基于自我保护动机的内隐建言信念对员工沉默的影响——一项中国情境的研究     

蔡霞  耿修林 《科学学与科学技术管理》2016,(10):153-163

组织中普遍存在的员工沉默,对组织和员工的良性发展均存在极大的负面影响。从社会认知视角出发,实证检验了基于自我保护动机的内隐建言信念与员工沉默行为的关系,并立足本土情境,考察了中庸思维和上下属关系在该过程中所起的作用。结果显示,基于自我保护动机的内隐建言信念对默许沉默、防御沉默和漠视沉默均具有显著的正向作用。中庸思维和上下属关系是内隐建言信念影响员工沉默重要的边界条件,表现为中庸思维调节了内隐建言信念与防御沉默和漠视沉默的正向关系,员工的中庸思维程度越高,内隐建言信念与防御沉默和漠视沉默的正向关系越强;上下属关系调节了内隐建言信念与默许沉默和漠视沉默的正向关系,员工与领导的上下属关系越强,内隐建言信念与默许沉默和漠视沉默的正向关系越强。  相似文献   

‘I'm ready for a new chapter’: The voices of young people with autism spectrum disorder in transition to post-16 education and employment     

Carolina Gaona  Olympia Palikara  Susana Castro 《British Educational Research Journal》2019,45(2):340-355

This study explores the views and experiences of 12 young people with autism spectrum disorder (ASD) in transition to post-16 education and employment, in light of the changes introduced by the new special educational needs and disability (SEND) legislation in England. The extension of provision until the age of 25, and the introduction of person-centred education, health and care (EHC) plans, have given a significant place to the views of young people with SEND and their families. The views, wishes and aspirations of young people must be captured in the newly developed plans, reflecting the statutory requirement for local authorities to systematically record these in a biopsychosocial way, focusing on participation and well-being. Twelve semi-structured interviews were conducted with young people with ASD attending specialist settings or receiving specialist support under the new EHC plans. These were analysed inductively, through thematic analysis. The findings suggest that at the time of transition, young people with ASD want to become increasingly more independent, present ambivalent feelings about their future and acknowledge the relevance of support systems in their lives. Implications for practice and future research are discussed, in light of the new English policy context.  相似文献   

A tale of two narratives: student voice—what lies before us?     

Valerie Hall 《牛津教育评论》2017,43(2):180-193

As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.  相似文献   

浅谈语法隐喻及其实际意义   总被引：1，自引：0，他引：1  

管振彬 《培训与研究》2005,22(5):99-101

在语言的实际应用中，人们可以把动词、形容词转化为名词，句子转化为词组。这种变化被称作语法隐喻。Halliday（1985）指出，名词化（nominalization）是语法隐喻的主要来源。结果表明：语法隐喻方式有助于意义的有效识解，有利于认知效果的获得，它增强了语篇的语义联系和关联度。  相似文献   

A students’ take on student–staff partnerships: experiences and preferences     

Samantha E. Martens  Annemarie Spruijt  Ineke H. A. P. Wolfhagen  Jill R. D. Whittingham  Diana H. J. M. Dolmans 《Assessment & Evaluation in Higher Education》2019,44(6):910-919

  相似文献   

短文改错技巧口诀     

朱丽华 《保山师专学报》2004,23(4):63-65

短文改错对于多数学生来说,是考试中比较困难的一部分,因为短文改错是从语法、结构、词汇等方面来全面考核学生,若你掌握了下列一则口诀,你会觉得轻松多了.  相似文献   

论日语的被动态     

高红 《湖州师范学院学报》2005,27(6):48-51

由于日语与中文的语法结构截然不同，因此在学习日语的被动态时，很多初学者在日语的主语与对象语的处理上往往容易混淆。要想熟练掌握日语的被动态用法，首先要了解被动态的形态、句式和语义的特征，并对被动态用法的若干类型以及被动态的一般倾向要十分熟悉明了。  相似文献   

由“没”、“了”同现句说“异常态”的表达     

陈一  ;董贤玲 《锦州师范学院学报(哲学社会科学版)》2008,(4):131-135

“没”和“了”同现的句子存在多种结构、语义类型。对相关语言事实的充分观察是合理解释的前提。选择解释的角度需要充分考虑系统性和易接受性。表达“异于常态”的意义、处于不相邻层次,这两个因素对于分析“没”、“了”同现句可以有较强的解释力。汉语的“异常态”表达系统有待系统研究。  相似文献   

Student voice in an age of ‘security’?     

Eve Mayes 《Critical Studies in Education》2020,61(3):380-397

ABSTRACT

As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students at a comprehensive coeducational public secondary school where student voice was adopted as a school reform strategy are read with and through a policy context concerned with security (in particular, the Australian Government’s Schools Security Programme and the Living Safe Together policy strategy), and Foucault’s problematisations of ‘security’ in lectures published in Security, Territory, Population. It is argued that student voice is entwined with contemporary security policies and practices; securing the material borders of the school is inextricable from limits placed on the discursive articulation of feeling in and beyond school gates.  相似文献   

From data source to co-researchers? Tracing the shift from ‘student voice’ to student–teacher partnerships in Educational Action Research     

Susan Groundwater-Smith 《Educational Action Research》2016,24(2):159-176

This article provides a review of the concept of student voice as it has been represented in Educational Action Research from the 1990s to the present day. Contextualised within an exploration of the challenges posed by educational action research that incorporates student voice in the current age of accountability as reflected and understood in academia, we explore issues of power and authority, issues of process and issues of ownership as they emerge in the literature. We note ways in which these challenges are manifest in primary and secondary schooling and in tertiary education. Finally, we survey some recent representations of student voice in Educational Action Research, observing something of a shift from earlier conceptualisations of students as a ‘data source’ to a more active involvement as co-researchers and joint constructors of knowledge, progressing toward more active student–teacher partnerships.  相似文献