Personal goals and personality traits among young adults: Genetic and environmental effects

To assess genetic and environmental contributions to personal goals, 1279 twins aged 20-26 filled in Personal Project Analysis and NEO-FFI inventories. Personal goals relating to education, the respondent’s own family, friends, property, travel and self showed primarily genetic and unique environmental effects, whereas goals related to parents and relatives showed both shared and unique environmental effects. The variation in goals related to health, work, hobbies and life philosophy was attributable to non-shared environmental effects. Openness to experience and personal goals related to family, education and property shared a significant amount of genetic influence. The same was true for extraversion and self-related goals, and agreeableness and goals related to property.     

Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics

The present study investigated mathematics performance and related interest value as the antecedents and consequences of teachers?? causal attributions concerning children??s academic outcomes during their kindergarten year. Sixty-nine children (5?C6?years old at the baseline) and their teachers were examined twice during the kindergarten year. Children were tested in mathematics performance and interviewed about their interest value. Teachers rated their causal attributions in the fall and spring. The results showed that the higher the interest value in mathematics children showed, the more the teacher attributed their success to ability and effort. Teachers?? ability attributions for success, in turn, contributed to an increase in children??s interest value in mathematics. Moreover, attributing children??s success and failure to external causes decreased children??s mathematics-related interest value.     

Changes in goal-related affects: Decrease burnout during a group psychotherapy intervention

The study examined the role played by changes in employees' goal-related affects in decreasing burnout during a group intervention. 62 white-collar employees, suffering from severe burnout, were randomized into 10-month group intervention programmes consisting of 16 intensive 1-day sessions every second week. The participants appraised their work and interpersonal goals according to their positive and negative affects weekly for 54 weeks. During the pre- and postintervention and follow-up (6 months later) measurements, the participants filled out a burnout measurement. The results, analysed by multilevel modelling, showed that a decrease in the negative affects and an increase in the positive affects of work and interpersonal goals during the later part of the intervention was related to a decrease in burnout symptoms. The decrease in goal-related negative affects was associated with a decrease in burnout in the postintervention measurement, whereas the increase in goal-related positive affects was related to a decrease in follow-up burnout.     

Bullies, Victims, and Antipathy: The Feeling is Mutual

In this study we consider whether bullies and victims are disliked by most of their classmates, or whether antipathy is concentrated among the occupants of these roles. Antipathy nominations were collected from a community sample of 699 Finnish adolescents (14 to 17 years of age), who described their own bullying and victimization, as well as problem behaviors and school engagement. Victimization was associated with antipathy, but the strength of the association differed according to characteristics of the nominator. Victimization was related to antipathy when the nominator was high on bullying but not low. Similarly, bullying was related to antipathy when the nominator was high on victimization, but not low. The findings indicate that although bullies and victims have elevated mean levels of rejection, they are not disliked by most peers but rather by those who report themselves to be high on these attributes.     

Antecedents and Consequences of Transitional Pathways to Adulthood Among University Students: 18-Year Longitudinal Study

This study combined sociological life-course modeling on education-, employment-, residency-, and partnership/parenthood-related transitions with a psychological life-span approach to achievement and social strategies by examining the extent to which achievement and social strategies, and depressive symptoms contribute to pathways to adulthood among 182 first-year Finnish university students who were followed for 18 years. The Life History Calendar was used to collect data on individual life histories. The participants followed six pathways to adulthood that differed with respect to postponing (slow starters, singles with slow career) or being on time (career and family, fast starters, fast partnership, and late parenthood, career with unsteady partnerships) in various transitions. Those who followed a postponed pathway showed more depressive symptoms, less optimism, and more task-avoidance in both social and achievement situations at the beginning of their studies than those who followed a non-postponed pathway. Following a postponed pathway predicted a higher level of depressive symptoms later, after controlling for initial depressive symptoms.     

Why Not Community? An Exploration of the Value of Community in Cohen's Socialism

Res Publica - The work of prominent analytical Marxist G. A. Cohen provides a vision of socialism which has distributive justice and community at its core. While Cohen's view of distributive...     

Science-Based Neurorehabilitation: Recommendations for Neurorehabilitation From Basic Science

ABSTRACT

Neuroscience has fundamentally changed the understanding of learning and memory within recent years. Here, the authors discuss a number of specific areas where they believe new understanding of the CNS from basic science is having a fundamental impact on neurorehabilitation and is leading to new therapeutic approaches. These areas have constituted a basis for development of some basic principles for neurorehabilitation: Optimal rehabilitation should involve (a) active (patient) participation in the training, (b) training that does not only involve many repetitions, but also continues to challenge the skill of the training person, (c) motivation and reward, (d) intensive training and practice over a long time, (e) careful organization of the training in relation to other activities, and (f) incorporation of other potentially beneficial parameters such as sleep and diet. It should in this relation also be pointed out that albeit neurorehabilitation may be predicted to have the most optimal effect early in life and as soon after injury as possible, there is no reason to believe that beneficial effects of training may not be obtained late in life or several years after injury.     

Social strategies during university studies predict early career work burnout and engagement: 18-year longitudinal study

This longitudinal study spanning 18 years examined the role of social strategies in early career adaptation. The aim was to find out whether individuals' social strategies measured during their university studies had an impact on work burnout and work engagement measured 10–18 years later. A sample of 292 university students completed the SAQ questionnaire three times while at university and the work burnout inventory three times and the work engagement inventory twice during their early career. According to the results, the higher the initial level of social optimism and the more it increased during university studies, and the lower the initial levels of social withdrawal and social handicapping and the more they decreased, the lower was the level of work burnout and the higher the level of work engagement in the early career. The effects of the level of social strategies were stronger on the professional efficacy subscale of burnout.     

青少年的个人未来发展目标和担忧

目标和担忧是个体关于未来的心理表征,对个体日常指向未来的行为具有引导作用。采用青少年未来取向问卷中文版调查了近2000名初中、高中和大学青少年,结果发现,青少年的目标和对未来的担忧反映了青少年期的主要发展任务,同时它们又因被试的年龄、性别、城乡背景以及思考内容领域的不同而表现出不同的特点。     

Young adults' achievement and attributional strategies in the transition from school to work: antecedents and consequences

This study focused on investigating the extent to which the achievement and attributional strategies individuals deploy influence their success in dealing with the transition from school to work, and whether their success or failure in this particular would have consequences for the kinds of strategy they deployed later in life. Two hundred and fifty young adults filled in the Cartoon‐Attribution‐Strategy Inventory, a revised version of Beck's Depression Inventory, and a work status questionnaire at the beginning of the last spring term of their curriculum, four months after their graduation, and a year and a half after it. The results showed that the deployment of maladaptive strategies, such as passive avoidance, led to problems in dealing with the transition from school to work. In turn, young adults' problems in dealing with this transition decreased their use of self‐serving causal attributions, which was also found to lead to increased depressive symptomatology. Copyright © 2002 John Wiley & Sons, Ltd.