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Communication openness,satisfaction, and length of employment in Japanese organizations 总被引：1，自引：0，他引：1
Hiroko Koike William B. Gudykunst Lea P. Stewart Stella Ting‐Toomey Tsukasa Nishida 《Communication Research Reports》2013,30(2):97-102
Hypotheses were generated regarding the relationship among communication openness, satisfaction, and length of employment in Japanese organizations. A questionnaire was administered to employees of Japanese organizations in the Tokyo area. The data revealed that upward, downward, and lateral communication openness were associated positively with both relational and organizational satisfaction. Length of employment also was associated with downward and lateral communication openness and with both relational and organizational satisfaction. The relationships between length of employment and satisfaction differed for employees in large and small‐to‐moderate sized organizations. Lateral communication openness was associated positively with satisfaction variables and there was a relatively small association between length of employment and satisfaction. 相似文献
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相信所有人都有过类似的经历:我们可能会遇到某个人,第一次见面就认为他/她是自己一直在等待的那个人。于是我们的主观意识就会根据这样的情况设计出一段足以受用一生的爱情梦。在这个爱情梦境中,我们看到的全都是对方最理想、最完美的一面。然而,在新鲜感逐渐消退的过程中,你也不可避免地发现:原来想象与现实根本就是两回事,你必须想办法将它们融为一体…… 相似文献
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Stella Vosniadou 《教育心理学家》2013,48(1):55-66
In this article we argue that both the cognitive and situative perspectives need to be modified to account for the empirical evidence on learning, taking as a central example the problem of knowledge transfer. Our proposal is that we need an approach that takes as a unit of analysis the individual in a constructive interaction with the world through a variety of mediated symbolic structures, some internal and some external, in rich sociocultural settings. This should be done without denying that knowledge can be represented in some form in the memory system. While internal mental structures are acceptable in this framework, concepts should not be seen as stable and unchanging but, rather, as flexible, malleable, and distributed. To explain conceptual change, we should allow for the possibility that what is already known can be radically restructured and that new, qualitative different structures emerge. Teaching for conceptual change, we argue, should utilize but cannot solely rely on cognitive apprenticeship types of methods. Attention must be paid to the appropriate design of curricula and to the acquisition of subject matter knowledge, together with the development of instructional methods that utilize socio-cultural processes, like classroom discussion, to develop students' metaconceptual awareness and the ability to engage in intentional learning. 相似文献