RESUMO
In this investigation, we tested hypotheses concerning how external validity, in relation to leadership and teamwork, was affected as participants moved from organizational to academic settings. Participants consisted of working business students (N = 159) from two countries, Peru and the United States, who adopted leader/teammate roles across settings. Results indicated that (a) transactional leadership and teamwork behavior demonstrated in organizational contexts were predictive of similar behavior in academic contexts, (b) the cultural setting of the study moderates the carry over effect of teamwork and leadership behavior from organizations to laboratories, and (c) for several leadership and teamwork behaviors, role identity and self-awareness incrementally added to the prediction of similar behaviors in academic contexts. We discuss the implications of our findings for enhancing the external validity of laboratory studies in applied psychology and for instruction of teamwork and leadership in academe.
Assuntos
Liderança , Estados Unidos , Humanos , PeruRESUMO
The following letter, from a network of women zoologists, is a reply to the article of AlShebli et al. (2020), which suggests that female protégés reap more benefits when mentored by men and concludes that female mentors hinder the success of their female protégés and the quality of their impact. This contribution has two parts. First, we highlight the most relevant methodological flaws which, in our opinion, may have impacted the conclusions of AlShebli et al. (2020). Second, we discuss issues pertaining to women in science, bring a perspective of Women in Zoology and discuss how current diversity policies are positively changing our field.
Assuntos
Feminino , Humanos , Ciência/educação , Equidade de Gênero , Estudos de Gênero , Zoologia/tendênciasRESUMO
ABSTRACT The following letter, from a network of women zoologists, is a reply to the article of AlShebli et al. (2020), which suggests that female protégés reap more benefits when mentored by men and concludes that female mentors hinder the success of their female protégés and the quality of their impact. This contribution has two parts. First, we highlight the most relevant methodological flaws which, in our opinion, may have impacted the conclusions of AlShebli et al. (2020). Second, we discuss issues pertaining to women in science, bring a perspective of Women in Zoology and discuss how current diversity policies are positively changing our field.
RESUMO
The following letter, from a network of women zoologists, is a reply to the article of AlShebli et al. (2020), which suggests that female protégés reap more benefits when mentored by men and concludes that female mentors hinder the success of their female protégés and the quality of their impact. This contribution has two parts. First, we highlight the most relevant methodological flaws which, in our opinion, may have impacted the conclusions of AlShebli et al. (2020). Second, we discuss issues pertaining to women in science, bring a perspective of Women in Zoology and discuss how current diversity policies are positively changing our field.(AU)
Assuntos
Humanos , Feminino , Zoologia/tendências , Estudos de Gênero , Equidade de Gênero , Estudos de Gênero , Ciência/educaçãoRESUMO
The teaching learning process of writing in English for Specific Purposes is influenced by factors which go beyond the environment of the classroom. These factors, identified as variables, have sociolinguistic, psychological and didactic nature. The present study uncovers some of the most outstanding variables and presents a new model for the continued diagnostic testing in the formation of writing skill in academic settings. The model is presented in variables which form new dimensions while testing takes place in loops, all of which giving rise to new regularities for this type of pedagogical activity.
El proceso enseñanza-aprendizaje de la escritura en el inglés con fines específicos está influenciado por factores que van más allá del ambiente del aula. Estos factores, identificados como variables, son de naturaleza sociolingüística, psicológica y didáctica. El estudio revela algunas de las más importantes de estas variables y presenta un modelo para pruebas diagnósticas continuas de la formación de esta habilidad en contextos académicos. El modelo se presenta en variables que dan lugar a nuevas dimensiones mientras el diagnóstico se realiza en forma de eslabones, todo lo cual origina nuevas regularidades en este tipo de actividad pedagógica.