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Self‐regulation principles underlying risk perception and decision making within the context of genomic testing 下载免费PDF全文
Linda D. Cameron Barbara Bowles Biesecker Ellen Peters Jennifer M. Taber William M.P. Klein 《Social and Personality Psychology Compass》2017,11(5)
Advances in theory and research on self‐regulation and decision‐making processes have yielded important insights into how cognitive, emotional, and social processes shape risk perceptions and risk‐related decisions. We examine how self‐regulation theory can be applied to inform our understanding of decision‐making processes within the context of genomic testing, a clinical arena in which individuals face complex risk information and potentially life‐altering decisions. After presenting key principles of self‐regulation, we present a genomic testing case example to illustrate how principles related to risk representations, approach and avoidance motivations, emotion regulation, defensive responses, temporal construals, and capacities such as numeric abilities can shape decisions and psychological responses during the genomic testing process. We conclude with implications for using self‐regulation theory to advance science within genomic testing and opportunities for how this research can inform further developments in self‐regulation theory. 相似文献
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To study the relationship of selected Holtzman Inkblot Technique (HIT) scores and anxiety, Ss were matched on the basis of A-Trait scores on the State-Trait Anxiety Inventory (STAI). The HIT was administered to Ss under neutral and threat of shock conditions. State anxiety was monitored by means of the A-State scale of the STAI. None of the HIT variables reflected changes in A-State due to the experimental conditions. HIT anxiety correlated significantly with STAI A-Trait. Results are discussed in terms of Trait-State Anxiety theory and previous research. 相似文献
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The android Data from Star Trek admired human emotion whereas Spock viewed emotion as irrational and maladaptive. The theory that emotions fulfil adaptive functions is widely accepted in academic psychology but little is known about laypeople’s theories. The present study assessed the extent to which laypeople share Data’s view of emotion as helpful or Spock’s view of emotion as a hindrance. We also assessed how help and hinder theory endorsement were related to reasoning, emotion regulation, and well-being. Undergraduates (N?=?630) completed a stressful timed reasoning task and questionnaires that assessed their theories of emotion, emotion regulation strategies, happiness, and social support. Overall, participants viewed emotion more as a help than a hindrance. The more they endorsed the view that emotion helps, the better their reasoning scores. Endorsing a help theory also predicted the use of reappraisal which, in turn, predicted greater happiness and social support. In contrast, endorsing the view that emotion hinders was associated with emotion suppression and less social support. Thus, people’s theories about the functionality of emotion may have important implications for their reasoning and emotional well-being. 相似文献
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Research points to the positive impact that gender-segregated schooling and classroom initiatives exert on academic attainment. An evaluation of these studies which reveal positive effects highlights, however, that students are typically selectively assigned to single- or mixed-gender instructional settings, presenting a methodological confound. The current study controls for students’ prior attainment to appraise the efficacy of a single-gender classroom initiative implemented in a co-educational high school in the United Kingdom. Secondary data analysis (using archived data) was performed on 266 middle-ability, 11–12 year-old students’ standardized test scores in Languages (English, foreign language), STEM-related (Mathematics, Science, Information and Communication Technology), and Non-STEM subjects (art, music, drama). Ninety-eight students (54, 55% female) were taught in single-gender and 168 (69, 41% female) in mixed-gender classrooms. Students undertook identical tests irrespective of classroom type, which were graded in accordance with U.K national curriculum guidelines. Controlling for students’ prior attainment, findings indicate that students do not appear to benefit from being taught in single-gender relative to mixed-gender classrooms in Language and STEM-related subjects. Young women benefitted from being taught in mixed-gender relative to single-gender classes for Non-STEM subjects. However, when prior ability is not controlled for, the intervention appears to be effective for all school subjects, highlighting the confounding influence of selective admissions. These findings suggest that gender-segregated classroom initiatives may not bolster students’ grades. It is argued that studies that do not control for selection effects may tell us little about the effectiveness of such interventions on scholastic achievement. 相似文献
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Benjamin E. Baran Linda Rhoades Shanock Lindsay R. Miller 《Journal of business and psychology》2012,27(2):123-147
Purpose
This review focuses and aids the development of organizational support theory, which explains relationships between employers and employees based on social exchange. Many studies have explored the theory??s central construct, perceived organizational support (POS), or the degree to which employees believe their work organization values their contributions and cares about their well-being. Since the last review of POS literature in 2000, the occupational landscape has shifted, increasing nontraditional work relationships and the importance of managing an international workforce while considering influences on employee well-being. This review discusses how the recent POS research reflects these trends.Design/Methodology/Approach
This review focused on how themes in the POS research since 2000 have enhanced organizational support theory as relevant to the twenty-first century world of work.Findings
Four important theoretical themes have developed since 2000 that enhance organizational support theory: considerations of employee well-being, nontraditional workers, international and cross-cultural issues, and developments tied to the use of multilevel modeling.Implications
Giving both researchers and practitioners a synthesized view of the current status of POS research, this review serves as a springboard for new developments. It also integrates the multitude of recent studies into organizational support theory, focusing theoretical progress.Originality/Value
This is the first review and theoretical integration of the POS literature since 2002. It is a valuable resource for all interested in the field, with theoretical insights, useful tables, explanatory figures, and references. 相似文献118.
Jessica L. Waxler Kelsey E. O’Brien Linda M. Delahanty James B. Meigs Jose C. Florez Elyse R. Park Barbara R. Pober Richard W. Grant 《Journal of genetic counseling》2012,21(5):684-691
Advances in genetic epidemiology have increased understanding of common, polygenic preventable diseases such as type 2 diabetes. As genetic risk testing based on this knowledge moves into clinical practice, we propose that genetic counselors will need to expand their roles and adapt traditional counseling techniques for this new patient set. In this paper, we present a genetic counseling intervention developed for a clinical trial [Genetic Counseling/Lifestyle Change for Diabetes Prevention, ClinicalTrials.gov identifier: NCT01034319] designed to motivate behavioral changes for diabetes prevention. Seventy-two phenotypically high-risk participants received counseling that included their diabetes genetic risk score, general education about diabetes risk factors, and encouragement to participate in a diabetes prevention program. Using two validated genetic counseling scales, participants reported favorable perceived control and satisfaction with the counseling session. Our intervention represents one model for applying traditional genetic counseling principles to risk testing for polygenetic, preventable diseases, such as type 2 diabetes. 相似文献
119.
Ronald C. Plotnikoff David R. Lubans Linda Trinh Cora L. Craig 《Psychology of sport and exercise》2012,13(5):521-527
BackgroundThere have been very limited long-term prospective studies examining social-cognitive models in the PA domain with large, representative population samples.ObjectiveThe primary objective was to examine the Theory of Planned Behaviour's (TPB) ability to explain PA behaviour in a randomly selected national sample of Canadian adults over a 15-year period. A secondary objective was to test the moderating effects of gender on TPB.DesignThe study employed a longitudinal design.MethodsA cohort of 1427 randomly-selected adults reported TPB constructs and PA behaviour in 1988, and again in 2003. Structural equation modelling techniques were employed to test TPB.ResultsThe full model including both 1988 and 2003 TPB measures accounted for 29% and 21% of the variance in intention, and 9% and 22% of the variance in PA in 1988 and 2003, respectively. Gender moderated aspects of the TPB in the full model. The core predictive model (1988 TPB constructs predicting 2003 PA behaviour) explained 13% of the variance in 2003 PA behaviour.ConclusionsThe TPB's long-term ability to predict PA behaviour is modest. 相似文献
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Tracy L. Gonzalez-Padron O. C. Ferrell Linda Ferrell Ian A. Smith 《Journal of Academic Ethics》2012,10(4):251-269
Mary Gentile’s Giving Voice to Values presents an approach to ethics training based on the idea that most people would like to provide input in times of ethical conflict using their own values. She maintains that people recognize the lapses in organizational ethical judgment and behavior, but they do not have the courage to step up and voice their values to prevent the misconduct. Gentile has developed a successful initiative and following based on encouraging students and employees to learn how to engage in communication or action to express their values within an organization’s formal and informal value system. The purpose of this analysis is to examine the Giving Voice to Values approach to empowering the individual to take action to deal with lapses in organizational ethics. We examine the role of Giving Voice to Values in business ethics education, considerations for implementing GVV, and recommendations for business educators and corporate ethics officers. We conclude that while GVV is an effective tool, it is not a comprehensive or holistic approach to ethics education and organizational ethics programs. 相似文献