Reciprocal relationships between value orientation and motivational interference during studying and leisure

Background. Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non‐chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school–leisure conflict situation is seen as depending on the values they attach to achievement and well‐being. At the same time, values may also be effects of frequent experience of motivational interference in the respective areas. Aims. The study is aimed at investigating the reciprocal relationship between personal value orientations and the experience of motivational interference during studying and leisure. Sample. A total of 363 pupils (sixth to eighth graders at the time of first measurement) completed the same questionnaire twice in a 2‐year interval. Method. The questionnaire included measures of achievement and well‐being value orientation and the experience of motivational interference during studying and during leisure in school–leisure conflicts. For this, two scenarios were created. In regression analyses, achievement and well‐being value orientations as well as their interaction terms were used as predictors for experience of motivational interference at t₂ while controlling for experience of motivational interference at t₁, and vice versa. Additionally in path models, these relations were tested in an integrative way. Results. Pupils' achievement value orientations were connected to differential changes in experiencing motivational interference during leisure and during studying in one scenario but only for pupils low or medium in well‐being value orientation. Conversely, experience of motivational interference at t₁ was related to changes in value orientations 2 years later. High motivational interference during studying led to an increase in well‐being value orientation, while high motivational interference during leisure was followed by a decrease in well‐being value orientation and an increase in achievement value orientation. Overall, path models supported these results. Conclusions. The results are discussed in terms of value change and are linked to self‐control and motivation research.     

Two simple approximations to the distributions of quadratic forms

Many test statistics are asymptotically equivalent to quadratic forms of normal variables, which are further equivalent to with z_i being independent and following N(0,1). Two approximations to the distribution of T have been implemented in popular software and are widely used in evaluating various models. It is important to know how accurate these approximations are when compared to each other and to the exact distribution of T. The paper systematically studies the quality of the two approximations and examines the effect of the λ_i and the degrees of freedom d by analysis and Monte Carlo. The results imply that the adjusted distribution for T can be as good as knowing its exact distribution. When the coefficient of variation of the λ_i is small, the rescaled statistic is also adequate for practical model inference. But comparing T_R against will inflate type I errors when substantial differences exist among the λ_i, especially, when d is also large.     

Visual‐motor and executive functions in children born preterm: The Bender Visual Motor Gestalt Test revisited

Böhm, B., Lundequist, A. & Smedler, A.‐C. (2010). Visual‐motor and executive functions in children born preterm: The Bender Visual Motor Gestalt Test revisited. Scandinavian Journal of Psychology, 51, 376–384. Visual‐motor development and executive functions were investigated with the Bender Test at age 5½ years in 175 children born preterm and 125 full‐term controls, within the longitudinal Stockholm Neonatal Project. Assessment also included WPPSI‐R and NEPSY neuropsychological battery for ages 4–7 ( Korkman, 1990 ). Bender protocols were scored according to Brannigan & Decker (2003) , Koppitz (1963) and a complementary neuropsychological scoring system (ABC), aimed at executive functions and developed for this study. Bender results by all three scoring systems were strongly related to overall cognitive level (Performance IQ), in both groups. The preterm group displayed inferior visual‐motor skills compared to controls also when controlling for IQ. The largest group differences were found on the ABC scoring, which shared unique variance with NEPSY tests of executive function. Multiple regression analyses showed that hyperactive behavior and inattention increased the risk for visual‐motor deficits in children born preterm, whereas no added risk was seen among hyperactive term children. Gender differences favoring girls were strongest within the preterm group, presumably reflecting the specific vulnerability of preterm boys. The results indicate that preterm children develop a different neurobehavioral organization from children born at term, and that the Bender test with a neuropsychological scoring is a useful tool in developmental screening around school start.     

Recollection deficits in dysphoric mood: An effect of schematic models and executive mode?

Depression and dysphoric mood states are often accompanied by quantitative or qualitative shifts in performance across a range of retention tasks. This study focuses on the recollection of both autobiographical events and word lists in dysphoric states. Recollection occurs when people are aware of some contextual detail allied to the encoding experience. This study establishes the presence of a recollection deficit in dysphoria in two distinct paradigms. In both autobiographical recall and in recognition memory, recollection in a dysphoric group was at lower levels than recollection in matched controls. The study examines the hypothesis that the extent of recollection is influenced by two factors: (1) the degree of differentiation of schematic mental models; and (2) the executive mode that predominates when memory tasks are carried out, with the latter assumed to be altered by rumination. The relationship between responses based on recollection and alternative mnemonic responses could be predicted by measures of these two factors. The results are discussed in terms of the Interacting Cognitive Subsystems model (Teasdale & Barnard, 1993) and the perspective it offers on the relationship between meaning systems and executive functions (Barnard, 1999).     

Barriers and Supports to Substance Abuse Service Use Among Homeless Adults

Although there is a great need for substance abuse services among the homeless, many homeless individuals do not use those services. This study examined barriers and supports related to service use. Participants recognized a need for treatment and significant barriers to accessing care.     

Projective Tests in Vocational Counseling

In Switzerland, the role of projective techniques in vocational counseling is currently under debate. The author of a recent book on the Zulliger-test — a three card, Rorschach-type instrument — claims to have identified a number of syndromes that reflect vocationally relevant personality characteristics. His results are criticized on methodological grounds, and an alternative approach is proposed that emphasizes the expressive and essentially idiographic nature of projective test records. Their main contribution is to permit a better understanding of client motivations and attitudes, resulting in a more effective counseling interaction. Accordingly, these tests should be validated against attitudinal criteria and measures of counseling progress rather than long-term vocational behavior and success on the job.