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623.
Robin M. Kowalski Brooke Allison Gary W. Giumetti Julia Turner Elizabeth Whittaker Laura Frazee 《The Journal of social psychology》2014,154(4):278-282
The present study was designed to investigate the relationships among mindfulness, happiness, and the expression of pet peeves. Previous research has established a positive correlation between happiness and mindfulness, but, to date, no research has examined how each of these variables is related to complaining in the form of pet peeves. Four hundred ten male and female college students listed the pet peeves they had with a current or former relationship partner. They also completed measures of happiness, positive and negative affect, depression, mindfulness, relationship satisfaction, and satisfaction with life. Pet peeves were negatively correlated with relationship satisfaction, well-being, and mindfulness. Consistent with hypotheses, support was found for the mediating role of mindfulness in the relationship between happiness and pet peeves. 相似文献
624.
Jordan Brown Jan E. Hanson Brian Schmotzer Allison R. Webel 《Journal of religion and health》2014,53(5):1317-1328
For people living with HIV (PLWH), spirituality and optimism have a positive influence on their health, can slow HIV disease progression, and can improve quality of life. Our aim was to describe longitudinal changes in spirituality and optimism after participation in the SystemCHANGE?-HIV intervention. Upon completion of the intervention, participants experienced an 11.5 point increase in overall spiritual well-being (p = 0.036), a 6.3 point increase in religious well-being (p = 0.030), a 4.8 point increase in existential well-being (p = 0.125), and a 0.8 point increase in total optimism (p = 0.268) relative to controls. Our data suggest a group-based self-management intervention increases spiritual well-being in PLWH. 相似文献
625.
William E. Pelham Lisa Burrows-MacLean Elizabeth M. Gnagy Gregory A. Fabiano Erika K. Coles Brian T. Wymbs Anil Chacko Kathryn S. Walker Frances Wymbs Allison Garefino Martin T. Hoffman James G. Waxmonsky Daniel A. Waschbusch 《Journal of abnormal child psychology》2014,42(6):1019-1031
Placebo and three doses of methylphenidate (MPH) were crossed with 3 levels of behavioral modification (no behavioral modification, NBM; low-intensity behavioral modification, LBM; and high-intensity behavior modification, HBM) in the context of a summer treatment program (STP). Participants were 48 children with ADHD, aged 5–12. Behavior was examined in a variety of social settings (sports activities, art class, lunch) that are typical of elementary school, neighborhood, and after-school settings. Children received each behavioral condition for 3 weeks, order counterbalanced across groups. Children concurrently received in random order placebo, 0.15 mg/kg/dose, 0.3 mg/kg/dose, or 0.6 mg/kg/dose MPH, 3 times daily with dose manipulated on a daily basis in random order for each child. Both behavioral and medication treatments produced highly significant and positive effects on children’s behavior. The treatment modalities also interacted significantly. Whereas there was a linear dose–response curve for medication in NBM, the dose–response curves flattened considerably in LBM and HBM. Behavior modification produced effects as large as moderate doses, and on some measures, high doses of medication. These results replicate and extend to social-recreational settings previously reported results in a classroom setting from the same sample (Fabiano et al., School Psychology Review, 36, 195–216, 2007). Results illustrate the importance of taking dosage/intensity into account when evaluating combined treatments; there were no benefits of combined treatments when the dosage of either treatment was high but combination of the low-dose treatments produced substantial incremental improvement over unimodal treatment. 相似文献
626.
627.
West Allison L. Berlin Lisa J. Goodman Alyssa Endy Katherine Manzon Chelsea Harden Brenda Jones 《Journal of child and family studies》2022,31(4):1057-1068
Journal of Child and Family Studies - Elucidating factors that promote or hinder successful implementation of evidence-based practices in real-world settings is an essential component of... 相似文献
628.
Janelle Allison David A. Wilder Hwee Lan Teo Ashley Flynn Kristin Myers 《Behavioral Interventions》2011,26(3):167-178
We evaluated the effect of the availability of a similar toy on compliance with an instruction to surrender a toy among three preschool children. First, high‐preference and medium‐preference toys were identified for each participant. During the treatment evaluation, reversal designs were used to examine compliance with an instruction to surrender these toys when a toy similar to the target toy was added to the environment. The results indicated that, for two participants, the similar toy intervention increased compliance to moderate levels; a consequence‐based intervention was then added to the similar toy intervention and resulted in high levels of compliance. For the third participant, the similar toy intervention did not increase compliance. A separate consequence‐based intervention was necessary to increase compliance and to demonstrate experimental control. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
629.
Jody L. Davis Jeni L. Burnette Scott T. Allison Heather Stone 《Social Psychology of Education》2011,14(3):331-346
An implicit theory of ability approach to motivation argues that students who believe traits to be malleable (incremental
theorists), relative to those who believe traits to be fixed (entity theorists), cope more effectively when academic challenges
arise. In the current work, we integrated the implicit theory literature with research on top dog and underdog status to predict
self-efficacy in an academic context. To examine our predictions, we assessed college students’ (N = 165) implicit theories of mathematical ability and manipulated their underdog versus top dog status in a math competition.
We hypothesized that holding an incremental (vs. entity) theory would interact with competition status (underdog vs. top dog)
to predict mathematical self-efficacy. When in an underdog position, incremental (vs. entity) theories boosted students’ mathematical
self-efficacy. Moreover, a mediated moderation model revealed that the experience of less helplessness accounted for greater
self-efficacy in mathematical ability among academic underdogs with incremental (vs. entity) theories. Implications for teaching
practices are discussed. 相似文献
630.
Parental goals and talk with toddlers 总被引:1,自引:0,他引:1
Myriad studies support a relation between parental beliefs and behaviours. This study adds to the literature by focusing on the specific relationship between parental goals and their communication with toddlers. Do parents with different goals talk about different topics with their children? Parents' goals for their 30‐month olds were gathered using semi‐structured interviews with 47 primary caregivers, whereas the topics of conversations that took place during interactions were investigated via coding videotapes of observations in the home. Parents' short‐ and long‐term goals spanned several areas, including educational, social–emotional, developmental and pragmatic goals. Parental utterances most frequently focused on pragmatic issues, followed by play and academic topics. Parents who mentioned long‐term educational goals devoted more of their talk to academic topics and less to pragmatic topics, controlling for socio‐economic status. Thus, parental goals differ and these differences relate to the conversations parents engage in with their children. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献