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Academic performance (i.e., grade point average) determines career entry factors as well as career success and is thus crucial for students’ future careers. Besides individual factors such as personality traits, individuals’ social embeddedness has been shown to enhance performance. Regarding academic performance, relationships to fellow students (peers), which bundle into one’s developmental network, are a valuable source of psychosocial and career support because occupying central positions within a social network provides the benefit of being able to access career-enhancing resources. Integrating individual and social-contextual factors for the purpose of examining academic performance is therefore plausible. Research results indicate that personality, especially extraversion, might predict performance through network centrality. In this study, we examined this assumption by focusing on extraversion and centrality in the peer developmental network of recently acquainted German psychology bachelor students (N?=?47, 15% male). In a longitudinal design, we analyzed the impact of extraversion and centrality on students’ academic performance at the end of their studies. Results revealed that centrality (i.e., popularity) mediates the relationship of extraversion with academic performance, indicating that extraverted students (regardless of their agreeableness) are more popular among their peers, which, in turn, enhances their academic performance. That is, the likelihood of getting superior final grades depends on whether students manage to attract peers at the very beginning of their university life, which is easier for extraverts. These findings emphasize the importance of the social embeddedness of people, highlight its long-term effects on performance, and yield several implications for research and practice. 相似文献
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The accelerated growth of sponsorship has brought increased attention and scrutiny to this relatively new area of marketing and communications strategy. In turn, researchers have focused on defining, understanding and measuring the various aspects of sponsorship. However, detailed research related to the ‘how’ of sponsorship implementation remains limited. A key aspect of implementation is known as activation, which refers to the investment by the sponsor above and beyond the fee required to acquire the official rights to that sponsorship. Activation is normally referred to as a ratio of the additional investment to the cost of the rights fees. Previous studies have offered recommended activation ratios ranging from 1:1 to as high as 8:1 in order to fully reap the rewards of sponsorship. This research seeks to enhance our understanding of sponsorship activation via an in-depth case study, a typical method for exploratory research of this nature. Specifically, we ask (i) what drives activation, (ii) what are the best methods of activation, and (iii) how much should be spent on activation? Findings suggest that management decisions regarding activation focus on the custom development of quality strategies versus increasing the activation ratio. Indeed, a formula based on a variety of factors is recommended since activation tactics and their appropriateness to a specific sponsorship are the cornerstones of sponsorship success. Overall, results present a four-step model including activation drivers, strategic considerations, activation spending, and sponsorship outcomes. 相似文献
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Beverly A. Sauer 《Technical Communication Quarterly》2013,22(4):393-419
Although effective public policy depends upon accurate post‐accident reports and investigations, accident reports in a large government agency reflect a linear, sequential model of cause and effect that fails to account for the multidimensional nature of accidents in tightly coupled technologies. As a result, unions, agencies, and operators engage in fiercely contested public debates over responsibility and authority when disasters occur. In proposing a three‐dimensional model of accident analysis (both visual and verbal), this article illustrates how underlying models of causality influence the structure of technical reports and the nature of the argument over responsibility and authority in largescale technological disasters. 相似文献
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Teresa M. McDevitt Norm Spivey Eugene P. Sheehan Randy Lennon Rita Story 《Child development》1990,61(3):713-721
This study examined children's conception of listening and their performance as listeners, 7-, 9-, and 11-year-old children were interviewed for their conceptions of good listening, their beliefs about appropriate actions for confused listeners to take, their attributions of responsibility for a listener's confusion, their reports of how speakers and listeners feel during communication breakdown, and their ability to detect inconsistencies during a comprehension-monitoring task. Results indicated that older children relied less on behavioral orientation and more on attempts to comprehend and other criteria in their definitions of good listening. Children believed that appropriate listening responses depend on the situation, and there was a developmental increase in asking the speaker a question and listening more carefully. With age, children also tended to report more complex negative emotions for listeners and speakers experiencing a breakdown in understanding. Children recalled incongruent material more than congruent material on the comprehension-monitoring task. 相似文献