Objectives. To examine motivational and volitional factors for hand washing in young adults, using the Health Action Process Approach (HAPA) as a theoretical framework.
Design. In a longitudinal design with two measurement points, six weeks apart, university students (N = 440) completed paper-based questionnaires.
Main outcome measures. Prior hand washing frequency, self-efficacy, outcome expectancies, intention and action planning were measured at baseline, and coping planning, action control and hand washing frequency were measured at follow-up.
Results. A theory-based structural equation model was specified. In line with the HAPA, the motivational factors of self-efficacy and outcome expectancies predicted intention, whereas the volitional factors of planning and action control mediated between intention and changes in hand washing frequency. Action control was confirmed as the most proximal factor on hand washing behaviour, thus representing a bridge of the planning–behaviour gap.
Conclusions. Both motivational and volitional processes are important to consider in the improvement of hand hygiene practices. Moreover, the statistically significant effects for planning and action control illustrate the importance of these key self-regulatory factors in the prediction of hand hygiene. The current study highlights the importance of adopting models that account for motivational and volitional factors to better understand hand washing behaviour. 相似文献
Character education is of growing importance in educational discourse. The Knightly Virtues programme draws on selected classic stories to teach eight moral virtues to nine- to 11-year-olds; it has proved to be hugely popular with UK schools. A finding of the trial was the different levels of ‘virtue literacy’ in faith and non-faith schools. This article outlines the key features of this trial which yielded the positive results and details its methodological strengths and potential shortcomings. Overall, statistical concerns are less problematic than the practical concerns of running trials designed to measure the impact of character education interventions. Of greatest theoretical interest is the conflation of general and virtue-specific literacy; in addition, we tease apart differences in understanding and motivation. The article highlights and discusses the challenges of running trials designed to measure character education, as well as providing insights into promising methodological approaches. 相似文献
Episodic-like memory tests often aid in determining an animal’s ability to recall the what, where, and which (context) of an event. To date, this type of memory has been demonstrated in humans, wild chacma baboons, corvids (Scrub jays), humming birds, mice, rats, Yucatan minipigs, and cuttlefish. The potential for this type of memory in zebrafish remains unexplored even though they are quickly becoming an essential model organism for the study of a variety of human cognitive and mental disorders. Here we explore the episodic-like capabilities of zebrafish (Danio rerio) in a previously established mammalian memory paradigm. We demonstrate that when zebrafish were presented with a familiar object in a familiar context but a novel location within that context, they spend more time in the novel quadrant. Thus, zebrafish display episodic-like memory as they remember what object they saw, where they saw it (quadrant location), and on whichoccasion (yellow or blue walls) it was presented. 相似文献
In this article, we discuss a number of important considerations that we have encountered in the process of researching health stigma topics as “outsiders”: researchers (personally) unfamiliar with the experience or topic under study. In particular, we discuss the importance of the following: a reflective stance, challenging negative representations, flexible and sensitive recruitment strategies, validating experiences of stigma, and participant control and power. We see these points as particularly important in the context of researching stigma as outsiders, where our privilege may contribute to unhelpful, narrow, de-politicized or overly simplistic representations of particular “groups” or experiences. We share these considerations in hope of assisting other researchers to reflect on, and articulate, how they negotiate their positionings within their research and the ways in which they shape and construct the research agenda and, by implication, the people or topics under examination. 相似文献
Three studies are reported on the development of a four‐disc version of the Tower of London test of planning ability. The first (n = 138) involved the selection of items based on rational and empirical criteria to provide a short test of graded difficulty suitable for use with children and clinical populations. The second study (n = 480) checked the properties of the 10‐item test on a new sample and in addition examined the internal consistency and factor structure of the test. The third study (n = 61) examined the test – retest reliability of the test over a period of 1 month. The difficulty level of the test remained relatively stable from sample to sample and was sensitive to linear trend in performance from age 5 years up to 30 years. Total score did not reflect the action of a single underlying construct but rather appeared to index a number of factors. Scores were reasonably stable over the 1‐month period studied, at least for the children's sample employed. The four‐disc version is a promising method of assessing planning in children and adolescents in clinical situations. 相似文献
Adopting the overall framework provided for an international inquiry into career counseling interventions, this article reports on a qualitative study into the efficacy of a relatively new approach to practice in England. Using career construction interviews as the counseling intervention, research involving two adult participants was undertaken. Interpersonal process recall (IPR) was used to explicate the perceptions and understandings of both the participants and the counselor in the process. Outcome analysis framed the approach used to making sense of the data collected. Two contrasting responses were immediately evident from participants in the counseling intervention: one positive and one negative. The use of the IPR process enabled an understanding of the value of a structured process of reflection. 相似文献
ABSTRACTI reconstruct early Yogācāra theory of no-self based on works by Asa?ga and Vasubandhu. I introduce the idea of the cognitive schema (CS) of the self, a conception borrowed from the developmental psychologist, Jean Piaget. A fundamental CS is a psychological function that guides the formation of perceptions. I propose that Manas can be understood in terms of being the CS of the self, a psychological mechanism from which perceptions of external objects are formed. In addition, I argue that non-imaginative wisdom can be regarded as an experience during which the CS of the self does not function, such that one only possesses pure sensations without perceptions of external objects. After the repeated experience of non-imaginative wisdom, the CS of the self is changed to the purified CS of no-self. It still supports interactions with the external world, but in a way that does not allow the four afflictions (self-delusion, self-belief, self-conceit, and self-love) to arise.Abbreviations: MS: Mahāyānasa?graha; TS: Tri??ikā-kārikā; TSN: Trisvabhāvanirde?a; VVS: Vi??atikā Vijñaptimātratāsiddhi相似文献