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Albert D. Farrell Sally Mays Amie Bettencourt Elizabeth H. Erwin Monique Vulin-Reynolds Kevin W. Allison 《American journal of community psychology》2010,46(1-2):19-35
This qualitative study explored environmental factors that influence adolescents’ responses to problem situations involving peers. Interviews were conducted with 106 middle school students (97% African American) from an urban school system. Participants were asked to describe factors that would make it easier and those that would make it more difficult for adolescents to make specific responses to problem situations. Two types of responses were presented: nonviolent responses identified as effective in a previous study, and fighting responses. Qualitative analysis identified 24 themes representing family, peer, school, and neighborhood and broader social factors that were related to both nonviolent behavior and fighting. The identification of environmental influences on fighting and nonviolent responses has important implications for efforts to reduce aggression and promote effective nonviolent responses to problem situations encountered by adolescents. 相似文献
213.
Van Nuland HJ Dusseldorp E Martens RL Boekaerts M 《International journal of psychology》2010,45(4):250-259
Different theoretical viewpoints on motivation make it hard to decide which model has the best potential to provide valid predictions on classroom performance. This study was designed to explore motivation constructs derived from different motivation perspectives that predict performance on a novel task best. Motivation constructs from self-determination theory, self-regulation theory, and achievement goal theory were investigated in tandem. Performance was measured by systematicity (i.e. how systematically students worked on a problem-solving task) and test score (i.e. score on a multiple-choice test). Hierarchical regression analyses on data from 259 secondary school students showed a quadratic relation between a performance avoidance orientation and both performance outcomes, indicating that extreme high and low performance avoidance resulted in the lowest performance. Furthermore, two three-way interaction effects were found. Intrinsic motivation seemed to play a key role in test score and systematicity performance, provided that effort regulation and metacognitive skills were both high. Results indicate that intrinsic motivation in itself is not enough to attain a good performance. Instead, a moderate score on performance avoidance, together with the ability to remain motivated and effectively regulate and control task behavior, is needed to attain a good performance. High time management skills also contributed to higher test score and systematicity performance and a low performance approach orientation contributed to higher systematicity performance. We concluded that self-regulatory skills should be trained in order to have intrinsically motivated students perform well on novel tasks in the classroom. 相似文献
214.
Megan M. Julian Christy Y. Y. Leung Katherine L. Rosenblum Monique K. LeBourgeois Julie C. Lumeng Niko Kaciroti Alison L. Miller 《Infant mental health journal》2019,40(4):479-495
Toddlerhood is a sensitive period in the development of self-regulation, a set of adaptive skills that are fundamental to mental health and partly shaped by parenting. Healthy sleep is known to be critical for self-regulation; yet, the degree to which child sleep alters interactive child–parent processes remains understudied. This study examines associations between observed parenting and toddler self-regulation, with toddler sleep as a moderator of this association. Toddlers in low-income families (N = 171) and their mothers were videotaped during free play and a self-regulation challenge task; videos were coded for mothers’ behavior and affect (free play) and toddlers’ self-regulation (challenge task). Mothers reported their child's nighttime sleep duration via questionnaire. Results revealed significant Sleep × Maternal Negative Affect and Sleep × Maternal Negative Control interactions. Children who did not experience negative parenting had good self-regulation regardless of their nighttime sleep duration. For children who did experience negative parenting, self-regulation was intact among those who obtained more nighttime sleep, but significantly poorer among children who were getting less nighttime sleep. Thus, among children who were reported to obtain less nighttime sleep, there were more robust associations between negative parenting and poorer self-regulation than among toddlers who were reported to obtain more sleep. 相似文献
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Despite the importance of health information seeking, not all people engage in such behaviors, especially when thinking about the disease is distressing. The focus of this paper is to examine the antecedents of information seeking and retention. Based on individuals’ risk perception and efficacy beliefs, the risk perception attitude framework is used to formulate four groups: responsive (high risk, high efficacy), avoidance (high risk, low efficacy), proactive (low risk, high efficacy), and indifference (low risk, low efficacy). In Study 1, a 2 (risk) × 2 (efficacy) between‐subjects experiment, participants’ perceived risk to skin cancer and skin cancer–related efficacy beliefs were induced to determine their information seeking, retention, and intentions to engage in future seeking. The responsive group, as predicted, was associated with the most information‐seeking behaviors and information‐seeking intentions. The avoidance group, however, sought information but exhibited the lowest retention scores. These results were used to derive two predictions—the incredulity hypothesis and the anxiety‐reduction hypothesis—that were then tested in Study 2. Study 2, also a 2 (risk) × 2 (efficacy) between‐subjects experiment dealing with diabetes, found support for the anxiety‐reduction hypothesis, which argues that the high‐risk, low‐efficacy group experiences more anxiety, which leads to high motivations to seek, but lower ability to retain information. 相似文献
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Monique Sguin Alain Lesage Margaret C. Kiely 《Suicide & life-threatening behavior》1995,25(4):489-498
In what way is the bereavement process following suicide different from other types of bereavement? The participants were 30 survivors of suicide and 30 survivors of car accidents who were interviewed twice at an average of six months, and the second measure was taken at an average of nine months after the death, with standardized questionnaires to measure depression and grief reaction. Measures of shame, social support, family adaptation, psychological distress, and prior losses were also obtained during the second interview. All survivors were parents who had lost a son aged between 18 and 35 years. The results indicate that suicide survivors were more depressed than accident survivors at the first measure but this difference disappeared at the second measure. Survivors of suicide experienced greater feelings of shame and had experienced more life events after the death than did accident survivors. There was also a greater history of loss in parents bereaved by suicide. Parental bereavement after suicide appears to differ in several ways from other types of bereavement and appears to happen more often in vulnerable families. 相似文献
219.
Adam Kirn James L. Huff Allison Godwin Monique Ross Cheryl Cass 《Qualitative research in psychology》2019,16(2):305-324
ABSTRACTThe philosophical foundations of interpretative phenomenological analysis (IPA)—phenomenology, hermeneutics, and idiography—guide its practice and use. However, this foundation is often at odds with cultural practices of disciplines that value post-positivist perspectives emphasizing that reality can be objectively known. The conflict between the philosophical underpinnings of the methodology and the cultural practices of particular disciplines can serve to limit the use and acceptance of IPA. This article highlights ways researchers can use IPA even when the underlying tenets of that methodological approach may be in conflict with disciplinary norms. As such, we have set out to explore the tensions that accompany the choice to use IPA in the context of engineering education research within the United States. As a group of engineering education researchers, we drew upon collaborative inquiry to systematically examine our use of IPA. Our exploration of using IPA, as connected to everyday practice in a discipline that takes a postpositivist stance toward knowledge generation, provides examples for the use of IPA in tension with these disciplinary norms. 相似文献
220.