学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

任职者工作分析评价结果影响因素的多水平探讨

As the foundation of other human resource practices, job analysis plays an essential role in HR management. Exploring sources of variance in job analysis ratings given by incumbents from the same job is of much significance to HRM practices. It can also shed lights on employee motivation in organizations. But previous studies in job analysis field have usually been conducted at individual level and take variance in job analysis ratings given by incumbents of the same job as error or bias. This dissertation takes the position that the variance may be meaningful based on role theory and other relevant theories. It first reviewed pervious studies on factors which may influence job analysis ratings provided by incumbents of the same job, and then investigated individual, interpersonal and organizational level variables which may exert impacts on these job analysis ratings, using multilevel data from 8 jobs of 1124 incumbents. The major findings are as follows: 1) Level of job performance and job attitudes affect incumbents’ job analysis ratings by incumbents of the same job at individual level. Specifically, incumbents with high level of job performance rated their job require higher levels of technical skills (power plant designers), and regarded information processing activities as more important to their job (book editors). Regarding the effects of job attitudes, incumbents of the four jobs with high level of job satisfaction gave higher importance and level ratings on organizational and cognitive skills, as well as higher level ratings on technical skills. Further, incumbents with higher affective commitment provided higher importance and level ratings of cognitive skills. Lastly, more involved job incumbents perceived organizational skills and cognitive skills as more important, and required at higher levels, for their job. 2) Leader-Member Exchange and goal structure also have effects on job analysis ratings by incumbents of the same job at interpersonal level. In good quality LMX relationship, news reporters rated decision-making activities and interpersonal activities as more important to their job. On the other side, when book editors structured their goals as cooperative with others’, they provided higher importance ratings on reasoning and interpersonal skills, and related personality requirements, as well as higher level ratings on reasoning abilities. 3) Worker requirements for the identical job are distinct from one organization to another. Specifically, there were between-organization differences in achievement orientation and conscientiousness related personality requirements. In addition, two dimensions of organizational culture, achievement-oriented culture and integrity-oriented culture in particular, were significantly associated with importance ratings of achievement orientation and conscientiousness related personality requirements respectively. Furthermore, achievement-oriented culture both directly and indirect (through job involvement) influenced achievement orientation related personality requirements. The results indicate that variation in job analysis ratings provided by incumbents of the same job may be meaningful. Future job analysis studies and practices should consider the impacts of these individual, interpersonal and organizational level factors on job analysis information. The results also have important implications for employee motivation concerning how organizational demands can be transformed into specific job and worker requirements.

农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.

异文化圈社会规范层次结构模型的比较研究

The relationship between the management and the culture was explored from the view of social norm's theory. In concrete terms, the differences of the hierarchical structure of the social norm among the Chinese, the Japanese and the American were studied systematically by using interview, case study, questionnaire survey and the structure equation model, etc. The results were: (1) The basic two types of the social norms of the Chinese, the American and the Japanese were the same: the external control norm and the internal control norm. The basic dimensions of the two types of norms composed of moral principle, value orientation, the law and the rules, and the social custom were consistent among the three countries. Furthermore, the dimensions of social norms were hierarchical because of the functioning of the different culture, which consisted of the hierarchical structure system. (2) Although there were the same dimensions among the three countries, the contents of these dimensions had both the common norms surpassing the specific culture and the particular norms depending on the specific culture. (3) The basic structures of the social norms in China and in Japan were the same: the internal control norms played a main role and the external control norm was auxiliary. On one hand, within the internal norm of the Chinese, the moral principle was the main force while the value orientation was the supplementary; within the external norm, the law and the rules was the main force while the social culture custom was supplementary. On the other hand, the relationship between the external and the internal dimensions of the Japanese turned out to be contrary to those of the Chinese. (4) The structure of the American social norms were different from the Chinese: for the American, the external control norm played a main role while the internal control norm was assistant. Furthermore, the law and the rule was the major aspect while the social costumes was the second in the external control dimension. In addition, the value orientation led the performance style of the American, while the moral principle played the second role in the internal control structure. (5) The social norms related to the management performance were found including work responsibility, organization commitment, meeting making-decision, communication style, work duty and interpersonal conflict by inventory and case study. The mangers from China, Japan and America had significant different views on paying attention to the management norms. In a word, the culture differences of the social norm were the fundamental reason of the management conflict.

工作群体有效性评价及群体工作设计

This thesis study the problem of work group effectiveness and group job design according to extensive literature investigation and the analysis of realistic background. The whole research consists of four parts: (1) The evaluation of work group effectiveness, the aim is to search to criteria that can describe and analysis work group, and explore the cognitive dimensions of effectiveness of Chinese subjects; (2) The study on the relationship between group job characteristic and effectiveness, the aim is to find the general correlation between work group characteristic and effectiveness, and try to search the most important core variable; (3) The study on the preference for the way of group work; (4) The study of the relationship between group composition and group effectiveness, try to examine how different approaches of personnel selection influence work results. The results indicate: (1) The evaluation of group effectiveness mainly consists of two dimensions: performance and the employee's attitude and feelings toward the group, so we can use these two dimensions and corresponding criteria as the standard of effectiveness evaluation. (2) According to the analysis of related literature, we can determine work group characteristic from five aspects: job design, the interdependence among members, group composition, organizational background, group process. (3) Experimental study find that different group job characteristics have different relationship models with effectiveness criteria. Job design, the interdependence among group members, group composition have significant correlation relationships with two kinds of effectiveness criteria; organizational background mainly has relationships with satisfaction criteria; group process mainly has relationships with performance criteria. (4) The choice for people to select the way of group work has the consistency, that is people prefer to "Self--managed work groups"; but different groups have the difference, the main group dimension is the difference between group members and group leaders. (5) Work groups which were composed accordingly to interpersonal attraction have higher levels of communication, coordination, group cohesion and job satisfaction than ability--based groups based. But the performance evaluation under these two conditions has no difference. The thesis analysis and discuss the research results, also point out several questions that needed to be explored further and the possible research directions in the future. This study has some reference value in group--level performance appraisal and reward design, the content and method of group--level job design, and personnel selection of group, etc.

印象形成中同化和对比效应研究

Impression formation is an important aspect of person perception and has important interpersonal consequences. There are assimilation and contrast effects in impression formation and is still considerable debate regarding the best way to account for them. This present research used trait-implying sentences as priming materials, trait inferences sever as self-generated primes, examined the effect of different trait knowledge in assimilation and contrast effects. Experiment 1 determined the priming and target stimuli of this research by pretest. In experiment 2, participants read trait-implying sentences and resulted in trait inference as self-generated primes, examined the influence of trait activation on impression formation. The results indicated that participants instructed to memorize trait-implying sentences showed assimilation effect, whereas participants instructed to form impression from trait-implying sentences showed contrast effect. Difference to previous studies that emphasized the impact of awareness of the prime in impression formation, this research paid attention to the impact of different trait knowledge that resulted from trait inference. Experiment 3 studied the influence of actor salience on impression formation. The results indicated that when trait-implying sentences that described actors with names and were accompanied with photos of the actors, participants showed contrast under both memorization and impression instructions. Experiment 4 studied the influence of attribution context on assimilation and contrasts. The results showed that contrast ensued when trait-implying sentences were accompanied with the information that suggested a person attribution, whereas assimilation ensued when that information suggested a situation attribution, independent of processing goals. Experiment 5 made a direct test of the effect of different trait knowledge in impression formation. The results discovered that when abstract trait concepts were activated they act as a general interpretation frame in encoding stage, whereas when specific actor-trait links were activated, the activated information is likely to be used as a comparative standard in judgment stage. All studied indicated that there are two types of activated trait knowledge in trait inference: abstract trait concepts versus specific actor-trait links. When trait inference activated abstract trait concepts, the activated information serves as interpretation frame and lead to assimilation effect during impression formation, when trait inference activated specific actor-trait links, the activated information is more likely to be used as a comparative standards and resulted in contrast effects. These findings have important implications for understanding the mechanism of impression formation and practical values for interpersonal communication.

管理干部胜任特征评价方法的初步研究

Competency Assessment Method (CAM) is an important technique of Human Resource Management and Development in theory and practice, especially in personnel selection and training. Based on literatures of related fields, the thesis explored the feasibility of CAM in China. The main results found in this study are as follows: 1. Competencies scored in Behavioral Event Interviews (BEI) are not influenced by length of protocol, by performance in the preceding year. Average level and maximal level of complexity correlate significantly with length of protocol. Total competency frequency of outstanding executives is not significantly different from that of typical executives. These results support McCleland's view. But there is significant correlation between length of protocol and competency frequencies, which which is not agreed by McCleland. We found that competency scores using coding standard of average level and maximal level of complexity show more reliability than that using coding standard of competency frequencies. But this isn't confirmed by McCleland. 2. Inter-rater reliability was studied. The results indicated: total Category Agreement (CA) is 55.45%, over 70 percent of 20 competencies of the inter-rater reliability coefficients based on the classical test theory are significantly correlated. G coefficient based on the generalization theory is 0.85697. 3. Study of criterion sample shows that manager's competencies of China's communication enterprise are as follows: Impact and Influence, Organization Commitment, Information Seeking, Achievement Orientation, Team Leadership, Interpersonal Understanding, Initiative, Market Awareness, Self-confidence, Developing Others. This result in similar to the generic competency model of managers presented in Spencer's book. 4. CAM showed more advantages than the method of experts panel judgement.

中小学生欺负行为及其主要影响因素研究

The present paper studied the school bullying and the primary impact factors, for understanding the nature of bullying, and providing measures and references to the elimination and controlling of school bullying. Primarily with methods of questionnaires and psychometrics, combined with case study and interviews, the following findings were found: in Chinese culture, bullying is a behavior intentionally causing harm to the weaker or weakers. There were 5 types of bullying-physical, social exclusion, threat, breakage and verbal. In Chinese schools the occurrence of bullying had regular patterns. The factor that impact children's bullying behavior was personality traits, interpersonal techniques, family atmosphere, education and upbringing styles. In personality traits, bullies tended to be more extroversive, impulsive, obstinate, obdurate and lack of sympathy. Victims tended to be more introversive, self-restrained, lack of confidence, lonely, anxious and depressive. Both of them expressed more mental problem tendencies than normal children did. When confronted with interpersonal conflicts, they used little problem solving strategies. Bullies had more extroverted emotional responses, and victims had more social support strategies. In the light of family influence, bullies were relatively superior in family's social economic conditions. But their parents had little time and energy spent on them. They tended to be punitive, and had indulgent, reject or despotic upbringing styles. The role of victim might be related to the disadvantage of family's social economic status. Their parents had the tendency of spoiling and overindulgence. The research concluded that in different cultures the connotation of bullying was not homogenous. The occurrence of school bullying had regular patterns. Bullying behavior was primarily influenced by the personality traits of both bullies and victims, the coping strategies of interpersonal conflicts, family's social economic status, parents' basic emotional attitudes, ways of educating, punitive tendencies and school atmosphere. The occurrence of bullying behavior was the result of the combined process of past experience, behavior habits, personality traits, cognitive evaluation, certain evocative clues and the environment conditions. It reminded that quality education and mental health education in schools was essential. Strengthening basic social skill training in school, creating positive family atmosphere, having more communications between schools and families and implementing strict regulations against bullying was essential to interfere and eliminate the school bullying.

人格特征对销售员绩效的预测

This research aims to discuss it is the complexity of interpersonal association and job autonomy that influence the predictive validity of personality for job performance. In addition, for service profession, incumbents' personality can predict not only contextual performance, but also task performance. Salesclerks in shopping center and life insurance agents are selected as subjects. The job performance rating scale is produced by using Critical Incidents Technique. The research method is measuring NEO-PI and collecting direct supervisors' rating of salespeople's job performance. The research results are as follows: 1. The factor analysis result of job performance is different from the west. That is to say, the support for organizations which belongs to contextual performance in the west can not be distinguished from task performance. Therefore, in China, or to say in the shopping center selected, task performance includes both technical proficiency and the support for organizations, and contextual performance includes job dedication and interpersonal facilitation. 2. For salespeople, personality can be the antecedent of contextual performance and task performance as well. However, the predictive validity for task performance is very low. 3. The more complexity of interpersonal association, the stronger relationship between personality and job performance. 4a. The correlation between job performance and facets of Big Five is higher than the one between job performance and factors of Big Five, such as Agreeableness, whose facets have different impacts on job performance, some positive and others negative. 4b. The correlation between personality and the items of job performance rating scale is higher than the one between personality and the factors of job performance. 4. Working experience is the moderator of the relationship between personality and job performance. For salesclerks, only if the working experience of subjects is less than 3 years, achievement striving-one facet of conscientiousness-is significantly correlated with the ratio of finished sales volume at 0.01 level.

Festival Images: brand image and stakeholders' brand relationship types at the Edinburgh Festival Fringe.

The Edinburgh Festival Fringe (The Fringe) is the largest arts festival in the world and it has inspired the creation of similar festivals world-wide. Since its conception in 1947, the Fringe has demonstrated significant growth in visitor numbers; ticket sales; and its economic contribution. Despite this, the sustainable future of Edinburgh’s festivals is debated as Edinburgh, ‘the Festival City’, faces threats from other festival destinations. Festivals position Edinburgh creatively in contrast to the city’s traditionally perceived image as a cultural-historic centre. Despite this, little research has been undertaken into the creative and cultural significance of Edinburgh’s festivals, including the Fringe. This interdisciplinary research grounded in marketing, tourism, and festival and event management; and underpinned by constructivism, presents an understanding of types of brand relationships that exist between the Fringe and its primary stakeholders. This is achieved through defining both the Fringe brand image and its primary stakeholders; and applying these definitions to the development of a typology of Fringe-stakeholders’ brand relationships. The significance of this study is evident within its topic of inquiry and the research methods applied. In the little-considered arena of arts festivals and their stakeholders, this is the first in-depth study into the Fringe as a festival and festival brand. Within this, the definition of a Fringe brand image contributes to understanding the cultural and creative significance of the Fringe. Furthermore, this research contributes a unique understanding of the types of stakeholders that are engaged with the Fringe. The types of brand relationships that exist between these stakeholders and the Fringe are another significant contribution to knowledge and understanding. While specific to the present context, these findings may prove transferable to further festivals or events, and related areas and industries. The contribution made by this research to the methodological developments in festival and event studies is of additional significance. The application of visual research methods, including semiotic analysis and photo-elicitation within phenomenological interviews, has previously been applied in marketing, consumer, and tourism research, but not to the understanding of festival brands and stakeholders’ brand relationship types. Findings of this research illustrate that existing marketing and consumer brand frameworks and stakeholder theories are applicable to festivals. Further, it is possible to define ‘a’ Fringe brand image which is subjective and contradictory. The unique open-access and organic, operational model of the Fringe facilitates its many contributors, and consumers. Fringe stakeholders may be categorised according to their level of engagement with the Fringe (as primary or secondary) and their particular stakeholder role(s), which are varied and multiple. Fringe-stakeholder brand relationship types are overwhelmingly positive; and are based upon interpersonal relationship dimensions (including friendships, marriages, kinships and partnerships). Fringe-stakeholder brand relationship types can be classified therefore as having similar dimensions to those brand relationship types previously described for consumer products and brands.

How to run successful e-internships: a case for organizational learning.

Purpose – The purpose of this paper is to outline unique learning experience that virtual/e-internships can offer small and medium-sized enterprises and start-up organizations. Design/methodology/approach – We interviewed 18 experts on e-internships (interns and managers of internships) across several countries to learn more about the learning experiences for both organizations and interns. The information from these interviews was also used to formulate a number of recommendations. Findings – The interviews provided insights into how e-internships can provide development opportunities for interns, managers and staff within these organizations. One important benefit pertains to the skill development of both interns and managers. The interns get unique working experiences that also benefit the organizations in terms of their creativity, input and feedback. In return, managers get a unique learning experience that helps them expand their project management skills, interpersonal skills and mentoring. Practical implications – We outline a number of recommendations that consider skill development, the benefit of diversity in numerous forms as well as mutual benefits for enterprises and start-ups. Originality/value – The discussion of the various benefits and conditions under which virtual internships will succeed in organizations provide practitioners an insight into the organizational opportunities available to them given the right investment into e-interns and internship schemes.

Evaluating the contribution of the clinical librarian to a multidisciplinary team

Urquhart, C., Turner, J., Durbin, J. & Ryan, J. (2006). Evaluating the contribution of the clinical librarian to a multidisciplinary team. Library and Information Research, 30(94), 30-43. Sponsorship: NHS Trusts in North Wales

Training needs analysis of healthcare library staff, undertaken for South Yorkshire Workforce Development Confederation

Urquhart, C., Durbin, J. & Spink, S. (2004). Training needs analysis of healthcare library staff, undertaken for South Yorkshire Workforce Development Confederation. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth. Sponsorship: South Yorkshire WDC (NHS)

Samorozwój studenta jako proces i efekt kształcenia

Idea uczenia się przez całe życie jest jedną z istotnych założeń w budowaniu społeczeństwa opartego na wiedzy. Jest również jednym z kluczowych czynników Procesu Bolońskiego. Pragnienie uczenia się przez całe życie ma na celu stworzenie społeczeństwa wiedzy. Jednakże możliwe jest to tylko wówczas, gdy wyzwolimy w jednostkach takie mechanizmy samorozwojowe jak: samopoznanie, samoocena, poczucie własnej skuteczności, samokształcenie. Uwalniają się one oraz dojrzewają jako skutek komunikacji interpersonalnej. Znaczącą rolę w rozwoju wspomnianych mechanizmów odgrywają nauczyciele akademiccy. Niniejszy artykuł zawiera rozważania teoretyczne oraz doniesienia z badań empirycznych.

Umiejętności komunikowania i współpracy w środowisku wirtualnym jako efekt szkoleń e-learningowych

Dobra umiejętność komunikowania się, szczególnie wysoki poziom kompetencji interpersonalnych jest obecnie jedną z najważniejszych kluczowych kompetencji pracownika. Chociaż ludzie od dziecka uczą się komunikować w różnych sytuacjach społecznych, nie oznacza to wcale, że potrafią efektywnie się porozumiewać. Zazwyczaj, co obserwujemy w wielu organizacjach, dużo czasu i miejsca poświęca się na podnoszenie poziomu kompetencji interpersonalnych, poprzez między innymi udział w różnych szkoleniach. Współcześnie obserwuje się coraz większy udział usług i narzędzi internetowych w komunikowaniu się pracowników wewnątrz i poza organizacją. Taki stan rzeczy rodzi pytanie o poziom umiejętności komunikowania za pomocą Internetu. Autorka stara się przekonać, że interaktywny model szkoleń internetowych (e-learning) jest modelem, który wymusza aktywną komunikację i współpracę. W ten sposób pracownicy biorący udział w szkoleniu w naturalny sposób uczą się komunikowania w sieci i mogą podnosić swoje kompetencje komunikacyjne w środowisku wirtualnym.