An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Little is known about factors other than students’ abilities and background variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch primary education. Teachers had higher expectations for students who they perceived as self-confident and having positive work habits. Differences in expectations between boys and girls could partly be explained by the teachers’ perceptions of students’ work habits. Teachers differed in the extent to which they let their perceptions of student attributes shape their expectations.     

The effectiveness of narrative versus informational smoking education on smoking beliefs,attitudes and intentions of low-educated adolescents

Objective: This study tests the effectiveness of narrative versus informational smoking education on smoking beliefs, attitudes and intentions of low-educated adolescents.

Design: A field experiment with three waves of data collection was conducted. Participants (N = 256) were students who attend lower secondary education. At the first and third waves, they completed a questionnaire. At the second wave, 50.8% of the participants read a smoking education booklet in narrative form and 49.2% read a booklet in informational form. After reading, all participants also completed a questionnaire at wave 2.

Main outcome measures: Beliefs about negative consequences of smoking, attitudes towards smoking and intentions to smoke were measured.

Results: Repeated measures analyses with time as a within-subjects factor and condition as a between-subjects factor showed that beliefs about smoking were more negative at Wave 2 compared to Wave 1, irrespective of condition. However, attitudes towards smoking were more positive at Wave 3 compared to Wave 1 when participants had read the narrative version.

Conclusion: These results show that narrative smoking education is not more effective than informational smoking education for low-educated adolescents and can even have an unintended effect for this target group by making attitudes towards smoking more positive.     

The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom

This study examined relationships between the quality of cooperative learning (CL) and students' goal preferences and perceptions of contextual factors in the classroom. Subjects were 1,920 students in secondary vocational schools. The study focused on four different types of goals: social support, belongingness, mastery, and superiority goals. It was found that social support goals had the strongest relation with the quality of CL. Further we found that the quality of CL was best predicted by a combination of social support goals, evaluations of the extent that students were taught cooperation skills, perception of teacher monitoring behavior, and the availability of academic and emotional peer support. Female students' preferences for mastery and social goals were stronger than those of male students, whereas male students had a stronger preference for superiority goals. Program type functioned as a moderator variable within the relation of students' superiority/ individuality goals and the quality of CL.     

Socioeconomic Status and Psychopathic Traits in a Community Sample of Youth

The current study aims to address socioeconomic status (SES) as a moderating variable between psychopathic traits and conduct problems in a sample of 2432 Dutch adolescents (M_age?=?14.50 years, SD?=?1.67, 56% male). Both family and neighborhood SES were measured, with income as a proxy for the level of SES. There were small but significant positive correlations between the behavioral and interpersonal dimensions of psychopathy and family SES, a small but significant negative correlation between the affective dimension and neighborhood SES, and a small and significant positive correlation between neighborhood SES and the behavioral dimension of psychopathy. Results further showed that the relations between youth psychopathic traits were moderated by neither family SES nor neighborhood SES. The results suggest that the relations between psychopathic traits and conduct problems are equally strong for lower and higher SES youth. Taken together, these findings warrant the conclusions that SES does not play a role as a moderator in the relation between psychopathy and conduct problems.     

The Greek Referendum Vote of 2015 as a Paradoxical Communicative Practice: A Narrative,Future‐Making Approach

This article adopts a pragmatic‐communicative approach, derived from Gregory Bateson's cybernetic theory, to the Greek Referendum Vote of 2015. Applying this approach, we interpret the Referendum as a double‐bind situation. Our research question is twofold: (1) How do potential Greek voters discursively construct the Referendum? (2) How do they respond to the communicative situation posed? A total of 124 written narratives, “Letters from the Future,” written by 99 participants, were collected during the days prior to the vote. Their letters focused on a desired future situation after a YES or a NO vote outcome. Qualitative analysis showed how the letters were used to appropriate the Referendum query in a unique and deeply personalized manner. Moreover, we identified four types of responses to the ambivalent query: confirmation, rejection, disconfirmation, and meta‐communication. These responses are indicative of the psychological and emotional burden posed by the query and of ways people responded to the query. In conclusion, we reflect on the importance of recognizing the psychological dimension of the vote, the role of narratives from the future for personal and social transformation, and the wider relevance of the proposed future‐making, pragmatic approach to other Referendum situations.     

Trait Anxiety and Fear Responses to Safety Cues: Stimulus Generalization or Sensitization?

Abnormal fear responding to threat cues may contribute to the aetiology and maintenance of persistent fears and pathological anxiety. Chronic anxiety may also involve abnormal fear responding to ??safety?? cues, which do not signal danger. Yet investigations of fear responding to acquired safety cues are scarce and the basis of such responding remains unclear. Moreover, previous studies do not distinguish between stimulus generalization (an associative mechanism based on perceptual similarity between threat and safety cues) and sensitization (a non-associative mechanism whereby fear responses to any novel, intense, or fear-related stimulus are temporarily elevated). This study investigated responses to acquired safety cues in volunteers with varying trait anxiety, using a novel fear conditioning paradigm designed to distinguish between effects of trait anxiety on generalization and sensitization. The paradigm used three conditioned stimuli: a threat cue (CS+) and two safety cues (CS?), one perceptually similar to the CS+ and one perceptually dissimilar. Conditioned fear to these cues was indexed by fear potentiation of the startle blink reflex, skin conductance responses, and self-report. To examine how trait anxiety moderated responses to safety cues, participants were divided into high and low trait anxiety subgroups. Startle, skin conductance, and self-reported fear measures indicated that generalization of fear occurred for the safety cue which resembled the threat cue, but not for the perceptually dissimilar safety cue, consistent with the stimulus generalization hypothesis. There was some evidence that stimulus generalization was exaggerated in anxious individuals. The current study sheds light on the mechanism by which fear responses to safety cues arise in healthy individuals, and offers some insight into the influence of this mechanism in chronic anxiety.     

The neurogenetics of nice: receptor genes for oxytocin and vasopressin interact with threat to predict prosocial behavior

Oxytocin, vasopressin, and their receptor genes influence prosocial behavior in the laboratory and in the context of close relationships. These peptides may also promote social engagement following threat. However, the scope of their prosocial effects is unknown. We examined oxytocin receptor (OXTR) polymorphism rs53576, as well as vasopressin receptor 1a (AVPR1a) polymorphisms rs1 and rs3 in a national sample of U.S. residents (n = 348). These polymorphisms interacted with perceived threat to predict engagement in volunteer work or charitable activities and commitment to civic duty. Specifically, greater perceived threat predicted engagement in fewer charitable activities for individuals with A/A and A/G genotypes of OXTR rs53576, but not for G/G individuals. Similarly, greater perceived threat predicted lower commitment to civic duty for individuals with one or two short alleles for AVPR1a rs1, but not for individuals with only long alleles. Oxytocin, vasopressin, and their receptor genes may significantly influence prosocial behavior and may lie at the core of the caregiving behavioral system.     

Swedish primary school pupils' inter-ethnic relationships

The aim of the Swedish educational policy is educional participation and academic achievement for all children, irrespective of ethnic backgroud. Majority lauguage instruction is an imortant tool used to achieve this goal. We argue that taking lessons in Swedish-as-a-second-lanuage (S2) sets children apart in their class and limits their possibilities to interact with Swedish children and the immigrant children, who do not receive S2-lessons. In accordance with the contact hypothesis, we assumed that this limitation would have a negative impact on peer evaluation of these pupils' social competence. 394 children in ethnically mixed classes (grades 4–6) participated in the study reported in this article. As hypothesized, S2-children's sociability was evaluated significantly lower than that of Swedish children. Immigrant children, who do not have S-2 lessons, do not have significantly lower scores. These findings were confirmed, using teachers' evaluations of children's social competence. It is suggested that more research is needed to investigate whether communicative skills, academic competence, or, perhaps, the organizational consequences of extra language lessons play a role in children's assessments of peer social competence.     

Religion and hermeneutic philosophy

International Journal for Philosophy of Religion -