Assessing students' use of optional online lecture reviews

Online practice quizzes can be used to supplement instruction in the classroom. Such quizzes can engage retrieval practice, thereby improving learning and retention. However, despite their potential benefits, recent work suggests that students typically underutilize online practice quizzes. This article reports an observational classroom study, in which students were provided optional online reviews throughout the semester. The reviews could be accessed in test format, in which students were given multiple-choice questions and provided correct answer feedback, or in read format in which students were given the same questions and were shown the correct answers. Students who used the test format performed better on exams than students who used the read format or did not use the reviews. Nevertheless, the massive majority of the online reviews (approximately 88%) were not completed, highlighting the tendency for students to underutilize optional online reviews.     

The Power to Promise Oneself

Considerable attention has been devoted to the peculiar obligating force of interpersonal promises. But paradigmatic promising is not an orphan in the family of our moral concepts, and the focus on interpersonal promises has overshadowed sibling phenomena that any account of promises should also cover. I examine the case of single‐party promises and argue, against the prevailing view, that we have good reason to take the phenomenon of making promises to oneself seriously. This supports what I call ‘the breadth criterion’: theoretical accounts of promising should cover the entire breadth of the phenomenon of promising. I then argue that the breadth criterion poses a novel and formidable obstacle for two prominent views of promising, the social practice view and the expectation view. I conclude by suggesting that there is reason to think that the normative power view of promising may fare better.     

Group‐level effects of forgiveness: Group cohesiveness and collective action in social dilemmas

Forgiveness research has predominately focused on individual/relational outcomes such as well‐being and closeness. Less research has examined group outcomes such as cohesiveness or collective action. Forgiveness studies have also emphasized the victim's or transgressor's perspective, neglecting the effects of forgiveness on ingroup members who have neither given nor received forgiveness. We theorize that forgiveness promotes collective action among ingroup members through group cohesiveness and that transgressors' apologetic reactions impact this process. In a laboratory experiment, 229 students (175 females) were led to believe they were in a social dilemma with three others. Some participants witnessed group members forgive an apologetic, obstinate, or neutral defector, whereas others witnessed an unforgiving response. Forgiveness of apologetic and neutral defectors increased later cooperation among ingroup members. This effect was generally mediated by group cohesiveness. Our findings suggest that forgiveness can impact cooperation on a group level, providing a path to successful resolutions to collective action problems. Copyright © 2014 John Wiley & Sons, Ltd.     

Affiliation‐seeking among the powerless: Lacking power increases social affiliative motivation

Although it is well known that many people possess fundamental desires for both social affiliation and power, research has only begun to investigate the interplay between these two core social motives. The current research tested the hypothesis that an individual's level of power would influence that person's level of social affiliative motivation. We predicted that, compared with participants in a control condition, (1) individuals who possess power would exhibit less social affiliative motivation; and (2) individuals who lack power would display greater social affiliative motivation. Although we found little evidence to support the former prediction, we observed consistent evidence across two experiments that supported the latter. In Experiment 1, priming participants with low power (versus control) led them to display greater interest in joining a campus service aimed at fostering new friendships among students. In Experiment 2, placing participants in a position of low power (versus control) led them to seek greater proximity to a partner. Together, these results suggest that lacking power motivates people to seek social affiliation. Copyright © 2015 John Wiley & Sons, Ltd.     

Losing hope: mental health and religious service non-attendance in Australia

Religious beliefs and practices are related to mental health. Many individuals report a religious affiliation, but do not have specific religious beliefs or practices such as attending religious services. These non-attendees are often assumed to resemble the non-religious, but are poorly studied. This study explored the demographic characteristics and mental health outcomes associated with being a non-attendee using data from a nationally representative Australian sample. Non-attendees were more likely to be non-Christian than attendees at religious services. They had worse mental health than both non-religious individuals and attendees, especially compared to the non-religious. Whether non-attendance is a result of or cause of poor mental health outcomes is not clear and deserves further investigation. Non-attendees clearly differed in our sample from both non-religious individuals and attendees. Our results do not support the hypothesis that individuals who report a religious affiliation, but are not actively religious, are similar to non-religious individuals.     

More than One Way to Get There: Pathways of Change in Coparenting Conflict after a Preventive Intervention

This study explored pathways of change in the levels of conflict couples experienced after Supporting Father Involvement, an evidence‐based, prevention‐oriented couples and parenting intervention that included a diverse low‐income and working class group of participants. Pathways of change were examined for couples with baseline conflict scores that were initially low, medium, and high. The growth mixture model analysis found that the best‐fitting model for change in couples' conflict was represented by three distinctly different change patterns. The intervention was most successful for High‐Conflict couples. This finding contributes to a growing literature examining variations in how relationships change over time and the process of change, especially for couples in distress. This study supports further investigation into the impact and costs associated with universal interventions versus those that target specific groups of higher risk families.     

Kierkegaard,Despair and the Possibility of Education: Teaching Existentialism Existentially

Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay out the four qualities that we propose characterize “existentialist” teaching practices: an emphasis on teaching over learning and on the “how” over the what; the cultivation of newness as well as capacities for resistance. Reflecting on the significance of existentialism for classroom dynamics, we conclude by examining the tensions between existentialist commitments to freedom and prevailing trends in higher education. This essay raises questions about the emancipatory potential of existentialist philosophies, especially in the context of undergraduate classrooms.