Is bad intent negligible? Linking victim justice sensitivity,hostile attribution bias,and aggression

The hostile attribution bias (HAB) is a well‐established risk factor for aggression. It is considered part of the suspicious mindset that may cause highly victim‐justice sensitive individuals to behave uncooperatively. Thus, links of victim justice sensitivity (JS) with negative behavior, such as aggression, may be better explained by HAB. The present study tested this hypothesis in N = 279 German adolescents who rated their JS, HAB, and physical, relational, verbal, reactive, and proactive aggression. Victim JS predicted physical, relational, verbal, reactive, and proactive aggression when HAB was controlled. HAB only predicted physical and proactive aggression. There were no moderator effects. Injustice seems an important reason for aggression irrespective of whether or not it is intentionally caused, particularly among those high in victim JS. Thus, victim JS should be considered as a potential important risk factor for aggression and receive more attention by research on aggression and preventive efforts.

     

Cultural values and attitudes towards guidance and counselling services in one secondary school in Malaysia: the role of a school cultural system

This narrative ethnographic study aims to explore students' attitudes towards guidance and counselling services in one secondary school in Malaysia. Semi-structured individual interviews, group interviews and observations were conducted with school students of different racial backgrounds. They were identified as referred clients, self-referred clients, and those not deemed to be involved in counselling. The data were analysed using the constant comparative analysis grounded theory approach. The findings indicate that there were different attitudes among the three groups of participants concerning counselling services. The study highlights the role of a school system in elucidating attitudes towards guidance and counselling services. It poses implications for understanding counselling services within the school system.     

Chinese values and health: A cultural-level examination

Abstract

Previous research has identified two factors from the Chinese Value Survey, Integration vs Inwardness and Reputation vs Morality. In an effort to further establish their validities, the scores of a student sample on these two dimensions were calculated for each of 23 countries. These value profiles were then used as predictors of a number of health indices, after partialing out the confounding influence of per capita GNP. This country-level analysis revealed many relationships between the two value dimensions and 1. longevity measures, 2. modes of death, 3. health endangering behaviors, and 4. indicators of social well-being. These findings were related to theorizing about cultural emphases on individualism and on material success. It is hoped that this research will stimulate more comprehensive within-and cross-cultural research on the link between values and health.     

“It's My Dream to Work With Olympic Athletes”: Neophyte Sport Psychologists’ Expectations and Initial Experiences Regarding Service Delivery

We examined postgraduate students’ experiences of applied sport psychology (ASP) practice and training. We interviewed 5 female and 2 male (21–45 years of age) MSc students 4 times over 6 months before, during, and after their ASP module. Participants kept diaries for 8 weeks when working with clients. Findings extend previous literature on the pivotal transition from student to inexperienced practitioner. For example, ways that live demonstrations of experts, client experiences, and collegial interactions influenced students’ development were identified. These findings may assist ASP educators and supervisors prepare students for their careers.     

Holding it together: Coping with vicarious trauma in sport

ObjectivesVicarious trauma refers to the negative effects that may be experienced after witnessing trauma (such as actual or threatened injury) in others. This study aims to examine vicarious trauma in sports coaches by drawing on the experiences of two trampoline coaches who have witnessed a serious athletic injury. In particular, this study focuses on how these coaches have responded to and coped with this traumatic event.DesignThe study draws on data from thematic, semi-structured, life history interviews that focus on the occurrence of one particular sports accident witnessed by both coaches.MethodMultiple interviews were conducted in which participants were invited to recall the accident, their own responses to the accident, and the coping strategies employed. Interviews were analyzed using a holistic-content analysis in which thematic similarities and differences between the narratives emerged.ResultsThere were three main themes that emerged, these were the need to make meaning following trauma, re-experiencing trauma, and acceptance and avoidance coping. Participants demonstrated the individual nature of coping with trauma. While one participant avoided the trauma by minimizing the events, blocking her emotions and giving support to others; the second participant showed acceptance of the trauma, was highly emotional, and received support from others.ConclusionsThis study demonstrates the difficulties that may be faced by coaches following vicarious trauma. Although each coach presents different experiences and coping strategies they provide some indications of the level and type of support that may be required after witnessing athletic injury.     

Psychological correlates of university students' academic performance: a systematic review and meta-analysis

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.     

The Role of Beliefs in Mother-Adolescent Conflict: An Application of the Theory of Planned Behavior

This mixed method study applies components of the theory of planned behavior (Ajzen and Fishbein 1980) to mother-adolescent conflict. We examine if three kinds of beliefs—behavioral, control, and normative—predict patterns of family conflict. Forty mother-adolescent dyads completed an open-ended interview, self-report measures of conflict, and an observational measure of family interaction. Hierarchical multiple regressions revealed that mothers’ and adolescents’ beliefs about the costs and benefits of conflict significantly predicted how they interacted and perceived conflict within dyads. Sex differences and differences between mothers and adolescents were identified. This work contributes to our understanding of the role of both general and specific beliefs in family conflict.     

Achieving relationship harmony in groups and its consequence for group performance

Relationships are formed to meet individual goals, and one consequence of this joint effort towards mutual goal fulfillment will be a level of relationship harmony achieved between the interaction partners. The present study investigated the personality correlates associated with the achievement of relationship harmony in a group setting and its consequences for group performance. Students from a social psychology course formed groups for completing task assignments. After a 3-month collaboration, each student evaluated his or her level of relationship harmony attained with each of his or her other group members. It was found that a member's agreeableness positively predicted his or her achievement of relationship harmony in the group, but that conscientiousness and openness to experience had detrimental effects on the relationship harmony achieved with other group members. A group whose members attained higher relationship harmony performed better on its group assignments, suggesting that relationship harmony among members of a group might have beneficial effects on group processes like performance focus and shared exchange at least in a collectivist, Chinese culture.