Pathways from workplace flexibility to turnover intention: Role of work–family conflict,family–work conflict,and job satisfaction

This study examined the prevalence of workplace flexibility and the mechanisms that allow workplace flexibility to influence turnover intentions through work–family and family–work conflicts and job satisfaction among low‐wage workers in South Korea. Participants included 250 low‐wage workers whose monthly salary was less than 2 million Korean won (approx. $1,900). The study results indicate that low‐wage workers have limited access to workplace flexibility and that workplace flexibility plays a significant protective role in reducing their turnover intention, indirectly by decreasing work–family conflicts and enhancing job satisfaction. This article also discusses the implications of these findings for labor policy and social work practice.     

构建高校助学体系的实践与思考

做好经济困难大学生的资助工作是贯彻《中共中央国务院关于进一步加强和改进大学生思想政治教育的意见》文件精神的要求,结合高校构建资助和教育并举的助学体系的具体实践,论述了在助学工作中加强资助与教育相结合的重要意义,提出了确立国家助学贷款在高校助学体系中的主体地位,发挥勤工助学在高校助学体系中的导向功能,发挥多层次助学在高校助学体系中的补充作用和构建资助与教育相结合的国家助学体系等具体助学措施。     

论预防职务犯罪的道德体系建设

预防职务犯罪是 2 0世纪 80年代以来各国政府普遍采用的一种制度设计 ,其中道德预防是至关重要的环节。道德预防之所以在理论上和实践上可行 ,其依据主要是来源于道德本身的社会功能和法律的不完善性 ,以及职务犯罪主体和行为的特殊性。在我国 ,开展职务犯罪道德预防工作具有一定的优势 ,因此 ,我们必须高度重视这一工作 ,切实加强预防职务犯罪道德预防的道德体系建设     

民营企业不同发展阶段的人力资源管理策略分析

人力资源管理实践是影响员工行为的关键性变量之一 ,为使员工的行为符合组织的期望 ,民营企业可考虑在其不同发展阶段采取不同的人力资源管理策略。     

The influence of risk and protective factors on burnout experienced by those who work with maltreated children

The aim of the study was to explore the degree (and type) of burnout and trauma symptoms, personal histories and coping strategies retrospectively reported by those who work with maltreated children and their families. A self‐selected sample of workers (N = 44) completed a self‐report questionnaire assessing childhood maltreatment, family background characteristics, current adjustment, coping strategies and burnout. Workers reported high levels of emotional exhaustion and depersonalization, and a low to moderate sense of personal accomplishment. Family background characteristics predicted the occurrence of maltreatment and current adjustment, and a personal history of maltreatment predicted current trauma symptoms, but not burnout. Workers most frequently used problem‐focused coping strategies and sought social support; however, coping strategies were not associated with the level of either trauma symptoms or burnout. Despite employing positive coping strategies, their efficacy may be affected by other interpersonal, intra‐individual and job resource issues. Copyright © 2002 John Wiley & Sons, Ltd.     

教师工作满意度及其社会心理机制研究

文章讨论了工作度、教师工作满意度的涵义,指出了其影响因素,并运用态度理论阐述了工作度的社会心理机制,最终指出:进行感情投资,满足教师需要;关心体谅教师,开创开放性组织氛围;提升教师价值观与态度;完善知识结构,增强竞争意识四点对策探折。     

职业倦怠与体育教师心理健康教育

体育教师职业倦怠对其心理健康的影响主要表现为情绪衰竭、去个性化和成就感降低。引发体育教师职业倦怠的压力源包括：社会压力、学校压力和自身压力。建议教会体育教师积极认知、掌握调节情绪的方法和鼓励体育教师勇于改变自我，     

大学毕业生择业心理的研究

随着大学毕业生分配制度的改革,大学生求职呈现出多元化的趋势。大学毕业生如何获得一份满意的工作,已成为全社会关注的课题。高校扩招之后大学毕业生就业高峰迭起。文章针对大学毕业生择业时的矛盾、焦虑、自傲、自卑、自负、挫折等等亚健康的心理状态提出相应的对策,帮助毕业生更好地了解就业形势和择业时面临的困难及挑战。     

Making the Best of a Bad Job? Female Part‐Timers’ Orientations and Attitudes to Work

This article uses data from 50 qualitative interviews with female part‐time workers in low‐level jobs in Britain to illustrate their attitudes, orientations and aspirations towards paid work. The research reports two main findings. Firstly, even female part‐time workers at the bottom end of the occupational structure are not a homogeneous group of workers. Secondly, they are not all highly satisfied with their jobs. The article argues that many women (especially those in working‐class households) still do not have a genuine choice between ‘family work’ and ‘market work’. It concludes by presenting a theoretical model of orientations to work.     

教师社会幸福感现状及提升策略--基于全国33590名中小学教师的调查与分析

教师社会幸福感影响教师总体的职业幸福感。为揭示教师社会幸福感的整体状况及其在领导关系、同事关系、师生关系、家校关系、社会声誉等维度上的具体表现,在全国范围内,对东部、中部、西部、东北等4个地区的33590名中小学教师的社会幸福感现状进行问卷调查。调查结果显示:教师社会幸福感总体水平较高,但在性别、地区、教龄等方面存在差异。要进一步增强教师社会幸福感,应着力改善教师与领导关系和师生关系;满足教师的物质需求和发展需求,切实提升教师社会声誉;考虑个体差异,制定具有针对性的教师社会幸福感提升策略;改进教师职前教育和在职教育,提升教师获得社会幸福感的能力。