警惕当今图书馆职业的“劣币驱逐良币”现象

文章在对图书馆职业进行实证研究的基础上,首次明确提出在当今图书馆职业中存在着"劣币驱逐良币"的现象,即优秀人才进入图书馆职业后很难长期留下,长此以往,必将影响整个图书馆职业的活力.遗憾的是,这种状况还有继续发展和蔓延之势.文章就其表现、危害和认定角度进行了分析.     

Violence in School: What Can We Do?

A common disruption to learning and stability in schools occurs when pupils fight or become aggressive. This paper considers the issues of anger management, violence control and fighting reduction through a counselling programme with a high-risk pupil in secondary school. It begins by examining some of the thinking on young people and violence and aggression. Then, the author considers the place of counselling in schools in relation to this issue. Interventions for the practitioner to consider are discussed, including how to make a clear diagnosis of the nature of violence for the particular youngster, an analysis of anger-triggers and an ambitious attempt to modify a belief-system that holds that 'might is right'. The author argues that occasional incidents of violent disruption are a reality in education, and while media reporting exaggerates the problem, schools need more imaginative strategies with the few targeted individuals than exclusion from school.     

Psychometric characteristics of the Persian version of the Multidimensional School Anger Inventory–Revised

The Multidimensional School Anger Inventory–Revised (MSAI-R) is a measurement tool to evaluate high school students' anger. Its psychometric features have been tested in the USA, Australia, Japan, Guatemala, and Italy. This study investigates the factor structure and psychometric quality of the Persian version of the MSAI-R using data from an administration of the inventory to 585 Iranian high school students. The study adopted the four-factor underlying structure of high school student anger derived through factor analysis in previous validation studies, which consists of: School Hostility, Anger Experience, Positive Coping, and Destructive Expressions. Confirmatory factor analysis of this four-factor model indicated that it fit the data better than a one-factor baseline model, although the fit was not perfect. The Rasch model showed a very high internal consistency among items, with no item misfitting; however, our results suggest that to represent the construct sufficiently some items should be added to Positive Coping and Destructive Expression. This finding is in agreement with Boman, Curtis, Furlong, and Smith's Rasch analysis of the MSAI-R with an Australian sample. Overall, the results from this study support the psychometric features of the Persian MSAI-R. However, results from some test items also point to the dangers inherent in adapting the same test stimuli to widely divergent cultures.     

自动情绪调节对男子足球运动员愤怒和竞赛攻击行为的影响

自动情绪调节是指个体不需意识努力、注意分配和有意控制在阈下知觉中自动有效地调节情绪。自动情绪调节强有力地影响着个体的情绪和行为反应,在日常生活中普遍存在却较少受到关注。研究采用内隐联结测验和问卷调查方法探讨自动情绪调节对男子足球运动员愤怒和竞赛攻击行为的影响。结果发现自动情绪调节可以显著地抑制男子足球运动员的愤怒情绪和攻击性行为。建议教练员要注重培养运动员的自动情绪调节能力,以便于运动员能自动抑制竞赛中负性刺激事件所引发的负性情绪,从而自动避免发生攻击行为。     

数字化、商品化时代人的困境——评《“处窝子”的愤怒》

《“处窝子”的愤怒》描写了商业化、“数字化”对人的扼抑,表现了人们在一定时期内对现实的愤怒与无奈。     

The Relationships between Driver Anger and Aggressive Communication Traits

The purpose of this study was to examine the relationships between college students’ level of driver anger and their aggressive communication traits. Driving anger is an individual's tendency to become angry while driving. In 1994 the driving anger scale (DAS) identified six dimensions of driver anger: hostile gestures, illegal driving, police presence, slow driving, discourtesy, and traffic obstructions. Results of Pearson correlations show that police presence, slow driving, discourteous driving, and traffic obstructions were positively related to all of the aggressive communication traits. “Hostile gestures” was related to assertiveness. Illegal driving was related to indirect verbal aggression and assertiveness.     

Variations of Normal Children

Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions.     

浅论在激励机制上的图书馆从业人员继续教育

顺利开展图书馆从业人员的继续教育,必须引进激励机制,创造一种有利于提高图书馆从业人员主观能动性的物质环境、技术职务晋级环境和心理气氛,从而唤醒其自觉接受教育,提高自身素质和工作能力,达到继续教育的有效管理,提升图书馆整体工作质量和服务水平.     

The interplay between resentment,motivation, and performance

ABSTRACT

While anger in sports has been explored in philosophy, the phenomenon known as having a ‘chipped shoulder’ (or CSP) has not. In this paper I explore the nature, causes, and effects of playing with a ‘chip on your shoulder’ in order to highlight the interplay between resentment, motivation, and performance. CSP, on my account, involves a lasting grudge, controlled anger, and desire for non-moral payback at being overlooked, slighted, or underestimated in sports presently or at one point in one’s career. I argue that CSP can motivate and thus enhance athletic performance. I also show how athletes can and should have a chipped shoulder forever.     

Anger Management Using a Cognitive‐behavioural Approach for Children with Special Education Needs: A literature review and meta‐analysis

This review examines the use of a cognitive‐behavioural approach to anger management in children with special needs in community settings. Eighteen experimental studies involving a total of 408 children were located. The participants were mainly of high school age, with an IQ above 80, and with behavioural or emotional disorders. A moderate effect was observed for improvement in the three dimensions of anger: behaviour, cognition and emotion – although conclusions need to be very tentative. The interventions employed varied greatly in their characteristics and there were concerns about the quality of many studies. Further research is needed to investigate the interaction between intervention features and participant characteristics.