标准钢北大心理学系王垒

2021年1月19日发(作者：ku)

北大王垒教授（英文文献摘要）


Work
–
Family Conflict and Job Satisfaction: Emotional Intelligence as a
Moderator

Keywords:
work
–
family conflict; emotional intelligence; job satisfaction; individual difference
Abstract
The
negative
impact
of
work
–
family
conflict
(WFC)
on
employees'
well-being
and
job-related
outcomes
has
attracted
much
research
attention
recently.
A
major
gap
in
the
literature
is
which
factors could potentially buffer its negative effect on employees. The present study examined the
moderating effect of emotional intelligence on the relationship between WFC and job satisfaction
in a sample of 212 Chinese high school teachers. On the basis of conservation of resource theory,
we hypothesized that emotional intelligence would weaken the negative effect of family-to-work
and work-to-family interference on job satisfaction. Results suggested that WFC (work-to- family
interference
and
family-to-work
interference)
was
negatively
related
to
job
satisfaction
and
that
emotional
intelligence
weakened
the
effect
of
WFC
on
job
satisfaction.
These
findings
provide
implications
for
theories
on
WFC
and
emotional
intelligence,
such
as
conservation
of
resource
theory. The current study also provides a test of these theories in Chinese culture to support the
generalizability of theories developed in previous research. Practical implications for reducing the
negative influence of WFC on employees' job satisfaction are also provided, such as the potential
value
of
emotional
intelligence
for
the
training
and
development
of
employees
in
teaching
professions.

The Role of Individualism-Collectivism in the
Individual Creative Process
Abstract
This
study
is
among
the
first
to
examine
how
individuals’
cultural
value
orientations
impact
2
separate
stages
of
creativity:
idea
generation
and
idea
implementation.
A
total
of
247
Chinese
employees completed questionnaires including individualism
–
collectivism culture orientation and
their idea generation behavior. Supervisor ratings of idea implementation were obtained to avoid
single- source
bias.
Partial
correlation
results
showed
that
both
horizontal
individualism
and
horizontal collectivism had positive influences on idea generation, but vertical collectivism had a
positive
impact
on
idea
implementation.
Although
vertical
individualism
was
not
correlated
to
either
idea
generation
or
idea
implementation,
it
moderated
the
relationship
between
these
two
stages
such
that
idea
generation
predicted
idea
implementation
better
among
high
vertical
individualists
than
among
low
vertical
individualists.
Theoretical
contributions
and
practical
implications are discussed.

Abusive
Supervision
and
Employee
Well-Being:
The
Moderating
Effect of Power Distance Orientation
Researchers
generally
believe
that
abusive
supervision
leads
to
poor
employee
well-being
(e.g.
poor
mental
health
and
lower
job
satisfaction).
However,
these
relationships
are
not
always
observed.
Based
on
the
cognitive
appraisal
theory,
the
current
research
extended
the
content
domain
of
abusive
supervision
research
by
examining
the
moderating
effect
of
power
distance
orientation
(the
extent
to
which
an
individual
accepts
the
unequal
distribution
of
power
in
institutions
and
organisations),
a
kind
of
cultural
value,
on
these
relationships.
We
tested
two
independent
samples
(N
1
=
762 and N
2 =
347)
using
different
methods.
Results
showed
that
employees'
power
distance
orientation
moderated
the
relationships
of
abusive
supervision
with
employee
psychological
health
and
job
satisfaction,
such
that
the
negative
relationships
were
weaker for employees with higher power distance orientation. The findings suggest the adaptive
function of cultural values employees hold in organisational behavior. The implications for theory
and practice are discussed.

Does Self-Affirmation Always Do the Trick ?
In
the
Report

the
gender
achievement
gap
in
college
science:
A
classroom
study
of
values
affirmation
(26
November
2010,
p.
1234),
A.
Miyake
and
colleagues
suggested
the
effectiveness
of
a
psychological
intervention
—
values
affirmation
—
in
reducing
the
gender
achievement gap in STEM (science, technology, engineering, and mathematics) disciplines.
However,
the
biased
sampling
renders
their
conclusion
unscientific.
Given
that
the
study
participants were recruited from a physics course at the University of Colorado, it is obvious that
they
were
pre-selected
from
a
vast
number
of
high
school
graduates
by
the
college
admission
committee because of their potential in physics; on the other hand, the participants selected the
course because they have adequate interest and self-confidence in it. The
female subjects in this study are not average persons, but those with great potential for learning
physics, which they themselves must have known. This feature of the sample greatly damages the
generalizability of the research results.
Does
self-affirmation
always
do
the
trick
when
students
are
faced
with
a
gender
gap
in
achievement and stereotype threats? To answer this question, we suggest using a sample of senior
middle
school
students
who
have
not
been
filtered
by
college
entrance
criteria,
but
are
mature
enough in logical reasoning to study physics.