Contingency is used to prepare for outcomes: Implications for a functional analysis of learning

It is generally assumed that the function of contingency learning is to predict the occurrence of important events in order to prepare for them. This assumption, however, has scarcely been tested. Moreover, the little evidence that is available suggests just the opposite result. People do not use contingency to prepare for outcomes, nor to predict their occurrence, although they do use it to infer the causal and predictive value of cues. By using both judgmental and behavioral data, we designed the present experiments as a further test for this assumption. The results show that—at least under certain conditions—people do use contingency to prepare for outcomes, even though they would still not use it to predict their occurrence. The functional and adaptive aspects of these results are discussed in the present article.     

Mental health help‐seeking and refugee adolescents: Qualitative findings from a mixed‐methods investigation

There is general agreement in Australia and other Western resettlement countries that many refugee adolescents with social, behavioural, and mental health problems are not accessing mental health care. There is, however, a paucity of research on refugee adolescent mental health service utilisation and help‐seeking. Most research to date has centred on adolescents in the general population, and even then is still very limited. This paper presents the findings of 13 focus groups held with 85 refugee adolescents aged 13–17 years from Afghanistan, Bosnia, Iran, Iraq, Liberia, Serbia, and Sudan. The study was part of a wider investigation of mental health service utilisation by refugee parents of children aged 4–17 years, and by adolescents aged 13–17 years. With respect to adolescents, the focus group findings indicate that most are very reluctant to venture beyond their close friendship networks for help with their psychosocial problems due to a range of individual, cultural, and service‐related barriers. Implications for mental health policymakers, service planners, and service providers are discussed.     

The Changing Value of Skill Utilisation: Interactions with Job Demands on Job Satisfaction and Absenteeism

Opportunities to learn and apply new skills are generally considered a favourable job characteristic, but can there be too much of a good thing? In this paper, we draw on vitamin and resource perspectives to investigate a more nuanced perspective on where, when and why skill utilisation delivers value as a resource. Specifically, we examine whether skill utilisation exhibits non-linear relationships with job satisfaction and absenteeism in the presence of two different job demands: task workload, which captures the quantitative demands of work, and surface acting, which captures the qualitative demands of work. Using data from 278 hospital employees, we found that surface acting moderated the non-linear relationship between skill utilisation and absenteeism. Specifically, the relationship between skill utilisation and absenteeism became increasingly positive when surface acting was high, but not when surface acting was low. Interestingly, the linear relationship between skill utilisation and job satisfaction was less positive when surface acting was high. Task workload did not interact with skill utilisation to predict employee outcomes. Our findings highlight complexities in the relationship between job resources and demands and show that the value of skill utilisation changes under demanding conditions.     

Theorizing lived religion: introduction

ABSTRACT

The introduction to this special issue describes the emergence of the lived religion approach in relation to other approaches within the study of religion and sociology of religion as a way of going beyond the emphasis on texts and institutions, on the one hand, and the focus on the fate of religion in modern times, on the other hand. It also introduces the aim of this special issue, namely ‘theorizing’ lived religion. To do this, the authors summarize how the founders of this approach have conceptualized the topic of ‘lived religion’, adjacent approaches, and the theoretical underpinnings of their work. The authors propose three directions to develop the contribution a lived religion approach might make to theorizing: 1) explicating what is meant by ‘religion’ by drawing on work that studies religion as a category; 2) explicating how concepts and theories are developed based on lived religion research, with particular emphasis on the way tensions between modernist, disenchanting epistemologies and the enchanted, supernatural worlds of practitioners may inform theory and methodological reflection; 3) anchoring the doing of research, emphasizing the full research cycle in religious studies programs so that students have a solid basis for learning how to move back and forth between carrying out original research and conceptual/theoretical work.