Abstract : A study is reported of the variations in organizational commitment and job satisfaction, as related to subsequent turnover in a sample of recently-employed psychiatric technician trainees. A longitudinal study was made across a 10 1/2 month period, with attitude measures collected at four points in time. For this sample, job satisfaction measures appeared better able to differentiate future stayers from leavers in the earliest phase of the study. With the passage of time, organizational commitment measures proved to be a better predictor of turnover, and job satisfaction failed to predict turnover. The findings are discussed in the light of other related studies, and possible explanations are examined. (Modified author abstract)

/pdf/organizational-commitment-job-satisfaction-and-turnover-1m9aenmhzm.pdf

Organizational Commitment, Job Satisfaction and Turnover Among Psychiatric Technicians. Technical Report No. 16.

As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

http://www.tascl.org/uploads/4/9/3/3/49339445/kempgrievepublishedfrontiersedpsych.pdf

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

This empirical study investigated the impact of organizational training on employee commitment focusing on employees’ emotional and affective responses towards their organization. Organizational training is conceptualized within a multidimensional framework consisting of motivation for training, access to training, benefits from training and support for training. The hypothesis of this study has been built on a resourcebased view, social exchange theory and psychological contract theory. Field research was conducted through surveys with 298 participants of four- and five-star hotels operating in Izmir, Turkey. Confirmatory factor analyses were used to analyse the quality of the training scales and multiple regression analyses were conducted to test the hypotheses of the study. The results revealed that all dimensions of training positively affected employee commitment. Implications have been presented for both researchers and human resource practitioners as to how to utilize organizational training factors to increase employee commitment.

https://papers.ssrn.com/sol3/Delivery.cfm/j_1468-2419_2010_00360_x_wml.pdf?abstractid=1733320&mirid=1&type=2

The effects of organizational training on organizational commitment

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

/pdf/faculty-perception-toward-online-education-in-a-state-1pzadkne6f.pdf

Faculty perception toward online education in a state college in the Philippines during the coronavirus disease 19 (COVID-19) pandemic

A controversial issue in sport perfectionism research concerns the degree to which athletes’ perfectionistic tendencies are adaptive or maladaptive Insight into this issue can be obtained by distinguishing between two perfectionism dimensions: perfectionistic strivings and perfectionistic concerns Past narrative reviews concede that perfectionistic concerns are maladaptive in sport, but offer contrasting conclusions about whether athletes’ perfectionistic strivings are adaptive or maladaptive (see Flett & Hewitt, 2005; Hall, 2006; Stoeber, 2011) To address this discrepancy, this review systematically documented, categorised, and quantitatively analysed 201 correlations from 31 studies on perfectionism in athletes When bivariate correlations were regarded, the proportion of evidence associating perfectionistic strivings with adaptive characteristics in sport was slightly greater than the proportion of evidence associating the dimension with maladaptive characteristics in sport When partial correlations were regarded (ie, correlations that controlled for overlap with perfectionistic concerns), a clear majority of evidence associated perfectionistic strivings with adaptive characteristics and only a small minority associated it with maladaptive characteristics Across both instances, though, considerable evidence (as represented by nonsignificant correlations) associated perfectionistic strivings with neither adaptive nor maladaptive characteristics Collectively, these findings suggest that perfectionistic strivings among athletes are predominantly adaptive, occasionally neutral, and rarely maladaptive However, this trend is only apparent when the negative influence of perfectionistic concerns is controlled Implications of these findings on future research directions and applied sport psychology practice are discussed

/pdf/are-perfectionistic-strivings-in-sport-adaptive-a-systematic-3eu8w1i8zb.pdf

Are perfectionistic strivings in sport adaptive? A systematic review of confirmatory, contradictory, and mixed evidence.

The use of online courses on college campuses has grown substantially in recent years, despite limited information on how these courses are perceived by faculty and students, compared to traditional (classroom) classes. In this study, two separate, but equivalent, surveys were developed to compare the perceptions of faculty and students. Comparisons were made between the perceptions of faculty who have taught the same course using online and traditional formats to the perceptions of students who have taken online and traditional courses using a series of 7-point Likert scales. Both surveys measured: 1) perceptions of online versus traditional courses, 2) perceptions of students who take online courses and students' motivations for taking online courses, 3) perceptions of faculty members who teach online courses; and 4) demographic characteristics. Analysis of data included the comparison of mean values between faculty and students and Pearson correlation analysis to determine relationships between questions. Of the 25 questions investigated in this study, 12 showed significant differences in means between faulty and student perceptions (p

Comparing student and faculty perceptions of online and traditional courses

Purpose – To propose new commitment construct‐policy commitment, and to examine the influence of attitude, role clarity, and role conflict on policy commitment, as well as the influence of policy commitment on citizenship behavior.Design/methodology/approach – Using a self‐report questionnaire and a sample of 148 workers in a rural manufacturing plant, we use structural equation modeling (SEM) techniques to examine the effects of attitude, role clarity, and role conflict on policy commitment, as well as the effect of policy commitment on the conscientiousness and civic virtue dimensions of citizenship behavior.Findings – SEM revealed that attitudes and role clarity positively influenced policy commitment, and that policy commitment positively influenced conscientiousness and civic virtue.Research limitations/implications – Our sample is relatively small (N=148) and largely homogeneous, which may limit its generalizability. A number of additional research opportunities are suggested in the study, including...

Employee commitment and organizational policies

Self-Monitoring and Selected Measures of Aerobic and Strength Fitness and Short-Term Exercise Attendence

Previous research has linked perfectionism to anxiety in the statistics classroom and academic performance in general. This article investigates the impact of the individual components of perfectio...

https://www.tandfonline.com/doi/pdf/10.1080/10691898.2005.11910557

Perfectionism in Students: Implications in the Instruction of Statistics

The purpose of this study was to examine the extent to which dimensions of perfectionism were characteristic of college age adults (N=186 undergraduate college students from a university in the southeastern U.S.) who engaged in aerobic and strength exercise. Participants completed one inventory, the Multidimensional Perfectionism Scale (MPS; Frost et al., 1990), and additional questions regarding their maintenance of an exercise regimen. A confirmatory factor analysis was performed to determine the adequacy of the factor structure of the MPS model compared to factor structures proposed by Stober (1998), Purdon, Antony, and Swinson (1999) and Cox, Enns, and Clara (2002). Results of the analyses indicate that the Brief MPS, a refined perfectionism scale offered by Cox et al. (2002) utilizing only 22 of the original 35 items on the MPS, provided the best overall structural fit to this population. Moreover, the maintenance of a regular exercise regimen was found to have a significant but small positi...

Relationships between dimensions of perfectionism and exercise behavior among college students

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