Gedenken an Prof. Dr. rer. nat., Dipl.-Psych. Ernst Timaeus

Ohne Zusammenfassung     

Self-monitoring and 360-degree ratings

We examined the relationship between self-monitoring (SM) and supervisor, assessor, peer, and subordinate ratings for 191 managers who participated in a developmental assessment center. We collected self-ratings from the managers concerning their ability and motivation to engage in self-monitoring. SM ability was positively related to supervisor and assessor ratings of interpersonal effectiveness (e.g., empowerment, managing teams, influencing others) but was unrelated to supervisor and assessor ratings of business competence (e.g., planning, decision making, strategic thinking, business knowledge). In contrast, SM motivation was negatively related to peer ratings of business competence. Still, SM explained relatively little variance in 360-degree ratings. 360-degree ratings do not appear to be contaminated by the target manager's SM; the small but significant relationship between SM ability and ratings appears to be job-related (and therefore desirable).     

A Simplified Method of Calculating an Overall Goodness-of-Fit Test for the Cox Proportional Hazards Model

Gronnesby and Borgan (1996) propose an overall goodness-of-fit test for the Cox proportional hazards model. The basis of their test is a grouping of subjects by their estimated risk score. We show that the Gronnesby and Borgan test is algebraically identical to one obtained from adding group indicator variables to the model and testing the hypothesis the coefficients of the group indicator variables are zero via the score test. Thus showing that the test can be calculated using existing software. We demonstrate that the table of observed and estimated expected number of events within each group of the risk score is a useful adjunct to the test to help identify potential problems in fit.     

Social economy: Community action towards social integration and the prevention of unemployment and poverty

In these times, when unemployment, marginalization and poverty are spreading while world capitalism takes its course, new approaches for guaranteeing subsistence at the community level need to be explored. Social economy provides people with an alternative which is work-intensive, equitable, and integrative. It is based on the principles of grass-roots democracy and can be facilitated through community-based social work. First, this paper outlines how social economy can be constituted and developed. Secondly, it describes successful community-based business enterprises and federations of social co-operatives in Switzerland, Germany and Italy. These profiles provide evidence that community workers can and must help to create, reinstate, and redesign social, political, and economic bonds within the community.     

Social Isolation and Spousal Violence: Comparing Female Marriage Migrants With Local Women

This research examined the impact of network participation, social support, and social control on the violence victimization of female marriage migrants by a spouse. Data were from a household survey of 492 cross‐border and 379 local married couples in Hong Kong in 2007. The findings indicated that female marriage migrants were more vulnerable to spousal violence and more socially isolated, compared with local women. Husbands of marriage migrants were also more socially isolated compared with men who married locally. The network participation of both husband and wife was associated positively with spousal violence against women, whereas their perceived social control was associated negatively with violence. Female marriage migrants' greater vulnerability to spousal physical assault was a result of their younger age compared with local women, but their greater vulnerability to spousal psychological aggression and sexual coercion was related, in part, to their own and their husbands' network participation as well as their level of social control.     

Mathematics learning is also intercultural learning

This article represents a plea to widen our perspective. Intercultural learning does not only take place when people of different origins come together, but also within one culture. This also applies to the various (scientific) subcultures that exist in society. If we view mathematics as a culture of formal thinking, then the learning of mathematics can be understood as intercultural learning. In order to explain this view, mathematics is presented as a separate culture. The characteristics of mathematics learning (as intercultural learning) are discussed and we reflect on what the field of intercultural education might gain from this perspective.