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111.
Agelink van Rentergem Joost A. de Vent Nathalie R. Schmand Ben A. Murre Jaap M. J. Staaks Janneke P. C. Huizenga Hilde M. 《Neuropsychology review》2020,30(1):51-96
Neuropsychology Review - Many neuropsychologists are of the opinion that the multitude of cognitive tests may be grouped into a much smaller number of cognitive domains. However, there is little... 相似文献
112.
Hilde Lindemann Nelson 《Metaphilosophy》2000,31(5):492-508
The primary contribution of feminism to bioethics is to note how imbalances of power in the sex-gender system play themselves out in medical practice and in the theory surrounding that practice. I trace the ten-year history of feminist approaches to bioethics, arguing that while feminists have usefully critiqued medicine's biases in favor of men, they have unmasked sexism primarily in the arena of women's reproductive health, leaving other areas of health care sorely in need of feminist scrutiny. I note as well that feminist bioethicists have contributed very little to bioethical theory. In the second part of the paper I suggest two future directions for feminist bioethics. The first is to expand its critique of gender bias beyond reproductive medicine, devoting attention to the same issues raised by advances in biomedical technology as are taken up by mainstream bioethicists. The second is to develop bioethical theory that is more responsive than are mainstream moral theories to the social practices that subordinate women and minority groups. 相似文献
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Geertje Leflot Pol A. C. van Lier Patrick Onghena Hilde Colpin 《Journal of abnormal child psychology》2010,38(6):869-882
The role of teacher behavior management for children’s disruptive behavior development (hyperactive and oppositional behavior)
was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from
second to third grade of elementary school. Observations of teacher behavior management and children’s on-task and off-task
classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced
use of negative remarks of intervention teachers predicted children’s increase in on-task behavior and decrease in talking-out
behavior. These improved children’s classroom behaviors in turn mediated the impact of the intervention on the development
of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results
underscore the role of teachers’ classroom management strategies in improving children’s classroom behavior, which, in turn
is an important component in the reduction of disruptive behavior development. 相似文献
115.
Hetty van Emmerik Hein Wendt Martin C. Euwema 《Journal of Occupational & Organizational Psychology》2010,83(4):895-914
Top management teams are worldwide largely composed of men, with relatively few female members. The gender ratio in top management is indicative of the position of women in management within the organization, as well as related to leadership behaviours of male and female managers. In the present study, the relative importance of societal culture, organizational, and individual characteristics in explaining leadership behaviours and the associations of gender and gender ratio with leadership behaviours are studied. Hypotheses are tested with multi‐level analyses using a dataset with information from subordinates rating leadership behaviours of 12,546 managers in 437 organizations in 32 countries. The results show that in a three‐level model (i.e., societal, organizational, and individual level) to explain leadership behaviours, differences in leadership behaviours are predominantly explained by individual differences, followed by organizational and societal differences. Further, after controlling for societal influences, a higher gender ratio (relatively more female managers), was positively associated with consideration and negatively related to initiating structure. Moreover, for male managers, there was a negative association between gender ratio and initiating structure, indicating that male managers in organizations with more female managers tend to engage less in initiating structure, whereas the leadership behaviours of female managers were not associated with the gender ratio. 相似文献
116.
Logan L. Watts Mark C. Frame Richard G. Moffett Judith L. Van Hein Michael Hein 《Journal of applied social psychology》2015,45(1):10-22
The relationships between college student gender, perceived career barriers, and occupational aspirations were examined. Participants were 314 students located in the southeastern United States. Overall, college women reported higher levels of occupational aspirations than college men. While occupational aspirations were not correlated with perceived career barriers for women or men, women reported anticipating more barriers to their career advancement than their male peers. Perceived career barriers and the interaction between gender and perceived career barriers predicted occupational aspirations after controlling for gender, socioeconomic status, ethnicity, and year in school. The relationship between occupational aspirations and the interaction between gender and perceived career barriers in college‐age adults enhances our understanding of occupational aspirations. 相似文献
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119.
Sarah Doumen Evelien Buyse Hilde Colpin Karine Verschueren 《Infant and child development》2011,20(6):449-465
High levels of teacher–child conflict have repeatedly been found to amplify children's aggressive behaviour. Up to now, however, research on possible mechanisms explaining this link is largely lacking. The current study aimed to test whether children's self‐esteem is an intervening mechanism. Participants were 139 children (70 boys, M age = 6.18 years) and their teachers from 35 classes in 19 schools who were followed longitudinally throughout first grade. Teacher–child conflict was measured during the first trimester (October to December), children's self‐esteem (three child interviews) during the second trimester (January to March) and children's aggressive behaviour during the first and third trimester (April to June). Teacher–child conflict had a significant indirect effect on changes in children's aggressive behaviour across first grade through its effect on children's self‐esteem. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
120.
Smerecnik C Quaak M van Schayck CP van Schooten FJ de Vries H 《Psychology & health》2011,26(8):1099-1112
Genetic advances have made genetically tailored smoking cessation treatments possible. In this study, we examined whether smokers are interested in undergoing a genetic test to identify their genetic susceptibility to nicotine addiction. In addition, we aimed to identify socio-cognitive determinants of smokers' intention to undergo genetic testing. Following the protection motivation theory (PMT), we assessed the following constructs using an online survey among 587 smokers: threat appraisal (i.e. susceptibility and severity), fear, coping appraisal (i.e. response efficacy and self-efficacy), response costs and intention. In addition, knowledge, social norms and information-seeking behaviour were measured. Mean intention rates were 2.57 on a 5-point scale. Intention was significantly associated with threat appraisal and coping appraisal, as predicted by the PMT. Fear of the outcome was negatively associated with the intention to undergo genetic testing, but response costs, knowledge and social influence were not. Intention to undergo genetic testing in turn was positively related to seeking information about genetic testing and genetically tailored smoking cessation treatments. Smokers seem ambivalent or 'on the fence' with regard to undergoing a genetic test for smoking addiction. Socio-cognitive concepts such as susceptibility, severity, response efficacy and self-efficacy may be used to inform or educate smokers about the value of genetically tailored smoking cessation treatments. 相似文献