The Effects of Self-Efficacy,Motivation to Transfer,and Situational Constraints on Transfer Intentions and Transfer of Training

An important dimension of training effectiveness relates to how well skills learned during training are transferred to the workplace. The current study examines the effects of several individual characteristics (Self-efficacy, Motivation to Transfer, Training Reactions, Goals for Transfer, and Commitment to Transfer Goal) and Situational Constraints on perceived Transfer Success. LISREL VII (Joreskog & Sorbom, 1989) was used to determine the fit of a mediated effects model of how the variables would affect transfer success. Self-efficacy and Motivation to Transfer were found to be significantly related to transfer intentions (Goal for Transfer and Commitment to Transfer Goal), while Goal for Transfer and Commitment to Transfer Goal were positively related to Transfer Success. The implications of these results for maximizing the transfer of training are discussed.     

伞房属CCR基因PCR优化体系建立及多拷贝的发现和分析

对伞房属CCR基因进行扩增,对影响PCR的条件进行优化,结果筛选出引物对A-3198适宜的PCR循环条件为：94℃预变性5min;94℃变性30s,60℃退火lmin,72℃延伸2min,运行30个循环;最后72℃后延伸7min。对伞房属树种进行PCR扩增时,发现用同一引物对,一个样本可以扩增出不同长度的条带。将目的片段进行克隆测序,得到6个序列。所分析的基因片段从Exon3-Exon5,其中Exon3变异位点具有3个,Intron3无变异位点;Exon4变异位点具有7个,Intron4变异位点最多,达到276个,Exon5变异位点也只有6个。从变异位点所占百分数分析,所有外显子包括Exon3、Exon4和Exon5,变异数百分率很低,从1.67%-1.98%,说明外显子是相对保守和稳定的。Intron3最稳定,无任何差异位点。Intron4差异最大,差异百分数高达,19.99%。在Intron4有4处插入发生。第1处插入发生在第2041-2067,插入27个碱基。第2处插入发生在第2127-2289,插入163个碱基。第3处插入为PolyA,6个样本都存在PolyA。第4处为SSR序列。在外显子上未发现2个或2个以上碱基的插入/缺失。从氨基酸的变异来分析,所发生的核苷酸变异很多是无义突变,只有Exon3的2个氨基酸、Exon4的3个氨基酸,以及Exon5的2个氨基酸发生有义突变。本试验于国内外首次发现伞房属树种CCR基因具有多拷贝现象,而在桉树另外2个属桉属和杯果木属的CCR研究中未曾发现。     

Predicting career development in hard-of-hearing adolescents in Australia

This article reports on a study investigating the career development of hard-of-hearing high school students attending regular classes with itinerant teacher support. We compared 65 hard-of-hearing students with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, and three variables associated with social cognitive career theory career decision-making self-efficacy, outcome expectations, and goals. In addition, the predictors of career maturity and career indecision were tested in both groups. Results indicated that (a) the two groups did not differ on measures of career maturity, (b) the SCCT variables were less predictive of career behaviors for the hard-of-hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on career maturity attitude for the hard-of-hearing students. These findings are discussed in the context of career education and counseling interventions that may benefit young people who are hard of hearing.     

Academic department prestige: A new measure based on the doctoral student labor market

Past rankings of academic departments have been based on a variety of factors including faculty publications, citations, and external perceptions. However well designed, these studies are conceptually flawed as means of assessing prestige. This paper views prestige as an ex ante condition related to an existing stratification system, rather than as an ex post result of productivity. As such, prestige can be measured by the academic department's ability to place its doctoral recipients. As a means of illustrating the use of this approach, an empirical analysis of accounting faculty placements from graduate schools in the United States was conducted. The resultant rankings were also evaluated for stability over time and against other program characteristics to illustrate the validity and the uniqueness of the measure.     

Analysing probem solving behaviour of successful and unsuccessful statistics students

The present study investigated problem-solving behaviour in statistics by documenting differences between successful and unsuccessful students. Two methodological approaches were used. The first, based on studies by Chi, Glaser and Rees (1982), required students to identify key structural features of common problems. The second, based on further work by Chi, Bassok, Lewis, Reimann & Glaser (1989), used verbal protocol procedures to examine the processes employed when Good and Poor statistics students solve an ANOVA problem. It was expected that findings obtained by these earlier researchers in the domain of Physics would also apply in Statistics. Two groups of students in an undergraduate Psychology course were selected for the study. The first group (N=8) had performed well in a statistics unit, the second group (N=6) had failed that unit. In the first part of the study, no differences were found between groups on the task of identifying key structural features of common problems. In the second part of the study, protocol analyses showed that the Good students engaged in more concept-oriented solution behaviour, displayed more monitoring/judging behaviour, and asked more questions about the problem itself. These findings are similar to those obtained in other abstract knowledge domains such as Physics and Mathematics and indicate quite fundamental differences in the way in which competent and incompetent Statisics students solve Statistics problems.