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961.
Wondimu Ahmed Greetje van der Werf Alexander Minnaert Hans Kuyper 《The British journal of educational psychology》2010,80(4):583-597
Background. Recent literature on emotions in education has shown that competence‐ and value‐related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well‐known. More importantly, to date we know little about intra‐individual variability in students' daily emotions. Aims. The objectives of the study were (1) to examine within‐student variability in emotional experiences and (2) to investigate how competence and value appraisals are associated with emotions. It was hypothesized that emotions would show substantial within‐student variability and that there would be within‐person associations between competence and value appraisals and the emotions. Sample(s). The sample consisted of 120 grade 7 students (52%, girls) in 5 randomly selected classrooms in a secondary school. Method. A diary method was used to acquire daily process variables of emotions and appraisals. Daily emotions and daily appraisals were assessed using items adapted from existing measures. Results. Multi‐level modelling was used to test the hypotheses. As predicted, the within‐person variability in emotional states accounted for between 41% (for pride) and 70% (for anxiety) of total variability in the emotional states. Also as hypothesized, the appraisals were generally associated with the emotions. Conclusions. The within‐student variability in emotions and appraisals clearly demonstrates the adaptability of students with respect to situational affordances and constraints in their everyday classroom experiences. The significant covariations between the appraisals and emotions suggest that within‐student variability in emotions is systematic. 相似文献
962.
Eileen R. Cardillo Gwenda L. Schmidt Alexander Kranjec Anjan Chatterjee 《Behavior research methods》2010,42(3):651-664
Despite the ubiquity and importance of metaphor in thought and communication, its neural mediation remains elusive. We suggest
that this uncertainty reflects, in part, stimuli that have not been designed with recent conceptual frameworks in mind or
that have been hampered by inadvertent differences between metaphoric and literal conditions. In this article, we begin addressing
these shortcomings by developing a large, flexible, extensively normed, and theoretically motivated set of metaphoric and
literal sentences. On the basis of the results of three norming studies, we provide 280 pairs of closely matched metaphoric
and literal sentences that are characterized along 10 dimensions: length, frequency, concreteness, familiarity, naturalness,
imageability, figurativeness, interpretability, valence, and valence judgment reaction time. In addition to allowing for control
of these potentially confounding lexical and sentential factors, these stimuli are designed to address questions about the
role of novelty, metaphor type, and sensory-motor grounding in determining the neural basis of metaphor comprehension. Supplemental
data for this article may be downloaded from http://brm.psychonomic-journals .org/content/supplemental. 相似文献
963.
Christian E. Stilp Joshua M. Alexander Michael Kiefte Keith R. Kluender 《Attention, perception & psychophysics》2010,72(2):470-480
Brief experience with reliable spectral characteristics of a listening context can markedly alter perception of subsequent speech sounds, and parallels have been drawn between auditory compensation for listening context and visual color constancy. In order to better evaluate such an analogy, the generality of acoustic context effects for sounds with spectral-temporal compositions distinct from speech was investigated. Listeners identified nonspeech sounds—extensively edited samples produced by a French horn and a tenor saxophone—following either resynthesized speech or a short passage of music. Preceding contexts were “colored” by spectral envelope difference filters, which were created to emphasize differences between French horn and saxophone spectra. Listeners were more likely to report hearing a saxophone when the stimulus followed a context filtered to emphasize spectral characteristics of the French horn, and vice versa. Despite clear changes in apparent acoustic source, the auditory system calibrated to relatively predictable spectral characteristics of filtered context, differentially affecting perception of subsequent target nonspeech sounds. This calibration to listening context and relative indifference to acoustic sources operates much like visual color constancy, for which reliable properties of the spectrum of illumination are factored out of perception of color. 相似文献
964.
The aim of this study was to investigate the consequences of friend networking sites (e.g., Friendster, MySpace) for adolescents' self-esteem and well-being. We conducted a survey among 881 adolescents (10-19-year-olds) who had an online profile on a Dutch friend networking site. Using structural equation modeling, we found that the frequency with which adolescents used the site had an indirect effect on their social self-esteem and well-being. The use of the friend networking site stimulated the number of relationships formed on the site, the frequency with which adolescents received feedback on their profiles, and the tone (i.e., positive vs. negative) of this feedback. Positive feedback on the profiles enhanced adolescents' social self-esteem and well-being, whereas negative feedback decreased their self-esteem and well-being. 相似文献
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966.
967.
Patrick Mussel Alexander S. McKay Matthias Ziegler Johannes Hewig James C. Kaufman 《欧洲人格杂志》2015,29(4):459-467
The present study investigates how the construct intellect, according to the Theoretical Intellect Framework (TIF), predicts creativity. The TIF is a theoretical model describing the structure of the construct intellect, a sub‐dimension of the Big Five domain openness to experience. People (N = 2709) from two sub‐samples (undergraduate students and Amazon MTurkers) completed one of three creativity tasks (self‐reported, remote associates, or rated photo caption) and the Intellect Scale. The results support hypotheses derived from the TIF, as the operation Create, rather than the operations Think or Learn, significantly and in some cases uniquely predicted the self‐reported creativity indicators. Creativity indicators with a strong cognitive load (remote associates test and rated photo caption), however, were predicted by the operation Think. Results are discussed with regards to the nomological net of the operation Create and the construct validity of the creativity assessments. We provide implications for applied purposes and call for further examination of the TIF with additional creativity measures. Copyright © 2015 European Association of Personality Psychology 相似文献
968.
969.
Vanessa Katharina Jaensch Andreas Hirschi Philipp Alexander Freund 《Journal of Vocational Behavior》2015
Taking control over one's career requires the ability to make career decisions; thus, remaining in a state of career indecision is problematic. However, the stability of career indecision has not yet been investigated using advanced statistical modeling approaches. We present two studies of German university students applying three-wave, longitudinal designs. Study 1 investigated the stability of career indecision by means of latent state-trait analysis within two samples with different time lags (Sample 1: N = 363, 7 weeks; Sample 2: N = 591, 6 months). The results indicated that career indecision was determined by a stable component (i.e., trait career indecisiveness) that was associated with lower core self-evaluations, lower occupational self-efficacy, and higher perceived career barriers. Study 2 (N = 469) examined career indecision over one year. We found that the stable career indecision component explained 5% of the variance in student life satisfaction beyond self-evaluated generalized indecisiveness. 相似文献
970.
Alexander Dinges 《Philosophical Psychology》2018,31(4):554-573
The mentioning of error-possibilities makes us less likely to ascribe knowledge. This paper offers a novel psychological account of this data. The account appeals to “subadditivity,” a well-known psychological tendency to judge possibilities as more likely when they are disjunctively described. 相似文献