归因理论在培养大学生科学择业观中的应用

当前在大学生中间流行着形形色色的不良择业心态,这些不良择业心态严重影响着大学生科学择业观的养成,也不利于其顺利就业。运用归因理论,有针对性地分析大学生不良的择业心态,打造适合学生自身发展特点的科学择业观,有利于大学生形成具有长远竞争力的"就业力"。     

Improving Risk Management: From Lame Excuses to Principled Practice

The three classic pillars of risk analysis are risk assessment (how big is the risk and how sure can we be?), risk management (what shall we do about it?), and risk communication (what shall we say about it, to whom, when, and how?). We propose two complements as important parts of these three bases: risk attribution (who or what addressable conditions actually caused an accident or loss?) and learning from experience about risk reduction (what works, and how well?). Failures in complex systems usually evoke blame, often with insufficient attention to root causes of failure, including some aspects of the situation, design decisions, or social norms and culture. Focusing on blame, however, can inhibit effective learning, instead eliciting excuses to deflect attention and perceived culpability. Productive understanding of what went wrong, and how to do better, thus requires moving past recrimination and excuses. This article identifies common blame‐shifting “lame excuses” for poor risk management. These generally contribute little to effective improvements and may leave real risks and preventable causes unaddressed. We propose principles from risk and decision sciences and organizational design to improve results. These start with organizational leadership. More specifically, they include: deliberate testing and learning—especially from near‐misses and accident precursors; careful causal analysis of accidents; risk quantification; candid expression of uncertainties about costs and benefits of risk‐reduction options; optimization of tradeoffs between gathering additional information and immediate action; promotion of safety culture; and mindful allocation of people, responsibilities, and resources to reduce risks. We propose that these principles provide sound foundations for improving successful risk management.     

国际组织与成员国法律责任多重归属问题研究

国际组织和成员国的法律责任归属问题一直以来都是国际法争论的话题。政府间国际组织作为一类国际法主体,应独立承担法律责任。但在实践中,成员国在执行国际组织决议的过程中往往滥用国际组织法律人格,其行为不仅是国际组织法律人格的体现,还代表了自己的意志,造成法律责任归属不明。以此种争议情形为研究对象,结合1999年的使用武力合法性案,2007年欧洲人权法院的拜拉米案和萨拉马提(Behrami/Saramati)案、阿尔吉达(Al-Jedda)案以及2014年海牙法院关于斯雷布雷尼察(Srebrenica)诉荷兰案的相关判决,借鉴国外学者近几年的相关研究,认为应当坚持国际组织和成员国法律责任的多重归属。围绕责任多重归属原则的确立过程,通过对2011年《国际组织责任条款草案》相关条文的分析,明确了行为归属与责任归属的关系:只有确定行为归属之后,才能确定责任归属;为了最终确定责任的多重归属,提出以有效控制为标准认定行为归属,并明确这种有效控制是对具体行为的事实控制。     

Early socialization of hostile attribution bias: The roles of parental attributions,parental discipline,and child attributes

The goal of this study was to examine child and parent predictors of children's hostile attribution bias (HAB) with a particular focus on exploring the associations between parents’ early attribution of child misbehavior and children's HAB in the transition to school age. Participants were 241 children (118 girls) of middle‐income families who were at risk for school‐age conduct problems. Multi‐method, multi‐informant data were collected on maternal attributions of child misbehavior, parental use of corporal punishment, and child attributes (i.e., verbal IQ, effortful control, theory of mind, and emotional understanding) at 3 years, and child HAB in ambiguous situations at 6 years. Results indicated that mothers’ internal explanations for children's misconduct may either reduce or increase children's later HAB depending on the specific content of attributions, such that mothers’ belief that children misbehave because of their internal state (i.e., emotional state or temperament) was associated with lower levels of child HAB, whereas attributing power‐based motives (i.e., manipulative, controlling intentions) in children was associated with higher levels of HAB. The findings are discussed with respect to appreciating the complexity of parents’ explanations for children's behavior, and considering parental cognition as a potential target for early identification and prevention of child HAB and related problems.     

教师引导下的积极归因方式和英语听力课堂效能研究

归因后个体产生的变化主要通过情感反应和行为预期来实现。通过实验对比的方法,运用SPSS分析来讨论教师有意识地引导学生积极归因,就会对提高英语听力课堂教学效果有所帮助。     

现代风险的哲学解读

从必然与偶然、可能与现实、过去与未来、正面与负面的关系上对风险的属性、趋势、指向、效应等进行哲学层面上的解读,是一种研究风险的新视角。关注风险的偶然性、不确定性有助于超越传统的必然性、决定论观念束缚;关注风险的潜在性、可能性有助于利用人的理智优势使风险损失最小化;关注风险的未来性、不可逆性有助于培育人的前瞻性和预警性反思的习惯;关注风险的影响力、作用力有助于提高人的生存能力和生活质量。     

论高校教师的职业倦怠

不同个体、不同类型的职业倦怠其产生原因各不相同,归结起来,高校教师产生职业倦怠的主要原因有四个:学术权利和行政权利的不均衡;高校教师职称评聘、业绩考核制度存在弊端;高校教师录用和选聘过程缺乏有力的人才测评以及社会对高校教师报赏的失衡。因此,缓解和克服高校教师的职业倦怠也要从这几个方面考虑。     

预期后悔、归因风格对购买决策中信息加工的影响

在以往研究的基础上,引入预期后悔情绪（高、低）和归因风格（积极归因风格、消极归因风格）变量,以购买汽车为决策任务,采用决策研究的信息板技术呈现实验任务,探讨了预期后悔情绪与归因风格对购买决策信息加工的影响。结果显示：（1）在信息加工时间和信息搜索深度上,预期后悔情绪与归因风格主效应以及交互作用显著,积极归因风格比消极归因风格的被试更容易受到预期后悔情绪的影响,表现为更长时间的信息加工和更深的信息搜索;（2）在信息搜索模式上,预期后悔情绪与归因风格的交互作用不显著,高预期后悔情绪的被试多倾向于基于属性的信息搜索模式。     

职业归因风格问卷（OASQ）的初步修订

目的：初步修订职业归因风格问卷（OaSQ）。方法：对330名大学生进行职业归因风格问卷（0AsQ）的测定。结果：①修订的职业归因风格问卷总体信度达到0．93,各因子的信度在0．47—0．89之间。②正性事件分量表四因素总的解释率为35．57％,负性事件分量表五因素总的解释率为41．39％,表明问卷结构效度良好。结论：初步修订的职业归因风格问卷的信度和效度指标符合心理测量学的要求,可作为大学生的职业归因风格测量工具。     

论国家责任的可归因性

国家责任是国家因其行为违背国际法义务或造成跨界损害后果而承担的国际责任。随着国际社会的发展,国家责任制度也在不断演化。一直以来,虽有过错责任或严格责任学说之争论,亦有行为违法或损害后果要件之区分,但国家为且仅为归因于该国的国家行为承担国家责任,即行为可归因性是一国是否承担国家责任的核心问题。而行为是否可归因于国家,其关键就在于行为本身是否含有国家的意志因素。不论是以行为违法性为要件的传统国家责任,还是以损害后果严重性为要件的国际法不加禁止行为产生的新型国家责任,只要行为含有国家意志,履行国家职能,国家责任即成立,反之则不应成立。对于工业事故这种意外事件,不存在国家意志,国家责任不成立,但国家可基于道义承担适当补偿责任。