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201.
Hausknecht JP Halpert JA Di Paolo NT Moriarty Gerrard MO 《The Journal of applied psychology》2007,92(2):373-385
Previous studies have indicated that as many as 25% to 50% of applicants in organizational and educational settings are retested with measures of cognitive ability. Researchers have shown that practice effects are found across measurement occasions such that scores improve when these applicants retest. In this study, the authors used meta-analysis to summarize the results of 50 studies of practice effects for tests of cognitive ability. Results from 107 samples and 134,436 participants revealed an adjusted overall effect size of .26. Moderator analyses indicated that effects were larger when practice was accompanied by test coaching and when identical forms were used. Additional research is needed to understand the impact of retesting on the validity inferences drawn from test scores. 相似文献
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Plourde Vickie Kung Janice Y. Gates Allison Jun Shelly Brooks Brian L. Sebastianski Meghan 《Neuropsychology review》2020,30(1):142-163
Neuropsychology Review - Perceptions about the causes and consequences of concussion, and individual representations and interpretations of these factors, can influence the post-concussive recovery... 相似文献
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Empirically based guidelines for imitation training for children with Autism Spectrum Disorder (ASD) are limited and there is no existing evidence about what types of imitative models foster faster acquisition of imitation in children with ASD. We compared rates of acquisition for two different methods for presenting the imitative model (i.e., repetitive, fixed) in simple (Experiment 1) and conditional (Experiment 2) discrimination arrangements. The results suggest that some children with ASD may acquire imitation more rapidly when repetitive models, rather than fixed models are used to present the target skill. In Experiment 3, we investigated the features of object imitation models that might influence acquisition. The results of Experiment 3 suggest that the dynamic nature of repetitive models might be responsible for the differential acquisition we observed in the earlier two Experiments. Additionally, the presence of an outcome (e.g., stacked blocks) during training does not enhance acquisition. 相似文献
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Grounded in Motivated Identity Construction Theory and Self-Determination Theory, two studies examined the consequences of identity enactment and concealment for motive fulfillment and explored how these mediate the negative effects of stigmatized identities on felt authenticity. Participants (Ns = 343 and 344) reported the extent to which they had enacted and/or concealed 8 to 12 of their identities in the past 3 days and evaluated their motive fulfillment and felt authenticity. Using multilevel modeling, we found that identity enactment positively predicted felt authenticity via motive satisfaction, while concealment negatively predicted authenticity via thwarted motive satisfaction. Identities were coded with respect to stigmatization in Study 2 and stigmatized identities felt relatively less authentic, with effects mediated through suppressed enactment, heightened concealment, and thwarted motives. Thus, stigmatized identities do not inherently feel less authentic, rather it is individuals’ self-distancing behaviors that impair feelings of authenticity for a stigmatized identity. 相似文献
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Political science traditionally conceptualizes efficacy only in relation to politics and government. In this article, we look beyond political efficacy and examine the effect of general self‐efficacy on young adults' voting behavior. General self‐efficacy, an individual's estimation of capacity to operate successfully across a variety of domains, is often important to the behavioral decisions of individuals entering a new domain of activity. With data from the Children of the National Longitudinal Study of Youth, we examine the effect of general self‐efficacy on voting behavior among young, first‐time voters. We find that general self‐efficacy has a positive effect on voter turnout, and this effect is strongest for young people from low socioeconomic‐status families. 相似文献
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Meghan H. McDonough Sarah Ullrich-French Dawn Anderson-Butcher Anthony J. Amorose Allison Riley 《Journal of Applied Sport Psychology》2013,25(4):431-447
Relationships with peers and adults are expected to foster social responsibility in physical activity-based positive youth development programs. Low-income youth (N = 479) were surveyed pre- and post-program.Psychometric properties of a new social responsibility scale were supported. Belonging predicted changes in social responsibility, and leader emotional support moderated the autonomy support- and belonging-social responsibility associations. Those with higher leader emotional support had a stronger positive association between autonomy support and social responsibility. Those with lower leader emotional support had a stronger positive association between belonging and social responsibility. Positive social relationships with peers and staff may facilitate social responsibility. 相似文献