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171.
Koschate M Hofmann W Schmitt M 《The British journal of social psychology / the British Psychological Society》2012,51(2):290-311
Intergroup contact and group relative deprivation have both been shown to play a key role in the understanding of intergroup relations. Nevertheless, we know little about their causal relationship. In order to shed some light on the directionality and causality of the relationship between intergroup contact and group relative deprivation, we analysed responses by East and West Germans from k= 97 different cities, collected 6 (N(T)(1) = 1,001), 8 (N(T)(2) = 747), and 10 years (N(T)(3) = 565) after reunification. Multi-level cross-lagged analyses showed that group relative deprivation at T1 led to more (rather than less) intergroup contact between East and West Germans 2 years as well as 4 years later. We found no evidence for the reverse causal relationship, or moderation by group membership. Furthermore, admiration mediated the positive effect of relative deprivation on intergroup contact for both East and West Germans. This intriguing finding suggests that intergroup contact may be used as a proactive identity management strategy by members of both minority and majority groups. 相似文献
172.
173.
Ulrike Dinger Henning Schauenburg Susanne Hörz Michael Rentrop Miriam Komo-Lang Mathias Klinkerfuß 《Journal of personality assessment》2014,96(2):220-225
Recent considerations around DSM–5 criteria of personality disorders (PDs) demand new concepts of assessing levels of personality functioning. Of special interest are multiperspective approaches accounting for clinicians’ as well as patients’ points of view. The study investigates observer-rated and self-assessed levels of personality functioning measured by the level of structural integration as defined by the Operationalized Psychodynamic Diagnosis System (OPD). Both perspectives were positively related. The combination of both measures was most efficient in discriminating among 3 diagnostic groups of varying degrees of personality dysfunction. Future studies should take into account expert ratings as well as self-report data. 相似文献
174.
Miriam Dishon-Berkovits 《Social Psychology of Education》2014,17(2):327-342
This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals, surprisingly, goal setting theory has rarely been used as a theoretical framework to further our understanding of academic performance. College students enrolled in an introductory course were given assigned performance or assigned learning goals. Internal achievement goals were assessed and academic performance was measured. Results indicated that to ensure academic success the most advantageous goals a teacher should assign in a classroom are “assigned learning goals”. Additionally, the combination of internal mastery achievement goals and performance-approve achievement goals predicted academic performance, thereby supporting a multiple achievement goals perspective. Theoretical and applied implications are discussed. 相似文献
175.
Jessica E. King Amy Dexter Inder Gadi Val Zvereff Meaghan Martin Miriam Bloom Adeline Vanderver Amy Pizzino Johanna L. Schmidt 《Journal of genetic counseling》2014,23(5):734-741
Uniparental disomy is a genetic cause of disease that may result in the inheritance of an autosomal recessive condition. A child with developmental delay and hypotonia was seen and found to have severely abnormal myelination. Lysosomal enzyme testing identified an isolated deficiency of beta-galactosidase. Subsequently, homozygous missense mutations in the galactosidase, beta 1 (GLB1) gene on chromosome 3 were found. Parental testing confirmed inheritance of two copies of the same mutated maternal GLB1 gene, and no paternal copy. SNP analysis was also done to confirm paternity. The patient was ultimately diagnosed with autosomal recessive GM1 gangliosidosis caused by maternal uniparental isodisomy. We provide a review of this patient and others in which uniparental disomy (UPD) of a non-imprinted chromosome unexpectedly caused an autosomal recessive condition. This is the first case of GM1 gangliosidosis reported in the literature to have been caused by UPD. It is important for genetic counselors and other health care providers to be aware of the possibility of autosomal recessive disease caused by UPD. UPD as a cause of autosomal recessive disease drastically changes the recurrence risk for families, and discussions surrounding UPD can be complex. Working with families to understand UPD when it occurs requires a secure and trusting counselor-family relationship. 相似文献
176.
Fifteen young women suffering from OCD in Saudi Arabia were interviewed about their experience of the illness and the roles played by religion. Religion was not perceived as a cause of the illness, but the illness can show itself in religious symptoms – notably with respect to prayer, and in a phase in which the young women were very strict and literal-minded with themselves and their families, with respect to religious observance. Religious symptoms were reported as more upsetting than other symptoms – being seen as damaging to the sufferer's piety. Other facets of the importance of religion in the experience of OCD were shown in help-seeking, in choosing to go first to religious healers for treatment, and only when these were unsuccessful were mental health professionals consulted. At this point, it was very important that the professional should be seen as trustworthy, and the criterion of trustworthiness was religiosity, specifically the use of pious, Qura’anic quotations, and a covered face (for a woman)/long beard (for a man). The accounts of the roles of religion in the experiences of the young women interviewed suggest that religion is an arena – but not the sole arena – for the expression of OCD symptoms. Religion plays an important role in determining the acceptability of treatments and treatment providers. 相似文献
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178.
This study investigated lived experiences of student nurses working in a clinical psychiatric learning environment in South Africa. Participants were 29 fourth-year student nurses in the clinical psychiatric learning environment at a nursing education institution (females = 27; males =2). They engaged in focus group discussion on their experiences of the clinical psychiatric learning environment. The data were thematically analyzed using Tesch's method of open coding. The student nurses experienced the environment as growth enhancing on a professional and personal level. 相似文献
179.
Shanna Mary Williams Miriam Kirmayer Tarek Simon Victoria Talwar 《Infant and child development》2013,22(4):430-438
Although parents frequently instruct children not to lie, children often observe lie‐telling within the family environment. To date, no empirical research has examined children's spontaneous lie‐telling to different lie‐recipients. The current study examined children's spontaneous deceptive behaviour to parents and unfamiliar adults. In Experiment 1 (N = 98), children's (ages 6–9) antisocial lies to a parent or an unfamiliar adult were examined using a modified Temptation Resistance Paradigm. In Experiment 2, (N = 99) children's (ages 6–9) prosocial lies to a parent versus an unfamiliar adult were examined using the Disappointing Gift Paradigm. Results indicate that, across different types of lies, children are more likely to lie to an unfamiliar adult than to a parent. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
180.
Miriam Alfassi 《Reading Psychology》2013,34(6):539-563
This comparative study examines the role of contextual features embedded in a dialogic environment in fostering literacy. The study, implemented by language arts teachers in a middle school setting, investigates the effectiveness of an instructional program designed to create a collaborative dialogic learning environment that imparts literacy. The program is compared to a traditional learning environment in which reading and writing are imparted through direct teacher instruction. Results indicate that embedding literacy instruction in communities of discourse is superior to traditional methods in fostering reading comprehension and writing competence. Findings suggest that a dialogic environment creates the context within which students develop cognitive tools to achieve literacy. 相似文献