In learning mode? The role of mindsets in derailing and enabling experiential leadership development

In comparison to the vast literature on leadership theories, concepts, and behaviors, relatively less is known about why leaders often learn little from their leadership experiences, as well as how to support them in doing so. We propose that leaders learn more from their challenging leadership experiences when they are in learning mode, defined as intentionally framing and pursuing each element of the experiential learning process with more of a growth than a fixed mindset. We describe how the extent to which leaders are in learning mode stems from salient mindset cues and guides whether they work through the experiential learning process with a predominantly self-improvement or self-enhancement motive. We theorize about several other likely mediators and moderators of when being in learning mode will manifest in experiential leadership development. Practical implications at the micro, meso, and macro levels, as well as within management education are outlined.     

西安世园会大学生志愿者参与动机与激励机制研究

对西安世园会240名大学生志愿者进行问卷调查和个案访谈。结果显示世园会大学生志愿者参与动机良好,并呈现出多元化的特点,参与动机主要来源于利他主义、理想的实现、自我成长、自我实现和环境因子五个方面,并且这些影响因素在大学生的性别、专业、学历层次和政治面貌等方面存在一定的差异性。高校、政府、社会各界需要在大型志愿管理服务工作中加强管理、正面激励、持续引导,维持大学生志愿服务参与的良好动机。     

关于新经济时代高校科技成果转化的思考

在我国实施科技兴国和可持续发展战略的新经济时代 ,如何促进高校科技成果转化是各级政府和社会广泛关注的问题。本文力图分析新经济时代高校科技成果转化的特征、转化中存在的问题 ,提出高校科技成果转化的对策与建议。     

Measuring students' school context exposures: A trajectory-based approach

Studies of school effects on children's outcomes usually use single time-point measures. I argue that this approach fails to account for (1) age-based variation in children's sensitivity to their surroundings; (2) differential effects stemming from differences in the length of young people's exposures; and (3) moves between contexts and endogenous changes over time within them. To evaluate the merits of this argument, I specify and test a longitudinal model of school effects on children's academic performance. Drawing on recent advances in finite mixture modeling, I identify a series of distinct school context trajectories that extend across a substantial portion of respondents' elementary and secondary school years. I find that these trajectories vary significantly with respect to shape, with some students experiencing significant changes in their environments over time. I then show that students' trajectories of exposure are related to their 8th grade achievement, even after controlling for point-in-time measures of school context.     

Consumption and Subjective Wellbeing: Exploring Basic Needs,Social Comparison,Social Integration and Hedonism in Peru

Within material poverty contexts, consumption and subjective wellbeing are positively and strongly related. This is usually explained in terms of the increased possibilities to satisfy basic needs that additional spending provides. Other important aspects of consumption, such as its relative, symbolic and hedonic dimensions are not generally considered. The current study explores these aspects in seven poor Peruvian communities through expenditure and motives using regression analysis. Motives for consumption are included in the model drawing on psychologists’ research into the importance of accounting for motives when assessing the impact of material goals on subjective wellbeing. Results reveal that in the Peruvian corridor, consumption has a meaning beyond mere basic needs satisfaction. Status concerns, the reference group, the pleasure of consuming, providing for the household basics and the expectation of escaping social marginalisation are aspects of consumption significantly predicting people’s happiness.

Research on Legal Obstacle and Countermeasures on Reform of Ownership of Scientific and Technological Achievements

In recent years, in order to accelerate the transformation of scientific and technological achievements into productivity, the state has issued a series of policy documents, which clearly put forward that it is necessary to explore the ownership or long-term right used in scientific and technological achievements. However, the laws and regulations on the transformation of scientific and technological achievements, the Science and Technology Progress Law, and the Contract Law stipulate that the ownership of scientific and technological achievements belongs to institutions. The transformation must be carried out without changing the ownership of these achievements. In some areas, although the law has not been revised, the pilot reform of mixed ownership of scientific and technological achievements has been carried out in accordance with national policies. Therefore, in accordance with the provisions of "Major reforms must be based on the law", we should speed up the revision of relevant laws, reconstruct the common rights of scientific and technological achievements, and make a good legislative interpretation of relevant provisions; at the same time, agreement transfer provides an important way to solve the legal obstacles faced by the reform of the ownership of scientific and technological achievements.     

新时代幼儿园教育教学实践改革的发展透视与未来走向——基于第三届国家教学成果奖的分析

学前教育是基础教育的重要组成部分,也是高质量教育体系的基础和起点。针对基础教育国家级教学成果奖学前教育学段的获奖成果数据,从地位、地域分布状况、实施单位与基本主题三个层面进行描述性对比分析,并对新时代幼儿园教育教学实践改革进行了发展透视,总结了现阶段我国幼儿园教育教学内涵式发展的基本特征,分析了新时代深化幼儿园教育教学实践改革面临的问题,并从坚定改革方向、增强改革动能、提升改革效能、创新改革路径等四个维度探析未来改革发展方向,为新时代深入推进高质量幼儿园教育教学实践改革提供参考。     

Using plausible values in secondary analysis in large-scale assessments

Plausible values are typically used in large-scale assessment studies, in particular, in the Trends in International Mathematics and Science Study and the Programme for International Student Assessment. Despite its large spread, there are still some questions regarding the use of plausible values and how such use affects statistical analyses. The aim of this paper is to demonstrate the role of plausible values in large-scale assessment surveys when multilevel modeling is used. Different user strategies concerning plausible values for multilevel models as well as means and variances are examined. The results show that some commonly used user strategies give incorrect results while others give reasonable estimates but incorrect standard errors. These findings are important for anyone wishing to make secondary analyses of large-scale assessment data, especially those interested in using multilevel models to analyze the data.     

我国领导干部政绩评价结果运用研究

当前领导干部政绩评价结果运用中存在缺乏统一的国家标准、重物质奖励轻精神奖励、评价结果及运用情况不对外公开、结果运用情况缺乏跟踪总结、结果运用的方式或做法缺乏创新等问题。应通过建立统一的国家规范或标准、建立健全精神奖励机制、将评价结果及其运用情况对外公开等措施进一步推动领导干部政绩评价结果的有效运用。     

Growth curve analyses of the relationship between early maternal age and children’s mathematics and reading performance

Regarding the methods used to examine the early maternal age-child academic outcomes relationship, the extant literature has tended to examine change using statistical analyses that fail to appreciate that individuals vary in their rates of growth. Of the one study I have been able to find that employs a true growth model to estimate this relationship, the authors only controlled for characteristics of the maternal household after family formation; confounding background factors of mothers that might select them into early childbearing, a possible source of bias, were ignored. The authors’ findings nonetheless suggested an inverse relationship between early maternal age, i.e., a first birth between the ages of 13 and 17, and Canadian adolescents’ mean math performance at age 10. Early maternal age was not related to the linear slope of age. To elucidate whether the early maternal age-child academic outcomes association, treated in a growth context, is consistent with this finding, the present study built on it using US data and explored children’s mathematics and reading trajectories from age 5 on. Its unique contribution is that it further explicitly controlled for maternal background factors and employed a three-level growth model with repeated measures of children nested within their mothers. Though the strength of the relationship varied between mean initial academic performance and mean academic growth, results confirmed that early maternal age was negatively related to children’s mathematics and reading achievement, net of post-teen first birth child-specific and maternal household factors. Once maternal background factors were included, there was no statistically significant relationship between early maternal age and either children’s mean initial mathematics and reading scores or their mean mathematics and reading growth.