セイシンカ ニンチショウ チリョウ ビョウトウ ニ オケル カンゴシ ノ ショクギョウセイ ストレス

熊本大

School moves, coping and achievement: models of possible interactions

A sample of 1,050 regional Australian secondary students participated in a study investigating the relationship between mobility and academic achievement. Measures of mobility, academic achievement, suspensions, coping strategies, parental education, and family structure were used to test the hypothesis that academic coping strategies interact with mobility to negatively predict behavioral problems and academic achievement or, alternatively, to support academic achievement in mobile students. Analyses applied to a theoretical model indicated that positive coping strategies protect students from behavioral problems and lower academic achievement linked to mobility. The model accounted for 53% of the variance in achievement. Possible explanations for prior inconsistent findings are suggested

Identification of the four-factor structure of customers perceived fairness

Customers perceived fairness has long been investigated. Despite its importance in the contemporary marketing psychology, a factor structure of perceived fairness has not been identified in entirety. The current study investigated the dimensionality of customers perceived fairness and provides evidence of the construct validity of its four dimensions. The results confirmed a four-factor structure of customers perceived fairness (distributive, procedural, interpersonal and informational fairness) and their distinct nature. In addition, these four dimensions were found to form a second-order factor of overall fairness, which strongly influences customers satisfaction with and loyalty to retailers.close