Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers

An imbalance between work-related stressors and resources, which we refer to as stress exposure, is often found to impair teachers' occupational well-being. However, the psychological mechanisms that explain this relationship are mostly unknown. We assumed that satisfaction of the basic psychological needs for competence, relatedness with students, and relatedness with colleagues acts as a mediator. To test this assumption, we conducted a two-week diary study with 152 beginning teachers. A multilevel within-subject mediation analysis showed that teachers felt less work enthusiasm and more emotional exhaustion on days when stress exposure was high. Whereas the needs for competence and relatedness with students explained the association with work enthusiasm, the need for competence mediated the relationship with emotional exhaustion. Additionally, the least experienced teachers felt more emotional exhaustion when the need for relatedness with students was not satisfied. These findings add to our understanding of the daily intra-individual processes affecting beginning teachers' occupational well-being.     

A cross-country empirical test of cognitive abilities and innovation nexus

In this study we analyze the relationship between national cognitive abilities and innovational output using data from 124 countries of the world. By employing cross-country IQ scores traditionally used by psychological literature to represent national intelligence, and Economic Complexity Index as a novel measure of innovation, our study shows that there is a positive connection between them. We use a variety of tests to check the robustness of the nexus. Overall, our findings indicate that more intelligent nations export more sophisticated and diverse products to the world market and thus are more innovative. Therefore, developing countries should consider investing in human capital and related institutions if they are to boost innovative capabilities and move up the technology ladder in producing and exporting sophisticated and varied lines of products. This should bring them greater economic diversity which could be a right lever in mitigating negative external shocks.     

Classroom interaction and literacy activities in kindergarten: Longitudinal links to Grade 1 readers at risk and not at risk of reading difficulties

The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at the end of kindergarten, as were their reading skills at the start and at the end of Grade 1. Eighty-seven of these children were identified in kindergarten as being likely to develop reading difficulties. The results showed that emotional support and classroom organization in kindergarten were positively associated with the development of children’s reading skills across Grade 1, especially for those prone to reading difficulties. They also showed that frequent literacy activities in kindergarten were positively related to children’s reading skills shortly after entering Grade 1. All the positive longitudinal associations were stronger for those children seen to be at risk of developing reading difficulties than for those not at risk.     

Explaining the Effectiveness of the Integrated Model of Advice-Giving in Supportive Interactions: The Mediating Roles of Politeness and Normativeness

The current study examined the effect of the Integrated Model of Advice-giving (Emotional Support—Problem Inquiry and Analysis—Advice) on recipients’ responses to advice, exploring the mediating roles of perceived regard for face and normativeness. Participants read and responded to a conversation in which they received advice from a friend regarding a problematic situation. Results indicated that perceived regard for positive face mediated the relationship between the sequential placement of emotional support and recipients’ responses to advice. Neither perceived regard for face nor normativeness mediated the relationship between the sequential placement of problem inquiry and analysis and recipients’ responses to advice. Findings of this study suggest that the provision of emotional support has a primary role in IMA and is effective in addressing the positive face needs of advice recipient.     

Prevalence of child abuse in school environment in Kerala,India: An ICAST-CI based survey

Very few studies focus on childhood abuse in developing countries and only a small fraction of such studies explicitly deal with abuse in a school environment. The purpose of this study was to estimate the prevalence of sexual, physical, and emotional abuse in a school environment in a developing country. Abuse history was collected using the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) Child Abuse Screening Tool – Children’s Institutional Version (ICAST-CI). Demographic variables were also collected. Student supportive measures were provided both during and after the survey. 6682 school attending adolescents in Thrissur, Kerala participated in this cross sectional self report study. One year and lifetime prevalence of physical (75.5%, 78.5%), emotional (84.5%, 85.7%) and sexual (21.0%, 23.8%) abuse was high. Abuse was considered to be present even if an individual item from these three categories was reported. Most abuse was reported as occurring ‘sometimes’ rather than ‘many times’. More males than females reported being victims of abuse; figures for one-year prevalence were: physical abuse (83.4% vs. 61.7%), emotional abuse (89.5% vs. 75.7%), and sexual abuse (29.5% vs. 6.2%). Various factors significantly increase the likelihood of abuse—male gender, low socioeconomic status, regular use of alcohol and drugs by family member at home, and having other difficulties at school. Children tended to report abuse less frequently if they liked attending school and if they always felt safe at school. The results highlight the urgent need to address the issue of abuse in the school environment and minimize its impact.     

Reflective function mediates the relationship between emotional maltreatment and borderline pathology in adolescents: A preliminary investigation

Deficits in mentalizing, particularly within the context of attachment relationships i.e., reflective function (RF), are posited to result from childhood maltreatment and to influence the development of borderline personality disorder (BPD). Whilst a mentalization-based model of BPD provides a theoretical explanation, direct empirical support for this model, in linking childhood maltreatment to borderline pathology remains limited. This study examined the interrrelationships between childhood maltreatment, RF, and borderline pathology in a mixed adolescent sample, consisting of adolescents with BPD (n = 26) and a group of non-clinical adolescents (n = 25). With the aim of directly testing the mentalization-based model of BPD, we additionally investigated the influence of each form of childhood maltreatment within this developmental pathway. Self-report data supported the hypothesized indirect effect of childhood maltreatment on elevated borderline pathology through lowered RF in adolescents. Both emotional abuse and emotional neglect were found to indirectly influence borderline pathology through adolescent RF, however, only emotional abuse indirectly influenced borderline pathology through RF, after all other maltreatment types were controlled for. Findings support the promotion of mentalization, within attachment-related contexts, as an intervention target for adolescents with borderline pathology and as a potential target of prevention for at-risk children and adolescents with histories of childhood maltreatment, especially emotional abuse. Future research should delineate other underlying mechanisms, independent of RF, which may also link the influence of childhood maltreatment, and in particular, emotional abuse, to BPD.     

Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion

This study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems. The participants were 2569 Norwegian teachers in elementary school and middle school. The data were analyzed by means of SEM analyses. All six school context variables were related to job satisfaction and motivation to leave the teaching profession. These relations were primarily indirect, mediated through feelings of belonging and emotional exhaustion.     

重大公共安全突发事件中图书馆应急服务专家笔谈

面对重大公共安全突发事件,公共图书馆该如何应对?如何建立起一个科学合理的图书馆应急服务体系和服务机制?魏大威和廖永霞介绍了国家图书馆在面对2019新冠肺炎疫情这一重大公共卫生安全突发事件过程中所采取的一系列应对举措,并提出应对重大公共卫生安全突发事件还需要图书馆不断健全应急机制、完善应对策略、强化自身能力,才能更充分地做好服务保障;柯平指出,建立图书馆应急服务机制,包括应急保障机制、联动机制和信息共享机制,并提出了关于图书馆应急服务机制的十个方面的建议;张智雄结合中国科学院武汉文献情报中心组织开展的以COVID-19科研动态监测为代表的应急情报服务工作的体会,总结了面对重大公共安全突发事件中专业图书馆应急服务组织的几点认识,强调在重大公共安全突发事件下专业化的情报组织整编有着重要的社会价值;王有强结合国际图书馆界相关实践经验,提出应该充分发挥图书馆文献信息资源优势,在重大突发公共安全事件应急管理的决策、研究、宣传等方面充分发挥文献支撑服务作用;滕五晓提出,图书馆是我国公共服务体系中的重要组成部分,需要用系统思维构建以读者为本、以能力提升为宗旨的图书馆应急服务;周璐调研报道了新冠疫情暴发后国内公共图书馆开展应急服务情况,指出公共图书馆作为市民服务的公共机构,建立起一个科学合理的应急服务体系至关重要。     

论网络语言对个体情绪社会化传播的作用

从社会建构论的角度来看,人的情绪虽然以生物性反应为基础,但主要是社会建构的结果。文化和语言是建构情绪的重要手段。个体情绪借助语言在社会网络间传播,实质是一场以情绪理解为内核的群体情感互动仪式。互联网群体传播帮助人们通过建立弱关系扩大社会网络,促进个体情绪在传播范围上的量变和情绪性质上的质变,形成社会情绪型舆论。网络语言具有表层和深层双重情绪基因,通过模因复制进行群体传播。在此过程中,网络语言具有三重效应:一是凝合效应,促进深层情绪整合,形成社会舆论;二是转移效应,其表层的娱乐性、游戏性特征能推动情绪转化,疏导社会舆论;三是沉淀效应,累积社会情绪氛围,沉淀社会参与基因,建构网络语言所诞生和维护的社会文化。     

智能时代传播学受众与效果研究:理论、方法与展望--与香港城市大学祝建华教授、斯坦福大学杰佛瑞·汉考克教授对谈

人工智能技术的兴盛,不论在理论发展或是研究方法层面,都给传播学科的受众与效果研究带来了新契机。本文立足于国际前沿和本土研究的视角,通过与祝建华教授和杰佛瑞·汉考克教授的学术对谈,探讨了智能时代受众研究和媒介效果研究的前沿动向和理论思考,分析了数据时代传播研究方法的变迁,同时展望了传播学研究的未来发展趋势,并针对中国情境下的受众与效果研究如何更好地走向国际化,给出了相应建议。技术与数据为用户研究增添了新的细节,微观和中观层面的理论聚焦依然重要,多元方法、计算技能和数据伦理需要重视,理论化和普适化是中国传播学者尚需提升的能力。