‘What drives students’ affective commitment towards their university?’

How can universities build ongoing, committed relationships with students, able to withstand the financial and emotional challenges of studying in higher education? The research proposes that students’ ongoing attachment to their university, based on positive feelings towards the university, is an important aspect of the student experience. This ongoing attachment is conceptualised here as students’ affective commitment towards their institution. Using an online survey-method and a research sample comprising undergraduate students studying in the UK, this research identifies three factors which drive students’ affective commitment towards their institution. These factors include students’ affective commitment towards academics and students’ calculative commitment towards the institution; factors which draw from the relational literature. A third factor, commitment balance, was developed within this research. Commitment balance occurs when a student’s commitment to their university is perceived to be reciprocated by the university’s commitment to the student. The study found that commitment balance was the most important driver of students’ ongoing attachment to their institution. The paper proposes that commitment balance is a key idea to consider within relational studies generally, but has a particular relevance in the higher education context for understanding the student experience. Commitment balance reflects the pulse of reciprocity which energises relational exchanges between students and institution. The findings of this research reinforce how critically important it is for universities and academics to build relationships with students. The desired outcome is to enhance the student experience, create positive attachment between students and university and ultimately improve student retention.     

How does learning happen for people participating in adventure training?

Adventure training has become fashionable over the past few years in Hong Kong. Current Education Reform suggests learning should not be confined to the classroom, and adventure training is viewed as an alternative method to institutional routines for personal and group development. This paper reported a longitudinal study investigating how learning happened for four church members (out of twenty-five participants) purposively selected in an adventure team-building camp. Both quantitative and qualitative instruments were used. Results shed light on: (1) how the constructs of self-efficacy and organizational commitment helped to conceptualize what people meant by a team; (2) how qualitative findings revealed evidence of learning of the four members which could not be observed by quantitative findings; and (3) how participants experienced and learnt from adventure training.     

高校学生社团中的组织承诺及其影响因素分析

作为一个社会心理学概念 ,组织承诺反映出大学生成员对高校学生社团的认同和投入程度。它极大地影响了学生社团的正常运行 ,也决定着这种学生组织的兴衰荣败 ,甚至在一定程度上影响了大学校园文化的发展。文章通过对经验资料的分析 ,将重点探讨 :1 .当前大学生社团的组织承诺状况 ;2 .影响大学生社团组织承诺的结构性因素。最后 ,文章将对有关学生社团的管理问题提出的几点建议。     

Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis

The relationships between perceived workplace conditions and morale, career choice commitment, and planned retention were examined for first-year teachers in the United States. A nationally representative sample of first-year teachers (K-12) was extracted from the United States Department of Education's Schools and Staffing Surveys database for 1987–88 and 1993–94. A school culture that supports collaboration and teacher participation in decision-making was most strongly related to higher morale, stronger commitment to teaching, and intentions to remain in the profession. The discussion highlights the importance of providing supportive workplace conditions during a formalized induction year that socialize new teachers into a collaborative and participatory work-ethic that sustains commitment.     

体育教育专业大学生成就目标、学业效能与专业承诺的关系

采用成就目标量表、学业效能量表和专业承诺量表,考察129名体育教育专业大学生的成就目标、学业效能和专业承诺的关系.研究结果表明:(1)掌握定向与专业承诺4个维度都呈显著正相关,能力效能与情感承诺、理想承诺和规范承诺呈显著正相关;(2)性别、生源地、运动专项影响成就目标、学业效能与专业承诺的关系;(3)掌握目标对情感承诺、规范承诺和继续承诺都有显著的正性预测关系,能力效能对理想承诺具有显著的正性预测关系.     

团队凝聚力的研究述评

团队凝聚力是影响员工的工作态度、工作行为与工作绩效的一个极为重要的因素。本文概述了欧美学术界在团队凝聚力方面的研究成果,对团队凝聚力的概念含义与组成成分、影响因素和作用进行了述评,最后对我国团队凝聚力研究的未来提出了若干建议。     

基于知识治理视角的国内大学知识共享研究

为探索我国大学知识共享行为处于何种水平、受何种机制影响,本研究提出了大学科研团队知识共享的概念模型,探究大学科研团队内知识共享的知识治理机制,并结合中国情境分析了知识治理如何通过主人翁精神的中介作用及学科归属感和科研网络的调节作用来影响知识共享行为。基于409份对中国大学科研团队成员知识共享问卷调查的实证研究表明:正式和非正式知识治理对知识共享均有显著影响;中国特色的主人翁精神对正式知识治理与知识共享的关系起部分中介作用,对非正式知识治理与知识共享的关系起完全中介作用;学科归属感能调节非正式知识治理和知识共享的关系,而科研网络则能调节正式知识治理与知识共享的关系。     

高校图书馆员职业承诺与工作稳定性的相关性研究

福建省6所高校图书馆员问卷调查结果显示:图书馆员的职业承诺与调离单位意愿和离职意愿呈显著负相关;规范承诺与调离单位意愿呈显著负相关,与离职意愿无关;继续承诺与离职呈显著负相关,与调离单位意愿无关;情感承诺与调离单位和离职意愿均呈显著负相关;工作满意度与是否愿意继续留职呈负相关.     

青少年业余足球运动员运动倾向性5因素结构模型初探

根据Scanlan等人最新提出的运动倾向性理论模型,结合我国实际情况建立了青少年足球运动员运动倾向性5因素结构模型。运动倾向性被定义为:渴望和决心继续参加足球运动的心理状态。所建立的5因素结构模型认为,运动倾向性是由运动乐趣、参与选择、个人投入、社会约束及参与机会5个因素决定。经确定5个决定因素和运动倾向性的操作定义,编制了相应调查问卷,通过对北京市252名青少年足球运动员实测结果,建立运动倾向性及其影响因素的协方差结构模型,用Lisre 18分析的结果表明:该运动倾向性模型比较符合北京青少年足球运动员。其中运动乐趣、个人投入、参与机会和参与选择4因素对运动倾向性有影响;社会约束对运动倾向性影响不大。     

Relationships among community interaction characteristics,perceived benefits,community commitment,and oppositional brand loyalty in online brand communities

To stand up for the brands they support, members of brand communities develop “oppositional brand loyalty” towards other rival brands. This study identifies how the interaction characteristics of brand community affect the perceived benefits of community members, and whether the perceived benefits cause members to develop community commitment, as well as the relationship between community commitment and oppositional brand loyalty. This study examined members of online automobile communities in Taiwan, and obtained a total of 283 valid samples. The analytical results reveal that interaction characteristics of brand community make members perceive many benefits, with “brand community engagement” being the most noticeable. Furthermore, hedonic, social, and learning benefits are the main factors to form community commitments. When members have community commitments, they will form oppositional brand loyalty to other rival brands. Based on the analytical results, this study provides suggestions to enterprises regarding online brand community operations.