Suchergebnisse

We examined the generational differences in Chinese employees' work values using the Chinese Work Values Scale with 1,015 Chinese employees across three generations (i.e., Cultural Revolution generation, n = 148; Transitional generation, n = 355; Millennial generation,
n = 512). We found that, even with gender, education, and position taken into account, the Millennial generation placed more importance on intrinsic and extrinsic rewards than did the Transitional generation or the Cultural Revolution generation, and that the Cultural Revolution generation
placed more importance on altruism than did the younger generations. Results also showed that generation exerted more influence on work values than did age. This implies that, taking these results into account, current human resource management practices in organizations and institutions in
China should be adjusted accordingly.

Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether
the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formative assessment practice had two aspects: instructional adjustment and feedback practice. The results showed that the relationship between
affective attitude and formative assessment practice was partially mediated by intention and that the relationship between cognitive attitude and formative assessment practice was fully mediated by intention. This study highlights the importance of affective attitude in practicing formative
assessment and has implications for teacher training.

Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative
assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation
modeling results reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers'
self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students.

We examined the relationship between social class and envy, and the role of victim justice sensitivity in this relationship among a group of 1,405 Chinese undergraduates. The students completed measures of subjective social class, victim justice sensitivity, and dispositional envy.
The results show that a lower social class was significantly and negatively related to envy and victim justice sensitivity, whereas victim justice sensitivity was significantly and positively related to envy. As predicted, a lower social class was very closely correlated with envy. In addition,
individuals with a lower (vs. higher) social class had a greater tendency toward victim justice sensitivity, which, in turn, increased their envy. Overall, our results advance scholarly research on the psychology of social hierarchy by clarifying the relationship between social class and the
negative emotion of envy.

Dispositional awe is a self-transcendent experience that has been investigated in few empirical studies. We explored the mediating effects of both self-transcendent meaning in life and spiritual selftranscendence in the relationship between dispositional awe and prosocial tendency.
Participants were 1,907 Chinese undergraduates. As predicted, self-transcendent meaning in life and spiritual selftranscendence mediated the relationship between dispositional awe and prosocial behavior. These findings not only demonstrate the mediating effect of self-transcendence on prosocial
tendency, but also support dispositional awe as an element of self-transcendence.

We investigated the relationship between teachers' emotional intelligence (EI) and self-efficacy, and tested whether this relationship was mediated by teaching performance. Participants were 467 Chinese middle school teachers (312 women; 66.8%). They completed 3 questionnaires relating
to EI, self-efficacy, and teaching performance. The results showed that the total effect of EI on self-efficacy was .61, indicating that higher EI is positively correlated with a higher level of self-efficacy. This relationship was partially mediated by teaching performance. In the mediating
model for teaching performance, the direct effect of EI on teachers' self-efficacy was .23 and the mediating effect of teaching performance on the relationship between EI and teachers' self-efficacy was .45. In addition, both the direct and mediating effects were invariant across gender and
teaching experience. These results indicate that an increase in EI largely enhances teachers' self-efficacy only when emotional skills are successfully used to improve teachers' performance.

How frequently a character appears in a word (positional character frequency) is used as a cue in word segmentation when reading aloud in the Chinese language. In this study we created 176 sentences with a target word in the center of each. Participants were 76 college students (mature
readers) and 76 third-grade students (beginner readers). Results show an interaction effect of age and positional frequency of the initial character in the word on gaze duration. Further analysis shows that the third-grade students' gaze duration was significantly longer in high, relative
to low, positional character frequency of the target words. This trend was consistent with refixation duration, and there was a marginally significant interaction between age and total fixation time. Overall, positional character frequency was an important cue for word segmentation in oral
reading in the Chinese language, and third-grade students relied more heavily on this cue than did college students.