The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting. 相似文献
In a recent critique Boles and Barth (2011) argue that their prior study investigating asymmetry/performance relationships (Boles, Barth, & Merrill, 2008) uncovered the “true” association (i.e., negative correlation) between lateralization of visual lexical processes and word recognition performance. They contend that our study reporting positive correlations of lexical asymmetry and reading performance (Chiarello et al., 2009) was flawed and hence inconclusive. In this response we address the two major objections raised by Boles and Barth (2011) regarding our selection of tasks and asymmetry measures. We conclude that the Boles and Barth principle of task purity is not relevant to the stated aims of our investigation, and that our linear regression method of measuring asymmetry is valid given the high level of accuracy for the tasks we reported. Because the aims of each investigation differed, we argue that it is unwise to attempt to fit each study into the framework favored by Boles and Barth (2011). 相似文献
Infant social withdrawal is a risk factor for non-optimal child development; thus, it is important to identify risk factors associated with withdrawal. In a large community sample (N = 19,017), we investigate whether symptoms of maternal and partner postpartum depression (PPD; measured with the Edinburgh Postnatal Depression Scale) and prematurity are predictors of infant social withdrawal (measured with the Alarm Distress Baby Scale). Withdrawal was assessed at 2–3, 4–7 and 8–12 months postpartum. Linear regressions showed that prematurity predicted higher infant social withdrawal at all time points, and maternal symptoms of PPD were positively associated with withdrawal at 2–3 months. Logistic regressions showed that odds for elevated social withdrawal were increased with elevated levels of maternal symptoms of PPD at 2–3 and 8–12 months. Partner's symptoms of PPD were not associated with withdrawal. Future studies should investigate how PPD symptoms and prematurity may impact the individual development of social withdrawal. 相似文献
Whether teachers maintain their expectation bias for students over time is crucial for understanding self-fulfilling prophecy effects. However, the stability of teacher expectation bias has been largely ignored in the literature. We examined the stability of teacher expectation bias across a sample of teachers and the change trajectories of teacher expectation bias across high-, medium-, and low-expectation teacher groups across all teachers and in the curriculum areas of mathematics, Chinese, and English. Our analyses were based on two-year longitudinal data with four time points from 567 Chinese senior high school students and their 50 teachers. The results showed that across all teachers, teacher expectation bias at the individual student level was dynamic over time. That is, teachers seemed to adjust their initial expectation bias in the first few months but then maintained the adjusted expectation bias afterwards. However, when students moved from Grade 11 to Grade 12 (the last year of high school), teachers seemed to change their expectation bias again. The evidence from HLM analyses further supported these results. That is, all the high- and low-expectation teachers alleviated their initial expectation bias significantly in the first six months and then adhered to their adjusted expectation bias. However, when students moved to the last year of high school, some high- and low-expectation teachers’ expectation biases were volatile again. Nevertheless, most high- and low-expectation teachers (except for Chinese low-expectation teachers) tended to either over-estimate or under-estimate their students across two school years. Further, compared to Chinese and mathematics teachers, English teachers’ biases seemed to be even more stable. Our findings suggested that some teachers consistently over- or under-estimated their students over an extended time period and this could have implications for student outcomes.
Theory and treatment for childhood anxiety disorders typically implicates children’s negative cognitions, yet little is known about the characteristics of thinking styles of clinically anxious children. In particular, it is unclear whether differences in thinking styles between children with anxiety disorders and non-anxious children vary as a function of child age, whether particular cognitive distortions are associated with childhood anxiety disorders at different child ages, and whether cognitive content is disorder-specific. The current study addressed these questions among 120 7–12 year old children (53% female) who met diagnostic criteria for social anxiety disorder, other anxiety disorder, or who were not currently anxious. Contrary to expectations, threat interpretation was not inflated amongst anxious compared to non-anxious children at any age, although older (10–12 year old) anxious children did differ from non-anxious children on measures of perceived coping. The notion of cognitive-content specificity was not supported across the age-range. The findings challenge current treatment models of childhood anxiety, and suggest that a focus on changing anxious children’s cognitions is not warranted in mid-childhood, and in late childhood cognitive approaches may be better focussed on promoting children’s perceptions of control rather than challenging threat interpretations. 相似文献
Fundamentalism is consistently related to racial prejudice (Hall, Matz, & Wood, 2010), yet the mechanisms for this relationship are unclear. We identify two core values of fundamentalism, authoritarianism and traditionalism, that independently contribute to the fundamentalism‐racial prejudice relationship. We also contextualize the fundamentalism‐racial prejudice relationship by suggesting that fundamentalists may show prejudice based on conceptions of African Americans as violating values but show tolerance when prejudice is less justifiable. These ideas are tested and confirmed using three data sets from the American National Election Studies. Across all three samples, fundamentalism is related to increases in symbolic racism but decreases in negative affect towards African Americans, and these relationships are mediated by both authoritarianism and traditionalism. 相似文献
Trait theories of vulnerability to bipolar disorder (BD) are increasingly common in the literature, yet poorly understood. The aim of the current study was to complement existing knowledge of trait theories by investigating two biological rhythm features often associated with BD – eveningness and seasonality – in a sample assessed as vulnerable to the disorder. Two hundred and thirteen participants completed an online survey consisting of the General Behavior Inventory, Seasonal Pattern Assessment Questionnaire, and Morningness-Eveningness Questionnaire. Hierarchical regressions controlling for sex and age showed that greater levels of seasonality and a tendency towards an eveningness chronotype were weak, but significant predictors of the BD vulnerability trait. When the traits of vulnerability to depression and mania were investigated separately, seasonality and eveningness were significant predictors of the former, but only seasonality was a significant predictor of the latter. The Autumn/Winter pattern of seasonality was a weak predictor of trait vulnerability to mania but not depression. The current findings advance understanding of the BD vulnerability trait, and may have consequences for the behavioural management of those who are considered to be ‘at risk’ of the disorder. 相似文献