Andrew J. Latham  Kristie Miller  James Norton 《Metaphilosophy》2019,50(3):296-315

There is considerable philosophical dispute about what it takes for an action to be evil. The methodological assumption underlying this dispute is that there is a single, shared folk conception of evil action deployed amongst culturally similar people. Employing empirical research the authors undertook, this article suggests that this assumption is false. There exist, amongst the folk, numerous conceptions of evil action. Hence, the authors argue, philosophical research is most profitably spent in two endeavours. First, in determining which (if any) conception of evil action we have prudential or moral (or both) reason to deploy and, second, in determining whether we could feasibly come to adopt that conception as the single shared conception given our psychological make‐up and the content of the conceptions currently deployed.  相似文献   

    

Meredith O. Hope  Daniel B. Lee  Hsing‐Fang Hsieh  Noelle M. Hurd  Haley L. Sparks  Marc A. Zimmerman 《American journal of community psychology》2019,64(1-2):242-255

African American adolescent girls are at increased risk of being exposed to community violence and being diagnosed with a sexually transmitted infection. Fewer studies, however, have examined the protective roles of natural mentorship and organizational religious involvement as potential moderators that could lessen the effects of violence exposure on health risk behavior. Data from 273 African American ninth grade girls were used to test hypothesized independent and moderated‐moderation models. Results suggest that natural mentorship and religious involvement were protective for girls who reported at least one mentor and moderate to high levels of religious involvement. Our findings may be relevant for community stakeholders and organizations that directly interact with religious institutions and community programs that focus on outreach to African American adolescent girls.  相似文献   

    

Andrew Parisi 《逻辑史和逻辑哲学》2019,40(1):81-97

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Emily O. Gravett 《Teaching Theology & Religion》2018,21(1):21-32

One of the most illuminating finds in Barbara E. Walvoord's Teaching and Learning in College Introductory Religion Courses (2008) is what she calls “the great divide,” a mismatch between instructors’ goals for their courses, which are academic, and the students’ reasons for taking them, which relate to their personal interests and development. Motivation – or, rather, the lack thereof – is not explicitly considered as a potential victim of this mismatch. This article will turn its attention squarely to this issue. First, I will review data about the “great divide” and link them to the common practice of asking our students to bracket the personal when they take our courses. The article will juxtapose this practice with what research tell us about motivation, which will allow us to further explore why the divide Walvoord and others have identified is so problematic. The article will conclude with pedagogical strategies that can help instructors intentionally influence motivation in religion courses. Ultimately, I suggest that we may be doing students – as well as ourselves, as the purveyors of our discipline – a disservice, if we do not attend to (or, worse, if we actively avoid) what we know motivates students to learn.  相似文献   

    

Kristin D. Neff  Phoebe Long  Marissa C. Knox  Oliver Davidson  Ashley Kuchar  Andrew Costigan 《Self and identity》2018,17(6):627-645

ABSTRACT

This paper presents two studies focusing on the link between psychological functioning and self-compassion as measured by the Self-Compassion Scale (SCS), especially in terms of SCS components that represent increased compassionate and reduced uncompassionate behavior. Study One examined this association in seven domains – psychopathology, positive psychological health, emotional intelligence, self-concept, body image, motivation, and interpersonal functioning – and found that while reduced negative self-responding had a stronger link to negative emotionality and self-evaluation than positive self-responding, they were roughly equivalent predictors in other domains. Study Two examined the association of compassionate and reduced uncompassionate behavior with sympathetic nervous system and inflammatory activity after stress, and found they equally predicted salivary alpha amylase and interleukin-6 levels in individuals after a stressful situation. Overall, results suggest that both compassionate and reduced uncompassionate self-responding are central to self-compassion and that both help to explain its link to healthy psychological functioning.  相似文献   

    

Andrew Edgar 《Sport, Ethics and Philosophy》2018,12(2):115-116

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Maya L. Rosen  Margaret A. Sheridan  Kelly A. Sambrook  Meg J. Dennison  Jessica L. Jenness  Mary K. Askren  Andrew N. Meltzoff  Katie A. McLaughlin 《Developmental science》2018,21(3)

Adolescence is a unique developmental period when the salience of social and emotional information becomes particularly pronounced. Although this increased sensitivity to social and emotional information has frequently been considered with respect to risk behaviors and psychopathology, evidence suggests that increased adolescent sensitivity to social and emotional cues may confer advantages. For example, greater sensitivity to shifts in the emotions of others is likely to promote flexible and adaptive social behavior. In this study, a sample of 54 children and adolescents (age 8–19 years) performed a delayed match‐to‐sample task for emotional faces while undergoing fMRI scanning. Recruitment of the anterior cingulate and anterior insula when the emotion of the probe face did not match the emotion held in memory followed a quadratic developmental pattern that peaked during early adolescence. These findings indicate meaningful developmental variation in the neural mechanisms underlying sensitivity to changes in the emotional expressions. Across all participants, greater activation of this network for changes in emotional expression was associated with less social anxiety and fewer social problems. These results suggest that the heightened salience of social and emotional information during adolescence may confer important advantages for social behavior, providing sensitivity to others’ emotions that facilitates flexible social responding.  相似文献   

    

Ike E. Onyishi  Fabian O. Ugwu  Charity N. Onyishi  Felicia O. Okwueze 《Journal of Psychology in Africa》2018,28(4):267-272

The study investigated the moderating role of occupational self-efficacy and job social support on the relationship between job demands and psychological well-being among mid-career academics. Participants were 203 academics at three public Nigerian universities (female = 37.93%; mean years of service = 8.58 years, SD = 2.20). The academics completed measures of job demands, occupational self-efficacy, job social support, and psychological well-being. Moderated regression analysis of the data suggested only occupational self-efficacy to moderate the relationship between work demands and psychological well-being. Findings underpin the buffering effects of work self-efficacy in employee psychological well-being with high job demands.  相似文献   

    

Andrew B. Irvine 《Teaching Theology & Religion》2018,21(3):211-211

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Andrew M. Eig 《International journal of group psychotherapy》2017,67(3):410-432

Rough and tumble play’s function and purpose in the relational group are explored. This mode of communication involves mild roughhousing in its childhood form and verbal sparring and mild teasing in adults. Multiple uses in group therapy for this type of play exist. Although group leaders have used this mode of communication for the past 50 years, it has yet to be fully recognized and conceptualized as such. The developmental benefits of rough and tumble play come to life through case examples as they occur in different levels of group: member to leader, leader to member, and member to member.  相似文献