任务紧迫性下个体情感网络特征、情绪劳动及创新行为的关系研究

借助情景实验,对任务紧迫性下个体情感网络特征、情绪劳动和个体创新行为之间的作用机理展开研究。结果表明,情感网络中心性在浅层劳动与个体创新行为的关系中起着倒U型调节作用,情感网络中心性在深层劳动与个体创新行为之间起到正向的调节作用。对情绪劳动的合理引导以及对情感网络的有效控制能够充分运用情绪资源的资本优势,促进个体实施创新行为。     

浅谈中国企业现代人力资源管理

人力资源是指能够推动整个经济和社会发展、具有劳动能力的人口总和。国际竞争的胜利实际上就是人力资源管理的胜利。随着市场竞争的日趋激烈，我国企业必须实现从传统人事管理到现代人力资源管理的转变。     

高职数学应重视情感教育

随着高等教育的迅速发展，高职教育在我国异军突起,已成为我国高等教育的重要组成部分。然而高职生源质量所带来的诸多问题应引起我们的重视,高职生源的现状较多地反映了中国传统教育的不足,尤其是情感教育的不足、德育有效性差等。如何在教育教学过程中有效克服教育障碍,在课堂教学中实施‘完整的人’的教育是高职教育的根本问题,而数学教育在其中起着独特的作用。     

情商在大学初级阶段英语课堂教学中的运用

情感智商，简称情商，对语言学习的过程与结果有直接影响。在大学初级阶段英语课堂教学中只有了解、重视并充分利用学生的情商，才能真正做到因材施教，把握信息输入与输出的最佳时机并找到培养思维能力的最佳方法；同时帮助学生及时转变旧的学习观念，调整学习方法以形成良好的学习习惯。     

民办院校情感教育的研究

受经济环境的影响，珠三角的当代大学生学业负担重，就业压力大，而民办职业院校大学生允甚。本文指出，民办院校更应注重情感教育，用教师的情感去感染学生，用教师的人格去熏陶学生，是建设和谐社会的需要，也符合人本需要原理、文化涵育原理和强化体验原理。     

论中国书画教学中的情感特征

作为中国文化精粹之一的中国书画历来就讲究以情入画、抒情言志。中国的著名书画作品由于作者思想感情的融入而具有蕴含深刻的不朽的生命力。在中国书画教学中,如何把握中国书画的这一重要特点,培养学生的艺术情感,引导和激发学生的艺术情趣,是本文试图探讨的核心问题。     

Mediating effects of teacher and peer relationships between parental abuse/neglect and emotional/behavioral problems

The current study examined the mediating effects of the teacher and peer relationships between parental abuse/neglect and a child’s emotional/behavioral problems. A total of 2070 student surveys from the panel of the Korean Child Youth Panel Study (KCYPS) were analyzed by path analysis. The key findings of this study are outlined below. Firstly, parental physical and emotional abuse and neglect had significant effects on children’s problems. The direct effect of parental abuse on emotional/behavioral problems was higher than the direct effect of parental neglect on emotional/behavioral problems. Secondly, the teacher relationship partially mediated the effects of the parental abuse/neglect on emotional/behavioral problems. Thirdly, the peer relationship also partially mediated the effects of parental abuse/neglect on children’s emotional/behavioral problems. The indirect effect of parental neglect via teacher relationships and peer relationships was stronger than the indirect effect of parental abuse. This study is significant in that it identified that parental abuse/neglect was mediated by the teacher and peer relationship, thereby suggesting an implication for effective intervention with children who have suffered abuse and neglect. In terms of the teacher and peer relationship, understanding the influence of parental abuse and neglect on children’s problems was discussed, and the limitations and recommendations for future study were suggested.     

Voices from the ground: The emotional labour of English teachers' work

This paper examines the complex emotional work of English language teaching in Singapore secondary schools. Findings revealed the emotional burdens, tensions, and challenges associated with the teaching of English, largely attributed to the subject's value-laden content, the stresses of grading student essays, the performance pressures of high-stakes testing, and the need for culturally responsive pedagogies. Further studies of teachers' lived experiences in relation to their disciplinary domains can offer teacher educators and policymakers insights into the ways in which curriculum and policy impact on, and are impacted by, the emotional realities of teachers' work.     

The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school

This study examined the heterogeneity in the co-developmental trajectories of reading and math performance (i.e., parallel changes in the initial scores and growth patterns) and identified the number, size and shape of the co-developmental trajectory across elementary and middle schools. In addition, this investigation focused on how an early childhood dysregulation profile (DP; indexed by a high co-occurrence of emotional, behavior, and attention problems) was associated with distinct co-developmental trajectories of reading and math performance. Specifically, we examined whether early childhood DP level can predict (a) membership assignment into each distinct co-development group and (b) variability in initial scores and changes in growth with each distinct co-development group. Participants were 784 academically at-risk students (47 % girls) predominantly from low socioeconomic status families who were recruited in first grade (Mean age = 6.57 years) and followed annually through the final year of middle school (ninth grade). Results revealed two distinct co-developmental trajectories of reading and math performance, including (a) a lower initial reading (higher increasing) and higher initial math (lower increasing) class (85.3 %) and (b) a lower initial math (higher increasing) and higher initial reading (lower increasing) class (14.7 %). Our results provided evidence for the compensatory pattern of co-developmental trajectories, indicating initial lower skills grow at a faster rate than the initial high. Further, early childhood DP was not associated with the membership assignment for these two distinct classes, which means that regardless of children’s early DP level, they have equal chances to be assigned to each of the classes. However, children with higher parent and teacher-reported DP in first grade demonstrated lower initial scores and a slower improvement rate in both classes after controlling for kindergarten literacy skills, gender, ethnicity, intelligence, socioeconomic status, and grade retention. Our study findings demonstrated (a) substantial heterogeneity in the co-developmental trajectories of reading and math performance across elementary and middle school ages; and (b) the importance of promoting self-regulation beginning in early childhood, especially for academically at-risk children in families facing economic challenges.     

Examining the relationship between perceptions of teaching self-efficacy,school support and teacher and paraeducator burnout in a residential school setting

Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools.