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以湖南省内7所普通高校教师隐性知识共享实践活动为研究对象,基于信任理论分析框架,以信任关系为中介变量,提出高校教师隐性知识共享影响因素研究模型.研究表明,高校教师的情感信任、认知信任和制度信任对高校教师隐性知识共享都具有积极影响:而高校教师的个人品质、能力、关联强度、竞争程度、组织沟通、组织公平等又是影响高校教师信任关系的前因变量. 相似文献
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交际主体的人格特征是信任关系的重要维度,而学界对这一方面并未给予应有的重视。本文基于人际信任关系模型,结合语料,考察交往主体的人格特征如何动态影响人际信任关系建构。研究发现,主体的人格特征和信任倾向影响交际双方的信任关系协商策略,不仅左右信任方对被信任方的可信性评估,也是被信任方可资利用的资源要素,即针对信任方的主观特性在信任建构和修复过程中采取因应之道。本研究在凸显信任关系双向性的同时,强调交际主体人格特征这一情感维度对可信性判断、信任协商的作用,力求更为全面均衡地揭示信任关系建构的图景。 相似文献
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政治信任是政治资本的核心要素,它是对既定政治体制、政府和陌生民众的肯定态度,包括政治体制信任、民众政府信任和民众信任三个次级维度。拓广等级展开模型（GGUM）是依据态度的理想点反应过程建立的模型。本研究就贵阳市中小学教师政治信任的理想点反应过程进行验证,并探讨政治信任各维度之间的关系。研究证明政治信任符合理想点反应过程,体制信任直接影响政府信任及民众之间的信任。 相似文献
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信任、声誉等基于社群的自适应性测度已成为网格环境下支撑服务质量需求的砖石.借鉴社会学、心理学和诸如P2P计算、普适计算等计算机科学中的相关研究,网格环境下的信任声誉研究主要应用在资源管理和调度中.对网格环境信任声誉评估的典型模型进行评述与比较,包括基本模型、离散模型、Bayesian模型、信念模型和模糊逻辑模型.在设计评估模型时应该考虑计算收敛能力,动态性和健壮性等多方面因素.考虑评估模型对负载的影响,设计针对网格环境特性的信任声誉评估模型是一个发展方向. 相似文献
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基于评价的P2P网络信任模型研究 总被引：1，自引：0，他引：1
梁晨 《山东教育学院学报》2008,23(3):93-95
P2P网络的信任研究关系到P2P网络的安全。本文在对信任关系研究的基础上提出了一种基于价的P2P网络信任模型,构建了基于评价的信任网络,给出了信任度的计算方法。并通过实验数据验证了该网络模型的安全性。 相似文献
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随着企业向以市场导向和顾客导向为中心的经营思维转变, 在企业供应链整合过程中的客户整合越来越占据主导地位. 从采购、 营销、 销售到服务, 都需要企业与客户及合作伙伴在多个接触点开展及时的个性化交流, 针对他们的偏好而优化渠道的接入模式, 通过预测客户的行为并采取措施而保持客户的忠诚度. 基于企业供应链中有关客户整合的有关理论, 以及网络关系信任建立的两阶段模型, 通过对海尔集团的分销商的175家企业样本数据, 对客户关系学习与合作关系价值之间影响机制进行探讨. 研究发现: 客户关系学习对关系信任和协同合作有显著的直接正向影响, 关系信任和协同合作对合作关系价值有直接的正向影响, 而协同合作对关系价值的作用更重要. 相似文献
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《信阳师范学院学报(哲学社会科学版)》2015,(6)
良好的医患信任关系是保证医疗工作顺利开展的必备条件,而现有的医患信任关系则存在诸多问题。运用博弈理论,构建医患信任形成的博弈模型,对医患信任关系形成的内在机制和问题进行分析。基于此,在医患关系中引入政府监管部门,构建政府监管下的医患信任形成的博弈模型。政府监管部门作为管理者,在医患信任问题的形成上发挥着举足轻重的作用。因此,政府部门可通过一定的制度和政策,促进并构建医患信任体系,建立和谐的医患信任关系。 相似文献
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信任和孤独是影响儿童心理社会功能的重要因素.近30年来以检验和完善信任和孤独的二次曲线关系(极低和极高信任都会导致孤独)为主线,研究者将研究对象由成人扩展至儿童,结合纵向调查法和实验法考察因果关系,验证了二者关系的性别差异和解释机制.未来的研究应关注儿童信任和孤独的二次曲线关系及其解释机制,探索二者关系的动态的、发展性的变化,检验进化论假设,引入认知神经科学的研究方法,说明自我控制和孤独的关系.需要解决如何将儿童信任和孤独联系起来,提出合理的解释机制以及选择适用于儿童信任和孤独的定义及研究方法的问题. 相似文献
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粟路军 《四川师范大学学报(社会科学版)》2012,(4):141-150
随着市场竞争的加剧,许多旅游地开始关注与旅游者建立长期关系。通过建立关系营销策略(服务公平性、旅游地形象和服务质量),关系质量(旅游者满意、旅游者信任)和旅游者忠诚(重游倾向、口碑宣传)关系模型,对武夷山314名旅游者进行调查研究发现:服务公平性和服务质量(两个关系营销策略变量)对满意度和信任(两个关系质量变量)有显著正向影响,旅游地形象对满意度有正向影响,但对信任影响不显著;满意度对旅游者忠诚二维度均有正向影响,信任对口碑宣传有正向影响,而对重游倾向影响不显著。 相似文献
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冯康 《淮南师范学院学报》2013,15(3):27-31
综述认知模型研究近年来取得的成果及应用。研究了粒计算认知模型、动态信任预测认知模型、Bayes信任预测认知模型采用的主要算法,介绍了认知模型在求解认知难题、虚拟人决策训练、多Agent谈判中的应用。指出粒计算认知模型、动态信任预测认知模型、Bayes信任预测认知模型是近年来认知模型的主要研究成果。因此,认知模型的研究具有很高的应用价值。 相似文献
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Building relationships between universities and industry bodies is of prime importance for creating value for universities’
stakeholders. This paper focuses on relationships in relation to undergraduate internship programmes in the Social Sciences.
Using the relationship marketing approach, we analyze this type of collaboration of firms with a large public Spanish University.
We build and test a structural equations model whose results show that communication is a key building block of relationships,
having a positive effect on satisfaction with the relationship, trust and functionality of conflict, and that trust and commitment
increase the level of collaboration of firms with universities. 相似文献
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Jui-Chih Chin 《Early education and development》2014,25(5):601-618
Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study. Data were collected via observation of play behaviors, a teacher-rated social competence scale, and a child interview. The results indicated that children's trust beliefs in friends’ promise-keeping behaviors were positively associated with intrapersonal and interpersonal domains of social competence. Children who had greater trust in non-friend classmates’ promise-keeping behaviors tended to be sociable in a group, polite, and more preferred, and they were less likely to be disliked by peers. Children with different trust profiles exhibited differential interactive behaviors with peers. Practice or Policy: These findings suggest that parents and early childhood educators should pay more attention to the extent to which young children trust their close friends and familiar peers, especially in terms of keeping promises. Adults may model their efforts in keeping their promises made to children and enhance children's capacity to reciprocate trust in close relationships. Adults can help children differentiate their trust based on the intimacy of relationships. 相似文献
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This study examined the relationships between leadership practices, faculty trust, and professional learning communities in the context of mainland China. A total of 1,095 Chinese primary school teachers participated in a survey. The results showed that leadership practices had positive effects on faculty trust and professional learning communities. They further showed that trust in colleagues positively, whereas trust in the principal negatively, mediated the relationships between leadership practices and four components of professional learning communities. The negative mediation of trust in the principal may be attributed to Chinese cultural and contextual circumstances. The implications of these findings are discussed. 相似文献
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Rachel T. Santiago S. Andrew Garbacz Tiffany Beattie Christabelle L. Moore 《Psychology in the schools》2016,53(10):1003-1017
Trust is an important dimension of parent educational involvement and parent‐teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of demographic variables on parent trust and relations among parent trust, student behavior, and parent involvement. Findings suggested that student eligibility for a free or reduced‐price lunch predicted parent trust of teachers and schools, parent trust was correlated with dimensions of student behavior, and parent trust of teachers predicted parent involvement. Implications for parent involvement and parent‐teacher relationships are discussed. 相似文献
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Jess L. Gregory Ed.D. 《School Leadership & Management》2017,37(1-2):141-161
This article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in schools. Through both French and Raven’s and Follett’s conceptualisations of power, five brief autobiographical stories about trust in schools are deconstructed. Lessons for leadership are gleaned from the power relationships in the autobiographical stories of trust shared by public school educators. In addition, general recommendations are offered that are relevant for all levels of school leadership including but not limited to the instructional coach, the curriculum supervisor, the building principal, and the classroom teacher. 相似文献
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Kate Phillippo 《The Urban Review》2012,44(4):441-467
Urban school districts have increasingly enacted policies of personalism, such as converting large schools into smaller schools. Such policies ask teachers to develop supportive, individual relationships with students as a presumed lever for student achievement. Research on student?Cteacher relationships generally supports policies of personalism. Much of this literature also considers these relationships?? sociocultural dimensions, and so leads to questions about how low-income youth and youth of color might respond to teacher efforts to develop closer relationships with them. This qualitative study, conducted over 1?year with 34 youth at 3 small, urban high schools, explores how youth from nondominant groups responded to teacher personalism. Data show that teacher practices consistent with culturally-responsive pedagogy and relational trust literature do promote student?Cteacher relationships. However, tensions arose when participants perceived that teacher personalism threatened their privacy or agency. Sociocultural and institutional contexts contributed to these tensions, as participants navigated personalism amidst experiences that constrained their trust in schools. A staged model of student?Cteacher relationships integrates these findings and extends current thinking about culturally-responsive personalism. These findings inform implications for teacher practice and policies of personalism. 相似文献
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论信托财产的法律性质——兼与江平教授商榷 总被引：1，自引：0，他引：1
信托财产处于信托关系的核心地位,没有独立可辨识的信托财产,便无信托。本文在对信托财产制度发展的历史进行了简略的分析和比较的基础上,对我国现行《信托法》中的相关规定进行了评价和评判,最后对《信托法》的修改提出了自己的建议。 相似文献