我国企业经营者投资决策模型研究

经营者的投资决策对于企业的经营成败至关重要。运用行为经济学理论模拟分析不确定情况下我国企业经营者的投资决策过程,建立相关的投资决策模型,并以巨人集团为案例加以检验与论证,可以发现:正视决策持久性的负面影响、防范认知不协调对于决策过程的干扰、设置科学合理的决策参照点以及培养企业决策者良好的心理素质等四大因素,对于建立科学合理的企业投资决策机制具有重大影响。     

Communication breakdown: how conflict can promote responsible leadership in students

This study of an outdoor-based leadership course for teenagers shows how open-ended, difficult group tasks can enable participants to develop ‘dispositions for learning’, which promote ‘responsible leadership’. The latter is defined as responding ethically and uniquely to encounters with difference. Uses of educational psychology often circumscribe ‘challenge’ to avoid risk and promote predictability; a riskier, wilder conception is proposed instead through a ‘pedagogy of challenge’. It is shown that course participants reflected on their most difficult moments, most of which ended in failure and dispute, as their most powerful and memorable learning experiences. Implications for schools and classrooms are considered.     

迷信的信息加工机制和心理安慰功能

本文从社会心理学的角度分析迷信的信息加工机制和心理安慰功能。作者认为迷信是由于人们对关系自身的重大社会问题的认知失调造成的,是为降低失调以虚幻的想象来代替现实,从幻化的世界中寻找解脱的结果。另外联结性学习理论和心理场理论也能够解释迷信心理的形成。迷信的心理安慰功能主要表现:使失衡的心理得到补偿,建立新的社会心理支持系统和增强自信,其本质是负性的心理依赖。     

Architects,Renovators, Builders,and Fragmenters: A Model for First Year Students' Self-perceptions and Perceptions of Information Literacy

The transition from high school to college is fraught with academic, social, and emotional changes for first-year students. This year long qualitative study uses cognitive dissonance theory to examine first-year students' changing perceptions of their information literacy competencies throughout their freshman year. Through the examination of students' self-reflections and semi-structured interviews, the study produced cognitive dissonance in students, revealed four information literacy journeys, demonstrated the shifting of students' definitions of research, and shed light on the emotional labor involved in college-level research. Implications for information literacy instruction and future research are discussed.     

AHA Moments of Science and Mathematics Pre-service Teachers

This research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA experiences. Four themes emerged related to PSTs' AHA moments: a greater awareness of PSTs' identity as teachers, the importance of knowing their students, the realization of inconsistencies in their own and their students' beliefs, and the importance of anticipating students' misconceptions. The potential for using an AHA moment assignment, as presented here, appears to support reflection among PSTs; however, it is not clear these PSTs used judgments and analysis, both integral elements of the reflective process.     

Making news of value: exploiting dissonances in economic journalism

This article explores the multiple modes of valuation that pervade newsmaking in economic journalism. It does so by exploring the different ways in which journalists at Valor Econômico, the leading economic newspaper in Brazil, compete and cooperate in the production of news. Valor is a paradigmatic case for discussing valuation practices in newsmaking since its institutional promise is to produce news of value. How, if at all, do Valor journalists embrace the promise of producing news that generates value? Elaborating on Stark’s (2009. The sense of dissonance. Accounts of worth in economic life. Princeton University Press) idea of dissonance, it is contended that different orders of worth collide and cooperate within Valor newsroom. Moreover, journalists engage in a variety of valuation practices through which these orders of worth are shaped, defined, and refined, reflecting different understandings of economy and society, and different conceptions of what journalism is good for. I argue that Valor’s direction intentionally fosters a plural space of value dissonance in order to improve the quality of news reporting. I emphasise, however, that these dissonances are only productive against a larger background of consonance about what actually there is to disagree about. The article is based on a seven-month ethnography of Valor’s newsroom in São Paulo between 2013 and 2015.     

The failure of progressive paradigm reversal

The student-centred, progressive paradigm has not had sustained success in changing teacher-centred, formalistic practices in ‘developing’ country classrooms. Does ‘Gestalt-switch’ and paradigm reversal demonstrate that progressive theory has realigned with formalistic reality, or has it remained axiomatic in the research and evaluation literature? This review classifies the literature about progressive reforms into six types of findings from positive to negative. Claims for progressive successes are embedded in widespread validity, reliability, generalisability and relevance limitations. Different approaches to culture exist, while migrating definitions of child- and learner-centred education indicate semantic confusion and cognitive dissonance. Axiomatic assumptions about progressivism continue, while there is little indication of Gestalt-switch or paradigm reversal. Thus, formalism should replace progressivism as the primary frame of reference for classroom change in contexts where it is appropriate. Meanwhile, the progressive paradigm has become a heavily distorted ahistorical cage showing classic symptoms of resistance to intellectual change.     

管理代沟:当代中国不同年龄管理者文化价值观差异的初步探索研究

过去的30年是中国历史上变革非常剧烈的时期,这些变革极大地影响了人们的文化价值观.对中国企业来说,年长管理者与他们年轻的下属之间有着差异极大的价值观.从14个文化维度研究我国年长和年轻管理者的文化差异,每个维度都从三个层面来测量:文化现状、向往的价值观、期待的价值观.调查了97位年长管理者和236位年轻经理人发现,在大部分维度里的"文化现状"这个层面上,年长和年轻管理者没有显著的认知差异,但他们在其中的7个维度中"向往的价值观"和"期待的价值观"这两个层面上却有着显著差异.这些结果表明,中国企业中存在着显著的由年龄代沟所引起的文化维度和文化层面方面的差异,而年轻一代中国企业管理者的价值观则预示了中国企业文化在未来可能的发展方向.     

A 'Rough Guide' to the History of Mentoring from a Marxist Feminist Perspective

Mentoring is now a favoured policy initiative in a number of countries, including Britain and North America, both as an element of professional development, and in addressing social exclusion. The former is of direct relevance to teacher education. The latter is a key issue affecting teachers today, as they have to liaise with mentors allocated to pupils and students. Yet the concept of mentoring remains confused. This paper reviews the literature, deconstructing its mythical representations and its celebratory bias. It applies, from a feminist perspective, the dialectical materialist method to the inter-relationships between essence and appearance in mentoring. It identifies four distinct historical stages in its development. These reveal that official concepts of mentoring have shifted from dominant groupings reproducing their own power, to subordinate groupings reproducing their own oppression. The conclusion suggests a research agenda for more detailed empirical investigation of mentoring in the field of teacher education.