Predictors to Happiness in Primary Students: Positive Relationships or Academic Achievement

This study aimed to examine the role of positive relationships and academic achievement in predicting student well-being, i.e. subjective happiness. This study employed a longitudinal design with two waves of data collection on a sample of 786 primary school students in Hong Kong. Students completed questionnaires on parent-child relationship, teacher-student relationship, peer relationship, academic achievement, and happiness at the beginning and end of the school year. Path analysis was used for data analysis. The results indicated that Time 1 parent-child relationship and peer relationship were associated with Time 2 academic achievement, after controlling for Time 1 academic achievement. However, only Time 1 parent-child relationship was predictive of Time 2 happiness. Time 2 academic achievement was a mediator between Time 1 parent-child relationship and peer relationship and Time 2 happiness. Furthermore, girls reported higher levels of academic achievement when they perceived better peer relationship than did boys, and girls were happier when they had higher levels of academic achievement than were boys. The results suggested the need to put in place strategies to enhance parent-child relationship, peer relationship, and a harmonious classroom.

     

Eat,drink, and be merry,for tomorrow we diet: effects of anticipated deprivation on food intake in restrained and unrestrained eaters

This study examined the effect of anticipated food deprivation on intake in restrained and unrestrained eaters. Participants were randomly assigned to a diet condition, in which they expected to diet for a week, or to a control (no-diet) condition. Immediately after being assigned to a condition, participants completed a taste-rating task in which food consumption was measured. Restrained eaters in the diet condition consumed significantly more food than did restrained eaters in the no-diet condition or unrestrained eaters in either condition. Unrestrained eaters consumed the same amount regardless of condition. These results confirm that merely planning to go on a diet can trigger overeating in restrained eaters, reflecting the dynamic connection between dieting and overeating.     

Increased forefoot loading is associated with an increased plantar flexion moment

The aim of this study was to identify the cascade of effects leading from alterations in force generation around the ankle joint to increased plantar pressures under the forefoot. Gait analysis including plantar pressure measurement was performed at an individually preferred and a standardized, imposed gait velocity in diabetic subjects with polyneuropathy (n = 94), without polyneuropathy (n = 39) and healthy elderly (n = 19). The plantar flexion moment at 40% of the stance phase was negatively correlated with the displacement rate of center of pressure (r = ?.749, p < .001 at the imposed, and r = ?.693, p < .001 at the preferred gait velocity). Displacement rate of center of pressure was strongly correlated with forefoot loading (r = ?.837, p < .001 at the imposed, and r = ?.731, p < .001 at the preferred gait velocity). People with a relatively high plantar flexion moment at 40% of the stance phase, have a faster forward transfer of center of pressure and consequently higher loading of the forefoot. This indicates that interventions aimed at increasing the control of the roll-off of the foot may contribute to a better plantar pressure distribution.     

Using Coaching to Support Teacher Implementation of Classroom-based Interventions

Despite the growing evidence base for the efficacy of preventive interventions, the level of implementation of these interventions in schools is often less than optimal. One promising approach to supporting teachers in implementation of interventions is the use of coaching. In this study, teachers were trained in a universal classroom management intervention and provided ongoing coaching. The association between the type and amount of coaching activities and teacher implementation of proactive classroom management over time were investigated. Results indicated that teachers who received more performance feedback had higher levels of implementation over time in comparison with teachers who received less feedback. In addition, a significant interaction between the amount of coaching a teacher received and his or her implementation of proactive classroom management was found. Increased implementation over time was observed for teachers with lower initial levels of implementation who received more coaching, whereas implementation decreased over time for teachers who received less coaching. The importance of coaching as a support system for enhancing implementation quality of classroom-based preventive interventions is discussed.     

Embodying Confident Agency: Luther's “Three Estates” as a Resource for Virtue Theory

Martin Luther's social writings (volumes 44–47 in the American edition) provide a robust account of human agency that might help Lutheran social ethics address contemporary crises of confidence. When Luther addresses concrete moral issues, he enriches his two‐kingdoms frame with a focus on particular social roles such as ruler, merchant, soldier, parent, etc. This (often tacit) “three‐estates” approach creates room for a distinctly Lutheran contribution to contemporary virtue theory by focusing on the functions served by particular social roles more than on individual self‐chosen pathways of moral improvement. It also supports a prophetic affirmation of vocation against the contemporary breakdown of expectations and confidence in social roles.     

Empathy and transformative experience without the first person point of view (a reply to L. A. Paul)1

Abstract

In her very interesting ‘First-personal modes of presentation and the problem of empathy’ (2017, 315–336), L. A. Paul argues that the phenomenon of empathy gives us reason to care about the first person point of view: that as theorists we can only understand, and as humans only evince, empathy by appealing to that point of view. We are skeptics about the importance of the first person point of view, although not about empathy. The goal of this paper is to see if we can account for empathy without the ideology of the first person. We conclude that we can.     

The Moderating Effects of Gratitude on the Association Between Perceived Parenting Styles and Suicidal Ideation

Suicidal ideation is defined as the thoughts about engaging in suicidal-related behaviors. Very few studies have been conducted on children’s suicidal ideation as there is a biased perception that suicidal behavior under the age of 12 is scarce. However, suicide is the leading cause of death among young children. Child suicidal ideation is predictive of suicidal ideation and suicide attempts in adulthood. Association between certain parenting styles and suicidal ideation have been found in empirical studies. However, little is known about the role of parenting and suicidal ideation in Chinese young children. We examined whether gratitude can reduce the risk of suicide by moderating the association between parenting styles and child suicidal ideation. We recruited 447 Chinese children (53.3% female; mean age?=?10.06, SD?=?1.76) to participate in a survey. Perceived parenting style (warmth/accepting, dominating, and autonomy granting), gratitude, and suicidal ideation were assessed using self-reported measures. We found that all three perceived parental styles were significantly associated with child suicidal ideation. Further, gratitude was found to have a significant moderating effect on suicidal ideation, across the analysis of the three perceived parenting styles. This suggests that gratitude may be adopted in preventive and clinical interventions so that children at risk can benefit from reducing the negative effects of ineffective parenting styles and suicidal ideation.     

Demand for Certified Human Resources Professionals in Internet‐Based Job Announcements

We tested empirically whether potential employers require and/or prefer human resources (HR) professionals who hold an HR certification. We analyzed each of 1873 HR job announcements available over a 1‐week period on http://monster.com , http://hotjobs.yahoo.com , http://careerbuilder.com , and http://shrm.org . Results showed that only nine (i.e., .48%) job announcements stated that there was a requirement and only 70 (i.e., 3.73%) job announcements stated that there was a preference for job applicants with any type of HR certification. In spite of the low overall demand for certified HR professionals, results indicated that the demand is slightly higher for jobs posted on http://shrm.org , certain job titles (e.g., HR Director, HR Generalist), HR specialty areas (e.g., employee relations, general HR), industries (e.g., manufacturing), and for jobs requiring more years of HR job experience. Overall, results suggest that the field of HR needs to do a better job of gathering evidence about validity, utility, and lack of adverse impact regarding the use of certification in selection and assessment decision making. Once this evidence is collected, employers may perceive HR certification as a more critical signal of a job applicant's future contributions.