Lee Shepherd  Michael A. Smith 《Psychology & health》2017,32(7):876-894

Objective: This study assessed the extent to which social-cognitive factors (attitude, subjective norm and perceived control) and the fear of a positive test result predict sexually transmitted infection (STI) screening intentions and subsequent behaviour.

Design: Study 1 (N = 85) used a longitudinal design to assess the factors that predict STI screening intention and future screening behaviour measured one month later at Time 2. Study 2 (N = 102) used an experimental design to determine whether the relationship between fear and screening varied depending on whether STI or HIV screening was being assessed both before and after controlling for social-cognitive factors.

Main Outcome Measures: Across the studies the outcome measures were sexual health screening.

Results: In both studies, the fear of having an STI positively predicted STI screening intention. In Study 1, fear, but not the social-cognitive factors, also predicted subsequent STI screening behaviour. In Study 2, the fear of having HIV did not predict HIV screening intention, but attitude negatively and response efficacy positively predicted screening intention.

Conclusion: This study highlights the importance of considering the nature of the health condition when assessing the role of fear on health promotion.  相似文献   

    

Seungyeon Lee  Myeong W. Kim  Ian M. McDonough  Jessica S. Mendoza  Min Sung Kim 《Applied cognitive psychology》2017,31(3):360-366

Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on learning and emotion‐regulation style. Participants were randomly assigned to one of four experimental conditions: cell phone usage allowed, cell phone possession allowed but without usage, cell phones removed, and a no‐instruction control group. All participants watched a 20‐minute lecture and were sent text messages to mimic classroom distractions. Afterward, participants took a multiple‐choice test and filled out questionnaires assessing their level of obsessiveness, nomophobia, and mindfulness. Participants who had their cell phone taken away performed best on the test with no other differences. None of the emotional‐regulation measures moderated the results. These findings provide important insight as to how cell phone policies can optimize learning in the classroom.Copyright © 2017 John Wiley & Sons, Ltd.  相似文献   

    

Christian Swann  Lee Crust  Patricia Jackman  Stewart A. Vella  Mark S. Allen  Richard Keegan 《Journal of Applied Sport Psychology》2017,29(4):375-401

This study investigated the psychological states underlying excellent performance in 26 athletes (M_age = 29 years, SD = 7.7) across a range of sports (team, net/wall, sprint, endurance, adventure) and standards (world class to recreational). Participants were primarily interviewed on average 4 days after excellent performances. The data were analyzed thematically. Distinct states of flow and clutch were reported, each of which occurred through separate contexts and processes, while athletes also transitioned between states during performance. These findings extend current knowledge of the psychology of excellent performance and are discussed in terms of implications for future research and applied practice.  相似文献   

    

Daniel H. Lee  Adam K. Anderson 《Psychological inquiry》2017,28(1):39-44

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Lee A. Witters  Harry G. Miller 《The Journal of Humanistic Counseling》1971,9(2):36-40

A survey of about 300 students and 14 staff members in one department of a major university revealed some interesting data about advisor-advisee relationships. The objective was to investigate four areas: (a) student expectations of college advisors, (b) characteristics of good advisors, (c) student roles in advising process, and (d) faculty relationships. The study disclosed that advising was restricted to academic-educational guidance. Staff members felt a need to expand these relationships to personal, social, and vocational guidance. In view of student demands for more relevant learning experiences, the present system of advising should be reevaluated.  相似文献   

    

Robert Lee Bruce 《New Directions for Adult & Continuing Education》1983,1983(18):45-57

Education is a widdy used practical tool in prosramming and can contribute to improved job performance.  相似文献   

    

Tung I  Li JJ  Lee SS 《Aggressive behavior》2012,38(3):239-251

Although multiple dimensions of negative parenting behavior are associated with childhood conduct problems (CP), there is relatively little research on whether the association is equally robust in boys and girls. To improve the specificity of current models of negative parenting and offspring CP, we explored the potential moderating role of child sex in a sample of 179 5- to 10-year-old ethnically diverse boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) who were assessed using multiple methods (i.e., rating scales, semistructured interviews) and informants (i.e., parents, teachers). Controlling for children's age, race-ethnicity, and ADHD diagnostic status (i.e., ADHD vs. non-ADHD), inconsistent discipline was positively associated with offspring aggression and rule-breaking behavior, whereas harsh punishment was positively associated with aggression, rule-breaking behavior, and oppositional defiant disorder symptoms. Furthermore, child sex significantly moderated the association of inconsistent discipline and aggression and rule-breaking behavior, such that inconsistent discipline was positively associated with CP for boys, but not for girls. Given the centrality of negative parenting to theories of and efficacious interventions for aggression and CP, we discuss these findings within a developmental psychopathology framework and consider their implications for intervention.  相似文献   

  总被引：1，自引：0，他引：1  

Christine S. Lee  David J. Therriault  Tracy Linderholm 《Applied cognitive psychology》2012,26(5):768-778

Drawing from research that shows a positive relationship between multicultural experiences and creative cognition, the present study investigates creative thinking as a possible cognitive benefit gained from studying abroad. The domain generality and specificity of creative thinking is also explored. Undergraduate students completed a general measure and a culture specific measure of creative thinking. Performance on the two creative thinking tasks were compared between students who have studied abroad, students who are planning to study abroad, and students who have not and do not plan to study abroad. Results showed that students who studied abroad outperformed the two groups of students who did not study abroad on both the general and culture specific measures of creative thinking. Findings from this study provide evidence that studying abroad supports complex cognitive processes that underlie creative thinking in culture specific and domain general settings. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Lee G 《Consciousness and cognition》2012,21(2):707-10; author reply 711-2

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Simona Ghetti  Joshua Lee 《Wiley Interdisciplinary Reviews: Cognitive Science》2011,2(4):365-373

Episodic memory develops during childhood and adolescence. This trajectory depends on several underlying processes. In this article, we first discuss the development of the basic binding processes (e.g., the processes by which elements are bound together to form a memory episode) and control processes (e.g., reasoning and metamemory processes) involved in episodic remembering. Then, we discuss the role of these processes in false‐memory formation. In the subsequent sections, we examine the neural substrates of the development of episodic memory. Finally, we discuss atypical development of episodic memory. As we proceed through the article, we suggest potential avenues for future research. WIREs Cogni Sci 2011 2 365–373 DOI: 10.1002/wcs.114 This article is categorized under:

• Psychology > Development and Aging

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