Subjects: Psychology >> Management Psychology submitted time 2021-10-13
Abstract： Occupational stigma reflects a society’s disapproval of, and discrimination against, an individual or group based on their occupation. Workers in stigmatized occupations, such as sewer workers, garbage collectors, street cleaners, and slaughterhouse workers, can internalize this occupational stigma, which can lower their self-esteem and motivate them to conceal their occupations or even leave their jobs to seek a higher status position. Many studies have explored the effects of occupational stigma on employees’ job attitudes and performance and some demonstrate that workers who feel stigmatized by their work devalue it and themselves, and this motivates them to not fully engage in their work, and considering other work options. However, extant studies focus primarily on the effect of occupational stigma mediated by occupational identity, and overlook the fact that occupational stigma also can influence employees’ perception of their family’s identity. Based on identity boundary theory, this study examines whether occupational stigma spills over to workers’ family identity and whether this results in negative job outcomes. That is, employees perceive their families as being stigmatized because of their “dirty” occupations, which is referred to as implicated family stigma. Moreover, this study explores whether this mediating effect of implicated family stigma is moderated by the employee’s level of family involvement. In such a way, occupational stigma is perceived as a threat to the family identity of workers who do “dirty work”. In other words, ‘dirty workers’ perceive their occupational stigma as implicating their families as well. Moreover, this study finds that individuals who are highly involved in their family’s life are more likely to leave their jobs because of implicated family stigma. We surveyed 390 employees across various jobs in China to test these predictions; 384 participants completed the entire three-wave survey, and the resulting data were analyzed. Results show that family involvement moderates both the relationship between occupational stigma and implicated family stigma, and the relationship between implicated family stigma and employees’ intent to leave a job, such that these two relationships are stronger when individuals’ family involvement is high rather than low. Furthermore, this mediating effect is more salient for individuals with a high-level of family involvement compared to those with a low-level. Our findings extend the research on occupational stigma by introducing a mechanism that influences employees’ intent to leave their job due to their family’s implicated stigma rather than on their negative personal occupational identity. Additionally, this study contributes to the literature by demonstrating that occupational stigma may crucially influence employees’ families in addition to negatively affecting the workers. Moreover, this is a pioneering explorative study that tests the identity boundary theory and offers practical suggestions on managerial strategies to address occupational stigma, including methods to maintain workers facing occupational stigma. "
Subjects: Psychology >> Cognitive Psychology submitted time 2020-02-21
Abstract： 针对动作理解的机制，模拟论主张大脑自发模拟他人的动作，就相同的动作其理解也相同，而理论论则认为人们基于合理性原则对他人动作进行推理，相同的动作发生在不同的情境时会有不同的理解。但目前所采用动作材料的运动学特性和发生情境存在共变，其难以区分动作理解是支持模拟论还是理论论。通过两项实验，采用动画制作技术来产生有无约束情境下的追逐动作，以指示动作加工过程的脑电μ抑制为指标，对前述两种观点进行了检验。其中，在约束情境中存在障碍物，追逐者需改变运动方向以绕过障碍物，从后方逐渐趋近目标；而无约束情境中不存在障碍物，但追逐者依然保持与存在约束情景下相同的运动模式。结果发现，当追逐动作发生在存在约束的情境时，其可基于合理性原则推测清晰的动作目标，该条件下的μ抑制程度高于不存在约束情境的条件(实验一)；而当仅追逐者运动，即趋近的目标不确定时，虽然有约束和无约束情境间的物理差异与实验一相同，但条件间μ抑制的差异消失(实验二)。其上述μ抑制并非与注意相关的枕叶α活动的泛化。该结果提示，动作发生的情境信息影响人们对动作的理解，即基于推理过程理解动作，支持理论论观点。
Subjects: Psychology >> Educational Psychology submitted time 2020-02-13
Abstract： " Abstract: Character recognition and dictation are two important skills for literacy at the word level. Because Chinese is a logographic script and characters are visually complex, reading and spelling character are more difficult than learning alphabet language. The development of character recognition and dictation in Chinese has unique characteristics. Many cross-sectional researches investigated how morphological awareness contributed to logographic and alphabet language learning, and its influence on the development of character recognition and dictation. However, few studies explored the relationship between morphological awareness and the development of character recognition and dictation over time. The present four-wave longitudinal research was conducted in two Mandarin Chinese primary schools for two years, with a sample consisting of 127 first grader students. A battery of measures, including nonverbal IQ, phonological awareness, orthographic awareness, morphological awareness (homophone awareness, compound word production) were administered in order to investigate the influential factors of character recognition and dictation development in children. The analysis included an unconditional latent growth model to examine the growth trajectory of character recognition and dictation, and a conditional latent growth model to examine the contribution of morphological awareness to the growth of character recognition and dictation The results of the unconditional latent growth model showed that: (1) the developmental trajectory of character recognition showed linear growth it grew at a constant speed. The developmental trajectory of dictation showed non-linear growth, and the growth took place at a fast pace in the beginning and at a slower pace in the latter half of the development trend. Instead of Matthew effect, a compensation effect existed in both character recognition and dictation development, and the standardized correlation coefficients of intercept and slope for character recognition was -0.33 significantly, and for dictation was -0.89 significantly. (2) Homophone awareness and compound word production predicted significantly the children’s initial level(β=0.40, p＜0.001; β=0.14, p＜0.05 respectively) and the growth rate of character recognition (β=0.28, p＜0.001; β=0.25, p＜0.001 respectively), but not the growth rate in dictation. These results suggest that the growth trajectories were different for character recognition and dictation, and the later growth rates of character recognition and dictation were not decided by initial growth levels. The role of morphological awareness was more significant on the development of character recognition than on the development of dictation from Grade 1 to Grade 2.
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