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41.
Abós Ángel Sevil-Serrano Javier Montero-Marín Jesus Julián José Antonio García-González Luis 《Current psychology (New Brunswick, N.J.)》2021,40(8):3809-3826
Current Psychology - Based on Farber’s burnout proposal, the first aim of this study was to examine the psychometric properties of the short version of the Burnout Clinical Subtype... 相似文献
42.
Ángel Rosa-Alcázar María Dolores García-Hernández José Luis Parada-Navas Pablo J. Olivares-Olivares Sergio Martínez-Murillo Ana I. Rosa-Alcázar 《International Journal of Clinical and Health Psychology》2021,21(2):100223
Background/ObjectiveThe main aim of this study was to compare coping strategies in obsessive-compulsive disorder (OCD) patients and a healthy control group during COVID-19 lockdown and to analyze the relationship with some variables which may influence results (depression, anxiety, comorbidity, subtype of obsession-compulsion). Method: There were 237 participants, 122 OCD and 115 healthy controls, aged 17-61 years old (M = 33.48, SD = 11.13). Results: Groups showed differences in the use of some adaptive strategies (positive reinterpretation, acceptance, humor) and maladaptive (denial, self-blame). Within obsessive-compulsive group, comorbidity affected the greater use of inappropriate strategies (denial, substance abuse and self-blame) while type of obsession-compulsion did not influence use. Anxiety and depression levels were related to the use of less adaptive strategies. Conclusions: These findings strengthen the need for training in the use of effective and adaptive coping strategies, making it necessary to improve clinical follow-up of these patients. It is relevant to be in contact with healthcare professionals, review medication and observe the anxiety and depression levels. 相似文献
43.
Antonio Martín Andrés María Álvarez Hernández 《The British journal of mathematical and statistical psychology》2020,73(1):1-22
There is a frequent need to measure the degree of agreement among R observers who independently classify n subjects within K nominal or ordinal categories. The most popular methods are usually kappa-type measurements. When R = 2, Cohen's kappa coefficient (weighted or not) is well known. When defined in the ordinal case while assuming quadratic weights, Cohen's kappa has the advantage of coinciding with the intraclass and concordance correlation coefficients. When R > 2, there are more discrepancies because the definition of the kappa coefficient depends on how the phrase ‘an agreement has occurred’ is interpreted. In this paper, Hubert's interpretation, that ‘an agreement occurs if and only if all raters agree on the categorization of an object’, is used, which leads to Hubert's (nominal) and Schuster and Smith's (ordinal) kappa coefficients. Formulae for the large-sample variances for the estimators of all these coefficients are given, allowing the latter to illustrate the different ways of carrying out inference and, with the use of simulation, to select the optimal procedure. In addition, it is shown that Schuster and Smith's kappa coefficient coincides with the intraclass and concordance correlation coefficients if the first coefficient is also defined assuming quadratic weights. 相似文献
44.
Philosophical Studies - Proponents of the “negative program” in experimental philosophy have argued that judgements in philosophical cases, also known as case judgements, are unreliable... 相似文献
45.
Elisa Huéscar Hernández Jose Antonio Andrés Fabra Juan Antonio Moreno-Murcia 《Scandinavian journal of psychology》2020,61(3):402-409
This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren’s leisure time. One hundred and two primary school students, aged 11–13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students. 相似文献
46.
47.
Morales-Gualdrón Silvia Teresa La Rotta Forero Daniel Andrés Arias Vergara Juliana Andrea Montoya Ardila Juliana Herrera Bañol Carolina 《Science and engineering ethics》2020,26(6):3183-3215
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
48.
Ludovic Ferrand Stphanie Ducrot Pierre Chausse Norbert Maïonchi‐Pino Richard J. OConnor Benjamin A. Parris Patrick Perret Kevin J. Riggs Maria Augustinova 《Developmental science》2020,23(2)
Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z‐transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd‐ and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd‐ and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically – favored response competition accounts. 相似文献
49.
Social Psychology of Education - In Chile, a vast and persistent gender gap in math performance at university admission has negative consequences for women’s opportunities. International... 相似文献
50.
Marques-Carneiro José Eduardo Polgári Patrik Koning Estelle Seyller Emilie Martin Brice Van der Burg Erik Giersch Anne 《Attention, perception & psychophysics》2020,82(6):2821-2836
Attention, Perception, & Psychophysics - Learning and imitating a complex motor action requires to visually follow complex movements, but conscious perception seems too slow for such tasks.... 相似文献