This study examined whether attachment styles, constructed in close relationships, are related to applicants' perceptions and emotions in a substantially different relationship with evaluators in a college entrance examination. The findings suggest that secure and fearful styles may consist of somewhat stable interpersonal orientations that are evident across relationships. Fearful attachment was related to lower anticipatory challenge appraisal, more negative emotional reactions, and a less positive view of evaluators during the examination. Secure attachment was related to more positive views of self and evaluators. Interview boards assessed more fearful applicants as less suitable, and more secure applicants as more suitable for kindergarten teacher education. The only significant findings for preoccupied and dismissing attachment styles were obtained in the context of close relationships.

The relationship of Kohlberg's stages of moral reasoning to various forms of social participation, family size, and responsibility-related responses to moral judgmental and projective story completion tasks was studied in two samples of Finnish preadolescents, adolescents, and young adults. Peer-rated leadership, number of leadership roles, and number of siblings were found to be associated with advances in moral stages for all age groups. Persons at each higher stage of moral structure more often attributed responsibility for the consequences of inaction in their moral judgments and in projective guilt responses and saw their consciences as being more active. Projective guilt over inaction was more clearly related to moral stage in females than in males. Females also showed greater guilt over cheating than males at all stage levels. The intensity of guilt over cheating increased up to Stage 3, but not beyond it, for both sexes. The results are interpreted as supporting both Kohlberg's theory and the existence of an orientation to responsibility in women, as suggested by Gilligan (1982).

The present study investigated beginning kindergarten student teachers' mental models of attachment as a part of their practical knowledge about caregiving. Mental models of attachment (i.e. how students construct their own attachment-related childhood experiences and relationships from their current perspective) were assessed with an Adult Attachment Interview. The participants were 82 female first-year students in the University of Helsinki. Forty-four per cent of the students were classified as dismissive of attachment, 43% as secure/autonomous, and 13% as preoccupied. The study also investigated student teachers' motives for entering kindergarten teacher education, and the possible relationship between students' mental models of attachment and their motives for entering the field. Participants' attachment status was significantly associated with their career preference, and the expression and complexity of their motives. Students with a secure/autonomous mental model of attachment were the most certain students concerning career choice, and they were the most likely to express both child-centred and self-centred motives for entering the education.

Artikkelissaan kirjoittajat tarkastelevat organisaation kehittämiseen liittyvää tutkimusta tutkimusmetodisesta näkökulmasta. He päätyvät esittämään esittelemänsä empiirisen tutkimuksen pohjalta, että hedelmällisin ratkaisu organisaation kehittämisen tutkimukseen voisi monesti olla yhdistelmämetodinen lähestymistapa, jossa tehdään sekä kvantitatiivisia että kvalitatiivisia analyysejä ja tarkastellaan niitä toisiinsa suhteuttaen. – Artikkelissa tarkastellaan työministeriön alaisen TYKES-ohjelman Osaamisen johtamisen oppimisverkosto-hankkeen TOIVO:n (työelämän osaamisen ja ihmisten oppimisverkosto) vaikutuksia kolmessa hankkeeseen osallistuneessa työorganisaatiossa.

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