Science and Engineering Ethics - This work describes the perceptions that Industrial Engineering students have regarding Colombian firms’ corporate social responsibility (CSR) practices. It... 相似文献
Science and Engineering Ethics - The ethics of autonomous vehicles (AV) has received a great amount of attention in recent years, specifically in regard to their decisional policies in accident... 相似文献
Given the rise in cyberbullying among secondary education students and the importance of certain psychological adjustment variables for the comprehension of this type of violent behavior, both in bullies and in victims, the purpose of the present study was to analyse the emotional adjustment of those involved in cyber- and traditional bullying. The adjustment variables studied were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 17 years, four groups were established to compare victims and cybervictims (uninvolved students, traditional victims, cybervictims, and traditional–cybervictims). The analysis of variance showed that students who performed the same role (bully or victim) in both contexts (at school and online). In particular, those who suffered traditional or cyberbullying or both conjointly presented lower scores in physical and social self-concept, life satisfaction, emotional clarity, and emotion regulation, as well as higher scores in perceived stress, loneliness, depression, and social anxiety. In bullies—traditional, cyberbullying or both simultaneously—higher scores were observed in perceived stress, loneliness, depressive symptomatology, fear of negative assessment, avoidance, and general social anxiety, and lower scores in the dimensions of academic and family self-concept, life satisfaction, emotional clarity, and emotion regulation. In general, the findings indicate that students who were involved in bullying situations, both victims and bullies, presented more damaged emotional profiles than those who are uninvolved, especially students who performed the same role (bully or victim) in both contexts (at school and online).
Social Psychology of Education - Overestimation and underestimation of students’ own competence result from social comparison in the classroom. There is some evidence that secondary school... 相似文献
This study presents evidence for the role of knowledge of results (KR) in the estimation of medium time intervals (4-12 s durations). Experiment 1 tested the hypothesis that KR operates at the same stage of temporal processing as attention. The absence of an interaction of attention and KR is taken as evidence against this hypothesis. Experiments 2 and 3 further studied the effects of KR in a reproduction and a production task, respectively. The effects of KR were small in the reproduction and substantial in the production task. The results are interpreted in terms of a clock-based timing model and the findings taken together converge on the interpretation that KR affects the reference memory (RM), rather than the other components of the model. 相似文献
Semantic priming effects are usually obtained only if the prime is presented shortly before the target stimulus. Recent evidence obtained with the so-called false memory paradigm suggests, however, that in both explicit and implicit memory tasks semantic relations between words can result in long-lasting effects when multiple 'primes' are presented. The aim of the present study was to investigate whether these effects would generalize to lexical decision. In four experiments we showed that even as many as 12 primes do not cause long-term semantic priming. In all experiments, however, a repetition priming effect was obtained. The present results are consistent with a number of other results showing that semantic information plays a minimal role in long-term priming in visual word recognition. 相似文献
This work examined the effect of age on the ability to learn multiplicative combination rules. Participants learned the multiplicative relationship between daily tobacco intake, daily alcohol intake, and risk of esophageal cancer. The hypothesis was that younger adults would learn to implement a multiplicative combination rule and older adults would not, despite feedback. Among the younger adults, complete rule learning took place. Before receiving feedback, they used an underadditive rule, a result consistent with previous studies. After only a limited amount of feedback, they learned to use a multiplicative rule. Even after receiving feedback, however, the older adults still showed difficulties in using the multiplicative rule. These results strengthen the proposition by Chasseigne, Mullet, and Stewart (1997) that the differences between younger and older adults in function learning are related mainly to flexibility of functioning. 相似文献
Four experiments investigated how people's perceptions about a group's (e.g., women's) vulnerability to a disease are influenced by information about the prevalence of the disease in a comparable group (e.g., men). Participants read symptom and prevalence infomation about fictitious diseases before answering questions regarding target group vulnerability. Participants used the prevalence rate for a nontarget group as an immediate comparison standard for intuitively interpreting the degree of vulnerability of a target group, resulting in robust contrast effects. Experiments 3 and 4 illustrated that these contrast effects can cause a person's intuitive perceptions about a group's vulnerability to selected diseases to conflict with his or her knowledge of the prevalence rates for the diseases. The results support a distinction between 2 components of psychological uncertainty-beliefs in objective probability and more intuitive perceptions of certainty. 相似文献
Four experiments tested the effects of information about a proxy's related attributes and maximal effort in social comparisons of ability. In Study 1, a proxy's prior performance at maximal effort exerted systematic effects on participants' personal performance predictions for a novel task. When information about the proxy's effort was ambiguous (Study 2). information about related attribute similarity was used in the formulation of performance predictions. In Studies 3 and 4, 2-way interaction terms revealed that participants used related attribute information in generating performance predictions when the proxy's maximum effort was unknown. However, related attribute information was disregarded when proxy's maximum effort was unambiguous. Results were consistent with the proxy comparison model of ability self-evaluation (L. Wheeler, R. Martin, & J. Suls, 1997). 相似文献