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971.
Catherine Caufield 《Teaching Theology & Religion》2017,20(1):89-101
Sensitive issues, rife in religious studies and in theology, present a pedagogical challenge when teaching students to nuance their thinking around positions that are often sharply defined and elicit strong feelings. I developed a learning tool that I call the “Agency Paradigm.” The purpose of this tool is to help students comprehend diversity within religious traditions, particularly regarding the agencies of women who are committed to them. Drawing on the open and critical dialogue of emancipatory pedagogy, the Agency Paradigm encourages students to explore a range of ways women in world religions choose to act in varying contexts. This approach to teaching world religions increases students’ cognitive knowledge base and expands their understanding of each of the religions studied in the course, as examined through the perspective of differing women; it also assists them in developing their own agency through thoughtful reflection. 相似文献
972.
Children make many decisions about whether and how to disclose their performance to peers, teachers, parents and others. Previous research has found that children's disclosure declines with age and that older children and teenagers preferentially choose a peer audience for performance disclosure based on similar achievement. This research examines younger children's choice of a disclosure audience: whether young children predict that people will distinguish between peers at different achievement levels, and whether or not younger children expect preferential selections between those peers for their performance disclosure. One hundred and thirty‐nine children, aged 3 to 6 years, were asked about a character's disclosure of classroom performance information. At least until the age of 6 years, children predicted significantly greater disclosure of failure to a high achieving peer who had been successful. When asked to predict the disclosure of success, however, children in all age groups did not discriminate between disclosing to the high‐achieving or low‐achieving peer. This evidence suggests that very young children may not show the same valence‐matching preferences as older children and that early school ages are a critical time when children begin to adopt social norms around disclosure that impinge on possible help‐seeking. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
973.
Catherine E. Amiot Winnifred R. Louis Sarah Bourdeau Oulma Maalouf 《Self and identity》2017,16(6):703-731
This research investigates how group members subjectively feel about their prosocial vs. harmful intergroup behaviors, and whether these behaviors can represent who they are more globally as a person. Three experiments tested how group norms (pro-merit/parity vs. pro-discrimination) and congruence with these norms predicted compartmentalization of these intergroup behaviors in the self and intra-individual conflict. Experiment 1 (N = 122) revealed that participants who conformed to a pro-discrimination norm reported compartmentalizing this behavior to a greater extent than participants who conformed to a pro-merit norm. Experiments 2 (N = 149) and 3 (N = 222) replicated and extended these findings in real and conflictual intergroup settings, also over and above the effect of relevant superordinate norms. Mediated moderation analyses also revealed that following discriminatory norms was associated with more intra-individual conflict, and that this conflict in turn predicted higher compartmentalization. 相似文献
974.
975.
The development of self‐regulation is influenced by various child‐level and family‐level characteristics. Previous research focusing on the preschool period has reported a female advantage in self‐regulation and negative effects of various adverse features of the family environment on self‐regulation. The present study aimed to investigate growth in self‐regulation (i.e., executive functioning and behavioral self‐regulation) over 1 school year during early elementary school and to explore the influences of child sex, the level of home chaos, and family educational resources on self‐regulation. Participants were 263 German children (51% boys; mean age 8.59 years, SD = 0.56 years). Data were collected during the fall and spring of the school year. A computer‐based standardized test battery was used to assess executive functioning. Caregiver ratings assessed children's behavioral self‐regulation and information on the family's home environment (chaotic home environment and educational resources). Results suggest growth in elementary school children's executive functioning over the course of the school year. However, there were no significant changes in children's behavioral self‐regulation between the beginning and the end of Grade 3. Sex differences in executive functioning and behavioral self‐regulation were found, suggesting an advantage for boys. Educational resources in the family but not chaotic family environment were significantly related to self‐regulation at both time‐points. Children from families with more educational resources scored higher on self‐regulation measures compared to their counterparts from less advantaged families. We did not find evidence for child‐level or family‐level characteristics predicting self‐regulation growth over time. Findings suggest that the male disadvantage in self‐regulation documented in previous studies might be specific to characteristics of the sample and the context in which the data were collected. Adequate self‐regulation skills should be fostered in both girls and boys. Results also add to the importance of supporting self‐regulation development in children from disadvantaged family backgrounds early in life. 相似文献
976.
Tak Sang Chow;Catherine So-Kum Tang;Tiffany Sok U. Siu;Helen Sin Hang Kwok; 《International journal of psychology》2024,59(6):1015-1025
According to the Work/Family Border Theory, the pandemic-induced disruptions, such as widespread teleworking adoption, have blurred work and family boundaries. Meanwhile, the Work–Home Resources Model posited that the impact of such disruptions on work–family conflicts and mental health depends on individual resources. Building on previous research, this study hypothesised that self-compassion and self-control mitigate pandemic burnout by reducing work–family conflicts during pandemic. In particular, we proposed that the proactive nature of self-compassion motivates individuals to seek resources for managing work–family conflicts, while self-control translates this motivation into action through behavioural regulation and adaptive coping. Using a three-wave longitudinal design with 568 participants in China during heightened pandemic severity, the study revealed that both self-compassion and self-control were associated with lower pandemic burnout, mediated through reduced work–family conflict. The indirect effect of self-compassion on pandemic burnout via work–family conflicts was significant only for individuals with high or average self-control, emphasising the complementary role of both factors. Our findings underscore the protective value of self-compassion and self-control in navigating work–family conflicts during collective adversities, advocating for their incorporation in theoretical frameworks and practical intervention. 相似文献
977.
978.
Ashlei R. Petion Catherine Y. Chang Crystal Brown-Thompson Michelle D. Mitchell Deaetta Grinnage Mary E. Huffstead 《Journal of counseling and development : JCD》2023,101(1):69-83
The lived experiences of eight African American women college students were explored from an interpretive phenomenological analytic framework. The researchers identified six main themes about participants and their reported family dynamics: (a) collectivistic yet disconnected, (b) avoidance, (c) functioning in dysfunction, (d) gendered differences, (e) motivation to change the family's homeostasis, and (f) talking about generational trauma as a motivator to repair communication. Implications for culturally responsive counseling and generational trauma-informed counselor training are discussed. 相似文献
979.
The fallacies approach to argument evaluation can exacerbate problems it aims to address when it comes to social bias, perpetuating social injustice. A diagnosis that an argument commits a fallacy may flag the irrelevance of stereotypical characterizations to the line of reasoning without directly challenging the stereotypes. This becomes most apparent when personal bias is part of the subject matter under discussion, in ethotic argument, including ad hominem and ad verecundiam, which may be recognized as fallacious without addressing whether the ethotic presumptions are true. Yap (2013; 2015) makes this case for ad hominem and the pragma-dialectical understanding of fallacies, expanded here to show related patterns in some other fallacies, and employing the argument schemes understanding of fallacies. Adding critical questions increases the ways reasoners can dismiss arguments as fallacious, and could include directly addressing bias, but if an argument fails on a different critical question, that may yet allow the bias to pass. The fallacies approach is a form of meta-debate and techniques of meta-debate need to address the ubiquity of social bias, not convey them as specialized problems. The view that the fallacies approach to argument evaluation can provide neutrality is dangerously false. Arguers thus should avoid using fallacies for argument evaluation where social stereotypes or schemas might be involved, especially when the subject matter relates closely to social justice.
相似文献980.
Isabella C. Stallworthy Daniel Berry Savannah Davis Jason J. Wolff Catherine A. Burrows Meghan R. Swanson Rebecca L. Grzadzinski Kelly Botteron Stephen R. Dager Annette M. Estes Robert T. Schultz Joseph Piven Jed T. Elison John R. Pruett Jr. Natasha Marrus for The IBIS Network 《Developmental science》2023,26(3):e13336
Social motivation—the psychobiological predisposition for social orienting, seeking social contact, and maintaining social interaction—manifests in early infancy and is hypothesized to be foundational for social communication development in typical and atypical populations. However, the lack of infant social-motivation measures has hindered delineation of associations between infant social motivation, other early-arising social abilities such as joint attention, and language outcomes. To investigate how infant social motivation contributes to joint attention and language, this study utilizes a mixed longitudinal sample of 741 infants at high (HL = 515) and low (LL = 226) likelihood for ASD. Using moderated nonlinear factor analysis (MNLFA), we incorporated items from parent-report measures to establish a novel latent factor model of infant social motivation that exhibits measurement invariance by age, sex, and familial ASD likelihood. We then examined developmental associations between 6- and 12-month social motivation, joint attention at 12–15 months, and language at 24 months of age. On average, greater social-motivation growth from 6–12 months was associated with greater initiating joint attention (IJA) and trend-level increases in sophistication of responding to joint attention (RJA). IJA and RJA were both positively associated with 24-month language abilities. There were no additional associations between social motivation and future language in our path model. These findings substantiate a novel, theoretically driven approach to modeling social motivation and suggest a developmental cascade through which social motivation impacts other foundational skills. These findings have implications for the timing and nature of intervention targets to support social communication development in infancy.
Highlights
- We describe a novel, theoretically based model of infant social motivation wherein multiple parent-reported indicators contribute to a unitary latent social-motivation factor.
- Analyses revealed social-motivation factor scores exhibited measurement invariance for a longitudinal sample of infants at high and low familial ASD likelihood.
- Social-motivation growth from ages 6–12 months is associated with better 12−15-month joint attention abilities, which in turn are associated with greater 24-month language skills.
- Findings inform timing and targets of potential interventions to support healthy social communication in the first year of life.