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1.
This study investigated the communicative role of perceived organizational support and psychological contracts in fulfilling exchange relationships and buffering burnout in employees contributing extra role time organizational citizenship behaviors (ERT-OCB). The lens of social information processing positioned burnout as a job attitude subject to the influence of the organization’s communication environment that informs employees as to the value they and their extra role time contributions hold with the organization. Participants (N = d461), high school teachers coaching debate teams from 46 states, completed questionnaires. Findings showed that both organizational support and psychological contract fulfillment buffered the positive relationship between ERT-OCB and burnout. 相似文献
2.
团体心理辅导是在团体的情境下进行的一种心理辅导形式.在神华黄骅港务局进行的团体心理辅导效果显著:舒缓了职工的紧张情绪,愉悦了职工的身心;使他们能更好地认识自我,完善自我;增强了职工的团队意识;提高了他们人际沟通能力,一定程度上提升了职工的心理健康水平. 相似文献
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K.D. Khlomov A.V. Kondrashkin P.A. Kuzin S.M. Kalyakina K.I. Tyulkanova D.P. Medvedev 《Russian Education & Society》2018,60(4):315-333
This article addresses the need for changes in current views on adolescent development. It presents observations of adolescent behavior in the online game Dragon Nest that were conducted by specialists from the Crossroads Center for Social and Psychological Adaptation and Adolescent Development, Moscow State University of Psychology and Education, in 2013. These observations helped form theories about age-specific tasks arising in adolescence. The restorative approach was selected as the theoretical basis for this work. This approach represents the practical application of the cultural-historical theory and the activity theory to the provision of social and psychological assistance to adolescents. An analysis of adolescent activity in a game, the structure of communication, and observations of adolescent relationships in online gaming space make it possible to form theories on the role of communication among peers in today’s society in terms of adolescent individuation and development. 相似文献
4.
Annie Yeadon-Lee 《Action Learning: Research and Practice》2015,12(3):261-275
Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. “Action Learning and Leadership.” The Learning Organisation 7 (5): 233–240; Schein, E. H. 1979. “Personal Change Through Interpersonal Relationships.” In Essays in Interpersonal Dynamics, edited by W. Bennis, J. Van Maanen, E. H. Schein, and F. I. Steele, 129–162]. A psychological climate that fosters an environment in which learning set members feel psychologically safe enough to reflect upon both the successes and the failures in their professional life, without any form of repercussion. However, there has been little attention given to the ways that that psychological climate develops, and the differing facets that create that climate. In response to such deficit, this paper reports the outcomes of interviews with 11 managers, all of whom are former AL set (ALS) members, on their experiences of ALS membership. Drawing upon an interpretivist philosophy, the paper explores the key themes that emerged from the analysis of those interviews. The analysis serves to illustrate the differing facets that collectively contribute to the creation of a positive psychological climate that is conducive for learning. The analysis points to the relative importance of such facets as trust, honesty, vulnerability, reciprocity, confidentiality and personal disclosure, all of which have the capacity to lead to a positive psychological climate in ALSs. This paper is useful for developing an understanding of the differing facets in ALSs that create a psychological climate conducive for learning. As such, it has utility for AL facilitators, set members, academics and educational consultants. 相似文献
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6.
Ernest T. Pascarella 《Research in higher education》1976,4(2):165-176
This study employed the semantic differential technique to investigate the consistency of differences in perceptions of the institutional climate among humanities, social science, and natural science majors in two colleges of arts and sciences. Significant differences were obtained on two of four factors. Humanities majors at one institution rated the institutional climate significantly higher on an Aestheticism/Idealism factor than their peers in the social sciences. A more significant finding was that social science majors at both universities rated the climate of their institution significantly higher on a Bureaucracy factor than either humanities or natural science majors. A possible explanation for this latter finding as the interaction of initial student dispositions and subsequent major field experiences is outlined. 相似文献
7.
采用配对取样的方法,对143名领导者与其429名下属员工进行问卷调查表明,领导者创新精神对创新气氛有显著预测作用;领导者创新精神对员工创新绩效有显著预测作用;创新气氛对员工创新绩效有显著预测作用;创新气氛在领导者创新精神与员工创新绩效的关系中有部分中介作用。 相似文献
8.
Previous research on children with cochlear implants has focused mostly on their speech perception and production. With the growing numbers of children who use the implant, it is important to assess other aspects of these children's functioning. This article offers a qualitative and quantitative analysis of interviews with parents who described their children's communication skills and peer relationships before they had the implant and afterward. Results show that the implant has the potential to improve deaf children's relationships with hearing peers. Nonetheless, children with implants still face communication obstacles, which impede their social relationships with hearing peers. Results are discussed in light of the different points of view of various "stake holders" regarding cochlear implants in children. 相似文献
9.
教师在教学过程中处于主导地位，直接影响或决定着课堂心理气氛的性质。教师的专业知能、情绪情感、领导方式和对学生期望是教师影响课堂心理气氛的四个基本因素。 相似文献
10.
Maladaptive behavior in relation to the basic psychological needs of students in secondary education
Oostdam R. J. Koerhuis M. J. C. Fukkink R. G. 《European Journal of Psychology of Education - EJPE》2019,34(3):601-619
Much research has been done into the relationship between students’ motivation to learn and their basic psychological needs as defined by the self-determination theory (autonomy, competence, relatedness). However, few studies have explored how these psychological needs relate to different types of maladaptive behavior in the classroom. To prevent or remedy such behavior, more insight into its relationships is required. The present study attempted to determine the relationship between maladaptive behavior of secondary school students (grades 8 and 9) and the degree to which both teachers and peers address their needs for competence, autonomy, and relatedness. Results show significant, negative correlations between maladaptive student behavior in the classroom and the extent to which students’ basic psychological needs are met by teachers and fellow students. Both teachers and fellow students play a role in students’ maladaptive behavior toward school and withdrawn behavior. When it comes to unfriendly behavior, the perceived support of teachers appears to be particularly relevant, while the role of peers is an important factor in delinquent behavior.
相似文献11.
This study examines the relationships between supervisor communication apprehension, employee communication apprehension, and employees' reports of information received from their supervisor. Results indicated that supervisor communication apprehension was negatively related to employees' reports of information received. Employee communication apprehension and employees' reports of information received from supervisors were not significantly related. Supervisor communication apprehension was negatively related to the information load reported by employees. Finally, a positive relationship was identified between employee communication apprehension and the information load reported by employees. 相似文献
12.
Diane Pruneau Jackie Kerry Sylvie Blain Evgueni Evichnevetski Paul Deguire Pierre-Yves Barbier 《The Journal of environmental education》2013,44(4):217-231
Since coastal communities are already subjected to the impacts of climate change, adaptation has become a necessity. This article presents competencies demonstrated by Canadian municipal employees during an adaptation process to sea level rise. To adapt, the participants demonstrated the following competencies: problem solving (highlighting components of the problem and identifying constraints), futures thinking, risk prediction, vulnerability analysis, local knowledge, planning, and communication. However, some competencies that could be potentially useful in adaptation were used less frequently by participants: developing solutions, knowledge of adaptation, math skills, hope, and self-efficacy. 相似文献
13.
Students with emotional and behavioural difficulties (EBD) are more likely to struggle than their peers, which can lead to disengagement and early dropout. Although there are alternate programmes for these students, they are rarely consulted about their struggles, or about their perceived needs. The purpose of this study was to explore the lived experiences of students with EBD from their entry in mainstream classrooms to their placement in an alternate programme. During a semi-structured interview and visual mapping activity, six participants described their schooling experiences and their depictions were analysed using an interpretative phenomenological analysis. Participants described the social process of school and emphasised the importance of relationships with peers and teachers, and the challenges they experienced in these relationships, which included relational, psychological, and physical aggression. Findings highlight the need to consider the reciprocal nature of bullying for students with EBD, and its influence on their schooling. 相似文献
14.
D.A. George J.F. Clewett R. Selvaraju C. Birch 《The Journal of Agricultural Education and Extension》2013,19(2):141-157
Abstract In parts of the world, including many developing countries, climate variability impacts negatively on agricultural production and natural resource management. Workshops in applied climatology were held in Australia, India, Indonesia and Zimbabwe between 1999 and 2002 to provide farmers and agricultural and meteorological staff a better understanding of the El Niño-Southern Oscillation phenomenon, associated climate variability, its forecast potential and its relevance to their local agriculture system. Most participants saw climate information skills as essential or useful in their work but few had good skills. Through discussions, learning outcomes were established and resource materials developed in Australia were adapted for use in the other countries. Educational course material was developed for workshops and for vocational and tertiary education. This material was developed in multimedia and print format suited to different learning styles. Workshops incorporated sessions on local climate, a climate analysis tool to assist forecasting, application of forecasts, communication and evaluation. Post-workshop surveys demonstrated improved knowledge and skills of participants with a need for further training in risk management strategies relating to agricultural systems. This was identified by a skills audit during the workshops and could form the basis for an advanced training programme. 相似文献
15.
Consider This: A Comparison of Factors Contributing to Employees' Expressions of Dissent 总被引：1，自引：1，他引：0
Jeffrey W. Kassing 《Communication quarterly》2013,61(3):342-355
In this study, full-time employees were surveyed to determine the degree to which different considerations factored into their decisions to express upward or lateral dissent. Employees rated considerations similarly when reportedly dissenting to either supervisors or coworkers, with organizational climate and organizational attachment considerations being comparatively stronger than concerns associated with being perceived as adversarial and experiencing retaliation. A comparison across types of dissent revealed that organizational climate, organizational attachment, and adversarial perception/retaliation were more important considerations when employees expressed upward versus lateral dissent. Additionally, results suggested no significant differences in the way management and non-management employees weighed considerations when expressing dissent. 相似文献
16.
《The Journal of educational research》2012,105(4):290-296
ABSTRACT With a sample of 373 middle school students, the present longitudinal study examined the role of the classroom peer climate in mediating the relation between perceptions of classroom goal structures and academic help seeking among peers. Classroom goal structures were measured in the fall and classroom peer climate and help seeking among peers were assessed in the spring. Structural equation modeling indicated classroom mastery goal structure directly predicted desirable help-seeking behavior among peers (i.e., high adaptive help seeking and low expedient and avoidance of help seeking). A positive classroom peer climate mediated the effects of classroom mastery goal structure on expedient and avoidance of help seeking. A negative classroom peer climate mediated the effects of classroom performance goal structure on avoidance of help seeking. Theoretical and practical implications are discussed. 相似文献
17.
全宏艳 《新乡师范高等专科学校学报》2003,17(5):77-79
绝大多数大学生的心理危机与缺乏正常的人际交往和良好的人际关系相联系。同伴之间的心理交往状况往往决定了一个大学生是否对大学生活感到满意。从心理学角度分析大了学生的人际关系,阐述了建立良好的人际关系的途径,以帮助大学生增强人际调适能力、促进个体心理健康。 相似文献
18.
雷陈珊 《湖州职业技术学院学报》2013,11(2):46-48,70
心理契约是组织与员工之间的无形契约,它是组织能否行之有效地做好人力资源管理工作的重要影响因素;同时,人力资源管理也影响着员工心理契约的形成与发展。基于心理契约视角,组织要更好地做好人力资源管理工作,应该做到诚信至上、以人为本、有效沟通以及给员工提供培训和发展机会等。 相似文献
19.
Curt M. Adams Jordan K. Ware Ryan C. Miskell Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. 相似文献
20.
The role of the school climate in high school students’ mental health and identity formation: A South Australian study 
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下载免费PDF全文 The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities. 相似文献