Teacher involvement as a protective factor from the association between race-based bullying and smoking initiation

Experiencing bullying as a victim is associated with negative health and health behavior outcomes, including substance use, among adolescents. However, understandings of protective factors—factors that enhance adolescents’ resilience to the negative consequences of bullying—remain limited. The current study investigates whether teacher involvement protects adolescent students from the association between being bullied due to race and smoking initiation. Students were recruited from 12 Kindergarten through 8th grade schools in an urban school district in the Northeast United States. The analytic sample included 769 students who responded to surveys in 5th or 6th grade (2009), and two years later in 7th or 8th grade (2011). Students primarily identified as Latino and/or Black, and 90 % were eligible for free or reduced lunch. Fifty-four (7 %) students initiated smoking between survey time points. Among students reporting lower teacher involvement, race-based bullying was associated with higher likelihood of smoking initiation (OR \(=\) 1.69, \(p =0.03\) ). In contrast, among students reporting higher teacher involvement, race-based bullying was not associated with higher likelihood of smoking initiation (OR \(=\) 0.95, \(p =0.81\) ). Results suggest that teacher involvement may protect students from the association between race-based bullying and smoking initiation. Enhancing teacher involvement among students experiencing race-based bullying in schools may limit smoking initiation.     

Thinking Styles and the Eriksonian Stages

The primary objective of this study was to investigate the predictive power of thinking styles for psychosocial development. Four hundred and twenty-six (212 men and 214 women) students from a large comprehensive university in Shanghai, the People??s Republic of China, responded to the Thinking Styles Inventory-Revised II (TSI-R2, Sternberg, Wagner, and Zhang 2007) and the Measures of Psychosocial Development (MPD, Hawley 1988). The TSI-R2 is based on Thinking styles, Cambridge University, Press, New York, (1997) theory of mental self-government, while the MPD is based on Identity: Youth and crisis, W.W. Norton, New York, (1968) theory of psychosocial development. Results suggested that after the variables gender and academic discipline were controlled for, creativity-generating styles positively contributed to psychosocial development and that norm-favoring styles negatively contributed to psychosocial development. Implications of these findings are discussed for university students, faculty members, and for university student development educators.     

Relation Formulas for Protoalgebraic Equality Free Quasivarieties; Pałasińska’s Theorem Revisited

We provide a new proof of the following Pa?asińska's theorem: Every finitely generated protoalgebraic relation distributive equality free quasivariety is finitely axiomatizable. The main tool we use are ${\mathcal{Q}}$ Q -relation formulas for a protoalgebraic equality free quasivariety ${\mathcal{Q}}$ Q . They are the counterparts of the congruence formulas used for describing the generation of congruences in algebras. Having this tool in hand, we prove a finite axiomatization theorem for ${\mathcal{Q}}$ Q when it has definable principal ${\mathcal{Q}}$ Q -subrelations. This is a property obtained by carrying over the definability of principal subcongruences, invented by Baker and Wang for varieties, and which holds for finitely generated protoalgebraic relation distributive equality free quasivarieties.     

Sociocultural and Psychological Links to Men’s Engagement in Risky Body Change Behaviors

The present theory-driven, empirical evaluation examined cross-sectional influences on men’s engagement in risky body change behaviors. The study tested a slightly revised version of the Tripartite Influence Model (Thompson et al. 1999) with a sample of 156 male undergraduate students from the Midwestern Region of the United States. Participants completed measures pertaining to body image and health-risk behaviors. Consistent with the Tripartite Influence Model (Thompson et al. 1999), individual psychological variables mediated the association between sociocultural influences and muscularity-oriented body dissatisfaction. Body dissatisfaction mediated the relation between psychological variables and engagement in body change behaviors. Theoretical models developed to explain body change behaviors among women may be applicable to men when constructs are assessed in ways that are relevant to men.     

Relationships between organizational justice, identification with organization and work unit, and group-related outcomes

This research examined the differential antecedents and consequences of organizational identification and work-unit identification. Specifically, we hypothesized that organization-focused procedural justice and distributive justice would be positively related to organizational identification, whereas supervisor-focused interactional justice would be positively related to work-unit identification. A further hypothesis was that organizational identification would relate to organization-focused outcomes (turnover intentions and extra-role behavior toward the organization), and work-unit identification to work-unit-focused outcomes (extra-role behavior toward the work unit). Our results from a sample of 160 employees of a research institution supported these hypotheses. In addition, we found some evidence that organizational identification and work-unit identification differentially mediated the relationships between organization-focused and supervisor-focused justice, and organization-focused and work-unit-focused outcomes. We discuss our findings in terms of their implications for social-identity research on organizational identification, and for research on organizational justice.     

On the Algebraizability of the Implicational Fragment of Abelian Logic

In this paper we consider the implicational fragment of Abelian logic \({{{\sf A}_{\rightarrow}}}\) . We show that although the Abelian groups provide an semantics for the set of theorems of \({{{\sf A}_{\rightarrow}}}\) they do not for the associated consequence relation. We then show that the consequence relation is not algebraizable in the sense of Blok and Pigozzi (Mem Am Math Soc 77, 1989). In the second part of the paper, we investigate an extension of \({{{\sf A}_{\rightarrow}}}\) in the same language and having the same set of theorems and show that this new consequence relation is algebraizable with the Abelian groups as its equivalent algebraic semantics. Finally, we show that although \({{{\sf A}_{\rightarrow}}}\) is not algebraizable, it is order-algebraizable in the sense of Raftery (Ann Pure Appl Log 164:251–283, 2013).     

Academic Misconduct among Business Students: A Comparison of the US and UAE

A survey of 345 undergraduate business students from a medium-sized southeastern regional university and 164 undergraduates from a medium-sized university in the United Arab Emirates found that 71 % of all respondents admitted to academic misconduct in a recent 1-year period, a percentage similar to McCabe’s (2005) finding that an average of 70 % of undergraduate students admitted to recent academic misconduct. Business students from the Middle East were significantly less likely to perceive various academic misconduct behaviors as forms of serious cheating compared to business students from the US. Hofstede’s (2001) cultural dimension of individualism/collectivism and Ajzen’s (Organizational Behavior and Human Decision Processes 50, 179–211, 1991) theory of planned behavior are discussed as likely explanations of reported academic misconduct differences between the two countries.     

Collingwood on religious atonement

R. G. Collingwood’s philosophical analysis of religious atonement as a dialectical process of mortal repentance and divine forgiveness is explained and criticized. Collingwood’s Christian concept of atonement, in which Christ  \(=\)  the Atonement (and also  \(=\)  the Incarnation), is subject in turn to another kind of dialectic, in which some of Collingwood’s leading ideas are first surveyed, and then tested against objections in a philosophical evaluation of their virtues and defects, strengths and weaknesses. Collingwood’s efforts to synthesize objective and subjective aspects of atonement, and his proposal to solve the soteriological problem as to why God becomes flesh, as a dogma of some Christian belief systems, is finally exposed in adversarial exposition as inadequately supported by one of his main arguments, designated here as Collingwood’s Dilemma. The dilemma is that sin is either forgiven or unforgiven by God. If God forgives sin, then God’s justice is lax, whereas if God does not forgive sin, then, also contrary to divine nature, God lacks perfect loving compassion. The dilemma is supposed to drive philosophy toward a concept of atonement in which the sacrifice of Christ is required in order to absolve God of the lax judgment objection. God forgives sin only when the price of sin is paid, in this case, by the suffering and crucifixion of God’s avatar. The dilemma can be resolved in another way than Collingwood considers, undermining his motivation for synthesizing objective and subjective facets of the concept of atonement for the sake of avoiding inconsistency. Collingwood is philosophically important because he asks all the right questions about religious atonement, and points toward reasonable answers, even if he does not always deliver original philosophically satisfactory solutions.     

How schoolchildren’s acceptance of self and others relate to their attitudes to victims of bullying

Previous research has indicated that harm to the mental health of children who are repeatedly victimised by their peers at school can be ameliorated through social or emotional support provided by other students. In this study we examined whether student provictim attitudes are related to more basic attitudes to self and attitudes to others. Measures of these attitudes were developed for use with children, and shown to be internally consistent and possess concurrent validity. Relations between these variables were then examined with a sample of Australian school children ( $N = 212$ ) aged between 9 and 14 years. Provictim attitudes correlated significantly ( $r = .55$ ) with acceptance of others, but not with acceptance of self ( $r = -.04$ ). Controlling for age and gender, multiple regression analyses confirmed these findings. Attitudes to victims were less positive for older students ( $r = -.22$ ). Gender differences, however, were not significant. These findings suggest that among schoolchildren self-acceptance is unrelated to positive attitudes towards victims, whereas acceptance of others has a moderately strong relation with provictim attitude. Implications for improving attitudes to victims among school children were examined.     

Intuitively detecting what is hidden within a visual mask: Familiar–novel discrimination and threat detection for unidentified stimuli

Recognition without identification is the finding that, among recognition test items that go unidentified (as when a word is unidentified from a fragment), participants can discriminate those that were studied from those that were unstudied. In the present study, we extended this phenomenon to the more life-like situation of discriminating known from novel stimuli. Pictures of famous and nonfamous faces (Exp. 1), famous and nonfamous scenes (Exp. 2), and threatening and nonthreatening images (Exp. 3) were filtered in order to impede identification. As in list-learning recognition-without-identification paradigms, participants attempted to identify each image (e.g., whose face it was, what scene it was, or what was in the picture) and rated how familiar the image seemed on a scale of 0 (very unfamiliar) to 10 (very familiar). Among the unidentified stimuli, higher familiarity ratings were given to famous than to nonfamous faces (Exp. 1) and scenes (Exp. 2), and to threatening than to nonthreatening living/animate (but not to nonliving/nonanimate) images (Exp. 3). These findings suggest that even when a stimulus is too occluded to allow for conscious identification, enough information can be processed to allow a sense of familiarity or novelty with it, which appears also to be related to the sense of whether or not a living creature is a threat. That the sense of familiarity for unidentified stimuli may be related to threat detection for living or animate things suggests that it may be an adaptive aspect of human memory.     

New Directions for Research on the Role of Parents and Teachers in the Development of Gender-Related Math Attitudes: Response to Commentaries

We frame our response to the commentaries by Cheryan (2011), Lane (2011), and Shapiro and Williams (2011), in terms of two broad points made by Lane (2011). First, we agree that the various constructs that we termed “math attitudes”—including math-gender stereotypes, math anxiety, math self-concepts, and achievement motivation in math—are in fact distinct (Gunderson et al. 2011b). Nevertheless, we argue that investigating common mechanisms underlying the transmission of these constructs from adults to children is a productive approach because it can lead to general interventions to boost children’s performance and dispositions toward math. Second, we argue that research on the development of gender-related math attitudes exists at the intersection of multiple research areas, including research on attitudes (broadly defined), math, gender, social learning, and child development, and that drawing on well-developed theories in these areas can lead to novel research questions and predictions. The three excellent commentaries broaden the scope of our article on gender-related math attitudes to include the transmission of implicit attitudes from adults to children, stereotype threat, and gender roles in math-related careers (Cheryan 2011; Gunderson et al. 2011b; Lane 2011; Shapiro and Williams 2011).     

Familiarity and sex based stereotypes on instant impressions of male and female faculty

To address the stranger-to-stranger critique of stereotyping research, psychology students $(n= 139)$ and law students $(n = 58)$ rated photographs of familiar or unfamiliar male or female professors on competence. Results from Study 1 indicated that familiar male psychology faculty were rated as more competent than were familiar female faculty, whereas unfamiliar female faculty were rated as more competent than unfamiliar male faculty. By contrast, in Study 2, familiarity had a stronger positive effect on competence ratings of female faculty than it did for male faculty. Among psychology students, familiarity increased sex bias against female faculty, whereas among law students familiarity decreased sex bias. Together, these studies call into question the stranger-to-stranger critique of stereotyping research. Our findings have direct implications for the context of student evaluations. In male-dominated disciplines it is important for students to be exposed to female instructors in order to reduce pre-existing biases against such instructors.     

分配公正、程序公正、互动公正影响效果的差异

以大学生奖学金评比为例,探讨了组织公正各维度影响效果的差异。以661名大学生为被试,采用2×2×2的完全随机设计,以情境故事法（scenarios）呈现刺激,研究了奖学金评比中分配公正、程序公正、互动公正对大学生学习投入、班级荣誉感、班级归属感、与辅导员的关系的影响。结果表明,组织公正三个维度与效果变量之间存在清晰的对应影响关系：分配公正主要影响具体、以个人为参照的效果变量;程序公正主要影响与组织有关的效果变量;互动公正主要影响与上司有关的效果变量。     

Exploration of “Good Mother” Stereotypes in the College Environment

This study extends research on the good mother stereotype by examining students’ perceptions of other students who return to school after having a child. Undergraduate students attending either community college or a 4-year southeastern university within the United States were asked to review a vignette in which a mother’s decision to return to college and her role satisfaction were manipulated. The 205 participants rated the woman who elects to continue her education shortly after the birth of a child as significantly less feminine, more dominant, more arrogant-calculating and cold-hearted, and less warm-agreeable than the mother who discontinued her education. The impact of these results is discussed in the context of Tinto’s (Review of Educational Research 45, 89–127, 1975) classic theory of student retention and Eagly and Steffen’s (Journal of Personality and Social Psychology 46, 735–754, 1984) theory of gender stereotypes.     

On the axiomatization of finiteK-frames

We find a short way to construct a formula which axiomatizes a given finite frame of the modal logicK, in the sense that for each finite frameA, we construct a formula ωA which holds in those and only those frames in which every formula true inA holds. To obtain this result we find, for each finite model \(\mathfrak{A}\) and each natural numbern, a formula ω \(\mathfrak{A}\) which holds in those and only those models in which every formula true in \(\mathfrak{A}\) , and involving the firstn propositional letters, holds.     

Professors are people too: The impact of informal evaluations of professors on students and professors

There are websites where individuals anonymously provide informal reviews of professors. What impact do such sites have on student and professor motivational factors? Research suggests that undergraduate students are affected (e.g. Edwards et?al. in J Comput Mediat Commun 14:368?C392, 2009; Kowai-Bell et?al. in Comput Hum Behav 27(5):1862?C1867, 2011). The goals of the present investigation are to (1) see if Master??s level students are also influenced and (2) investigate how professors are affected. We provided students (Study 1) and professors (Study 2) comments from an informal review website and they, respectively, took the perspective of a potential student or the professor described in the comments. In Study 1, consistent with prior research on undergraduates, Master??s level students were affected by the reviews (perceived control, outcome expectancies, affect toward taking the class, and likelihood of recommending to a friend), in accordance with the valence of the reviews. Among professors (Study 2), the valence of the reviews influenced affect and self-concept with respect to relational aspects of teaching (mood, affect toward teaching again, confidence that students liked them, and confidence that they would have rapport with future students) but did not have an effect on professor self-concept with respect to competence (teaching ability and teaching well in the future). Furthermore, preliminary evidence suggests that new professors are more susceptible than experienced professors. The results of these studies are relevant because of the degree to which students and instructors contribute to the socioemotional climate of the classroom (Frenzel et?al. in J Educ Psychol 103(3):705?C716, 2009; Radel et?al. in J Educ Psychol 102(3):577?C587, 2010).     

The relationship between intrinsic motivation and academic achievement for first generation Latino college students

Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in Coll Stud J 33:198–205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary, middle school and high school student populations (Areepattamannil in Soc Psychol Educ 15:367–386, 2012; Crumpton and Gregory in J Educ Psychol 104:42–53, 2011; Lepper et al. in J Educ Psychol 92:184–196, 2005). Despite the fact that many studies using college student samples have also shown the positive role of intrinsic motivation with achievement outcomes (Harackiewicz et al. in Educ Psychol 33:1–21, 1998; Simons et al. in Br J Educ Psychol 74:343–360, 2004; Vallerand and Bissonnette in J Pers 60:599–620, 1992), few studies focus on Latino samples. We expect that intrinsic motivation may play an important role in the academic achievement of Latino students, particularly first generation college students. The current review will examine self-determination theory, including intrinsic motivation and extrinsic motivation, as well as relevant research pertaining to the connection between intrinsic motivation and academic achievement. The relationship between intrinsic motivation and academic achievement for first generation Latino college students will be examined along with ways to increase intrinsic motivation and academic achievement in turn. Implications for future research will be discussed.     

Gender and Leadership: A Frame Analysis of University Home Web Page Images

With calls for (business) leaders to contribute to greater global fairness and social justice (BAWB 2006; Maak and Pless Journal of Business Ethics, 88, 537–550, 2009), this paper considers gender equality on University home web page images as one means of communicating equal access to leadership roles for both men and women. Although there are many paths for leadership development, one important purpose of Universities is to create people who will potentially become leaders in our society (Shapiro 2005). We analyzed the home web pages at 24 leading universities to identify implicit messages about gender roles, building on implicit leadership theory and leadership prototypes. Using an adapted version of Goffman’s frame analysis (1979), our results suggest depiction of gender equality in university home web pages, in contrast to studies of print advertisements (cf., Kang Sex Roles, 37(11/12), 979–996, 1997; Lindner Sex Roles, 51(7/8), 409–421, 2004). Our results also identify specific opportunities to depict greater equity and to continue to expand the potential for both women and men to be seen as being capable and belonging on this leadership path.     

Locomotion and the preference for multi-tasking: Implications for well-being

The notion that locomotion concerns with moving from state to state (Higgins et al., Advances in experimental social psychology, Academic Press, New York, NY, 2003; Kruglanski et al., J Pers Soc Psychol 79:793–815, 2000) will instill a positive disposition toward multi-tasking was explored in three studies. Study 1 demonstrated the existence of the hypothesized link between locomotion and multi-tasking in a sample of university students. Study 2 showed that a person-situation fit in organizations based on this preference affects employees’ sense of well being. Finally, Study 3 conceptually replicated the results of Study 2 and demonstrated that the fit effects on well-being from the relation between locomotion and multi-tasking hold when both these variables are manipulated experimentally. These results support the basic idea that individuals with strong locomotion concerns benefit from activities more when they are performed simultaneously rather than sequentially.