Self-efficacy and work-related performance: The integral role of individual differences.

The present study estimated the unique contribution of self-efficacy to work-related performance controlling for personality (the Big 5 traits), intelligence or general mental ability, and job or task experience. Results, based on a meta-analysis of the relevant literatures, revealed that overall, across all studies and moderator conditions, the contribution of self-efficacy relative to purportedly more distal variables is relatively small. Within moderator categories, there were several cases in which self-efficacy made unique contributions to work-related performance. For example, self-efficacy predicted performance in jobs or tasks of low complexity but not those of medium or high complexity, and self-efficacy predicted performance for task but not job performance. Overall, results suggest that the predictive validity of self-efficacy is attenuated in the presence of individual differences, though this attenuation does depend on the context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinants of health knowledge: An investigation of age, gender, abilities, personality, and interests.

Ten areas of health knowledge were investigated in 2 studies, 1 of college students (N=169) and 1 of adults from the community (ages 19-70; N=176). Measures assessed knowledge of aging, orthopedic/ dermatological concerns, common illnesses, childhood/early life, serious illnesses, mental health, nutrition, reproduction, safety, and treatment of illness/disease. Significant gender differences favoring women were found for most areas of health knowledge, especially reproduction and early life. Results showed that cognitive ability accounted for the most variance in health knowledge with nonability (personality and interest traits) and demographic variables accounting for smaller but significant amounts of variance across most knowledge domains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does social dominance generate prejudice? Integrating individual and contextual determinants of intergroup cognitions.

Social dominance orientation (SDO) has been proposed as an important variable in the explanation of prejudice. We distinguish between three conceptualizations of SDO: SDO as a personality trait (personality model), SDO as a moderator of the effects of situational variables (Person X Situation model), and SDO as a mediator of the effect of social position on prejudice (group socialization model [GSM]). Four studies (N = 1,657) looking at the relations between social positions, SDO, and prejudice in a natural setting and in a laboratory setting provide strong support for the GSM. In contrast to previous correlational findings, there is evidence of a cause (dominant social position), an effect (prejudice increases), and a mediator (SDO). These results suggest new perspectives on the integration of individual and contextual determinants of prejudice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of perfectionism and personality disorder features in response to brief treatment for depression.

Using data from the Treatment of Depression Collaborative Research Program (TDCRP), the authors compared the role of patients' perfectionism and features of personality disorder (PD) in the outcome of brief treatment for depression. Data were extracted as to patients' intake levels of symptoms; perfectionism; and PD features, measured as continuous variables, as well as their symptoms at termination; their contribution to the therapeutic alliance; and their satisfaction with social relations. Poorer therapeutic outcome was demonstrated for patients with elevated levels of perfectionism and odd-eccentric and depressive PD features. Patients' contribution to therapeutic alliance and satisfaction with social relations were predicted by perfectionism but not by PD features. Results highlight the central role played by patients' personality in the course of brief treatment for depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relational-Interdependent Self-Construal, Self-Concept Consistency, and Well-Being.

Examination of the assumptions underlying consistency perspectives in social and personality psychology reveals that they are based on an independent, individualistic view of the self. If the self is constructed as relational or interdependent with others, consistency may be less important in social behavior and well-being. Using a variety of measures of well-being, the studies showed that there is a weaker relation between consistency and well-being for individuals with a highly relational self-construal than for those with a low relational self-construal. Study 3 examined the association between the self-construal, consistency, authenticity, and well-being. These findings reveal the importance of a cultural analysis of theories of the self, personality, and well-being for further theory development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Incorporating If...Then...Personality Signatures in Person Perception: Beyond the Person-Situation Dichotomy.

Three studies investigated conditions in which perceivers view dispositions and situations as interactive, rather than independent, causal forces when making judgments about another's personality. Study 1 showed that perceivers associated 5 common trait terms (e.g., friendly and shy) with characteristic if...then... (if situation a, then the person does x, but if situation b, then the person does y) personality signatures. Study 2 demonstrated that perceivers used information about a target's stable if...then... signature to infer the target's motives and traits; dispositional judgments were mediated by inferences about the target's motivations. Study 3 tested whether perceivers draw on if...then... signatures when making judgments about Big Five trait dimensions. Together, the findings indicate that perceivers take account of person-situation interactions (reflected in if...then... signatures) in everyday explanations of social behavior and personality dispositions. Boundary conditions are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

大学何来成就教员力量之大

有教员力量之大才能有大学力量之大。大学要成就教员力量之大,就必须重视涵养教员方正而理性的人格,必须重视教员学术思想来源的多元性,必须下功夫创设能持续提升广大教员学术素质与能力的环境与机制。     

Genome-Wide Analysis Identified a Set of Conserved lncRNAs Associated with Domestication-Related Traits in Rice

Crop domestication, which gives rise to a number of desirable agronomic traits, represents a typical model system of plant evolution. Numerous genomic evidence has proven that noncoding RNAs such as microRNAs and phasiRNAs, as well as protein-coding genes, are selected during crop domestication. However, limited data shows plant long noncoding RNAs (lncRNAs) are also involved in this biological process. In this study, we performed strand-specific RNA sequencing of cultivated rice Oryza sativa ssp. japonica and O. sativa ssp. indica, and their wild progenitor O. rufipogon. We identified a total of 8528 lncRNAs, including 4072 lncRNAs in O. rufipogon, 2091 lncRNAs in japonica rice, and 2365 lncRNAs in indica rice. The lncRNAs expressed in wild rice were revealed to be shorter in length and had fewer exon numbers when compared with lncRNAs from cultivated rice. We also identified a number of conserved lncRNAs in the wild and cultivated rice. The functional study demonstrated that several of these conserved lncRNAs are associated with domestication-related traits in rice. Our findings revealed the feature and conservation of lncRNAs during rice domestication and will further promote functional studies of lncRNAs in rice.     

大学生求学满意度实证研究--某高校学生个体特征对满意度单项要素的影响分析

求学满意度，又称为求学满意程度，它取决于教育需求主体对教育服务的预期同其实际所感知的教育服务水平的对比。教学计划、教学组织、教师教学、教学设施、校园环境、学生5知识技能等都是影响求学满意度的因素。本文在调查取得基本数据的基础上，使用相关的统计检验方法，分析了性别、生源地和不同年级这些学生个体地征对求学满意度单项要素的影响。主要结论有：学生性别差异对满意度单项要素的影响基本是随机的；不同生源地的学生对教学计划和管理制度两个要素的评价具有差异；不同年级的学生对教学设施和知识掌握程度的评价具有显著性差异；学生对学校服务评价单项因素差异很少，总体满意度在一定程度上反应学校的实际情况。     

大学生教育管理应以理性个性培养为导向

个性包括品德、品格、爱好、自我修养等,能够反映一个人的整个精神面貌。个性并非是与生俱来的,也并非完美无缺,有的还可能存在较大的缺陷。理性个性是个性的升华,是自由、全面、和谐和自律的个性,是一种理想,一种追求,是个性发展的最高境界。目前,高校在培养大学生理性个性的过程中还存在一定问题和矛盾。大学生教育管理应该在主导者的积极指导下,让学生来对自己的个性发展负责,培养理性个性,让他们懂得怎样去理解别人,同别人相处,懂得自己所肩负的责任。