An Exploration of Some Antecedents and Consequences of Creative Self‐Efficacy among College Students

Two studies examined the role of task‐, self‐, and other‐approach achievement goals, trait curiosity, and enjoyment as antecedents of creative self‐efficacy and the influence of creative self‐efficacy on grade point average and perceived performance/effort exerted among college business students from Mexico. To test our research hypotheses, we used Structural Equation Modeling treating the variables as latent. Results from study 1 showed that task/self‐approach goal was a significant antecedent of creative self‐efficacy and enjoyment a marginally significant antecedent. Results from study 2 showed a positive, significant influence of trait curiosity on creative self‐efficacy. Similarly, creative self‐efficacy had a positive, direct influence on perceived performance/effort exerted and an indirect influence on students' grade point average. The implications of our results were discussed.     

(Re‐)Forming Freedom: Reflections “after Veritatis splendor” on Freedom's Fate in Modernity and Protestantism's Antinomian Captivity

This essay unfolds in four steps. First, it sketches the way the fate of freedom in modernity – the freedom of the Promethean self – has set the stage for Protestantism's antinomianism as well as for the theological intervention of Veritatis Spendor. The essay focuses here on Kant, Fichte, Nietzsche. Secondly, it shows how Veritatis Spendor overcomes modernity's autonomist conception of freedom. The essay, thirdly, turns to Protestantism “after Veritatis Spendor” and argues that the encyclical's vision of freedom puts into clear relief the antinomian captivity of contemporary Protestantism. Here, the essay also offers a fresh perspective on Luther's largely unknown opposition to antinomianism. It concludes with ten theses “after the Promethean self” that point the way forward, intimating how freedom will need to be rethought theologically in order to overcome the antinomian captivity of contemporary Protestantism.     

A trip down memory lane: Antecedents and outcomes of ad‐evoked nostalgia on Facebook

Integrating the theories of nostalgia and consumer‐brand relationships, this study developed and tested a theoretical model for understanding ad‐evoked nostalgia within the context of Facebook. Online survey data (n = 395) were collected using Amazon MTurk to disentangle the relationships between antecedents, ad‐evoked nostalgia, and outcomes. An analysis of the structural model revealed that the need to belong and nostalgia proneness had positive, direct effects on ad‐evoked nostalgia, which subsequently affected self‐brand connections and brand engagement behaviors on Facebook. Facebook use intensity was not found to influence ad‐evoked nostalgia. Theoretical and managerial implications, along with future research directions, were discussed.     

Re‐building Bridges: Homeless People's Views on the Role of Vocational and Educational Activities in Their Everyday Lives

Homeless people face everyday challenges of marginalisation and stigmatisation. Consequently, they can suffer from low self‐confidence, self‐efficacy and agency. Empirical research in Britain on educational, skill‐building and meaningful activities for homeless people principally emphasises the instrumental value of training and learning as a route to employment rather than the impact of activities on homeless people's everyday lives. Theoretical literature suggests that psychosocial benefits related to the development of self‐efficacy, agency and empowerment can be gained from such activities. Participants' experiences and perceptions of educational and recreational activities were examined through 29 interviews at three homeless day centres in London. Thematic analysis suggests the restorative power of engagement in activities and shows that participants value activities, not only as the foundation for future goals of finding employment and housing, but as an immediate way of restoring a sense of self and finding positive experiences with a focus on the present. The findings underline the importance of viewing these interventions from a ‘bottom‐up’ perspective. The study tentatively concludes that accepting and emphasising the immediate personal benefits as a positive achievement of activities may be a valuable approach to better engage homeless clients. Copyright © 2015 John Wiley & Sons, Ltd.     

Teaching the Material and Teaching the Students: Reflections on Introductory Courses for Non‐Majors

Teaching a required introductory Bible course to non‐majors at a church‐related college presents a number of pedagogical challenges. When considering how to teach such a course in the context of concerns common to the liberal arts, I find myself reflecting on authority. My thoughts on the teaching of this course in my own context are organized around authority understood as a developmental issue, an educational issue, and a religious issue. In each case, I seek to use my discipline and the primary and secondary materials of the course as occasions for the development of capacities that will contribute to the life of students as critical thinkers, creative problem‐solvers, and responsible global citizens.     

"I Know This Is Stupid,but..." Or,Some Thoughts on Why Female Students Fear Failure and Not Success

No abstract available for this article.     

Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non‐Indigenous Ally

Canada's 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post‐secondary institutions “to integrate Indigenous knowledge and teaching methods into classrooms” as well as to “build student capacity for intercultural understanding, empathy, and mutual respect.” In response, Canadian universities have rushed to “Indigenize” and are now competing to hire Indigenous faculty, from a limited pool of applicants. However, it is missing the true spirit of reconciliation for non‐Indigenous faculty to continue with the status quo while assigning the sole responsibility of Indigenizing curriculum to these new hires. How can non‐Indigenous psychology professors change their teaching to ensure that all students acquire an appreciation of traditional Indigenous knowledge about holistic health and healing practices, as well as an understanding of Canada's history of racist colonization practices and its intergenerational effects? Community psychologists, particularly those who have established relationships with Indigenous communities, have an important role to play. In this article, I survey the existing literature on Indigenizing and decolonizing psychological curriculum and share ways in which I have integrated Indigenous content into my psychology courses. I also reflect upon the successes, questions, and ongoing challenges that have emerged as I worked in collaboration with first Anisinaabek First Nations and then Mi'kmaw/L'nu First Nations.