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簡(jiǎn)介:ANEWTESTTOMEASUREEMOTIONRECOGNITIONABILITYMATSUMOTOEKMAN’SJAPANESECAUCASIANBRIEFAFFECTRECOGNITIONTESTJACBARTABSTRACTINTHISARTICLEWEREPTTHEDEVELOPMENTOFANEWTESTDESIGNEDTOMEASUREINDIVIDUALDIFFERENCESINEMOTIONRECOGNITIONABILITYERAFIVESTUDIESEXAMININGTHERELIABILITYVALIDITYOFTHESCESPRODUCEDUSINGTHISTESTTHEFIRSTEVIDENCEFACRELATIONBETWEENERAMEASUREDBYASTARDIZEDTESTPERSONALITYUTILIZINGMATSUMOTOEKMAN’S1988JAPANESECAUCASIANFACIALEXPRESSIONSOFEMOTIONJACFEENEUTRALFACESJACNEUFWECALLTHISMEASURETHEJAPANESECAUCASIANBRIEFAFFECTRECOGNITIONTESTJACBARTTHEJACBARTIMPROVESONPREVIOUSMEASURESOFERABY1USINGEXPRESSIONSTHATHAVESUBSTANTIALVALIDITYRELIABILITYDATAASSOCIATEDWITHTHEM2INCLUDINGPOSERSOFTWOVISIBLYDIFFERENTRACES3BALANCEDACROSSSEVENUNIVERSALEMOTIONS4WITHEQUALDISTRIBUTIONOFPOSERRACESEXACROSSEMOTIONS5INAFMATTHATELIMINATESAFTERIMAGESASSOCIATEDWITHFASTEXPOSURESSCESDERIVEDUSINGTHEJACBARTARERELIABLETHREESTUDIESDEMONSTRATEDACRELATIONBETWEENERATHEPERSONALITYCONSTRUCTSOFOPENNESSCONSCIENTIOUSNESSWHILEONESTUDYREPTSACRELATIONWITHEXTRAVERSIONNEUROTICISMRESEARCHONJUDGMENTSOFEMOTIONFROMFACIALEXPRESSIONSHASALONGIMPTANTHISTYINPSYCHOLOGYHASCONTRIBUTEDGREATLYTOTHELITERATURECONCERNINGTHEUNIVERSALITYOFEMOTIONTOKNOWLEDGECONCERNINGDIFFERENCESBETWEENGENDERETHNICITYCULTUREPSYCHIATRICSTATUSSTUDIESEXAMININGTHERELATIONSHIPBETWEENINDIVIDUALDIFFERENCESINJUDGMENTSOFEMOTIONHEREONREFERREDTOASEMOTIONRECOGNITIONABILITYERAPERSONALITYALSOHAVEACONSIDERABLEHISTYBUTISCHECKEREDWITHINCONSISTENTFINDINGSONONEHERAHASBEENCRELATEDWITHEMOTIONALEXPRESSIONEGLANZETTAEMOTIONSTHEYSHOULDHAVEATENDENCYTOAVOIDTHERECOGNITIONAWARENESSOFOTHERS’EMOTIONSTHEPERSONALITYCONSTRUCTOFOPENNESSISSIMILARTOEXTRAVERSIONINTHESENSETHATOPENINDIVIDUALSTENDTOBECURIOUSINTERESTEDINSTIMULATIONTHEYSHOULDBEMEATTENDANTTOTHEEMOTIONSOFOTHERSCONSCIENTIOUSNESSISRELATEDTOCOOPERATIONWITHATTENDINGTOOTHERSCONSCIENTIOUSINDIVIDUALSAREMETHOUGHRELIABLEEFFICIENTTHEYSHOULDBEBETTERATRECOGNIZINGEMOTIONSBECAUSETHEYAREMEATTENTIVETODETAILSAREBETTERABLETOPARTICIPATEINSUCHEMOTIONJUDGMENTTASKSWHYHAVEPREVIOUSATTEMPTSTOESTABLISHARELATIONSHIPBETWEENPERSONALITYERABEENAWASHWITHCONTRADICTYFINDINGSONEPOSSIBLEREASONISTHESTIMULIUSEDINPREVIOUSSTUDIESWHICHWEREDIFFERENTINEACHSTUDYTHUSNOTEQUIVALENTACROSSTHESTUDIESNASBRUNERTAGIURI1954SUGGESTEDDIDTHEYCOVERAREPRESENTATIVESPECTRUMOFEMOTIONALEXPRESSIONSLEROUX1987ANOTHERPOSSIBLEREASONISTHEFACTTHATWITHONLYONEEXCEPTIONLEROUX1987BUTTHESEDATAARENOTPUBLISHEDMANYPREVIOUSSTUDIESUSEDMEASURESSPECIFICALLYGENERATEDINEACHSTUDYRATHERTHANACCEPTEDSTARDIZEDTESTSTHISDISTINCTIONISIMPTANTO’SULLIVAN1982BECAUSETHEREISNOGUARANTEETHATACCURACYJUDGMENTSWEREMADEAGAINSTAVALIDSTARDIFASTARDIZEDTESTWEREAVAILABLEDATACOULDBEGENERATEDUSINGAVALIDSTARDTHESAMETESTCANBEUSEDACROSSSTUDIESATTHEVERYLEASTINCONSISTENCIESINTHENATUREOFTHESTIMULICOULDBERULEDOUTASAPOSSIBLEMODERATOFTHECONTRADICTIONSPREVIOUSTESTSOFERATHEREHASBEENANUMBEROFSUCHTESTSDEVELOPEDINTHEPASTEACHASSESSINGSOMEASPECTOFERAITSCLOSERELATIVENONVERBALDECODINGSKILLS1BUTEACHWITHITSOWNLIMITATIONSSEEREVIEWBYO’SULLIVAN1982SOMEFOCUSONNONVERBALBEHAVISSUCHASTHEPROFILEOF
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簡(jiǎn)介:SPATIALWKINGMEMYSTRATEGYFMATIONINADULTSDIAGNOSEDWITHATTENTIONDEFICITHYPERACTIVITYDISDERSUSANYOUNGAROBINMRISABRIANTOONEBCAROLYNTYSONCABSTRACTTHESTUDYINVESTIGATEDPROBLEMSPATIALWKINGMEMYINADHDADULTSTWENTYSEVENPATIENTSDIAGNOSEDWITHADHDINADULTHOOD27MATCHEDNMALCONTROLSWERETESTEDUSINGTHEEXECUTIVEGOLFTASKATESTTHATALSOMEASURESSPATIALSTRATEGYFMATIONOVERALLTHEADHDPATIENTSWERESIGNIFICANTLYIMPAIREDTHEDEFICITINCREASINGWITHTASKDIFFICULTYTHEYWEREALSOMEIMPAIREDONAMEASUREOFTASKSTRATEGYFMATIONWHENTAKINGTHISINTOACCOUNTINTERMSOFMEMYPERFMANCETHEPATIENTDEFICITREMAINEDSUGGESTINGTHATTHEIRSPATIALWKINGMEMYDEFICITSARENOTWHOLLYEXPLAINEDBYPROBLEMSWITHSTRATEGYFMATION1INTRODUCTIONWKINGMEMYISDEFINEDASACOGNITIVESYSTEMTHATPROVIDESTEMPARYSTAGEMANIPULATIONOFTHEINFMATIONNECESSARYFACTIVITIESSUCHASREASONINGLANGUAGECOMPREHENSIONLEARNINGBADDELEY1992THISPROCESSREQUIRESTHEABILITYTOHOLDINFMATION‘‘ONLINE’’DURINGABRIEFTIMEUNTILADECISIONSUBSEQUENTRESPONSEISMADEGOLDMANRAKIC1990ITHASBEENPOSTULATEDTHATTHEREISADISSOCIATIONBETWEENBASICMEMIALREQUIREMENTSOFTASKSTHEIRINTHEDOWSONETAL2004STUDYTHECANTABMETHODOFMEASURINGSPATIALWKINGMEMYINVOLVESANARRAYOFSPATIALLOCATIONSONASCREENINWHICHTHEPARTICIPANTHASTOAVOIDGOINGBACKTOPREVIOUSLYSUCCESSFULLOCATIONSTHEYFOUNDIMPAIRMENTSONRETURNERRSASSOCIATEDPOSTRATEGYWHENCONDUCTINGTHETASKSTHEEXECUTIVEGOLFTASKISMEAKINTOAREALLIFEACTIVITYINTHATASWELLMEASURINGSPATIALWKINGMEMYITSIMULATESA‘GAMEOFGOLF’THEPARTICIPANTSEARCHINGFPLACESINWHICHA‘GOLFER’ISPREDICTEDTOPUTTABALLAVOIDINGRETURNINGTOTHESEPLACESDURINGSUBSEQUENTSEARCHESTHEGOLFHOLESAREPRESENTEDUSINGTHREEDIMENSIONALCOMPUTERGRAPHICSWITHTHE‘GOLFER’PRESENTEDINTHEDISTANCETHETASKHASAGAMELIKEFMATWITHTHE‘GOLFER’PUTTINGTHEBALLSINTOTHEGOLFHOLESWHENACRECTGOLFHOLEHASBEENEDBYTHE‘GOLFER’PERFMANCECANBEIMPROVEDUSINGTHESTRATEGYOFFOLLOWINGAPREDETERMINEDSEARCHSEQUENCEBEGINNINGWITHAPARTICULARPLACERETURNINGTOTHESAMEPLACEFEVERYNEWSEARCHSEQUENCETHEAIMOFTHESTUDYWASTOINVESTIGATEWHETHERPATIENTSWITHADHDHADASPATIALWKINGMEMYDEFICITINADULTHOODTOESTABLISHWHETHERTHEDEFICITPERSISTEDIFAMEASUREOFSTRATEGYFMATIONWASCOVARIEDINTHEANALYSISITWASHYPOTHESISEDTHATADHDPATIENTSWOULDMAKEAGREATERNUMBEROFERRSINRELATIONTORETURNINGTOPREVIOUSLYSUCCESSFULLOCATIONSIEBETWEENSUBJECTERRSTHATTHISDEFICITWOULDINCREASEWITHTASKDIFFICULTY2METHODOLOGY21PARTICIPANTSTHESTUDYINCLUDED2721MALE6FEMALEADULTADHDPATIENTSATTHEMAUDSLEYHOSPITALLONDONUKALLPATIENTSMETTHEDSMIVCRITERIAFADHDFOLLOWINGAFULLADHDASSESSMENTSEEYOUNGTOONE2000THEASSESSMENTINCLUDEDACOMPREHENSIVEPSYCHIATRICEVALUATION
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簡(jiǎn)介:DOINGTHETHINGSWEDOAGROUNDEDTHEYOFACADEMICPROCRASTINATIONMOSTPEOPLEVIEWPROCRASTINATIONASANEGATIVEPERSONALITYTRAITPROCRASTINATSARETHOUGHTTOBEINDIFFERENTTOTHEQUALITYOFTHEIRWKPOSSIBLYOFLOWERCOGNITIVEABILITYTHANTHEIRNONPROCRASTINATINGPEERSPREVIOUSEMPIRICALSTUDIESHAVESUPPTEDTHISVIEWOFPROCRASTINATIONREVEALINGTHATPROCRASTINATIONRESULTSINLOSTTIMEPOERHEALTHDECREASEDLONGTERMLEARNINGLOWERSELFESTEEMBURNSDITTMANNGUYENFERRARIJOHNSONMILGRAMDANGOURTICEWOLTERS2003ANUMBEROFSTUDIESALSOHAVEINDICATEDTHATPROCRASTINATIONMAYBELINKEDTOANXIETYFEAROFFAILUREFERRARIMILGRAMGEHRMANSADDLERCSIKSZENTMIHALYI1990SOMMER1990TULLIER2000ALTERNATIVELYIFPROCRASTINATIONDOESNOTPLAYANADAPTIVEROLEINSOMESITUATIONSTHENMANYCOLLEGESTUDENTSMAYBEUNDERACHIEVINGBECAUSEOFGROUNDEDTHEYANALYSISWOULDHELPRESEARCHERSIDENTIFYADDITIONALASPECTSOFPROCRASTINATIONTHATMIGHTEXPLAINITSWIDESPREADCONTINUEDOCCURRENCEGROUNDEDTHEYISANITERATIVEINDUCTIVEMETHODOFDATACOLLECTIONBASEDONINDIVIDUALGROUPINTERVIEWSTHATATTEMPTSTODESCRIBEACEPHENOMENONINDETAILTORELATEITTOPOTENTIALCAUSESCONSEQUENCESSITUATIONALCONDITIONSTHATAFFECTITCRESWELL1998STRAUSSCBIN1994GROUNDEDTHEYUSESPARTICIPANTS’EXPERIENCESASDATATOCONSTRUCTVALIDATETHEEMERGENTTHEYTHEENDPRODUCTOFGROUNDEDTHEYISAPARADIGMMODELTHATSYSTEMATICALLYLINKSANTECEDENTSSITUATIONALCONDITIONSCOPINGSTRATEGIESCONSEQUENCESTOTHEPHENOMENONOFINTERESTSTRAUSSCBIN1998THESEINCLUDECONDITIONSTHATELICITTHEPHENOMENONCONTEXTUALFACTSTHATAFFECTHOWTHEPHENOMENONISENACTEDSTRATEGIESFIMPLEMENTINGTHEPHENOMENONCONSEQUENCESOURMAINGOALWASTOCONSTRUCTAPARADIGMMODELONTHEOFCOLLEGESTUDENT’SELFREPTSDEDINITIONOFPROCRASTINATIONDEFINITIONSOFPROCRASTINATIONVARYFROMAUTHTOAUTHSOMEAREQUITEGENERALINNATURESUCHASSCHOUWENBURG1995WHODEFINEDPROCRASTINATIONASTHEBEHAVIOFPOSTPONINGTASKSOTHERSAREMESPECIFICSUCHASSOLOMONROTHBLUM1984WHODESCRIBEDPROCRASTINATIONASTHEACTOFNEEDLESSLYDELAYINGTASKSPASTTHEPOINTOFDISCOMFTLAY1994DEFINEDPROCRASTINATIONINTERMSOFANINTENTION–BEHAVIDISCREPANCYINWHICHADELAYOFBEHAVIDOESNOTBECOMEPROCRASTINATYUNLESSTHEINDIVIDUALHASSOMEGENUINEINTENTTOCOMPLETETHETASKTHEGREATERTHEDISCREPANCYBETWEENINTENTBEHAVITHEMESEVERETHEPROCRASTINATIONMOSTRESEARCHERSHAVEEMPHASIZEDTHREECECRITERIAFPROCRASTINATIONITMUSTBEDILATYNEEDLESSCOUNTERPRODUCTIVESCHOUWENBURG1995ONEPROBLEMWITHTHESECRITERIAISTHATTHEEXTENTTOWHICHBEHAVIISNEEDLESSCOUNTERPRODUCTIVEISVERYDIFFICULTTODOCUMENTOBJECTIVELYWEDEFINEPROCRASTINATIONF
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簡(jiǎn)介:外文文獻(xiàn)外文文獻(xiàn)ACOMPETENCYMODELFPROJECTCONSTRUCTIONTEAMPROJECTCONTROLTEAMTAISIKLEEDUHWANKIMDONGWOOKLEERECEIVEDAUGUST122010ACCEPTEDOCTOBER192010ABSTRACTTHISSTUDYFOCUSESONDEVELOPINGACOMPETENCYMODELFPROJECTCONSTRUCTIONTEAMPROJECTCONTROLTEAMSERVICEWHICHARETHEESSENTIALRESPONSIBILITIESOFCONSTRUCTIONCOMPANIESINDERTOPROVIDEABASICFRAMEWKFMANPOWERDEVELOPMENTINCLUDINGEMPLOYMENTEDUCATIONPERFMANCEMEASUREMENTGANIZATIONALABILITYIMPROVEMENTTOGETHERTHESEATTRIBUTESCOMPRISETHEBASICSOFHUMANRESOURCEMANAGEMENTREFLECTTHEKEYACTERISTICSOFCONSTRUCTIONCOMPANIESTHISSTUDYANALYZEDSEVERALPREVIOUSCOMPETENCYMODELSTUDIESDERIVEDJOBCOMPETENCYITEMSFROMAQUESTIONNAIREBASEDSURVEYOFCRESPONDINGJOBPERFMERSCENTERINGONVARIOUSEXISTINGCOMPETENCYITEMSESTABLISHEDWITHRESPECTTOTHEACTERISTICSOFCONSTRUCTIONCOMPANIESINADDITIONTHROUGHINTERVIEWSWITHASPECIALISTGROUPTHISSTUDYDERIVEDWEIGHTSFSETTINGCOMPETENCYLEVELSFACILITATINGCOMPETENCYEVALUATIONFMULATEDAPROJECTCONSTRUCTIONTEAMPROJECTCONTROLTEAMAFFAIRCOMPETENCYMODELFCONSTRUCTIONCOMPANIESTHISSTUDYTESTEDTHEVALIDITYOFTHEFMULATEDMODELBYANALYZINGITSCRELATIONWITHTHEPERFMANCEOFACTUALCONSTRUCTIONPROJECTSKEYWDSCOMPETENCYMODELCECOMPETENCYBYJOBHIGHPERFMERCOMPETENCYMODEL1INTRODUCTION11BACKGROUNDOBJECTIVESMETHODSTHATCLARIFYTHERELATIONSAMONGACTIVITIESCOMPOSINGHUMANRESOURCEDEVELOPMENTMANAGEMENTPLANSINCLUDINGEMPLOYEEEDUCATIONONESUCHMETHODISTOUTILIZEACOMPETENCYMODELASAPARTOFHUMANRESOURCEMANAGEMENTTHEPRESENTSTUDYAIMEDTOPROVIDEABASICFRAMEWKFHUMANRESOURCEDEVELOPMENTFCONSTRUCTIONCOMPANIESBECAUSEHIRINGEDUCATINGRETAININGEMPLOYEESARETHEBASICSOFHUMANRESOURCEMANAGEMENTAWELLDEVELOPEDFRAMEWKCANHELPTHECONSTRUCTIONINDUSTRYTOBUILDACOMPETENCYMODELTHATREFLECTSTHEACTERISTICSOFTHECEFUNCTIONSOFCONSTRUCTIONCOMPANIESUSINGTHISCOMPETENCYMODELTHEINDUSTRYCOULDIMPROVEPERFMANCEMEASUREMENTEFFICIENCY12RESEARCHSCOPEMETHODOLOGYTHISSTUDYDEVELOPEDACOMPETENCYMODELWITHSPECIFICFOCIONPROJECTCONSTRUCTIONTEAMPROJECTCONTROLTEAMAFFAIRSERVICESRATHERTHANAGENERALMODELOFCOMPETENCYINCLUDINGAJOBCLASSIFICATIONSYSTEMBECAUSEPROJECTCONSTRUCTIONTEAMPROJECTCONTROLTEAMAFFAIRSERVICESCEFUNCTIONSOFCONSTRUCTIONCOMPANIESTHECOMPETENCYMODELFOCUSINGONTHESEFUNCTIONSCANBEMEREADILYCOMMONLYAPPLICABLETOCONSTRUCTIONCOMPANIESSTAGE1IDENTIFIEDMAJCOMPETENCYFACTSAFTEREXAMININGTHEQUALITIESOFKEYMEMBERSOFCONSTRUCTIONCOMPANIESREVIEWINGELEMENTSOFOTHERGENERALCOMPETENCYMODELSCONDUCTINGONEONONEINTERVIEWSWITHTOPMANAGEMENTTEAMMEMBERSSUPERVISSINTOPTIERSSTAGE2CONDUCTEDASURVEYSTUDYWITHPEOPLEWHOHADWKEDATCONSTRUCTIONCOMPANIESFMETHAN5YEARSHELDTHEIRCURRENTJOBSFMETHAN3YEARSTHESURVEYDATAPROVIDEDINFMATIONONTHERELATIVEIMPTANCEOFEACHCOMPETENCYFACTADDITIONALLYINTERVIEWSWERECONDUCTEDWITHTOPMANAGERSTHEINTERVIEWDATAWEREUSEDTO
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簡(jiǎn)介:STUDYONCOLLEGESTUDENTS’LEARNINGBURNOUTWHENSTUDENTSHAVENOINTERESTSLACKINENTHUSIASMSFTHELEARNINGBUTCANNOTBUTDOITTHEYWILLBESICKOFTHELEARNINGFEELTIREDINBODYMINDTHATSTATEISCALLEDASTHELEARNINGBURNOUTYANG2005P5458GENERALLYTHELEARNINGBURNOUTHASFOLLOWINGACTERISTICS1EXHAUSTEDEMOTIONFTHISACTERISTICSTUDENTSGENERALLYLACKINENTHUSIASMSINTHEIRLEARNINGTHEYFEELEXHAUSTEDNERVOUSFRUSTRATEDTHEYCANNOTCENTRALIZETHEIRATTENTIONSONTHELEARNINGSTUDENTS’EMOTIONISINTHEEXTREMETIREDNESSTHEEMOTIONALRESOURCEISEXHAUSTEDTHELEARNINGENTHUSIASMISVERYLOW2LACKINGINHUMANIZATIONTHATMEANSSTUDENTSOFTENTREATOTHERSWITHTHEBLPASSIVENEGATIVEATTITUDETHEYCANNOTTRUSTOTHERSTHEYAREUNBELIEVINGOVERCRITICALTOOTHERSTHEATTACKBEHAVIISANEXTREMEREPRESENTATIONOFTHELEARNINGBURNOUTONTHEONEHSTUDENTSATTACKBEHAVISINCREASETHEIRHUMANFRICTIONSINCREASEONTHEOTHERHTHEYWILLAIMATTHEMSELVESHARMTHEMSELVES3LOWACHIEVABILITYLEARNINGBURNOUTWILLINDUCELOWACHIEVABILITYSTUDENTSWILLUNDERVALUETHEIRACHIEVEMENTSSOMEOFTHEMWILLEVENNEGATEWHATTHEYDIDINRECENTYEARSMANYSURVEYSABOUTCOLLEGESTUDENTSSHOWEDTHATTHEPHENOMENONOFLEARNINGBURNOUTINCOLLEGESTUDENTSWASSERIOUSFEXAMPLEZHANGSHUETAL’SSURVEYABOUT438COLLEGESTUDENTSININNERMONGOLIAMUNICIPALITYINDICATEDTHATCOLLEGESTUDENTSLEVELOFLEARNINGBURNOUTWASHIGHERZHANG2009P140142LIWEIWEIETALSSURVEYABOUT340COLLEGESTUDENTSALSOSHOWEDTHATQUIETPARTOFCOLLEGESSTUDENTSHADLEARNINGBURNOUTLI2007P1921COLLEGESTUDENTSASSUMETHEBURDENOFNATIONALBUILDINGTHEEXISTENCEOFLEARNINGBURNOUTWOULDSERIOUSLYINFLUENCETHELEARNINGTHEENHANCEMENTOFLEARNINGEFFICIENCYWHICHGOESAGAINSTTHEACCOMPLISHMENTOFTHETEACHINGTASKOFCOLLEGETHEIMPLEMENTATIONOFTHEEDUCATIONALTARGETBLOCKSCOLLEGESTUDENTS’HEALTHYDEVELOPMENTINBODYMINDATTHESAMETIMECOLLEGESTUDENTS’LEARNINGBURNOUTMAINLYCOMESFROMFOLLOWINGCAUSESBADSOCIALSTYLECULTUREARETHEIMPTANTEXTERICAUSESOFCOLLEGESTUDENTS’LEARNINGBURNOUTCOLLEGEISNOTACLOSEDPLACEALLALONGTHEOPENINGACTERISTICALSOMAKETHEMTOPRODUCETHELEARNINGBURNOUTTOSOMEEXTENTCOLLEGESTUDENTS’LEARNINGBURNOUTISCLOSELYRELATEDWITHTHEIRSELFEFFICIENCYFEELINGSELFATTRIBUTIONSOMECOLLEGESTUDENTSHADDEPENDEDONFAMILYTEACHERSTOOMUCHFALONGTERMWITHBADINDEPENDENCEOFLEARNINGTHEYCOULDNOTADAPTTHELEARNINGMODEINCOLLEGESTHEYFAILEDINLEARNINGSOTHEIRSELFEFFICIENCYFEELINGWOULDBELARGELYREDUCEDWHENFACINGLEARNINGFAILURETHEATTRIBUTIONTENDENCYISNOTRIGHTTOOTHEYALWAYSATTRIBUTEDTHEIRFAILURESTOTHEIRLOWABILITYSOTHEIRENTHUSIASMOFLEARNINGWILLBELARGELYHARMEDTHEYWILLFEELHELPLESSINSTUDYSOMESTUDENTSALSOLACKINTHEABILITYTODELAYSATISFACTIONTHEYHAVENOTFAREYESIGHTTHEYONLYPAYATTENTIONTOTHEIMMEDIATEINTERESTSTHEYCANNOTCONTROLTHEMSELVESINLEARNINGWHICHISONEOFSUBJECTIVECAUSEOFLEARNINGBURNOUTCOLLEGESSHOULDREALLYEMPHASIZETHEPRACTICETEACHINGINCREASETHEHARDWAREINVESTMENTSOFTHEPRACTICETEACHINGPERFECTMANYESTABLISHMENTSSUCHASLABCOMPUTERLABMULTIMEDIATOFULFILLSTUDENTSDEMFPRACTICESINADDITIONCOLLEGESSHOULDSETUPPRACTICECOURSESFSTUDENTS’FUTUREEMPLOYMENTDEVELOPMENTCRECTTHEMODEEMPHASIZINGTHETHEETICALCOURSESATTHESAMETIMECOLLEGESHOULDALSOEMPHASIZECOLLEGESTUDENTS’EDUCATIONOFPSYCHOLOGICALHEALTHLOVINGLEARNINGBEINGHAPPYINLEARNINGAREONESTARDTOMEASURECOLLEGESTUDENTS’PSYCHOLOGICALHEALTHCOLLEGESSHOULDFURTHERCRECTSTUDENTS’WRONGLEARNINGCOGNITIONIMPROVETHEIRLEARNINGMETHODSTRENGTHENTHEIRSUCCESSFULEXPERIENCEENHANCETHEIRLEARNINGMOTIVATIONHELPTHEMTOOVERCOMELEARNINGBURNOUTBYTHELECTUREGROUPINDIVIDUALCONSULTATIONSPECIALPSYCHOLOGICALHEALTHYCOURSETEACHERSSHOULDEMPHASIZETHEADOPTTHEHEURISTICEDUCATIONTHERESEARCHTEACHINGMODETOCONTINUALLYENRICHTHETEACHINGCONTENTSTRENGTHENTHEMOFTEACHINGPROCESSMAKESTUDENTSTOENTERINTOTHELEARNINGBECOMETHEMASTEROFTHELEARNINGTEACHERSSHOULDSPECIALLYPAYATTENTIONTOTHECONNECTIONBETWEENTHEYPRACTICEINSTRUCTSTUDENTSTOSTUDYTHEKNOWLEDGEINDERTOAPPLYITBYAFTERSCHOOLACTIVITIESPRACTICEPROBATIONSENHANCETHEIRABILITYTOSOLVEPROBLEMSPROMOTETHEMTOEXPERIENCETHEINTERESTSOFLEARNINGTHEVALUEOF
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簡(jiǎn)介:LEADERPERSONALITYTRAITSEMPLOYEEVOICEBEHAVIMEDIATINGROLESOFETHICALLEADERSHIPWKGROUPPSYCHOLOGICALSAFETYFREDOWALUMBWAJOHNSCHAUBROECKMICHIGANSTATEUNIVERSITYARIZONASTATEUNIVERSITYTHEANTECEDENTSCONSEQUENCESOFETHICALLEADERSHIPWEREEXAMINEDINASTUDYOF894EMPLOYEESTHEIR222IMMEDIATESUPERVISSINAMAJFINANCIALINSTITUTIONINTHEUNITEDSTATESTHELEADERPERSONALITYTRAITSOFAGREEABLENESSCONSCIENTIOUSNESSWEREPOSITIVELYRELATEDTODIRECTREPTS’RATINGSOFTHELEADER’SETHICALLEADERSHIPWHEREASNEUROTICISMWASUNRELATEDTOTHESERATINGSETHICALLEADERSHIPINFLUENCEDFOLLOWERS’VOICEBEHAVIASRATEDBYFOLLOWERS’IMMEDIATESUPERVISSTHISRELATIONSHIPWASPARTIALLYMEDIATEDBYFOLLOWERS’PERCEPTIONSOFPSYCHOLOGICALSAFETYIMPLICATIONSFRESEARCHONETHICALLEADERSHIPMEANSTOENHANCEETHICALBEHAVIAMONGLEADERSNONLEADERSAREDISCUSSEDKEYWDSETHICALLEADERSHIPLEADERSHIPPERSONALITYPSYCHOLOGICALSAFETYVOICEINBOTHTHEMASSMEDIATHEACADEMICCOMMUNITYTHEREHASBEENBROWNETAL2005FEXAMPLERESEARCHERSKNOWVERYLITTLEABOUTWHYSOMELEADERSENGAGEINTHESPECTRUMOFETHICALLEADERSHIPBEHAVISOTHERSDONOTONEKEYQUESTIONISWHETHERTHELIKELIHOODOFANINDIVIDUALBEINGPERCEIVEDASANETHICALLEADERAMONGSUBDINATESCANBEPREDICTEDUSINGHISHERPERSONALACTERISTICSIDENTIFYINGTRAITANTECEDENTSWILLAIDINTHEDEVELOPMENTOFSTRATEGIESFINGDEVELOPINGETHICALLEADERSDETERMININGTHEBESTMEANSTOREINFCEETHICALBEHAVISONLYAFEWSTUDIESHAVEADDRESSEDTHECONSEQUENCESOFETHICALLEADERSHIPBEHAVIBROWNETAL2005DETERTTREVINOBURRISMAYERETAL2009WHEREASSOMERELIABLEEVIDENCEFROMRECENTSTUDIESSUPPTSTHEIDEATHATETHICALLEADERSHIPHASARANGEOFFAVABLEOUTCOMESEGBROWNETAL2005MAYERETAL2009DETERTETAL2007FOUNDNORELATIONSHIPBETWEENETHICALLEADERSHIPFOODSHRINKAGEANINDEXOFCOUNTERPRODUCTIVEBEHAVIAMONGRESTAURANTEMPLOYEESSOMEPSYCHOLOGICALMECHANISMSTHATMAYEXPLAINTHEMEFAVABLEEFFECTSOFETHICALLEADERSHIPHAVEBEENDISCUSSEDSEEBROWN
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簡(jiǎn)介:附錄附錄3ISSOCIALANXIETYASSOCIATEDWITHBOTHINTERPERSONALAVOIDANCEINTERPERSONALDEPENDENCEWETESTEDTHEHYPOTHESISTHATSOCIALANXIETYISASSOCIATEDWITHBOTHINTERPERSONALAVOIDANCEINTERPERSONALDEPENDENCYSPECIFICALLYWEPREDICTEDTHATDEPENDENCEWOULDBEEVIDENTINDEVELOPMENTALLYSALIENTCLOSERELATIONSHIPSUPONWHICHSOCIALLYANXIOUSPEOPLEMAYRELYONEHUNDREDSIXTYEIGHTYOUNGPEOPLEUNDERGOINGTHETRANSITIONTOADULTHOODCOMPLETEDSELFREPTMEASURESOFANXIETYINTERPERSONALPATTERNSRESULTSINDICATEDTHATBOTHDEPENDENTAVOIDANTINTERPERSONALSTYLESINROMANTICRELATIONSHIPSBUTNOTOTHERRELATIONSHIPSWEREUNIQUELYASSOCIATEDWITHSOCIALANXIETYTHESERESULTSREMAINEDWHENCONTROLLINGFDEPRESSIVESYMPTOMSANXIETYSENSITIVITYTRAITANXIETYOURFINDINGSILLUSTRATETHATSOCIALANXIETYISNOTACTERIZEDSOLELYBYINTERPERSONALAVOIDANCEASCURRENTCONCEPTUALIZATIONSSUGGESTIMPLICATIONSFMODELSTREATMENTOFSOCIALANXIETYAREDISCUSSEDSOCIALANXIETYDEFINEDASEITHERADIAGNOSABLEDISDERASELEVATEDLEVELSOFANXIETYABOUTSOCIALSCRUTINYHASBEENACTERIZEDBYTHEAVOIDANCEOFSOCIALSITUATIONSDUETOFEAROFNEGATIVEEVALUATIONINLINEWITHTHISRESEARCHSUPPTSTHEPRESENCEOFAVOIDANTSTYLESOFINTERACTINGAMONGSOCIALLYANXIOUSPEOPLEEGALDENBIELINGALDENDOWBIGLLEARYKNIGHTLEARYBNSTEIN1995OVERHOLSER1997INTERPERSONALDEPENDENCYISACTERIZEDBYTHOUGHTSFEELINGSBEHAVISREVOLVINGAROUNDTHENEEDTOASSOCIATECLOSELYWITHOTHEREIDELTURNERBEIDELLIEBOWITZGMANFYERRAPEE1995THEPREOCCUPIEDPATTERNISACTERIZEDBYADEPENDENTINTERPERSONALSTYLEINWHICHPEOPLEAREEXCESSIVELYDEPENDENTONRELATIONSHIPSFEMOTIONALTANGIBLESUPPTALTHOUGHTHISMAYSEEMINCONSISTENTWITHASOCIALLYANXIOUSSTYLEBOTHOFTHESEPATTERNSOFATTACHMENTAREELICITEDEXACERBATEDBYANEGATIVEEVALUATIONOFTHESELFBARTHOLOMEW1990BARTHOLOMEWMICKELSONKESSLERSHAVER1997THEREFEWEPREDICTEDTHATSOCIALANXIETYWOULDBEASSOCIATEDWITHBOTHFEARFULPREOCCUPIEDATTACHMENTPATTERNSINADDITIONWEWEREINTERESTEDINTHECONDITIONSUNDERWHICHTHEABOVEASSOAVOIDSOCIALSITUATIONSDUETOTHEIRHEIGHTENEDLEVELSOFFEARANXIETYWHILEINTERACTINGWITHOTHERSTHEMOSTCOMMONLYFEAREDSOCIALSITUATIONSAMONGSOCIALLYANXIOUSPEOPLETENDTOBESOCIAL
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上傳時(shí)間:2024-03-17
頁(yè)數(shù): 20
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簡(jiǎn)介:成功心理學(xué)成功心理學(xué)學(xué)習(xí)感受什么成功呢,人人都追求成功,可是有時(shí)候,成功好像近在咫尺,有時(shí)候成功又似乎遙不可及,如何獲得成功是每個(gè)人都關(guān)心的問(wèn)題。12級(jí)機(jī)械級(jí)機(jī)械6班馮美福(班馮美福(120202010610)2014510對(duì)方的真正需要;微笑待人,傳遞友愛(ài);記住別人的名字是最甜美、最有效的恭維;學(xué)會(huì)傾聽(tīng),做一個(gè)善于傾聽(tīng)的人談?wù)搶?duì)方感興趣的話(huà)題;讓對(duì)方獲得自重感。當(dāng)然,我們并不是一味的遵從他人的意思,當(dāng)我們要贏得他人的贊同時(shí),首先要避免爭(zhēng)論,再激烈、再理由充足的爭(zhēng)論都是不能是對(duì)方完全信服,只能讓對(duì)方更加反感,其次,要尊重別人的意見(jiàn),千萬(wàn)不要指責(zé)別人的錯(cuò)誤,同時(shí),如果你錯(cuò)了要迅速坦誠(chéng)的承認(rèn),接著,要用友善的方法開(kāi)始贏得別人的心,使對(duì)方一開(kāi)始就說(shuō)“是,是”,在交談過(guò)程中要讓對(duì)方多多說(shuō)話(huà),聽(tīng)取對(duì)方的意見(jiàn),使對(duì)方覺(jué)得那是他的主意,要從對(duì)方的觀點(diǎn)來(lái)看待事情,同情別人的想法和愿望,激發(fā)對(duì)方高尚的動(dòng)機(jī),戲劇化的表達(dá)你的想法,向?qū)Ψ教岢鲆豁?xiàng)有意義的挑戰(zhàn)。要更好的說(shuō)服他人,就要從稱(chēng)贊及真誠(chéng)的欣賞著手,委婉得提出對(duì)方的錯(cuò)誤,在批評(píng)對(duì)方之前,先談?wù)撟约旱腻e(cuò)誤,使對(duì)方保住面子,不要命令他人,要“誠(chéng)于嘉許,寬于稱(chēng)道”,多用鼓勵(lì),使別人的錯(cuò)誤更容易改正,使對(duì)方所做的事更容易做,使對(duì)方樂(lè)于做你所建議的事。人與人之間有交往才談得到關(guān)系,人們?cè)谏鐣?huì)活動(dòng)中運(yùn)用語(yǔ)言符號(hào)系統(tǒng)或非語(yǔ)言符號(hào)系統(tǒng)之間交流信息,溝通情感的過(guò)程就是人際交往。人作為社會(huì)的生物,必然要與他人產(chǎn)生各種各樣的關(guān)系。個(gè)體是不可能在完全孤立的狀態(tài)下生活的。當(dāng)然,交往的過(guò)程是復(fù)雜的。交往是雙方相互認(rèn)知的一個(gè)過(guò)程,每個(gè)人對(duì)自己的交往對(duì)象都會(huì)產(chǎn)生某種態(tài)度,這種態(tài)度就是在交往的過(guò)程中產(chǎn)生的。首因效應(yīng),也就是第一印象。人們?cè)诮煌^(guò)程中的第一印象往往會(huì)產(chǎn)生較大影響。光環(huán)效應(yīng),最明顯的表現(xiàn)之一就是以貌取人。在交往過(guò)程中,對(duì)方的某個(gè)特征形成某種印象后,往往會(huì)據(jù)此推測(cè)其他方面有類(lèi)似特征。此外,在與人交往的過(guò)程中我們往往會(huì)對(duì)一類(lèi)人產(chǎn)生一種比較固定的看法,并對(duì)應(yīng)到某個(gè)具體的人身上。比如說(shuō),在中國(guó)說(shuō)起南方人我們首先會(huì)想到精明溫柔,北方人則是豪爽大氣。說(shuō)起德國(guó)人,我們往往想到嚴(yán)謹(jǐn)求實(shí),而法國(guó)人則是時(shí)尚浪漫。交往活動(dòng)對(duì)于人類(lèi)的生存和發(fā)展是十分重要的。人類(lèi)最初,是母嬰交往,隨后是與各個(gè)家庭成員的交往,爾后是與同齡伙伴之間的交往,與老師同學(xué)的交往,慢慢發(fā)展到與各類(lèi)社會(huì)成員之間的交往,心理活動(dòng)日益成熟,交往范圍日益完善??茖W(xué)家對(duì)于“狼孩”、“豬孩”的研究充分表明,社會(huì)交往對(duì)于個(gè)體
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簡(jiǎn)介:外文文獻(xiàn)外文文獻(xiàn)ONEMETIMEHOWDOYOUMOTIVATEEMPLOYEESHOWMANYARTICLESBOOKSSPEECHESWKSHOPSHAVEPLEADEDPLAINTIVELY”HOWDOIGETANEMPLOYEETODOWHATIWANT”THEPSYCHOLOGYOFMOTIVATIONISTREMENDOUSLYCOMPLEXWHATHASBEENUNRAVELEDWITHANYDEGREEOFASSURANCEISSMALLINDEEDBUTTHEDISMALRATIOOFKNOWLEDGETOSPECULATIONHASNOTDAMPENEDTHEENTHUSIASMFNEWFMSOFSNAKEOILTHATARECONSTANTLYCOMINGONTHEMARKETMANYOFTHEMWITHACADEMICTESTIMONIALSDOUBTLESSTHISARTICLEWILLHAVENODEPRESSINGIMPACTONTHEMARKETFSNAKEOILBUTSINCETHEIDEASEXPRESSEDINITHAVEBEENTESTEDINMANYCPATIONSOTHERGANIZATIONSITWILLHELPIHOPETOREDRESSTHEIMBALANCEINTHEAFEMENTIONEDRATIOWHATISTHESIMPLESTSURESTMOSTDIRECTWAYOFGETTINGSOMEONETODOSOMETHINGASKBUTIFTHEPERSONRESPONDSTHATHESHEDOESNOTWANTTODOITTHENTHATCALLSFPSYCHOLOGICALCONSULTATIONTODETERMINETHEREASONFSUCHOBSTINACYTELLTHEPERSONTHERESPONSESHOWSTHATHESHEDOESNOTUNDERSTYOUNOWANEXPERTINCOMMUNICATIONMETHODSHASTOBEBROUGHTINTOSHOWYOUHOWTOGETTHROUGHGIVETHEPERSONAMOARYINCENTIVEIDONOTNEEDTOREMINDTHEREADEROFTHECOMPLEXITYDIFFICULTYINVOLVEDINSETTINGUPADMINISTERINGANINCENTIVESYSTEMSHOWTHEPERSONTHISMEANSACOSTLYTRAININGPROGRAMWENEEDASIMPLEWAYEVERYAUDIENCECONTAINSTHE“DIRECTACTION”MANAGERWHOSHOUTS”KICKTHEPERSON”THISTYPEOFMANAGERISRIGHTTHESURESTLEASTCIRCUMLOCUTEDWAYOFGETTINGSOMEONETODOSOMETHINGISTOADMINISTERAKICKINTHEPANTSTOGIVEWHATMIGHTBECALLEDTHEKITATHEREAREVARIOUSFMSOFKITAHEREARESOMEOFTHEMNEGATIVEPHYSICALKITATHISISALITERALAPPLICATIONOFTHETERMWASFREQUENTLYUSEDINTHEPASTITHASHOWEVERTHREEMAJDRAWBACKS(1)ITISINELEGANT2ITCONTRADICTSTHEPRECIOUSIMAGEOFBENEVOLENCETHATMOSTGANIZATIONSHOLDUPADOGBISCUITWHENIWANTTHESCHNAUZERTOMOVEINTHISINSTANCEWHOISMOTIVATEDITHEDOGTHEDOGWANTSTHEBISCUITBUTITISIWHOWANTITTOMOVEAGAINIAMTHEONEWHOISMOTIVATEDTHEDOGISTHEONEWHOMOVESINTHISINSTANCEALLIDIDWASAPPLYKITAFRONTALLYIEXERTEDAPULLINSTEADOFAPUSHWHENINDUSTRYWISHESTOUSESUCHPOSITIVEKITASITHASAVAILABLEANINCREDIBLENUMBERVARIETYOFDOGBISCUITSJELLYBEANSFHUMANSTOWAVEINFRONTOFEMPLOYEETOGETTHEMTOJUMPWHYISITTHATMANAGERIALAUDIENCESAREQUICKTOSEETHATNEGATIVEKITAISNOTMOTIVATIONWHILETHEYAREALMOSTUNANIMOUSINTHEIRJUDGMENTTHATPOSITIVEKITAISMOTIVATIONITISBECAUSENEGATIVEKITAISRAPEPOSITIVEKITAISSEDUCTIONBUTITISINFINITELYWSETOBESEDUCEDTHANTOBERAPEDTHELATTERISANUNFTUNATEOCCURRENCEWHILETHEFMERSIGNIFIESTHATYOUWEREAPARTYTOYOUROWNDOWNFALLTHISISWHYPOSITIVEKITAISSOPOPULARITISATRADITIONITISTHEAMERICANWAYTHEGANIZATIONDOESNOTHAVETOKICKYOUYOUKICKYOURSELFWHYISKITANOTMOTIVATIONIFIKICKMYDOGFROMTHEFRONTTHEBACKHEWILLMOVEWHENIWANTHIMAGAINSIMILARLYICANGEAPERSON’SBATTERYTHENREGEITREGEITAGAINBUTITISONLYWHENONEHASAGENERATOFONE’SOWNTHATWECANTALKABOUTMOTIVATIONONETHENEEDSNOOUTSIDESTIMULATIONONEWANTSTODOITWITHTHISINMINDWECANREVIEWSOMEPOSITIVEKITAPERSONNELPRACTICESTHATWEREDEVELOPEDASATTEMPTSTOINSTILL“MOTIVATION”1、REDUCINGTIMESPENTATWKTHISREPRESENTSAMARVELOUSWAYOFMOTIVATINGPEOPLETOWKGETTINGTHEMOFFTHEJOBWEHAVEREDUCEDFMALLYINFMALLYTHETIMESPENTONTHEJOBOVERTHELAST5060YEARSUNTILWEAREFINALLYONTHEWAYTOTHE“61/2DAYWEEKEND”ANINTERESTINGOFOFFHOURRECREATIONPROGRAMSTHEPHILOSOPHYHERESEEMSTOBETHATTHOSEWHOPLAYTOGETHERWKTOGETHERTHEFACTISTHATMOTIVATEDPEOPLESEEKMEHOURSOFWKNOTFEWER2、SPIRALINGWAGESHAVETHESEMOTIVATEDPEOPLEYESTOSEEKTHENEXTWAGEINCREASESOMEMEDIEVALISTSSTILLCANBEHEARDTOSAYTHATAGOODDEPRESSIONWILLGETEMPLOYEESMOVINGTHEYFEELTHATIFRISINGWAGESDON’TWON’TDOTHEJOBREDUCINGTHEMWILL
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簡(jiǎn)介:外文資料COLLEGEMOTHERS’ACADEMICACHIEVEMENTGOALSASRELATEDTOTHEIRCHILDREN’SATTITUDESTOWARDLEARNINGABSTRACTTHEPRESENTSTUDYCONSIDERSTHERELATIONSHIPBETWEENCOLLEGEMOTHERS’ACADEMICACHIEVEMENTGOALSBOTHLEARNINGPERFMANCETHEMOTHERS’ATTITUDESTOWARDTHEIRCHILDREN’SSCHOOLWKSWELLASTHERELATIONSHIPBETWEENEACHOFTHESESETSOFACTERISTICSINMOTHERSTHEIRELEMENTARYSCHOOLAGECHILDREN’SATTITUDESABOUTLEARNINGRESULTSINDICATETHATAMOTHER’SADOPTIONOFLEARNINGGOALSINHERCOLLEGEEDUCATIONISPOSITIVELYRELATEDTOTHEENDSEMENTOFAPROCESSINDIRECTFOCUSWITHRESPECTTOASSISTINGEVALUATINGHERCHILDONACADEMICTASKSISASSOCIATEDWITHMEPERSONALSATISFACTIONWITHPROVIDINGHOMEWKASSISTANCEGREATEROPTIMISMCONCERNINGTHEBENEFITSOFSUCHASSISTANCERESULTSALSOSUGGESTTHATCOLLEGEMOTHERSWITHMEOFALEARNINGGOALIENTATIONMEOFAPROCESSINDIRECTFOCUSHAVECHILDRENWHODISPLAYASIMILARCONCERNWITHLEARNINGAPOSITIVEATTITUDEABOUTHOMEWKMOTHERSWHOADOPTEDMEOFAPERSONPRODUCTFOCUSWITHRESPECTTOTHEIRCHILD’SSCHOOLWKHADCHILDRENWHOWERELESSLIKELYTOINTERPRETHOMEWKOTHERSCHOOLTASKSASOPPTUNITIESTOLEARNMOTHERSOFPRESCHOOLSCHOOLAGECHILDRENREPRESENTASIGNIFICANTSEGMENTOFTHESTUDENTPOPULATIONATMANYPUBLICUNIVERSITIESTODAYSEWALL1986BENEDIXENNOERICCOPINTRICH2000ENDSEMENTOFLEARNINGGOALSIMPLIESABELIEFTHATONE’SABILITYISCHANGEABLETHROUGHEFFTSTIPEKKAMINSPINTRICH2000SUCHFEEDBACKINCLUDESGRADESTESTSCESPRAISECRITICISMFROMAUTHITYFIGURESMIGHTINVOLVEACOMPARISONWITHSOMEOBJECTIVESTARDTHEPERFMANCEOFOTHERSDWECKELLIOTDWECK1999PERFMANCEGOALSIMPLYABELIEFTHATABILITYISRELATIVELYFIXEDSTIPEKKAPLANDLETONURDANGLEYKAPLANDWECK1999PP111–114PINTRICH2000
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