学业成就与工作绩效的跨情境测量分析——一般能力理论的应用与思考  

Analysis on the Measurability of General Cognitive Ability in Across Situation of Education and Job Performance——Application and Thinking of General Ability Theory

作　　者：康廷虎[1] 黎进萍[1] 

机构地区：[1]西北师范大学,甘肃兰州730070

出　　处：《职业技术教育》2013年第28期61-66,共6页Vocational and Technical Education

基　　金：2012年甘肃省教育科学"十二五"规划课题<学校生态变革取向下的教师专业发展共同体研究>([2012]GS-GXG004);主持人:黎进萍;2012年甘肃省财政厅高校基本科研业务费专项资金项目<社会转型期城市流动人口的社会认同整合的心理机制研究>;主持人:康廷虎

摘　　要：学业成就与工作绩效之间的关系是教育领域、职业领域共同关心的问题。上个世纪初Spearman提出了一般能力的理论假设。之后的研究发现,在教育情境下一般能力与学业成就存在正相关,而在工作情境中一般能力可以预测工作绩效。因此,一般能力理论为教育和工作跨情境的测量提供了重要支持,并在实践应用中也得到了证实,即教育和工作交叉情境中一般能力具有可测量性。这也为高等教育人才培养、组织人力资源管理、个体能力发展以及心理测量学的理论创新等提供了启示,具体是要重视一般能力的培养和评估。It was a common issue for the relationship between academic performance and job performance. Spearman （1904） offered a hypothesis that there is a general factor ＂G＂. Later researchers found there was positive correlation rela- tionship between general intelligence and academic performance in education situation, and then the job performance could be interpreted by general intelligence in job context. So the theory of general intelligence supported by the measure- ment of G factor in across situation; meanwhile, the testability of G factor in across situations from education to job con- text in the practical fields. The results were enlightening in the future studies and practical application in the talents training of higher education, human resource management, individual＇s ability development and psychometrics fields.

关 键 词：学业成就 工作绩效 一般能力 心理测量 

分 类 号：G647[文化科学—高等教育学]