Lassoing Skill Through Learner Choice

The authors examined several issues related to the motor learning benefits resulting from giving learners choices. In 2 experiments, participants practiced a novel task, throwing a lasso. In Experiment 1, giving learners a choice ostensibly irrelevant to performance (color of mat under target) resulted in enhanced learning relative to a control group. The choice group also reported more positive affect. Experiment 2 compared the effectiveness of task-irrelevant (mat color) versus task-relevant (video demonstrations of the skill) choices. In both choice groups, each participant was yoked to a participant in the other group, and each received the same mat color or saw the video demonstration, respectively, as chosen by their counterpart in the other group. In the control group, participants were yoked to their respective counterparts in each of the choice groups. On a retention test, the 2 choice groups did not differ from each other, but both outperformed the control group. The affective and learning effects seen when learners are given choices, and the fact that task-relevant and task-irrelevant choices resulted in similar learning benefits, are consistent with a content-neutral mechanism for the effects of choice on learning, as described in the OPTIMAL theory of motor learning (Wulf &; Lewthwaite, 2016 Wulf, G., &; Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin &; Review, 23, 1382–1414. https://doi.org/10.3758/s13423-015-0999-9.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]).     

Implications of Learning Style,Age Group,and Gender for Developing Online Learning Activities

ABSTRACT

This study explores the effects of learning style, age and gender on preferences for online educational activities. David Kolb's Experiential Learning Theory (Kolb, 1984 Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development, Englewood Cliffs, NJ: Prentice-Hall.  [Google Scholar]) is used as a lens to examine the responses of online learners to five types of educational activities. Results indicate that learning style influences preference for learning activity. The relationship is stronger among adults than among children aged 10–13 (middle school). The four learning styles were not evenly distributed. “Practical” (likes to solve problems and find solutions) was the most frequent style among both children and adults (37%). “Creative” (enjoys brainstorming and open-ended exploration) was the least frequent (8%). These data have particular relevance to the development of educational activities, suggesting that open-ended exploration with “no right answers” may not be the most satisfying and appealing approach for many learners. The results of this study provide new insight into online audiences and can help developers of multimedia activities to create experiences that will appeal to all kinds of learners.     

The exploratory and confirmatory factor analyses of two subjective career success instruments

This study investigated the psychometric properties of two subjective career success instruments within the South African context: Perceived Career Success (PCSS: Gattiker &; Larwood, 1986 Gattiker, U. E., &; Larwood, L. (1986). Subjective career success: A study of managers and support personnel. Journal of Business and Psychology, 1(2), 78–94. http://dx.doi.org/10.1007/BF01018805[Crossref] , [Google Scholar]) and Life Success Measures Scale (LSMS: Parker &; Chusmir, 1992 Parker, B., &; Chusmir, L. H. (1992). Development and validation of a life-success measures scale. Psychological Reports, 70(2), 627–637. http://dx.doi.org/10.2466/pr0.1992.70.2.627[Crossref], [Web of Science ®] , [Google Scholar]). Data were collected via a convenient sample of 708 South African Police Services (SAPS) personnel (females = 36.8%; Sotho language = 62.50%). Exploratory factor analysis (EFA) was conducted on both instruments, followed by confirmatory factor analyses (CFA). Both instruments showed acceptable construct validity and reliability of scores.     

Young emerging adults’ graduateness and career adaptability: Exploring the moderating role of self-esteem

This study investigated the moderating role of self-esteem on young emerging adults’ in their school-to-work transition phase of graduateness skills and career adaptability. A non-probability convenience sample (n=332) of undergraduate black (98.5%) and female (62%) young emerging adults (18–29 years) at a Further Education and Training (FET) college in South Africa participated in the study. Participants completed the Culture Free Self-esteem Inventory for Adults (CFSEI 2-AD, Battle, 1992 Battle, J. (1992). Culture-free self-esteem inventories for children and adults. Texas: Pro-Ed. [Google Scholar]), the Graduateness Skills and Attributes Scale (GSAS, Coetzee, 2010 Coetzee, M. (2010). Exploratory Factor Analyses of the Graduateness Scale and the Employability Attributes Scale. Pretoria: Unpublished research report. University of South Africa. [Google Scholar]) and the Career Adapt-abilities Scale (CAAS, Savickas &; Porfeli, 2012 Savickas, M. L., &; Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 674–679. doi: 10.1016/j.jvb.2012.01.011[Crossref], [Web of Science ®] , [Google Scholar]). Hierarchical moderated regression analysis indicated significant interaction effects between self-esteem and overall graduateness, lifelong learning and global/moral citizenship skills and attributes in moderating overall career adaptability. The relationship between the participants’ graduateness skills and attributes (overall graduateness, global/moral citizenship, and lifelong learning) and their career adaptability was significantly stronger when their self-esteem was high than when their self-esteem was low. The finding suggests self-esteem to influence self-perceived graduateness skills and career adaptability in emerging adults.     

Using the TAT to Assess the Relation Between Gender Identity and the Use of Defense Mechanisms

The purpose of this study is to explore whether 2 different dimensions of personality, when assessed at an implicit level with the Thematic Apperception Test (TAT; Murray, 1943 Murray, H. A. (1943). Thematic Apperception Test manual. Cambridge, MA: Harvard University Press. [Google Scholar]) will show a theoretically meaningful coherence not demonstrated when 1 is assessed at an implicit level and the other at an explicit level. Gender identity and defense mechanisms were assessed implicitly using the TAT. Gender identity was compared with a self-report measure of gender-related attributes assessed at the explicit level. The results showed a theoretically meaningful coherence when different dispositions were assessed at the same level, but a lack of agreement when similar dispositions were assessed at different levels. The study is based on a secondary analysis of data from 2 previously published papers (Cramer, 1998 Cramer, P. (1998). Threat to gender representation: Identity and identification. Journal of Personality, 66, 335–354.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Cramer &; Westergren, 1999 Cramer, P., &; Hogan, K. (1975). Sex differences in verbal and play fantasy. Developmental Psychology, 11, 145–154.[Crossref], [Web of Science ®] , [Google Scholar]).     

Scapegoating and classroom dynamics: Perspectives on the theoretical significance of social groups—Commentary on Atria et al. and Mahdavi & Smith

Mahdavi and Smith (2007 Mahdavi, D. and Smith, P. K. 2007. Individual risk factors or group dynamics? An investigation of the scapegoat hypothesis of victimization in school classes. European Journal of Development Psychology, 4: 353–371. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) and Atria et al. (2007 Atria, M., Strohmeier, D. and Spiel, C. 2007. The relevance of the school class as social unit for the prevalence of bullying and victimization. European Journal of Developmental Psychology, 4: 372–387. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) address Schuster's (1999 Schuster, B. 1999. Outsiders at school: The prevalence of bullying and its relation with social status. Group Processes and Intergroup Relations, 2: 175–190. [Crossref] , [Google Scholar]) claim that every class needs a whipping boy or scapegoat. In the present discussion, we focus on the concept of scapegoating, both as it was originally proposed by Allport (1954), and in terms of Schuster's more recent and rather narrower interpretation. We argue that social psychological approaches to scapegoating would not automatically predict that there will be a scapegoat in every class. Rather, the concept of scapegoating is broader and covers a range of social contexts and social groups. Future research on bullying and scapegoating needs to focus on a diverse range of social milieu (e.g., year groups rather than classrooms, intergroup relations outside of school) and social factors (e.g., ethnicity, gender) to identify the ways in which work on social group dynamics and relations can inform approaches to the study and prevention of bullying in schools. Researchers should also explore why some classes, schools, and societies have a greater number of scapegoats than others.     

Double Decomposition of Level-1 Variables in Multilevel Models: An Analysis of the Flynn Effect in the NSLY Data

This paper introduces an extension of cluster mean centering (also called group mean centering) for multilevel models, which we call “double decomposition (DD).” This centering method separates between-level variance, as in cluster mean centering, but also decomposes within-level variance of the same variable. This process retains the benefits of cluster mean centering but allows for context variables derived from lower level variables, other than the cluster mean, to be incorporated into the model. A brief simulation study is presented, demonstrating the potential advantage (or even necessity) for DD in certain circumstances. Several applications to multilevel analysis are discussed. Finally, an empirical demonstration examining the Flynn effect (Flynn, 1987 Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101(2), 171. https://doi.org/10.1037/h0090408.[Crossref], [Web of Science ®] , [Google Scholar]), our motivating example, is presented. The use of DD in the analysis provides a novel method to narrow the field of plausible causal hypotheses regarding the Flynn effect, in line with suggestions by a number of researchers (Mingroni, 2014 Mingroni, M. A. (2014). Future efforts in Flynn effect research: Balancing reductionism with holism. Journal of Intelligence, 2(4), 122. https://doi.org/10.3390/jintelligence2040122.[Crossref] , [Google Scholar]; Rodgers, 2015 Rodgers, J. L. (2015). Methodological issues associated with studying the Flynn effect: Exploratory and confirmatory efforts in the past, present, and future. Journal of Intelligence, 3(4), 111. https://doi.org/10.3390/jintelligence3040111. [Crossref] , [Google Scholar]).     

Theory and Practice of Evolutionary Civilization

Societal collapse has been a perennial concern of humanity, at least since the early Greeks. Recent publication of Jared Diamond's Collapse: How Societies Choose to Fail or Succeed and Ervin Laszlo's The Chaos Window: The World at the Crossroads renew this concern. Despite the urgency in these and many similar calls to action, no consensus theory and practice of evolutionary civilization exists. This article calls for collaborative action by the evolutionary systems community and related disciplines to provide insight into what has been dubbed “the most important question in the world today” (Smith, 2005 Smith, F. L. Jr. 2005. Jared Diamond and the Terrible Too's. Energy &; Environment, 16(3/4): 423–439. [CSA][CROSSREF] [Google Scholar], p. 436).     

The Effects of a Cooperative Physical Education Program on Students’ Social Skills

The present study examined the effect of a cooperative physical education program on students’ social skills and attitudes toward group work. Four sixth grade classes were assigned either in an experimental (n = 57) or in a control group (n = 57). The experimental classes received a cooperative learning program. Students completed self- and peer forms of the Multisource Assessment of Children's Social Competence (Junttila, Voeten, Kaukiainen, & Vauras, 2006 Junttila, N., Voeten, M., Kaukiainen, A. and Vauras, M. 2006. Multisource assessment of children‘s social competence. Educational and Psychological Measurement, 66: 876–895.  [Google Scholar]) and the Feelings Toward Group Work scales (Cantwell & Andrews, 2002 Cantwell, R. H. and Andrews, B. 2002. Cognitive and psychological factors underlying secondary school students’ feelings towards group work. Educational Psychology, 22: 75–91. [Taylor & Francis Online] , [Google Scholar]) before and after the program. Results showed gains of the experimental classes on social skills and on preferences for group work.     

Neo-Naturalism: A Fresh Paradigm in International Law

Dhall (2010 Dhall, Amar. 2010. On the philosophy and legal theory of human rights in light quantum holism. World Futures: The Journal of General Evolution, 66: 1–25. [Taylor &; Francis Online] , [Google Scholar]) posited that quantum holism can provide an alternate justification for human rights. This article explores how such a foundation challenges aspects of international law and assertions of cultural relativism that have stymied the ongoing development of a universal human rights culture.     

On vagueness, 4D and diachronic universalism

I offer a new criticism of the argument from vagueness to four-dimensionalism [Sider 2001 Sider, Theodore. 2001. Four-Dimensionalism: An Ontology of Persistence and Time, Oxford: Clarendon Press. [Crossref] , [Google Scholar]. The argument is modelled after an older argument for mereological universalism [Lewis 1986 Lewis, David. 1986. On the Plurality of Worlds, Oxford: Blackwell.  [Google Scholar] and may be looked upon as a tightened-up and extended version of the latter. While I agree with other critics [Koslicki 2003 Koslicki, Kathrin. 2003. The Crooked Path from Vagueness to Four-Dimensionalism. Philosophical Studies, 114: 107–134. [Crossref], [Web of Science ®] , [Google Scholar]; Markosian 2004 Markosian, Ned. 2004. Two Arguments from Sider's Four-Dimensionalism. Philosophy and Phenomenological Research, 68: 665–673. [Crossref] , [Google Scholar] that the argument from vagueness fails precisely because of this affinity, my recipe for dealing with it is different. I reject the assumption, shared by Sider with his opponents, that synchronic composition and ‘minimal diachronic fusion’ are sufficiently similar to use considerations inspired by the analysis of the former to bear on the latter. My objection to a crucial premise of the argument from vagueness turns on the relevant aspect of dissimilarity between these two cases.     

A Polytomous Model of Cognitive Diagnostic Assessment for Graded Data

Pursuing the line of the difference models in IRT (Thissen &; Steinberg, 1986 Thissen, D., &; Steinberg, L. (1986). A taxonomy of item response models. Psychometrika, 51:567–577. doi:10.1007/BF02295596.[Crossref], [Web of Science ®] , [Google Scholar]), this article proposed a new cognitive diagnostic model for graded/polytomous data based on the deterministic input, noisy, and gate (Haertel, 1989 Haertel, E. H. (1989). Using restricted latent class models to map the skill structure of achievement items. Journal of Educational Measurement, 26, 333–352. doi:10.1111/j.1745-3984.1989.tb00336.x.[Crossref], [Web of Science ®] , [Google Scholar]; Junker &; Sijtsma, 2001 Junker, B. W., &; Sijtsma, K. (2001). Cognitive assessment models with few assumptions, and connections with nonparametric item response theory. Applied Psychological Measurement, 25, 258–272. doi:10.1177/01466210122032064.[Crossref], [Web of Science ®] , [Google Scholar]), which is named the DINA model for graded data (DINA-GD). We investigated the performance of a full Bayesian estimation of the proposed model. In the simulation, the classification accuracy and item recovery for the DINA-GD model were investigated. The results indicated that the proposed model had acceptable examinees' correct attribute classification rate and item parameter recovery. In addition, a real-data example was used to illustrate the application of this new model with the graded data or polytomously scored items.     

Considering too few alternatives: The mental model theory of extensional reasoning

When solving a simple probabilistic problem, people tend to build an incomplete mental representation. We observe this pattern in responses to probabilistic problems over a set of premises using the conjunction, disjunction, and conditional propositional connectives. The mental model theory of extensional reasoning explains this bias towards underestimating the number of possibilities: In reckoning with different interpretations of the premises (logical rules, mental model theoretical, and, specific to conditional premises, conjunction and biconditional interpretation) the mental model theory accounts for the majority of observations. Different interpretations of a premise result in a build-up of mental models that are often incomplete. These mental models are processed using either an extensional strategy relying on proportions amongst models, or a conflict monitoring strategy. The consequence of considering too few possibilities is an erroneous probability estimate akin to that faced by decision makers who fail to generate and consider all alternatives, a characteristic of bounded rationality. We compare our results to the results published by Johnson-Laird, Legrenzi, Girotto, Legrenzi, and Caverni [Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar], 62 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]–88 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]. doi:10 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar].1037 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]/0033 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]-295X Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar].106 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar].1 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar].62 Johnson-Laird, P., Legrenzi, P., Girotto, V., Legrenzi, M., &; Caverni, J. (1999). Naive probability: A mental model theory of extensional reasoning. Psychological Review, 106, 62–88. doi:10.1037/0033-295X.106.1.62[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]], and we observe lower performance levels than those in the original article.     

Sustained suppression in congruency tasks

In a list version of the Stroop task, Thomas (1977 Thomas, JK. 1977. Stroop interference with word or hue pre-exposure. Dissertation Abstracts International, 38: 1450 [Google Scholar]) observed that Stroop interference was smaller when the irrelevant word was repeated through parts of the list. MacLeod (1991 MacLeod, CM. 1991. Half a century of research on the Stroop effect: An integrative review. Psychological Bulletin, 109: 163–203. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) formulated the sustained-suppression hypothesis for this effect. It is assumed that the automatic response activation on the basis of the irrelevant word is selectively suppressed. In this paper this hypothesis is further investigated. In a serial Stroop task with short response–stimulus interval (RSI) we demonstrate that the Stroop effect disappears when the irrelevant word is repeated, whereas the Stroop effect is evident when the word changes. With a long RSI, there is no influence of the sequence of the irrelevant word. The same pattern of results is observed in a flanker task. The results are discussed in terms of the activation-suppression model (Ridderinkhof, 2002 Ridderinkhof, KR. 2002. Micro- and macro-adjustments of task set: Activation and suppression in conflict tasks. Psychological Research, 66: 312–323. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and the sustained-suppression hypothesis.     

“A boy cannot marry another boy”: adolescent boys' talk about ‘gay’ boys at school

This study explored how black South African adolescent boys talk about ‘gay’¹1 The term ‘gay’ is put in inverted commas to acknowledge that as an identity category it is a social construct. The author in this article is aware that the term ‘gay’ implies a more liberated or liberatory form of identity, but the boys in the study were using it pejoratively. in schools. Thirty two boys (age ranged from 13–18 years old) attending two high schools in a historically black South African township took part. Data on their understanding of being gay were gathered using individual interviews and focus group discussions. The data were analysed using Edley and Wetherell's (2001 Edley, N., & Wetherell, M. (2001). Jekyll and Hyde: Men's constructions of feminism and feminists. Feminism & Psychology, 11(4), 439–457. http://dx.doi.org/10.1177/0959353501011004002 doi: 10.1177/0959353501011004002[Crossref], [Web of Science ®] , [Google Scholar]) discursive interpretive framework. Findings suggest negative bias in the boys' attitudes towards ‘gay’ boys. The boys considered being ‘gay’ as ‘deviant’, ‘abnormal’, ‘un-Christian’ and ‘un-African’. Furthermore, ‘straight’²2 The term ‘straight’ is also put in inverted commas initially to acknowledge that this is also a social construct the participants used in the study to categorise and label each other. boys reported isolating themselves from ‘gay’ boys and avoiding practices stereotypically associated with being ‘gay’, such as wearing colorful pink clothes. Social constructions of hegemonic masculinity and homophobia appear present within an ordinary South African school setting.     

A Broader View of “Self” in Egocentric Social Judgment: Current and Possible Selves

Virtually all previous research addressing the self as a standard of comparison in social judgment defined the self to be one's current-held characteristics. We extended research on egocentric definitions of social categories (Dunning, Perie, & Story, 1991 Dunning, D, Perie, M and Story, AL. 1991. Self-serving prototypes of social categories. Journal of Personality and Social Psychology, 61: 1–12. [Crossref], [Web of Science ®] , [Google Scholar]) and the self-image bias (Lewicki, 1983 Lewicki, P. 1983. Self-image bias in person perception. Journal of Personality and Social Psychology, 45: 384–393. [Crossref], [Web of Science ®] , [Google Scholar]) by measuring a broader definition of “self” which includes possible selves. In two studies, measures of college students' self-systems (current and possible selves together) accounted for three times as much variance in social judgments (M?=?12.9%) than did measures of their current selves alone (M?=?4.2%). We argue for the theoretical and empirical benefits of using a broader definition of self in social judgment research.     

Knowledge-How and Epistemic Value

A conspicuous oversight in recent debates about the vexed problem of the value of knowledge has been the value of knowledge-how. This would not be surprising if knowledge-how were, as Gilbert Ryle [1945, 1949 Ryle, Gilbert 1949. The Concept of Mind, London: Hutchinson's University Library.[Crossref] , [Google Scholar]] famously thought, fundamentally different from knowledge-that. However, reductive intellectualists [e.g. Stanley and Williamson 2001 Ryle, Gilbert 1949. The Concept of Mind, London: Hutchinson's University Library.[Crossref] , [Google Scholar]; Brogaard 2008, 2009 Brogaard, Berit 2009. What Mary Did Yesterday: Reflections on Knowledge-Wh, Philosophy and Phenomenological Research 78/2: 439–67.[Crossref], [Web of Science ®] , [Google Scholar], 2011 Brogaard, Berit 2011. Knowledge-How: A Unified Account, in Knowing How: Essays on Knowledge, Mind, and Action, ed. John Bengson and Marc A. Moffett, New York: Oxford University Press: 136–60. [Google Scholar]; Stanley 2011a Stanley, Jason 2011a. Knowing (How), Noûs 45/2: 207–38.[Crossref], [Web of Science ®] , [Google Scholar], 2011b Stanley, Jason 2011b. Know How, Oxford: Oxford University Press.[Crossref] , [Google Scholar]] maintain that knowledge-how just is a kind of knowledge-that. Accordingly, reductive intellectualists must predict that the value problems facing propositional knowledge will equally apply to knowledge-how. We show, however, that this is not the case. Accordingly, we highlight a value-driven argument for thinking (contra reductive intellectualism) that knowledge-how and knowledge-that come apart.     

Sample Sizes for Two-Group Second-Order Latent Growth Curve Models

Second-order latent growth curve models (S. C. Duncan &; Duncan, 1996 Duncan, S. C. and Duncan, T. E. 1996. A multivariate growth curve analysis of adolescent substance use.. Structural Equation Modeling, 3: 323–347. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]; McArdle, 1988 McArdle, J. J. 1988. “Dynamic but structural equation modeling of repeated measures data.”. In Handbook of multivariate experimental psychology, , 2nd ed. Edited by: Cattell, R. B. and Nesselroade, J. 564–614. New York: Plenum.. [Crossref] , [Google Scholar]) can be used to study group differences in change in latent constructs. We give exact formulas for the covariance matrix of the parameter estimates and an algebraic expression for the estimation of slope differences. Formulas for calculations of the required sample size are presented, illustrated, and discussed. They are checked by Monte Carlo simulations in Mplus and also by Satorra and Saris's (1985) Satorra, A. and Saris, W. E. 1985. The power of the likelihood ratio test in covariance structure analysis.. Psychometrika, 50: 83–90. [Crossref], [Web of Science ®] , [Google Scholar] power approximation techniques for small and medium effect sizes (Cohen, 1988 Cohen, J. 1988. Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum..  [Google Scholar]). Results are similar across methods. Not surprisingly, sample sizes decrease with effect sizes, indicator reliabilities, number of indicators, frequency of observation, and duration of study. The relative importance of these factors is also discussed, alone and in combination. The use of the sample size formula is illustrated using a modification of empirical results from Stoel, Peetsma, and Roeleveld (2003) Stoel, R. D., Peetsma, T. T. and Roeleveld, J. 2003. Relations between the development of school investment, self-confidence, and language achievement in elementary education: A multivariate latent growth curve approach.. Learning and Individual Differences, 13: 313–333. [Crossref], [Web of Science ®] , [Google Scholar].     

Occupational stress and mental well-being in a cohort of Black South African teachers

This study explored levels of occupational stress and mental well-being of a cohort of Black South African teachers. 200 secondary school teachers completed the Teacher Stress Inventory (TSI: Boyle, Borg, Falzon, & Baglion, 1995), General Health Questionnaire (GHQ-28: Goldberg & Hillier, 1979 Goldberg, D. P., & Hillier, V. F. (1979). A scaled version of the General Health Questionnaire. Psychological Medicine, 9, 139–145. doi: 10.1017/S0033291700021644[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and Mental Health Continuum-Short Form (MHC-SF: Keyes, 2006 Keyes, C. L. M. (2006). Mental health in adolescence: Is America's youth flourishing? American Journal of Orthopsychiatry, 76(3), 395–402. doi: 10.1037/0002-9432.76.3.395[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Correlations and Structural Equation Modelling (SEM) were used to determine the levels of occupational stress and well-being of participants, and to establish the relation between these variables. A significant majority of the teachers reported high levels of mental health (flourishing) despite high levels of teacher stress. These results show teachers’ ability to withstand and cope with stress whilst maintaining their mental health. This suggests the presence of protective factors that mediate the effect of work-related stressors and, in so doing, contribute to the teachers’ levels of resilience.