What is more important for fourth-grade primary school students for transforming their potential into achievement: the individual or the environmental box in multidimensional conceptions of giftedness?

Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N?=?976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N?=?682) and school environment (filled out by teachers, N?=?47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning.     

大学生专业落差心理调查与对策

采用自编的《大学生专业落差心理调查问卷》,调查某师范学院324名大学生专业落差心理现状。结果显示,大学生普遍存在专业落差心理,专业承诺水平不高。通过分析调查数据,就专业落差心理产生的原因及不良影响进行分析,并提出相应对策。     

What influences teachers’ commitment to a lifelong professional development programme? Reflections on teachers’ perceptions

This article reflects on the implementation of lifelong professional development for teachers in Taiwan based on our analysis and understanding of the participation of elementary and secondary school teachers in the Teacher Professional Development and Evaluation (TPDE) programme. This qualitative account is established based on 34 in-depth teacher reports, which provided insight into the dynamics of teacher involvement in the programme and aided our investigation of whether this programme supports or inhibits continuous, lifelong professional development. Analysis of the data revealed two main factors influencing teachers’ commitment to the programme: self-direction and resource supportability. Based on the findings, we propose and argue that the teacher lifeworld-based approach, which raises awareness of and considers teachers’ own specific situations and purposes, be used as an alternative or supplement to the knowledge- and practice-based professional development approaches advocated in the literature to ensure the attainment of authentic outcomes. Finally, we identify the implications of this policy for teachers’ lifelong and authentic professional growth by suggesting how these programmes might best be put into practice.     

Political activity in escalation of commitment: Sport facility funding and government decision making in the United States

In the United States, the decision to commit extensive public resources to sport facilities is a contentious topic of debate. Elected officials often commit substantial public resources to sport facility projects amidst contrary empirical evidence and mixed residential approval. This behavior not only implicates the presence of political activity to advance a course of action, but also suggests an escalation of commitment (EoC), the subject of this study. The authors implemented a collective case study approach to examine three municipalities with long-standing histories of subsidizing professional sport facilities. Data collected from influential elected officials and public leaders (N = 13) as well as documents and records revealed (a) political action to be essential in EoC with decisions involving multiple stakeholder groups; (b) the influence and interaction of political action within each EoC determinant; (c) the substantial role of support, resources, power, and influence in efforts to increase and prevent commitment to a failing course of action; and (d) noticeable spillover effects from use of political activity in EoC.     

回任人员情感承诺、知识传播动机与知识转移的关系

为实证研究回任人员情感承诺对知识转移的影响,探讨知识传播动机和人际信任倾向在上述关系中所起的中介作用和调节作用,并检验有调节的中介效应。对全国不同地区的26家跨国公司进行了问卷调查,得到127份有效问卷。层次回归分析结果表明:情感承诺对回任人员知识传播动机有显著的正面影响,且知识传播动机对知识转移产生正向影响;知识传播动机在情感承诺与知识转移之间起着部分中介作用;人际信任倾向在知识传播动机与知识转移之间起着调节作用。拔靴法分析结果表明:人际信任倾向越强,知识传播动机在情感承诺与知识转移之间所起的中介效应就越强。     

服务性企业员工组织公民行为与组织承诺、组织公平感关系实证研究

选择宾馆、银行、电信公司等服务性企业的805名员工为样本,采用结构方程模型验证员工组织公民行为与组织承诺、组织公平感的关系。分析结果表明员工组织公民行为与组织承诺、组织公平感成正相关,员工组织公平感与组织承诺成正相关,并且组织承诺在组织公平感与组织公民行为的关系中起到中介变量的作用。     

运动锻炼领域中关于承诺模型的研究进展及方向

主要介绍国外关于运动承诺模型的建构、发展,以及该模型在竞技运动领域和身体锻炼领域中的研究现状,提出将来的研究方向应为进一步分析影响运动承诺的决定因素,并改进和发展测量工具。另外,要加强在身体锻炼领域中对此模型的应用,拓宽对锻炼行为研究的思路。     

企业管理创新“高—中—基”三层传递机制研究——TMT承诺、中层管理者支持与基层员工参与

基于意义建构与意义给赋理论逻辑，本文探究了企业管理创新“TMT承诺—中层管理者支持—基层员工参与”的传递机制；同时，依据组织学习理论，引入组织沟通开放性和外部涉入作为调节变量。利用华南地区530份二阶段跟踪调查企业问卷数据进行实证检验，得到以下结论。TMT规范/情感承诺通过“基层员工直接模仿”（自下而上）与“中层管理者间接传导”（自上而下）的双重机制影响基层员工参与，而TMT持续承诺对基层员工参与的双重影响均不显著；与情感承诺相比，TMT规范承诺通过中层促进基层员工参与的间接效应更强。组织沟通开放性、外部涉入分别正向二阶调节TMT规范/情感承诺与中层管理者支持之间的关系，且两者也正向三阶调节TMT规范/持续承诺与中层管理者支持之间的关系，但是两者对中层管理者支持与基层员工参与之间关系的二阶和三阶调节效应均不显著。研究发现进一步明确了组织内不同层级员工以及内外情境在管理创新实施过程中的重要作用，并为我国企业如何更好提升基层员工管理创新参与提供有益启示。     

Academics' commitment and job satisfaction: Tenure- vs. non-tenure-track in South Korea

This study analyses academics' commitment and job satisfaction according to full-time non-tenure-track (FTNT) and full-time tenure-track (FTT) in South Korea's changing academic environment. Data were collected from the 2018 Academic Profession in the Knowledge-Based Society Survey. One-way analyses of variance show no statistically significant differences in professional commitment (PC) and organisational commitment (OC) between FTNT and FTT academics, but FTNT academics exhibit significantly lower job satisfaction. Hierarchical linear regression models indicate that OC positively relates to job satisfaction, but PC is not statistically significantly associated with job satisfaction. This study argues that work conditions and stable positions are important factors in job satisfaction, though committed academics are likely to remain with the profession and organisation. These findings have implications for the treatment of academics and for university hiring and promotion procedures in today's changing academic environment.