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891.
Hunter Gehlbach Maureen E. Brinkworth Anna D. Harris 《The British journal of educational psychology》2012,82(4):690-704
Background. Although teacher–student relationships lie at the heart of students’ schooling experience, fundamental questions regarding these relationships remain unanswered. Aims. This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent changes associated with shifts in students’ academic or motivational outcomes? Are certain ‘upstream’ factors associated with improvements or declines in teacher–student relationships? Sample. We investigate these questions with a sample of middle school students (N = 119) and their teachers (N = 30). Methods. Through a novel approach which accounts for both perspectives within teacher–student relationships, we assess these relationships at the beginning and end of the school year. Using multi-level models, we examine how changes in these relationships are associated with changes in students’ grades, homework completion rates, self-efficacy, and effort. In addition, we examine associations with two potential precursors to teacher–student relationships: students’ accuracy in taking their teachers’ perspective and their perceptions of similarity to their teachers. Results. We find that substantial changes occur in these relationships from the beginning to the end of the year; these changes are associated with shifts in important student outcomes; and changes in students’ social perspective taking accuracy and perceived similarity to their teachers correspond with changes in teacher–student relationships. Conclusions. Given the malleability of teacher–student relationships and their importance for key achievement and motivational outcomes, we advocate for researchers to conduct field experiments to inform how to improve these critical relationships. 相似文献
892.
M?h?nen TA Jasinskaja-Lahti I Liebkind K Finell E 《International journal of psychology》2010,45(3):182-189
The aim of the present study was to examine if perceived normative pressure (i.e., perception of the normative expectations of family and friends regarding one's intergroup attitudes) had a direct impact on majority youth's (N = 93) explicit attitudes and moderated the relationship between their implicit (measured with the ST-IAT) and explicit attitudes towards Russian immigrants in Finland. The results indicated that normative pressure is positively associated with the explicit attitudes of adolescents, and that the implicit attitudes of the adolescents towards immigrants surface on the explicit level only when they do not perceive a normative pressure to hold positive intergroup attitudes. More specifically, when there is no normative pressure, the explicit attitudes of youth are, at best, neutral, and reflect their implicit attitudes. In contrast, when normative pressure is perceived to be high, the level of explicit attitudes is generally more positive, and the expression of explicit attitudes is not determined by implicit attitudes. The effects of age, sex, quality of past intergroup contact experiences, and intergroup anxiety were controlled for in the analysis. The findings highlight the importance of taking normative pressure into consideration when studying socially sensitive ethnic attitudes among adolescents. 相似文献
893.
Anna Ijjas 《Zygon》2013,48(1):60-76
Abstract In the present paper, I shall argue that quantum theory can contribute to reconciling evolutionary biology with the creation hypothesis. After giving a careful definition of the theological problem, I will, in a first step, formulate necessary conditions for the compatibility of evolutionary theory and the creation hypothesis. In a second step, I will show how quantum theory can contribute to fulfilling these conditions. More precisely, I claim that (1) quantum probabilities are best understood in terms of ontological indeterminism, but (2) reflect nevertheless causal openness rather than divine indifference or arbitrariness, and (3) such a genuinely creative universe can be considered as the work of a loving Creator. I ask subsequently whether these necessary conditions are also sufficient for the compatibility of evolutionary theory and the creation hypothesis. Finally, I will show that relating evolutionary biology with theology via quantum theory could also shed some light on the nature of life. 相似文献
894.
Erin L. Bailey Post Grad Dip Psych Rick van der Zwan PhD Thomas W. Phelan PhD Anna Brooks PhD 《Child & family behavior therapy》2013,35(1):53-69
No abstract available for this article. 相似文献
895.
Gloria Di Filippo Maria de Luca Anna Judica Donatella Spinelli Pierluigi Zoccolotti 《Child neuropsychology》2013,19(2):141-149
The effect of lexicality and stimulus length was studied in 32 third- and fourth-grade Italian dyslexics and in 86 age-matched controls. A visual lexical decision task was used. As proposed by Faust et al. (1999), the results were analyzed in terms of raw reaction time (RT) data and using the z-score transformation to control for the presence of overadditivity effects. In terms of RTs, dyslexics showed a larger difference between words and nonwords (lexicality effect) and between short and long stimuli (length effect) than proficient readers. When data were transformed into z scores, only the group by length interaction remained significant while that with lexicality vanished. This pattern indicates that stimulus length has a specific role in Italian dyslexics’ reading deficit; in contrast, slowness in responding to nonwords was not specific but was interpreted as one aspect of dyslexics’ general inability to deal with alphabetical material (overadditivity effect). 相似文献
896.
Glynis Laws Josie Briscoe Su-Yin Ang Heather Brown Ehab Hermena Anna Kapikian 《Child neuropsychology》2013,19(4):490-508
Receptive vocabulary and associated semantic knowledge were compared within and between groups of children with specific language impairment (SLI), children with Down syndrome (DS), and typically developing children. To overcome the potential confounding effects of speech or language difficulties on verbal tests of semantic knowledge, a novel task was devised based on picture-based semantic association tests used to assess adult patients with semantic dementia. Receptive vocabulary, measured by word-picture matching, of children with SLI was weak relative to chronological age and to nonverbal mental age but their semantic knowledge, probed across the same lexical items, did not differ significantly from that of vocabulary-matched typically developing children. By contrast, although receptive vocabulary of children with DS was a relative strength compared to nonverbal cognitive abilities (p < .0001), DS was associated with a significant deficit in semantic knowledge (p < .0001) indicative of dissociation between word-picture matching vocabulary and depth of semantic knowledge. Overall, these data challenge the integrity of semantic-conceptual development in DS and imply that contemporary theories of semantic cognition should also seek to incorporate evidence from atypical conceptual development. 相似文献
897.
Alan D. Ogle J. Brian Rutland Anna Fedotova Chad Morrow Richard Barker LaQuanya Mason-Coyner 《Military psychology》2013,25(4):267-278
Utilization of mental health personnel assigned to operational military units is an area of growth for the US military. What activities they perform, how requirements may differ from working in clinical settings, and how to select and train for these types of positions is still poorly understood. A job analysis was conducted of Air Force mental health providers and enlisted technicians embedded in special operations, intelligence, and high-risk training units. Participants rated 27 tasks on frequency, importance, difficulty, and risks, as well as the importance of 37 knowledge, skills, and abilities (KSAs), with differentiation between KSAs that may be trained versus those that must be present to be assigned to the embedded position. Tasks reflected 4 areas of activity: unit embedding/engagement, behavioral health consultation and support, performance optimization activities, and operational mission tasks. Tasks varied by professional training (psychologist, social worker, enlisted technician) and unit type. The KSAs rated as most important were ethical judgment and ability to manage complex relationships and boundaries while working outside of a clinic, strong interpersonal skills with appropriate assertiveness to advocate for safe, effective courses of action, and understanding of unit missions and organizational dynamics. Results have implications for job design, selection criteria, professional disciplines with KSAs necessary to unit-specific tasks, and training of personnel for integrated operational support positions. 相似文献
898.
Background and Objectives: Stressful life events are known to contribute to development of depression; however, it is possible this link is bidirectional. The present study examined whether such stress generation effects are greater than the effects of stressful life events on depression, and whether stress generation is also evident with anxiety. Design: Participants were two large age cohorts (N = 732 aged 44 years; N = 705 aged 63 years) from the West of Scotland Twenty-07 study. Methods: Stressful life events, depression, and anxiety symptoms were measured twice five years apart. Cross-lagged panel analysis examined the mutual influences of stressful life events on depression and on anxiety over time. Results: Life events predicted later depressive symptomatology (p = .01), but the depression predicting life events relationship was less strong (p = .06), whereas earlier anxiety predicted life events five years later (p = .001). There was evidence of sex differences in the extent to which life events predicted later anxiety. Conclusions: This study provides evidence of stress causation for depression and weaker evidence for stress generation. In contrast, there was strong evidence of stress generation for anxiety but weaker evidence for stress causation, and that differed for men and women. 相似文献
899.
Dagmar Anna Susanne Corry John Mallett Christopher Alan Lewis Ahmed M. Abdel-Khalek 《Mental health, religion & culture》2013,16(10):979-990
The present study examines whether and to what extent creativity and spirituality are used in coping in a cross-cultural and cross-denominational student sample of 610 participants. Two new theory-based instruments, displaying good internal consistency and satisfactory levels of content-, and construct validity, are introduced, the Creative Coping Scale-19 (CCS-19), and the Spiritual Coping Scale-30 (SCS-30). A positive, moderate relationship between creative and spiritual coping emerged, thus supporting the theory of transformative coping. The findings demonstrated that participants applied both creative and spiritual coping in their lives in order to deal with acute and chronic stress. Associations between creative and spiritual coping and demographic variables were outlined. Practical applications for the promotion of mental health were discussed. Future research should seek to replicate and extend the present findings. 相似文献
900.
Svetlana Simonenko George C. Thornton III Alyssa M. Gibbons Anna Kravtcova 《International Journal of Selection & Assessment》2013,21(4):407-418
Controversy has revolved around whether assessment center ratings have construct validity to measure intended dimensions of managerial performance. In contrast to much recent research on the internal structure of assessment center ratings, the present studies investigated the relationship of final competency ratings derived by consensus discussion with external questionnaire measures of personality characteristics. Expanding on previous studies showing correlations of dimension scores in relation to individual trait measures, this study investigated the relationship of complex competencies with both single personality traits and with composites of personality traits. Evidence from two samples of managers in Russia shows that final competency ratings are related to predicted composites of personality factors more consistently than to single factors. Taken together, these findings provide evidence that assessment center ratings derived by consensus discussion show construct validity in relationship with predicted composites of personality characteristics. 相似文献