Student teachers’ competence and career certainty: the effects of career anxiety and perceived control

In comparison to other professional faculties, student teachers are less certain about their career decisions. Consequently, examining the factors that influence their perceptions of career competence and certainty may be beneficial for their professional development. We examined how student teachers’ (n = 194) gender, grade of instruction, practicum, career anxiety, and perceived control affected their career competence and certainty. Anxiety had large and negative effects on competence and certainty. In contrast, primary control enhanced competence whereas secondary control enhanced certainty. High-practicum ratings were also associated with greater competence and certainty; however, these effects were mediated by anxiety and perceived control. These findings help us understand the transition that student teachers make from studentship to becoming professional teachers.     

A Longitudinal Investigation of Sport Participation, Peer Acceptance, and Self-esteem among Adolescent Girls and Boys

The present investigation was designed to explore the relations between sport participation, peer acceptance, and global self-esteem. Peer acceptance was considered as a possible mediator of the relationship between sport participation and global self-esteem. The sample included girls (N?=?4,689) and boys (N?=?5,811) between the ages of 12 and 21 (M?=?15 years) who were part of the National Longitudinal Study of Adolescent Health. Analyses revealed that peer acceptance partially mediated the relation between sport participation and global self-esteem for girls as well as boys. Findings suggest the importance of considering how sport participation and self-evaluations in particular domains may contribute to global feelings of self-worth. The role of peers in this relationship is discussed in relation to changing social attitudes about girls’ sport participation.     

Democratisation of wellbeing: stakeholder perspectives on policy priorities for improving national wellbeing through paid employment and adult learning

Recent policy initiatives in the UK have heightened the degree to which wellbeing can be considered a political construct: The acceptance of different policy options for wellbeing depends on the extent to which those options are responsive to popular wellbeing concerns. Drawing on the views of over 400 people gathered through a variety of methods and across the UK, we outline different stakeholder views of what wellbeing is and the priorities that stakeholders believe should be addressed to improve wellbeing. We draw out the implications for reframing policy debates around wellbeing, the practice of career guidance, academic debates around identified wellbeing priorities, and the best means of developing a policy and a practice-oriented and stakeholder-responsive approach to researching wellbeing.     

Challenging the Universality of Job Resources: Why,When, and For Whom Are They Beneficial?

In this paper we introduce the topic of job resources and elaborate on their relevance for research and practice in work psychology. We start out with a brief overview of the historic and current understanding of job resources. Next, we discuss the need for a more nuanced perspective on the effects of job resources and present some ideas on how to move this forward. After these conceptual preliminaries, we introduce the papers in the special issue and conclude with a brief summary of the special issue's key messages.     

A second-order relevance logic with modality

In this paper a system, RPF, of second-order relevance logic with S5 necessity is presented which contains a defined, notion of identity for propositions. A complete semantics is provided. It is shown that RPF allows for more than one necessary proposition. RPF contains primitive syntactic counterparts of the following semantic notions: (1) the reflexive, symmetrical, transitive binary alternativeness relation for S5 necessity, (2) the ternary Routley-Meyer alternativeness relation for implication, and (3) the Routley-Meyer notion of a prime intensional theory, as well as defined syntactic counterparts, of the semantic notions of a possible world and the Routley-Meyer ^* operator.     

An experimental approach towards the evaluation of a seat belt campaign with an inside view on the psychology behind seat belt use

A Belgian national safety belt campaign was evaluated by means of a questionnaire survey in an adolescent sample. The evaluation was done through a three group after-only design with the use of one control group and two experimental groups. The first experimental group, the attentive group, was exposed to the campaign material in a very direct, attentive way, whereas the second experimental group, the pre-attentive group, was exposed rather inattentively. The framework of the Theory of Planned Behaviour (TPB) was applied and extended with a habit and a past behaviour variable in order to verify whether seat belt usage is to be understood as an automaticity mechanism (i.e., habitual or repeated past behaviour) or as planned behaviour. In terms of campaign effect, the comparison of the pre-attentive group and the control group revealed no significant differences. However, the attentive group and the control group differed significantly regarding two basic dimensions of perceived behavioural control (i.e., confidence and motivation), habit, past behaviour, behavioural intention and behaviour. In terms of explaining seat belt usage, linear regression models were fitted and gave most support for the repeated past behaviour approach. According to the latter, using seat belts is recycling an originally reasoned behaviour, yet without systematically going through the whole underlying reasoning every time a situation in which the decision to wear a seat belt (or not) presents itself. The practical implications of these findings are discussed more in detail.     

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Research consistently shows that neighborhood socio‐demographic characteristics and residents’ neighborhood perceptions matter for youth well‐being, including a positive sense of racial‐ethnic identity. Although elementary‐school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial‐ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% African American, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race‐ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth's academic self‐efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race‐ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial‐ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children's neighborhood context is important for development. Results are discussed to highlight environmental influences on young children's awareness of race‐ethnicity and the implications of the combined impact of neighborhood and racial‐ethnic identity on psychosocial adjustment.