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The purpose of the present research was to identify some of the psychological processes through which changes in contextual motivation toward science courses can occur. In line with the hierarchical model of intrinsic and extrinsic motivation ( Vallerand, 1997 ), it is proposed that much of the changes in contextual motivation toward science are induced by repeated changes in situational motivation toward science‐related activities. Furthermore, situational motivation itself is determined by one's contextual motivation. Finally, contextual science motivation should predict intentions of taking future science classes and pursuing a science career. Participants were high school students engaged in science courses. A longitudinal design with 5 measurement time points was used. Overall, the results of structural equation modeling analyses supported the hypotheses. 相似文献
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Karen R. Gouze Joyce Hopkins Fred B. Bryant John V. Lavigne 《Journal of abnormal child psychology》2017,45(6):1169-1180
Developmental psychopathologists have long posited a reciprocal relation between parenting behaviors and the development of child anxiety symptoms. Yet, little empirical research has utilized a longitudinal design that would allow exploration of this bi-directional influence. The present study examined the reciprocal relations between parental respect for autonomy, parental hostility, and parental support, and the development of childhood anxiety during a critical developmental period-the transition from preschool to kindergarten and then first grade. Study participants included a community sample of 391 male and 405 female socioeconomically, racially and ethnically diverse 4 to 6–7 year olds. 54 % of the sample was White, non-Hispanic, 16.8 % was African American, 20.4 % was Hispanic, 2.4 % were Asian and 4.4 % self-identified as Other or mixed race. Parent report and observational methodology were used. Parenting and anxiety were found to interact reciprocally over time. Higher levels of age 4 anxiety led to reduced respect for child autonomy at age 5. At age 4 higher levels of parental hostility led to small increases in age 5 anxiety, and increased age 5 anxiety led to increased levels of age 6 parent hostility. Parental support at age 5 resulted in decreased anxiety symptoms at age 6–7 while higher age 5 anxiety levels were associated with reductions in age 6–7 parental support. No relations were found between these variables at the younger ages. Although the magnitude of these findings was small, they suggest that early treatment for childhood anxiety should include both parent intervention and direct treatment of the child’s anxiety symptoms. 相似文献
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Karen R. Gouze Joyce Hopkins Susan A. LeBailly John V. Lavigne 《Journal of abnormal child psychology》2009,37(8):1077-1087
The aims of this study were threefold: (1) to compare prevalence of sensory regulation dysfunction based on previously established
criteria to rates established with a more representative community sample of 796 4-year-olds; (2) to examine ethnic/racial
and gender differences in prevalence according to the different criteria; and (3) to examine the co-occurrence of sensory
regulation dysfunction and preschool psychiatric disorders. Prevalence rates ranged from 3.4% (current criteria) to 15.6%
(previous criteria). In contrast to previous studies with less representative samples, there were no significant ethnic or
racial differences using the current criteria. Boys were more likely to have sensory regulation dysfunction than girls according
to all criteria. Depending upon impairment criteria used, 33–63% of children meeting criteria for sensory dysregulation also
had a psychiatric disorder; 37–67% had only a sensory dysregulation disorder, indicating that sensory regulation dysfunction
exists independent of psychiatric disorder, and is also a significant risk factor for disorder. 相似文献
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Geneviève L. Lavigne Jacques Forest Claude Fernet Laurence Crevier‐Braud 《Journal of applied social psychology》2014,44(4):255-265
Vallerand et al. developed a dualistic model of passion where two types of passion are proposed: harmonious and obsessive passion. They generally predict adaptive and less adaptive outcomes, respectively. In this study, we examine whether the type of passion that employees hold toward work influences their evaluations of job demands and resources. We hypothesized that a harmonious passion for work would lead to positive evaluations of job control and support in the workplace as well as to low levels of work overload. In contrast, we hypothesized that an obsessive passion for work would lead to evaluations of work overload and to low levels of job control and support. The results of a longitudinal study supported our hypothesis. 相似文献
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Strickland J Keller J Lavigne JV Gouze K Hopkins J LeBailly S 《Journal of abnormal child psychology》2011,39(4):601-610
Despite growing interest in the development of alternative diagnostic classification systems for psychopathology in young
children, little is known about the adequacy of the DSM symptom structure for describing psychopathology in this population.
This paper examines the fit of the DSM-IV emotional (ED) and disruptive behavior disorder (DD) symptom structure in a community
sample of 796 4-year-old children. Using the parent-report Child Symptom Inventory (CSI), the best model fit for ED included
separate factors for Social Phobia, Separation Anxiety Disorder, Generalized Anxiety Disorder, and Major Depressive Disorder.
For DD, the best model included separate Attention Deficit Hyperactivity Disorder-Inattentive type (ADHD-I), Attention Deficit
Hyperactivity Disorder-Hyperactive/Impulsive type (ADHD-HI), and Oppositional Defiant Disorder diagnoses. These findings support
using DSM-IV nosology to classify EDs in a community sample of preschool children, and suggest differentiation of ADHD into
ADHD-I and ADHD-HI. 相似文献
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The fundamental need to belong: on the distinction between growth and deficit-reduction orientations
Lavigne GL Vallerand RJ Crevier-Braud L 《Personality & social psychology bulletin》2011,37(9):1185-1201
The need for belongingness (the universal need to form and maintain positive, stable interpersonal relationships) has led to much research over the past decade. Although such a need is universal, some qualitative differences exist in its orientation. Specifically, two belongingness need orientations are proposed: a growth orientation (a belongingness need directed toward interpersonal actualization) and a deficit-reduction orientation (a belongingness need directed toward interpersonal deficit reduction or repair). It is hypothesized that a deficit-reduction orientation to the need to belong is associated with lower levels of intrapersonal and interpersonal psychological functioning compared to a growth orientation. The results of a series of four studies supported the proposed hypotheses. Implications of the proposed model for future research on the need to belong are discussed. 相似文献
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