在学习中克服不愉快的情感体验:学习中复原力的潜在特征

IF 2.5 Q3 MANAGEMENT
D. Christopher Kayes, Philip W. Wirtz, Jing Burgi-Tian
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引用次数: 0

摘要

目的学习韧性是指在经历不愉快的情绪状态时,启动、坚持和努力学习的能力。复原力的基本机制是在经历不愉快情绪状态时的情绪缓冲和自我调节。作者确定了支持学习时恢复力的四个因素:积极的情绪参与、创造性地解决问题、学习认同和社会支持。作者开发并测试了量表,发现有证据支持四因素复原力模型。作者提供了一种以人为本的学习抗逆力方法,即进行潜在特征分析,根据这些因素在两种情感条件下的得分差异特征测试抗逆力的可能性:(不愉快的)挫折中的学习与(愉快的)进步中的学习。四分之一的人在愉快和不愉快的情绪状态下激活了四个复原因子,而75%的参与者在面临挫折时这些因子有所下降。这些结果支持以人为本的四因素学习复原力方法。作者开发并测试了四因素复原力模型,并在一组 330 名管理专业的本科生和研究生中进行了测试。每位受试者在回答中确定了两个学习事件,一个是在受挫时,另一个是在取得进步时,并对四个复原力因素的强度进行了排序。对另外 88 名受试者的分析为量表的验证和可靠性提供了额外的支持。研究结果结果显示了两个潜在的特征组,25% 的样本与复原力相关(两个学习事件之间的复原力因子差异较小),75% 的样本仍然容易受到不愉快情绪的影响(两个学习事件之间的差异较大)。研究的局限性/意义该研究支持以人为本的学习复原力方法(与以变量为中心的方法形成对比)。实际意义该研究提供了一种以人为本而不是以变量为中心对个体进行分类的方法。社会意义这项研究解决了人们日益关注的与商科本科生辍学率上升有关的学生成功问题,以及许多管理发展和高管培训工作失败的问题。本研究表明,关注特定变量可能无法深入了解学习成果与支持学习复原力的因素之间的复杂关系。原创性/价值从以人为本的角度,使用潜在特征分析等分析方法来了解复原力因素的兴趣日益浓厚。本研究首次探讨了如何根据四种抗逆力因素将个人归类为类似的特征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Overcoming unpleasant affective experiences while learning: latent profiles of resilience while learning

Purpose

Resilience while learning is the capacity to initiate, persist and direct effort toward learning when experiencing unpleasant affective states. The underlying mechanisms of resilience are emotional buffering and self-regulation when experiencing unpleasant affective states. The authors identified four factors that support resilience while learning: positive emotional engagement, creative problem-solving, learning identity and social support. The authors developed and tested scales and found evidence to support the four-factor model of resilience. The authors offer a person-centered approach to resilience in learning by conducting a latent profile analysis that tested the likelihood of resilience based on profiles of differences in scores on these factors under two affective conditions: (unpleasant) learning during frustration versus (pleasant) learning during progress. A quarter of individuals activated the four resilience factors in pleasant and unpleasant affective states, while 75% of participants saw decrements in these factors when faced with frustration. The results support a four-factor, person-centered approach to resilience while learning.

Design/methodology/approach

The authors develop and test a four-factor model of resilience and test the model in a group of 330 management undergraduate and graduate students. Each participant identified two learning episodes in their responses, one while frustrated and one while making progress, and ranked the level of intensity on the four resilience factors. Analysis on an additional 88 subjects provided additional support for the validation and reliability of scales.

Findings

Results revealed 2 latent profiles groups, with 25% of the sample associated with resilience (low difference on resilience factors between the two learning episodes) and 75% who remain susceptible to unpleasant emotions (high difference between the two learning episodes).

Research limitations/implications

The study supports a person-centered approach to resilience while learning (in contrast to a variable centered approach).

Practical implications

The study provides a means to classify individuals using a person-centered, rather than a variable-centered approach. An understanding of how individuals buffer and self-regulate while experiencing unpleasant affect while learning can help educators, consultants and managers develop better interventions for learning.

Social implications

This study addresses the growing concern over student success associated with increased dropout rates among undergraduate business students, and the failure of many management developments and executive training efforts. This study suggests that looking at specific variables may not provide insight into the complex relationship between learning outcomes and factors that support resilience in learning.

Originality/value

There is growing interest in understanding resilience factors from a person-centered perspective using analytical methods such as latent profile analysis. This is the first study to look at how individuals can be grouped into similar profiles based on four resilience factors.

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来源期刊
CiteScore
7.00
自引率
9.70%
发文量
28
期刊介绍: ■Competence-based management development ■Developing leadership skills ■Developing women for management ■Global management ■The new technology of management development The Journal of Management Development draws together the thinking and research relating to the role played by managers in their immediate environment, and the ways in which they can widen their responsibilities to take on larger roles. Many companies now appreciate that investment in management development helps to reduce costs, increase sales and improve productivity - so it"s well worth investigating.
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