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Jon McNaughtan Tiberio Garza Dustin Eicke Hugo A. Garcia Mary Ann Bodine Al-Sharif 《Higher Education Quarterly》2023,77(4):774-791
Over the last few decades, there has been a significant increase in the number of student service personnel, yet demand has outstripped this growth leading to turnover and low employee satisfaction. Scholars and practitioners alike have called for increased levels of empowerment of these workers, but the outcomes of this approach need further analysis. We utilize data from a survey of international centre directors in the United States and employ a partial least squares-based structural equation modelling to investigate the relationship between empowerment and employ perceptions including work satisfaction, organizational commitment, perspective of leadership and personal engagement. Specifically, trust meaning and personal consequence are strong components of empowerment in this sample. Our results indicate a positive relationship between empowerment and job satisfaction, organizational commitment and perspectives on leadership. In addition, we find that organizational commitment mediates the relationship between empowerment and personal engagement. 相似文献
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Science & Education - Teleological reasoning is viewed as a major hurdle to evolution education, and yet, eliciting, interpreting, and reflecting upon teleological language presents an arguably... 相似文献
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Joey Reagan Dustin Aaronson Bruce Pinkleton Edward Ramo 《Communication Research Reports》2013,30(2):170-177
The purpose of this study is to test whether including “I'm not selling anything” in telephone survey introductions reduces refusals and increases response rates. Experiences with and attitudes toward telemarketing also are assessed. Based on telephone interviews with an RDD sample of 655 in the Seattle metropolitan area, including the statement “I'm not selling anything” in the introduction does not significantly affect response rates. Only an introduction with a university reference significantly increases response rates. Also, respondents in the condition with no survey legitimization have a significantly more favorable attitude toward telemarketing than respondents in the condition with survey legitimization. 相似文献
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Dustin E. Sarver Mark D. Rapport Michael J. Kofler Sean W. Scanlan Joseph S. Raiker Thomas A. Altro Jennifer Bolden 《Learning and individual differences》2012,22(1):8-19
The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with composite scholastic achievement (reading, math, language), both initially and at 4-year follow-up in an ethnically diverse sample of children (N = 317). Much of this influence, however, was attenuated by phonological short-term memory's contribution to near-term achievement and visuospatial short-term memory's contribution to long-term achievement. Domain-specific reading and math models showed similar results with some exceptions. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to our understanding of the mechanisms associated with individual differences in children's scholastic achievement, and have potential implications for identifying early predictors of children at risk for academic failure, and developing remedial programs targeting phonological and visuospatial short-term memory deficits in children with attention problems. 相似文献
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