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791.
Clayton Neighbors Denise D. Walker Lyungai F. Mbilinyi Joan Zegree Dawn W. Foster Roger A. Roffman 《Journal of applied social psychology》2013,43(2):338-349
The present research was designed to evaluate self‐determination theory as a framework for integrating factors associated with intimate partner violence (IPV) perpetration. The proposed model suggests that childhood exposure to parental violence may influence global motivational orientations which, in turn, results in greater cognitive biases (overestimating the prevalence of IPV and justification of IPV) which, in turn, contribute to an individual's decision to use abusive behavior. Participants included 124 men who had engaged in abusive behavior toward an intimate partner. Results provided reasonable support for the proposed model and stronger support for a revised model suggesting that controlled orientation, rather than autonomy orientation, appears to play a stronger role in the association between childhood exposure to parental violence and cognitive biases associated with abusive behavior. 相似文献
792.
The purpose of this study was to gain day-to-day insight into how an elite athlete experiences competing in the Olympic Games with regard to perceived stress, the subsequent coping efforts, and the maintenance of a positive response outcome expectancy. One Norwegian female soccer player wrote a journal throughout the pre-camp and the 2000 Olympic Games in Sydney. "Tina" employed a range of coping strategies, both problem-focused and emotion focused, when faced with challenges such as feeling a lack of self-confidence and the team losing the first match. However, she kept a strong belief in her team's ability to win and had a strong positive response outcome expectancy throughout the targeted period. The team won the Olympic Gold medal and Tina attributed this achievement to the hard work everybody on the team had exhibited over a long period of time. The results of this qualitative analysis are discussed with respect to contemporary theories of stress, coping, and motivation. 相似文献
793.
Joan Sarnat 《Psychoanalytic Dialogues》2014,24(5):532-539
This paper describes the author’s supervision of a psychoanalytic candidate, including the development and resolution of impasse in both the supervised analysis and the supervisory relationship. When the author became aware of the degree to which her own anxieties and defenses were implicated, she sought consultation, after which both supervision and analysis moved forward. As supervision continued, work on supervisee’s and supervisor’s interlocking anxieties and defenses, and understanding of their impact on the supervised analysis, deepened. The author concludes that exploring supervisory disruptions allows both members of the supervisory dyad to come to grips with conflicts that subtly distort their work and facilitates a deepening of the supervised analysis. 相似文献
794.
795.
This study investigated when children can take the perspective of their reader if the information-processing demands of writing are removed by means of dictation to a scribe. Participants (N = 96) aged 5, 6 and 7 years dictated letters to an addressee who possessed requisite content knowledge, and then revised the letter or dictated a new letter to an addressee who lacked this knowledge (counterbalanced). Results showed that 19% of 5-year-olds, 41% of 6-year-olds, and 72% of 7-year-olds considered their reader's missing knowledge. Children's awareness of their reader's knowledge was neither related to performance on higher-order theory of mind tasks, nor to measures of executive function. Significantly greater perspective-taking was demonstrated in children's new letters than revised letters. However, although revision is considered a late-developing skill, half of even the 5-year-olds were able to make revisions (albeit few revisions demonstrated actual perspective-taking). Findings have significant implications for the emergent-literacy curriculum. 相似文献
796.
Nikos Ntoumanis Laura C. Healy Constantine Sedikides Joan Duda Brandon Stewart Alison Smith Johanna Bond 《Journal of personality》2014,82(3):225-236
No prior research has examined how motivation for goal striving influences persistence in the face of increasing goal difficulty. This research examined the role of self‐reported (Study 1) and primed (Study 2) autonomous and controlled motives in predicting objectively assessed persistence during the pursuit of an increasingly difficult goal. In Study 1, 100 British athletes (64 males; Mage = 19.89 years, SDage = 2.43) pursued a goal of increasing difficulty on a cycle ergometer. In Study 2, 90 British athletes (43 males; Mage = 19.63 years, SDage = 1.14) engaged in the same task, but their motivation was primed by asking them to observe a video of an actor describing her or his involvement in an unrelated study. In Study 1, self‐reported autonomous goal motives predicted goal persistence via challenge appraisals and task‐based coping. In contrast, controlled goal motives predicted threat appraisals and disengagement coping, which, in turn, was a negative predictor of persistence. In Study 2, primed autonomous (compared to controlled) goal motives predicted greater persistence, positive affect, and future interest for task engagement. The findings underscore the importance of autonomous motivation for behavioral investment in the face of increased goal difficulty. 相似文献
797.
This study analyzed the psychometric properties of the Career Adapt-Abilities Scale (CAAS) in a Spanish speaking sample and then its relationships with adaptive readiness (i.e., self-regulation), career construction and adapting responses (i.e., vocational coping behaviors), and adaptation results (academic engagement, burnout, and vocational identity). The measures were completed by 577 Spanish university students. The psychometric properties of the newly translated CAAS Spanish Form included internal consistency values ranging from good to excellent for the total score and for the subscales. The results obtained through the confirmatory factor analysis verified the presence of the four CAAS dimensions: concern, control, curiosity, and confidence, which were the same factors observed in other international studies with other languages. The significant correlations obtained between the CAAS and the adaptive readiness, adapting, and adaptation measures confirmed the validity of the CAAS scores. In addition, this study tested a theoretical model of mediation between variables, adding further support to the distinction between the three dimensions leading to adaptation. 相似文献
798.
The American Journal of Psychoanalysis - 相似文献
799.
Sex Roles - Informed by goal congruity theory and emerging adulthood theory, this study examined changes over time and gender differences in the importance that college STEM majors placed on three... 相似文献
800.
Barth Joan M. Masters Stephanie L. Parker Jeffrey G. 《Social Psychology of Education》2022,25(1):275-292
Social Psychology of Education - Previous research on the impact of gender stereotypes on female adolescents’ feeling of belonging to peer groups has focused on STEM classrooms and... 相似文献