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1.
Joy M. Jacobs-Lawson Erin L. Waddell Alicia K. Webb 《Current psychology (New Brunswick, N.J.)》2011,30(2):173-183
Health locus of control has been shown to influence how individuals approach their health and health-related decisions. The
present study examined the variables predictive of older adults’ health locus of control. A total of 261 adults aged 54–84 years
completed a questionnaire about their health, approach to health, and background information about themselves. The results
revealed that demographic indicators, health-related variables, and psychological variables—particularly health risk tolerance,
future time perspective, health self-efficacy, and emotional instability—were related to older adults’ health locus of control.
Findings have implications for programs aimed at modifying older adults’ health locus of control. 相似文献
2.
Ongoing professional development for practicing genetic counselors is critical in maintaining best practice. Communication
skills training (CST) workshops for doctors in oncology, utilizing trained actors in role plays, have been implemented for
many years to improve patient-centred communication. This model was adapted to provide professional development in counseling
skills for practicing genetic counselors, already highly trained in counseling skills. Detailed evidence based scenarios were
developed. Evaluation of participants’ experience and perceived outcomes on practice included surveys immediately post workshops
(2002, 2004, 2005, 2008 (×2); n = 88/97), 2–5 years later (2007; n = 21/38) and a focus group (2007; n = 7). All rated workshops as effective training. Aspects highly valued included facilitator feedback, actors rather than
role-playing with peers and being able to stop and try doing things differently. Perceived outcomes included the opportunity
to reflect on practice; bring focus to communication; motivation and confidence. The high level of satisfaction is a strong
endorsement for ongoing communication skills training in this format as part of professional development. 相似文献
3.
Many studies concur that students’ perceptions of their home and school environments, such as relationships with parents and
teachers, are related to their academic self-concept (for example, Chang et al., Int J of Behav Dev 27(2):182–189, 2003; Ireson and Hallam, Br J Educ Psychol 75:297–311, 2005; Jang, J Kor Home Econ, 39:101–114, 2001; Lau and Leung, Br J Educ Psychol, 62:193–202, 1992; Lau and Pun, Social Behav Pers, 27(6):639–650, 1999; Masche and Barber, “Connectedness and separation in parent-adolescent relationships: Indicators of
a successful identity development.” Paper presented at the SRCD Biennial Meeting, Minneapolis, MN, April 19–22, 2001; Sanders,
“School–family–community partnerships and the academic achievement of African American, urban adolescents.” Report No. 7.
EDRS. ED 402404, 1996). Nonetheless, little is known about whether the strength of the relationships is comparable for students
of different ability streams, or if the predictors of variance of their academic self-concept are similar. To fill the empirical
gap, a 3-year longitudinal study was conducted with Secondary One students (approximate age 13) from three government schools
in Singapore. Pearson product–moment correlation and Fisher’s z
r transformation showed that there were significant differences in the strength of the relationships between higher- and lower-ability
stream students’ academic self-concept and their perceived home environment and classroom climate. In addition, stepwise multiple
linear regressions established that lower-ability stream students’ perceived teachers’ expectations had more consistent and
substantial impact on their confidence level than that of their higher-ability stream counterparts. In comparison, higher-ability
stream students’ perceived parental academic support had more consistent impact on their academic self-concept than that of
their lower-ability stream peers. 相似文献
4.
Deborah J. Kennett Gail Chislett Ashley L. S. Olver 《Journal of child and family studies》2012,21(2):228-236
Nobody’s Perfect Program (NP), involving 46 participants, was conducted from the spring of 2007 to the fall of 2009 in Peterborough,
Canada. Prior to the program, parents completed demographic information, along with self-report measures assessing learned
resourcefulness, the types of interactions with their children, parent resourcefulness, knowledge and use of resources, parent
competency and self-efficacy, which were completed again after the program and at a 2 month follow-up testing. Most parents
(83%) earned a certificate. Significant improvements over time were observed for parenting confidence satisfaction, knowledge
about community resources, and parenting resourcefulness, with general learned resourcefulness skills approaching significance.
Pre/post relative gains demonstrated in one attribute were associated with pre/post relative gains in others. Similarities
and differences of these findings to a previous investigation are discussed, as well as the importance of parents’ general
level of learned resourcefulness. 相似文献
5.
Since Long QT syndrome and Hypertrophic cardiomyopathy are inherited cardiac disorders that may cause syncope, palpitations,
serious arrhythmias, and sudden cardiac death, at-risk individuals may experience heart-focused anxiety. In a prospective
multi-site study, 126 Norwegian patients attending genetic counseling were followed 1 year with multiple administration of
questionnaires, including the Cardiac Anxiety Questionnaire, measuring three distinct symptoms of heart-focused anxiety- avoidance, attention, and fear—in mixed linear analyses. Overall, at 1-year follow-up, patients with clinical diagnosis as compared to patients at genetic
risk had significantly higher scores of avoidance (p < .002), attention (p < .005), and fear (p < .007). Sudden cardiac death in close relatives, uncertainty whether other relatives previously had undergone genetic testing,
patients’ perceived general health, self-efficacy expectations and procedural satisfaction with genetic counseling were influential
in predicting the different symptoms of heart-focused anxiety over time. 相似文献
6.
A. Rauhala P. Albanese C. Ferns D. Law A. Haniff L. Macdonald 《Journal of child and family studies》2012,21(1):95-105
Advocates have called for universal, quality child care in Canada since the 1970s, but the issue seldom appeared to acquire
political urgency. The 2006 election campaign seemed different. The governing Liberals promised to devote billions to a nascent
national program. The Conservatives promised parents a cash allowance for young children. Child care seemed to be emerging
as a significant issue in a political campaign. How was ECEC written about before, during and after Canadian election campaigns?
Who is quoted and how? Our project mapped articles about child care in four major Canadian dailies between 2000 and 2008.
We found that coverage spiked in 2000 and 2005–2006—during federal elections. Coverage nearly doubled in 2005–2006 in all
but one paper. Using content analysis, we compared coverage of child care and sources in the 55 days before the start of campaigning,
55 days of campaigning, and 55 days following the 2006 election. We mapped and compared who said what, and how about child
care policy and related issues, in Canada. We found: (1) that newspapers’ ideological slants are apparent in their choice
of sources and focus; and (2) that more importantly, despite ideological differences, political figures outnumbered activists,
parents and child care providers. With only minor variations across the newspapers, the voices of parents and child care activists
were marginal especially in the 55 days of campaigning. 相似文献
7.
Lay See Yeo Rebecca P. Ang Wan Har Chong Vivien S. Huan Choon Lang Quek 《Current psychology (New Brunswick, N.J.)》2008,27(3):192-204
This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of
self-reported teacher efficacy—instructional strategies, classroom management, and student engagement—were examined in relation
to teacher attributes and the teacher–student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran
and Woolfolk Hoy (Teaching and Teacher Education 17:783–805, 2001) and the Teacher–Student Relationship Scale Ang (The Journal of Experimental Education 74:55–73, 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation
to instructional strategies, classroom management, and student engagement. Conflict in teacher–student relationship was found
to predict teacher efficacy for teachers of low achieving students. Implications for teachers’ professional development were
discussed. 相似文献
8.
Rachael Briggs 《Synthese》2009,167(1):81-92
David Lewis’s ‘Humean Supervenience’ (henceforth ‘HS’) combines realism about laws, chances, and dispositions with a sparse
ontology according to which everything supervenes on the overall spatiotemporal distribution of non-dispositional properties
(Lewis 1986a, Philosophical papers: Volume II, pp. ix–xvii, New York: Oxford Univesity Press, 1994, Mind 103:473–490). HS
faces a serious problem—a “big bad bug” (Lewis 1986a, p. xiv): it contradicts the Principal Principle, a seemingly obvious
norm of rational credence. Two authors have tried to rescue Lewis’s ontology from the ‘big bad bug’ (henceforth ‘the Bug’)
by rejecting realism about laws, chances, and dispositions (Halpin 1994, Aust J Phil 72:317–338, 1998, Phil Sci 65:349–360;
Ward 2005, Phil Sci 71:241–261). I will argue that this strategy cannot possibly work: it is the ontology, not the realist
thesis, that lies at the root of the problem. 相似文献
9.
This study broadens organizational contextual considerations by examining organizational learning, participation in organizational
learning activities and organizational climate as possible predictors of self-efficacy. As schools have been studied as organizations
(Handy, 1986, Understanding schools as organizations, Harmondsworth: Penguin; Ostroff, 1993, Organization Behavior and Human Decision Process, 56, 56–90; Ostroff & Schmitt, 1993, Acadamy of Management Journal, 36(6), 1345–1361), this study provides regression results from n = 679 teachers and indicated that organizational climate and organizational learning were significant predictors of teacher
self efficacy, controlling for several individual level variables (i.e., participation in organizational learning, personal
self-efficacy, and teaching efficacy). Differences between results from the sample of teachers and n = 734 non-teachers (e.g., principals, assistant principals, administrators, counselors, paraprofessional, custodial, food
service, and transportation staff) were examined with regard to predictor variables for teaching efficacy. For teachers, both
organizational learning and personal self-efficacy were significant predictors of teaching efficacy, whereas for the group
of non-teachers, they were not. In both groups, however, participation in organizational learning was a significant predictor,
while organizational climate was not (contrary to Taylor & Tashakkori, 1995, Journal of Experimental Education, 63(3), 217–230). Overall, findings provide evidence for extending the research beyond schools and including organizational learning
as a potentially important variable in further studying individual outcomes and organizational effectiveness.
Dr. Timothy J. Tobin is Director of Training and Development at Beers & Cutler PLLC. He is responsible for designing, implementing, and evaluating
the firm’s organizational climate and learning organization initiatives. He is also an adjunct professor at Trinity University
and The George Washington University where he teaches organizational behavior, human resource management, and training courses
among others. He is the recipient of Human Capital Magazine’s Future Human Capital Leader Award. His current research interests
include the interplay between organizational culture, identity, and learning.
Dr. Ralph O. Mueller is professor of educational research and of public policy and public administration at The George Washington University,
Washington, DC, and former Chair of its Department of Educational Leadership. His scholarly interests include proper applications
of and reliability assessment in structural equation modeling (SEM). He is the author/co-editor of two SEM textbooks, among
other writings. Ralph is past chair of the American Educational Research Association’s special interest group on SEM, serves
on the editorial boards of several methodological and applied research journals, and conducts regular SEM training sessions
for national and international audiences.
Dr. Lauren M. Turner is senior lecturer at Northeastern University in the College of Arts and Sciences and the School of Professional and Continuing
Studies. Current teaching focuses on leadership studies. Lauren also facilitates in the Vogt Leadership Program with The Boston
Consortium for Higher Education. Work-based learning, including action learning and facilitation, is at the core of her efforts
to combine classroom and workplace learning. Research interests include self-directed learning and meaningful work, specifically
the intersection of these two disciplines as they relate to a construct for meaningful work. 相似文献
10.
Four studies apply self-determination theory (SDT; Ryan & Deci, 2000) in investigating motivation for computer game play,
and the effects of game play on well-being. Studies 1–3 examine individuals playing 1, 2 and 4 games, respectively and show
that perceived in-game autonomy and competence are associated with game enjoyment, preferences, and changes in well-being
pre- to post-play. Competence and autonomy perceptions are also related to the intuitive nature of game controls, and the
sense of presence or immersion in participants’ game play experiences. Study 4 surveys an on-line community with experience
in multi-player games. Results show that SDT’s theorized needs for autonomy, competence, and relatedness independently predict
enjoyment and future game play. The SDT model is also compared with Yee’s (2005) motivation taxonomy of game play motivations.
Results are discussed in terms of the relatively unexplored landscape of human motivation within virtual worlds. 相似文献
11.
Amanda W. Harrell Sterett H. Mercer Melissa E. DeRosier 《Journal of child and family studies》2009,18(4):378-387
We evaluated the efficacy of a social skills training intervention designed to improve adolescents’ social, emotional and
behavioral adjustment, Social Skills Group Intervention-Adolescent (S.S.GRIN-A). Seventy-four adolescents (ages 13–16 years)
and their parents were randomly assigned to either the treatment group (N = 40) or a wait-list control group (N = 34). Adolescents in the treatment and control groups were compared on global self-concept, social self-efficacy, internalizing
problems, and externalizing problems pre- and post-intervention. Youth in the treatment group demonstrated enhanced global
self-concept, increased social self-efficacy, and decreased internalizing problems as compared to youth in the control group.
No differences in externalizing behavior were found. We discuss the effectiveness of S.S.GRIN-A as a general program designed
for addressing a range of adjustment issues and social skill deficits in adolescents. 相似文献
12.
刘成纪 《Frontiers of Philosophy in China》2008,3(4):577-594
Richard Shusterman’s Pragmatist Aesthetics: Living Beauty, Rethinking Art was published in China in 2002. In the preface of the Chinese edition, the author claimed that his tentative idea of soma
esthetics was encouraged by Chinese philosophy and other ancient Asian philosophy. Shusterman’s background in pragmatist philosophy
greatly constrains his understanding of the body in classical Chinese aesthetics in that he only pays attention to the technical
aspects of physical training while neglecting the philosophical basis of this training. In Chinese philosophy the orientation
of the body, the relationship between the body and the universe, the body characteristic of the beauty of nature and the beauty
of art, etc., is a theoretical response to Shusterman’s oriental misreading.
Translated by Lei Yongqiang from Wenyi Yanjiu 컄틕퇐뺿 (Literature & Art Studies), 2007, (4): 23–31 相似文献
13.
Three experiments investigated whether study choice was directly related to judgments of learning (JOLs) by examining people’s
choices in cases in which JOLs were dissociated from recall. In Experiment 1, items were given either three repetitions or
one repetition on Trial 1. Items given three repetitions received one on Trial 2, and those given one repetition received
three on Trial 2—equating performance at the end of Trial 2, but yielding different immediate Trial 2 JOLs. Study choice followed
the “illusory” JOLs. A delayed JOL condition in Experiment 2 did not show this JOL bias and neither did study choice. Finally,
using a paradigm (Koriat & Bjork, 2005) in which similar JOLs are given to forward and backward associative pairs, despite
much worse performance on the backward pairs, study choice again followed the mistaken JOLs. We concluded that JOLs—what people
believe they know—directly influence people’s study choices. 相似文献
14.
Previous studies, such as those by Kornell and Bjork (Psychonomic Bulletin & Review, 14:219–224, 2007) and Karpicke, Butler, and Roediger (Memory, 17:471–479, 2009), have surveyed college students’ use of various study strategies, including self-testing and rereading. These studies have
documented that some students do use self-testing (but largely for monitoring memory) and rereading, but the researchers did
not assess whether individual differences in strategy use were related to student achievement. Thus, we surveyed 324 undergraduates
about their study habits as well as their college grade point average (GPA). Importantly, the survey included questions about
self-testing, scheduling one’s study, and a checklist of strategies commonly used by students or recommended by cognitive
research. Use of self-testing and rereading were both positively associated with GPA. Scheduling of study time was also an
important factor: Low performers were more likely to engage in late-night studying than were high performers; massing (vs.
spacing) of study was associated with the use of fewer study strategies overall; and all students—but especially low performers—were
driven by impending deadlines. Thus, self-testing, rereading, and scheduling of study play important roles in real-world student
achievement. 相似文献
15.
Joseph Adam Carter 《Philosophia》2010,38(3):517-532
Anti-luck epistemology is an approach to analyzing knowledge that takes as a starting point the widely-held assumption that knowledge must exclude
luck. Call this the anti-luck platitude. As Duncan Pritchard (2005) has suggested, there are three stages constituent of anti-luck epistemology, each which specifies a different philosophical requirement: these stages call for us to first give an account of luck; second,
specify the sense in which knowledge is incompatible with luck; and finally, show what conditions must be satisfied in order
to block the kind of luck with which knowledge was argued to be incompatible. What I’ll show here is that the modal account of luck offers a plausible story at the first stage and leads naturally to equally plausible lines to take at the second and third
stages, at which a safety condition on knowledge is squarely motivated. There are, however, recent challenges—advanced by Jonathan Kvanvig (Philosophy
and Phenomenological Research 77: 272–281, 2008); Kelly Becker (2007); and Jennifer Lackey (Australasian Journal of Philosophy 86(2):255–267, 2008), among others—to the plausibility of the safety-based anti-luck project I’ve sketched here at each of its three stages of
development. Once I’ve made precise the challenges, I’ll show why none implies that we abandon the commitments of the safety-based
anti-luck project at any of its stages. What we should conclude, then, is that a safety-condition on knowledge is motivated
by independently defensible accounts of (1) what luck is; and (2) just how knowledge should be thought incompatible with it. 相似文献
16.
This article presents a selective overview of studies that have investigated auditory language processing in children and
late second-language (L2) learners using online methods such as event-related potentials (ERPs), eye-movement monitoring,
or the cross-modal priming paradigm. Two grammatical phenomena are examined in detail, children’s and adults’ processing of
German plural inflections (Lück et al. Brain Res 1077:144–152, 2006; Hahne et al. J Cognitive Neurosci 18:121–134, 2006; Clahsen
et al. J Child Language 34:601–622, 2007) and language learners’ processing of filler-gap dependencies in English (Felser
C, Roberts L Second Language Res 23:9–36, 2007; Roberts et al. J Psycholinguist Res 36:175–188, 2007). The results from these
studies reveal clear differences between native and nonnative processing in both domains of grammar, suggesting that nonnative
listeners rely less on grammatical parsing routines during processing than either child or adult native listeners. We also
argue that factors such as slower processing speed or cognitive resource limitations only provide a partial account of our
findings. 相似文献
17.
Mirja Helena Hartimo 《Synthese》2008,162(2):225-233
Richard Tieszen [Tieszen, R. (2005). Philosophy and Phenomenological Research, LXX(1), 153–173.] has argued that the group-theoretical approach to modern geometry can be seen as a realization of Edmund Husserl’s
view of eidetic intuition. In support of Tieszen’s claim, the present article discusses Husserl’s approach to geometry in
1886–1902. Husserl’s first detailed discussion of the concept of group and invariants under transformations takes place in
his notes on Hilbert’s Memoir Ueber die Grundlagen der Geometrie that Hilbert wrote during the winter 1901–1902. Husserl’s interest in the Memoir is a continuation of his long-standing concern
about analytic geometry and in particular Riemann and Helmholtz’s approach to geometry. Husserl favored a non-metrical approach
to geometry; thus the topological nature of Hilbert’s Memoir must have been intriguing to him. The task of phenomenology is
to describe the givenness of this logos, hence Husserl needed to develop the notion of eidetic intuition.
The author wishes to thank Academy of Finland for financial assistance that enabled her to work on this article. 相似文献
18.
Kelly H. Werner Philippe R. Goldin Tali M. Ball Richard G. Heimberg James J. Gross 《Journal of psychopathology and behavioral assessment》2011,33(3):346-354
Social anxiety disorder (SAD) is thought to involve emotional hyper-reactivity and emotion dysregulation. However, the precise
nature of the emotion dysregulation in SAD has not been well characterized. In the present study, the Emotion Regulation Interview
(ERI) was developed to quantify the frequency and self-efficacy of five emotion regulation strategies specified by Gross’s
(Review of General Psychology 2: 271–299, 1998) process model of emotion regulation. Forty-eight individuals with SAD and 33 healthy controls (HCs) were interviewed about
responses during (a) a laboratory speech task and (b) two recent social anxiety-evoking situations. Individuals with SAD reported
greater use of avoidance and expressive suppression than HCs, as well as lesser self-efficacy in implementing cognitive reappraisal
and expressive suppression. These regulation deficits were not accounted for by differences in emotional reactivity. These
findings highlight specific emotion regulation deficits in SAD, and support the idea that the Emotion Regulation Interview
may be usefully applied to other clinical disorders. 相似文献
19.
Jeffrey Rudski 《Current Psychology》2001,20(1):68-84
The effects of reinforcement schedule and competition on generating superstitious behaviors and beliefs were examined in 72
people. Superstition was induced by having participants respond to turn on a tone under a concurrent 2—lever Variable Interval
(VI) Extinction (EXT) schedule. During the session, stimulus lights would occasionally be illuminated, although they did not
signal any change in contingency. Attributing importance to the inactive lever, a pattern of switching between levers, or
to the illumination of the lights were considered to be superstitious beliefs. Participants were either run alone or in pairs,
and manipulation of the reinforcement schedule resulted in groups which were matched in probability of reinforcement, as well
as in groups which were mismatched. Reinforcement schedule (VI 30” versus VI 60”) and competitive situation did not affect
degree of superstitious belief, except when people were placed in a “winning” condition. However, Superstition was associated
with participants’ belief in improved future performance and with participants’ perceived skill relative to their opponents.
Results are discussed in terms of relationships between superstition, the illusion of control, and self-efficacy. Differences
between experimentally-induced and commonly held superstitions are also discussed. 相似文献
20.
Jeffrey Rudski 《Current psychology (New Brunswick, N.J.)》2001,20(1):68-84
The effects of reinforcement schedule and competition on generating superstitious behaviors and beliefs were examined in 72
people. Superstition was induced by having participants respond to turn on a tone under a concurrent 2—lever Variable Interval
(VI) Extinction (EXT) schedule. During the session, stimulus lights would occasionally be illuminated, although they did not
signal any change in contingency. Attributing importance to the inactive lever, a pattern of switching between levers, or
to the illumination of the lights were considered to be superstitious beliefs. Participants were either run alone or in pairs,
and manipulation of the reinforcement schedule resulted in groups which were matched in probability of reinforcement, as well
as in groups which were mismatched. Reinforcement schedule (VI 30” versus VI 60”) and competitive situation did not affect
degree of superstitious belief, except when people were placed in a “winning” condition. However, Superstition was associated
with participants’ belief in improved future performance and with participants’ perceived skill relative to their opponents.
Results are discussed in terms of relationships between superstition, the illusion of control, and self-efficacy. Differences
between experimentally-induced and commonly held superstitions are also discussed. 相似文献