Current Trends in Education in Russia: Preliminary Outcomes Indicative of Students' Cognitive Development

Using a sample school population (N = 333) in Voronezh, Russia, this study investigated the comparative effect of two different types of Russian public schooling—traditional and innovative—on students' analytical, creative, and practical abilities. These abilities were assessed through (1) ratings by parents and teachers and (2) student performances on tests and other evaluative exercises, as well as student self-reports. The study found that innovative schools appear to do a better job of developing students' cognitive abilities (analytical, creative, and practical) than do more traditional institutions; in particular, the innovative schools significantly enhanced students' creative abilities. This study begins to illuminate the impact of massive societal change, and accompanying educational responses, on the cognitive development of Russian youth.     

The Survey of Achievement Responsibility (SOAR): Reliability and Validity Data on an Academic Attribution Scale

The Survey of Achievement Responsibility (SOAR) was designed to assess students' causal attributions of success and failure in school-related situations. Unlike other measures of locus of control and attributions, the SOAR simultaneously distinguishes among three broad subject areas—math/science, language arts/ social studies, and physical education-and between two possible outcomes—success and failure. Data on the psychometric characteristics of the SOAR came from two samples from each of two large school districts, one suburban and one metropolitan. A five-stage study of the psychometric qualities of this new instrument revealed: (a) Content validity is high—judges independently classified items into the attribution categories intended by the authors; (b) internal consistency reliabilities are in a range adequate for group research purposes and are comparable to the reliabilities of other measures of attributions; (c) test-retest reliabilities showed attribution profiles to be stable over a 2-month interval; (d) correlations between the SOAR scales and students' self-reports of ability in various subject areas showed differential relationship in the theoretically predicted directions; and (e) correlations between the SOAR scales and achievement tests were statistically significant, though low in magnitude, consistent with reports on other instruments. Finally, use of the SOAR in a spectrum of studies has demonstrated its research utility and indicated directions for further instrument development and research.     

Some Factors Operating at the Moment of Resumption of Interrupted Tasks

The present investigation examined the relationship between college students' locus of control and attitudes toward energy conservation. It was predicted that the more external orientation would relate to the person's belief that energy resources were controlled by powerful others whose manipulation created energy shortage, and personal conservation would not help the situation. The present study also compared 1977 students' reactions to the Warren Commission Report to those of the sixties, to study changing attitudes among college students. Three hundred forty-seven male and female college students were administered the Rotter I-E scale and a questionnaire that included items dealing with energy and the Warren Commission Report. Analysis of variance supported the hypothesis: males were found to be more internal than females, and those who believed in energy shortage and conservation were more internal than those who believed otherwise. A similar analysis of the responses to the Warren Report showed no significant effects. Comparison of 1977 students to those of the sixties noted significantly more external orientation and increased attitudes of disbelief.     

An Investigation of the Gender Stereotyped Thinking of Taiwanese Secondary School Boys and Girls

In this study we investigated the gender stereotyped thinking of 1672 Taiwanese senior high students (779 boys, 893 girls). Participants completed a Chinese version of a gender stereotyped thinking scale as part of a larger study. Six participants from 3 different types of academic schools (low, moderate, and high achievement levels) were interviewed to determine whether their written responses were consistent with their actual perceptions. Results of t tests and analyses of variance revealed significant gender differences for 9 of 11 gender stereotyped thinking items and significant main effects because of academic levels for 6 of 11 items. There were no significant interactions and no other main effects for other study variables. Strategies for decreasing students' gender stereotyped thinking are suggested.     

Educational Intervention and the Development of Young Art Students' Talent and Creativity

This study focuses on behavior associated with young art students' developing artistic talent (skills and art‐making behavior) and creativity (personal expressions of visual information). The study examines the role of personal expertise in a student's development of problem finding, domain‐specific technical skill, perseverance, evaluation, and creative ideation. The study compares 30 experienced art students' artistic processing and products with those of 29 novice art students. Both groups are 7‐ through 11‐year‐olds. The author recorded participants' behavior as they created drawings in two contexts — from imagination and from life — and three adult artists then assessed the technical skill and creativity revealed in the drawings. Multivariate analyses of the variables associated with the drawing products and processes offer evidence of the changes related to the students' developing expertise in both novice and experienced groups. This study finds that the drawing situation (life or imagination) interacts clearly with the relationships among hypothesized components of creativity, gender, and predictors of expertise. Technical skill, perseverance, modifications, and creativity in drawings from life were significant predictors of expertise. Modifications, efficient problem finding, and creativity in drawings from imagination were additional significant predictors of expertise. Gender was found to be a measurable factor in both the artistic process and the assessments of drawings from imagination. The findings are discussed within the context of three conceptions: artistic talent, developing creativity, and art education.     

Emotional Reactions During and After Trauma: A Comparison of Trauma Types

Peri- and posttraumatic emotional responses have been understudied, and furthermore, have rarely been compared among trauma types. The current study compared college students' retrospective self-reports of peri- and posttraumatic responses of fear, shame, guilt, anger, and sadness among four types of traumatic events: sexual assault, physical assault, transportation accident, and illness/injury. Overall emotional responding was generally high for all trauma types, and for those in the sexual assault group, emotion increased sharply from the peri- to posttraumatic time point. Generally, fear was higher during the trauma compared to after the trauma, whereas the other emotions tended to remain stable or increase posttrauma. The sexual assault group tended to report higher levels of posttrauma emotion than the other trauma type groups.     

Student Perceptions of Campus Cultural Climate by Race

Five hundred and seventy-eight African American, Asian American, Latino/a, and White undergraduates responded to a questionnaire assessing perceptions and experiences of the campus cultural climate. Results revealed significant differences between racial and ethnic groups on multiple dimensions of the campus cultural climate. African American students consistently reported significantly more racial—ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff, and teaching assistants. White students' responses reflected limited perceptions of racial—ethnic tensions and a university climate characterized by respect for diversity. Counseling implications are presented.     

Division of Labor: Procedural Learning in Teacher-led Small Groups

This article presents an observational study of teacher-student interaction in fourth-grade small group sessions introducing an algorithm for solving remainder divisions. The groups are segregated by arithmetic achievement. Teacher and student input is analyzed with reference to a cognitive analysis of the task. A quantitative analysis compares amounts of teacher and student input at specific, cognitively significant points in procedures across groups. This analysis shows that there are qualitative differences both in solution strategies that evolve in the course of the lesson and in the extent to which the teacher-student interaction focuses on two "critical constraints" that are central to acquisition of this procedure. A subsequent analysis of transcribed protocols from the small group sessions discloses interactional mechanisms that can account for these differences. Much of the teacher's input is characterized as an unpacking of the necessary procedure by calling in subprocedures which take the students' responses as arguments and by specifying subprocedures lower down in the goal hierarchy when students failed to produce adequate responses. The interactive mechanisms combine with students' background knowledge to result in the group differences detected in the quantitative analysis.     

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Background. Self‐managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self‐managed learning groups, and how these processes are perceived to influence group outcomes. Sample. Participants were undergraduate psychology students who were members of self‐managed learning groups. Method. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N =180 students) and identify the process domains. In the second study, first and second year students (N =207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups. Results. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self‐reported satisfaction and productivity of this group of students. Conclusions. University students' perceptions of the processes of self‐managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.     

Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning

This study tests the hypothesis that cultural differences in group orientation predict an interaction between the student variable—ethnicity—and a learning context variable—reward structure—on math performance after group learning. One hundred and thirty-two African-American and European-American female and male fourth and fifth grade students studied math estimation in one of three group learning contexts. The learning contexts operationalized were: intergroup competitive, interpersonally competitive, and communal-no reward. ANCOVA confirmed a predicted interaction of ethnicity with learning context on post study session performance. Although there was no difference overall, African-American and European-American students performed best in the aggregate in different contexts. Independent ratings of students' group-positive behaviors mirrored the two-way interaction between learning context and ethnicity. The findings suggest that important student variables interact with the variable elements of group learning and should be studied in greater detail. They also support Boykin's (1994) contention that the cultural context of learning is a critical mediator of children's achievement.     

A comparison of individual and group equivalence-based instruction delivered via Canvas

Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.     

The Heritability of Characteristics Associated with Dispositional Empathy

ABSTRACT This investigation used data from Loehlin and Nichols's (1976) study of over 800 sets of twins to examine evidence for the heritability of three facets of empathy: empathic concern, personal distress, and perspective taking. Expert judges first identified sets of adjectives, included within Loehlin and Nichols's original data, which reflected each empathy construct; these items were then validated in an independent sample. Comparisons of the responses given to these items by identical and fraternal twins in the Loehlin and Nichols investigation revealed evidence of significant heritability for characteristics associated with the two affective facets of empathy—empathic concern and personal distress—but not for the nonaffective construct of perspective taking. This pattern is consistent with the view that temperamental emotionality may underlie the heritability of affective empathy.     

Self-expectancies and reactions to evaluations of personal performance

A field study tested whether college students' reactions to evaluations of their performance on an important examination were based primarily on self-consistency or self-enhancement needs. All students (N= 166) completed two questionnaires, one a week before and the other a week after the examination. The first questionnaire measured general self-expectancies (self-esteem), as well as expectancies specific to the upcoming examination. The second questionnaire measured six separate phases of the students' reactions to their performance evaluations (cf. Shrauger, 1975), each phase being primarily cognitive or affective in nature. The results showed a strong general preference for positive rather than negative performance evaluations among the students, regardless of their self-expectancies. Self-enhancement effects emerged more clearly than did self-consistency effects, and most effects of both types tended to involve general rather than specific self-expectancies. Finally, there was some support for Shrauger's claim that cognitive reactions to performance evaluations are influenced by self-consistency needs, whereas affective reactions are influenced by self-enhancement needs.     

Reactions to AIDS and Other Illnesses: Reported Interactions in the Workplace

Previous research on the public's response to AIDS has been concerned with attitudes and knowledge in relation to the disease itself. The present study investigated American students' willingness to interact in the workplace with AIDS patients and compared this with their reactions to cancer and hepatitis patients. The effects of perceived control over the cause of the disease were also examined. Exposure to the diseases was manipulated with written scenarios. Results demonstrated that the type of illness affected a willingness to interact with individuals—AIDS patients were reacted to least positively, followed by hepatitis, and cancer patients. Perceived control over the cause of the disease did not affect reactions.     

Iranian Herbalists,But Not Cooks,Are Better at Naming Odors Than Laypeople

Odor naming is enhanced in communities where communication about odors is a central part of daily life (e.g., wine experts, flavorists, and some hunter‐gatherer groups). In this study, we investigated how expert knowledge and daily experience affect the ability to name odors in a group of experts that has not previously been investigated in this context—Iranian herbalists; also called attars—as well as cooks and laypeople. We assessed naming accuracy and consistency for 16 herb and spice odors, collected judgments of odor perception, and evaluated participants' odor meta‐awareness. Participants' responses were overall more consistent and accurate for more frequent and familiar odors. Moreover, attars were more accurate than both cooks and laypeople at naming odors, although cooks did not perform significantly better than laypeople. Attars' perceptual ratings of odors and their overall odor meta‐awareness suggest they are also more attuned to odors than the other two groups. To conclude, Iranian attars—but not cooks—are better odor namers than laypeople. They also have greater meta‐awareness and differential perceptual responses to odors. These findings further highlight the critical role that expertise and type of experience have on olfactory functions.     

High school students' perceptions of EFL teacher control orientations and their English academic achievement

Background. Theories distinguish between student‐initiated and teacher‐initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). Sample. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16–17 years of age) were selected from third‐grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. Method. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. Results and conclusion. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students' perceptions. The results of multi‐level analyses indicated that a relatively large amount of variance was explained by the control variables and student variables, and teacher control had a statistically significant effect on student outcomes. Students' English achievement was lowest when they felt control was their teachers' prerogative, higher when they themselves exerted their own control (low teacher control), and highest under shared (mid) control behaviours.     

Mergers and group status: the impact of high,low and equal group status on identification and satisfaction with a company merger,experienced controllability,group identity and group cohesion

Although mergers are seen as tools to enhance business in today's global marketplace, they have had a low success rate, possibly because the focus has been on financial and legal issues rather than on the human factors involved. In this respect, focusing on the social psychological variables, social identity theory can provide an explanation for the failure of most mergers. An experiment based on this theory involving mergers between two workgroups was conducted to investigate the effects of merger‐related status on participants' psychological responses to the mergers. Thirty‐six small groups were assigned to three different status groups (high, low and equal status groups) using the minimal group paradigm. Most negative responses to the merger—in terms of identification with the merger group, satisfaction with the merger, common in‐group identity, group cohesion and controllability—were given by the members of the low status groups. Contrary to expectations, status was not related to the performance of the groups. Theoretical and practical implications are discussed. Copyright © 2007 John Wiley & Sons, Ltd.     

Neurosis and War: A Problem in Human Behavior

A factor analysis of 744 students' social desirability ratings for 95 questionnaire items yielded nine factors of behavioral values, eight of which were considered reliable. The questionnaire was comprised of the universe of responses given by an earlier sample of subjects to the incomplete sentence stems, “I would be ashamed of myself if …” and “I am proud of myself when ….” Thus, the items were not preselected on any theoretical basis, but were established empirically as the stated behavioral values of a group of college students. The resulting factors suggested an organization of values that distinguishes between competence and moral values, between personal and interpersonal values, and between subject and object values.     

Gender-schematic processing: An extended replication of the Larsen and Seidman study

This study is an extended replication of the Larsen and Seidman study (1986) on the Bem Sex-Role Inventory (BSRI) as a measurement instrument for gender-schematic processing. Using a Dutch sample and the GRAS (Groninger Androgyny Scale)—a Dutch sex-role inventory—responses to this inventory were factor-analysed separately for sex-typed and non-sex-typed groups. The extremity of response style on GRAS items and the degree of self-indicated cross-situational variability on GRAS items were used as additional indices for gender-schematic processing. Similar to Larsen and Seidman's (1986) study, bipolar factors were found for the sex-typed groups and unipolar factors for the non-sex-typed groups. Similar to a study conducted by Bem (1981) into differences among the sex-types in their response latencies to the attributes of the BSRI, sex-typed subjects showed more extremity of response style on attributes of the GRAS when making schema-consistent judgements about themselves, and showed less extremity of response style when making schema-inconsistent judgements about themselves. The data on cross-situational variability were less equivocal. It is concluded that the degree of gender-schematic processing in individuals can be well measured by means of a sex-role inventory.