The ability to effectively regulate one’s emotions has been linked with many aspects of well-being. However, disagreement in parents’ and children’s reports of children’s emotion regulation presents significant measurement and conceptual challenges. This investigation aimed to identify predictors of these discrepancies from among demographic, psychopathology, and child emotional awareness measures and to examine patterns of discrepancies among three emotion types (i.e., anger, sadness, and worry) and three regulation “strategies” (i.e., inhibition, dysregulated expression, and coping). Sixty-one mother-child dyads (41 girls, mean age 9.3 years) participated. As hypothesized, age, child and parent report of psychopathology, and poor emotion awareness all emerged as significant predictors of discrepancy. Additionally, discrepancies for inhibition subscales across all three emotions were of a larger magnitude than the other subscales; the effect was more pronounced for sadness than worry. Overall, the findings suggest patterns of disagreements are not random but rather may provide unique information that could elucidate relations among emotion regulation, psychopathology, and other indices of functioning.

The core competency of the most effective organizations will be their capacity to learn in an increasingly complex and unpredictable business environment and HRD should expand its role to become a partner in the transformation of the entire organization. Organizational learning style, therefore, is an important research topic for the field of HRD (human resource development). This study had four primary purposes, which were germane to the corporations in the Republic of Korea: 1) to identify what organizational learning styles exist; 2) to identify the factors that differentiate the organizations with different organizational learning styles; 3) to identify the roles of HRD to facilitate organizational learning within the organizations in each organizational learning style; and 4) to identify the differences in the roles of HRD to facilitate organizational learning among the organizations with different organizational learning styles. The population for this study was the key informants at the corporations in the three industry areas: wholesale and retail trade; manufacturing; and hotels and restaurants. The survey instrument was delivered to 353 key informants, i.e. HR persons, at 240 corporations and 237 key informants at 166 corporations returned the survey instrument for a return rate of 67.1%. The findings of this study revealed the followings: 1) there are four types of organizational learning styles and the characteristics of each type of organizational learning style is determined by the combination of the organizations?? learning orientations, i.e. Knowledge Source, Learning Content, Dissemination Mode, and Learning Scope; 2) types of organizational culture, industry classification, and the size of an organization are the factors that differentiate the organizations with different organizational learning styles; 3) all roles of HRD are necessary for facilitating organizational learning; and 4) there are not differences in the roles of HRD to facilitate organizational learning among the organizations with different organizational learning styles.

The core competency of the most effective organizations will be their capacity to learn in an increasingly complex and unpredictable business environment and HRD should expand its role to become a partner in the transformation of the entire organization. Organizational learning style, therefore, is an important research topic for the field of HRD (human resource development). This study had four primary purposes, which were germane to the corporations in the Republic of Korea: 1) to identify what organizational learning styles exist; 2) to identify the factors that differentiate the organizations with different organizational learning styles; 3) to identify the roles of HRD to facilitate organizational learning within the organizations in each organizational learning style; and 4) to identify the differences in the roles of HRD to facilitate organizational learning among the organizations with different organizational learning styles. The population for this study was the key informants at the corporations in the three industry areas: wholesale and retail trade; manufacturing; and hotels and restaurants. The survey instrument was delivered to 353 key informants, i.e. HR persons, at 240 corporations and 237 key informants at 166 corporations returned the survey instrument for a return rate of 67.1%. The findings of this study revealed the followings: 1) there are four types of organizational learning styles and the characteristics of each type of organizational learning style is determined by the combination of the organizations?? learning orientations, i.e. Knowledge Source, Learning Content, Dissemination Mode, and Learning Scope; 2) types of organizational culture, industry classification, and the size of an organization are the factors that differentiate the organizations with different organizational learning styles; 3) all roles of HRD are necessary for facilitating organizational learning; and 4) there are not differences in the roles of HRD to facilitate organizational learning among the organizations with different organizational learning styles.

No description available.

No description available.

Although teacher and parent informants often are used to gather information regarding adolescents* emotional and behavioral functioning, research has suggested that agreement among these raters and adolescents* self-ratings tends to be low to moderate. Given that friends typically play an important role in the lives of adolescents, the present study sought to determine the relative agreement amongst adolescent self-reports and those of their friends as well as factors that might impact this agreement. In particular, a sample of 207 culturally diverse high school students were matched based on perceived friendship closeness and asked to provide ratings of their own emotional and behavioral problems as well as that of an identified friend. Additionally, adolescents provided information regarding their friendship quality, previous exposure to psychopathology in others, and social competence as well as their endorsements for etiological attributions for friends* behavior. Results revealed that adolescent self-ratings and those of their friends demonstrate high levels of agreement for both internalizing and externalizing problems. Further, raters* emotional and behavioral problems were related inconsistently to rating agreement, whereas friendship quality and other rater characteristics (i.e., previous exposure, social competence) did not demonstrate a relationship. Additionally, friends tended to provide explanations for behavior problems that varied according to the type of behavior observed. Specifically, adolescents were more likely to provide explanations that were external in nature for internalizing symptoms, whereas explanations for externalizing symptoms were both internal and external. Overall, this study provided additional support for the utility of friend informants when ratings of adolescents* emotional and behavioral problems are needed.

No description available.

No description available.

No description available.

No description available.