language. In fact, no theory could be produced, should this distance not be upheld. The function of clinical theory is to act as a corrective to the tendency of common-sense psychology to fall back into the banalities and prejudices of general ideology. In addition, the function of metapsychology is said to be that of scrutinising clinical theory and defining its range of operation. Due to the claimed distance between the common-sensical language of the clinical situation and the language of theory, the analyst must utilise specific 'techniques' to appropriate the theoretical material and make it part of his competence and capacity for psychoanalytic action. This aspect of theoretical work is given the name 'assimilation' and, in turn, relies upon a process where theoretical concepts are 'deconstructed' as to their knowledge content.     

Perceptions of Work Performance Recognition Among Educators

Educators from several states were surveyed to determine their perceptions about the importance of work performance recognition. Results suggested that educators want to receive recognition for their work performance and that recognition would assist in improving their overall work performance and professional development. Data from this study suggest that recognition of teacher performance may be a viable means for school administrators to improve teacher performance in a manner that is both effective and efficient. Implications and future research are discussed.     

Supervisors’ work-related and nonwork information sharing: Integrating research on information sharing,information seeking,and trust using self-disclosure theory

Although significant scholarly attention has been devoted to understanding subordinates’ information seeking from supervisors, researchers have not paid adequate attention to information sharing by supervisors. Moreover, research on supervisors’ information sharing behavior has focused almost exclusively on work-related information sharing, disregarding supervisors’ sharing of information not related to work (e.g., that related to family). Drawing on self-disclosure theory, we argue that supervisors share both work-related and nonwork information with their subordinates and propose that these two forms of information sharing are conceptually distinct. Furthermore, to unravel the role of supervisors’ nonwork information sharing, we develop an interactive model to test how it may be associated with important employee outcomes. We conducted pilot studies using five samples and, through a sixth study, tested the hypothesized model using a four-wave data collection design. This study makes three major contributions to research and theory. First, it integrates information sharing and information seeking literatures. Second, it underlines the importance of supervisors’ nonwork information sharing in organizations by testing its direct and interactive effects. Third, it contributes to theory by presenting trust as a mechanism that links information disclosure in dyads. Results obtained using structural equation modeling generally supported the proposed model.