Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students’ academic self-efficacy and its sources in different contexts

Social Psychology of Education - The present study examined the four sources of self-efficacy (mastery experience, vicarious experience, verbal and social persuasion, and physiological state) and...     

Cross-cultural differences in academic self-efficacy and its sources across socialization contexts

Social Psychology of Education - This study investigated how as reported by Bandura (Self-efficacy: The exercise of control Freeman, 1997) sources of self-efficacy differ across socialization...     

A Meta‐Analytic Structural Model of Dispositonal Affectivity and Emotional Labor

The exponential growth of the service economy has increased the attention that organizational researchers have paid to the concept of emotional labor. Although much progress has been made in the field, few studies have provided an integrated picture of how individual dispositions, perceived display rules, and emotional labor behaviors shape employee outcomes. To clarify and compare results across this growing body of literature, a quantitative review was developed, along with a theoretically derived path diagram of key emotional labor constructs. Evidence from our structural meta‐analytic model based on 116 primary studies demonstrates that examining affective dispositions and emotional labor constructs and the pattern of positive and negative results helps to clarify and add specificity to the literature. Results were consistent with the perspective that surface acting emotion regulation strategies have a pattern of negative relationships with work outcomes of job satisfaction and stress/exhaustion (but not with job performance), whereas deep acting emotion regulation strategies have a pattern of positive relationships with all of these work outcomes.     

A Survey of the Sources of Noise in fMRI

Functional magnetic resonance imaging (fMRI) is a noninvasive method for measuring brain function by correlating temporal changes in local cerebral blood oxygenation with behavioral measures. fMRI is used to study individuals at single time points, across multiple time points (with or without intervention), as well as to examine the variation of brain function across normal and ill populations. fMRI may be collected at multiple sites and then pooled into a single analysis. This paper describes how fMRI data is analyzed at each of these levels and describes the noise sources introduced at each level.     

Executive-process interactive control: A unified computational theory for answering 20 questions (and more) about cognitive ageing

Although the effects of ageing on human information processing and performance have been studied extensively, many fundamental questions about cognitive ageing remain to be answered definitively. For example, what are the sources of age-related slowing? How much is working-memory capacity reduced in older adults? Is time-sharing ability lost with age? Answering such questions requires a unified computational theory that characterises the interactive operations of many component mental processes and integrates diverse data on cognitive ageing. Toward fulfilling this requirement, an executive-process interactive control (EPIC) architecture has been extended to model performance of both young and older adults. EPIC models yield accurate accounts of ageing effects on reaction times and accuracy in basic dual-task and working-memory paradigms. From these accounts, it appears that time-sharing ability and working-memory capacity decrease relatively little until after 70 years of age. Before age 70, at least some apparent performance decrements may be attributable to conservative executive processes and inefficient task procedures rather than decreased "hardware" functionality. By clarifying and deepening such insights, unified computational theories like EPIC will help answer many questions about cognitive ageing.     

Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning

Discovering how people judge their memories has been a major issue for metacognitive research for over 4 decades; many factors have been discovered that affect people’s judgments, but exactly how those effects are mediated is poorly understood. For instance, the effect of word pair relatedness on judgments of learning (JOLs) has been repeatedly demonstrated, yet the underlying basis of this substantial effect is currently unknown. Thus, in three experiments, we assessed the contribution of beliefs and processing fluency. In Experiment 1, participants studied related and unrelated word pairs and made either prestudy JOLs or immediate JOLs. Participants gave higher estimates for related than for unrelated pairs, suggesting that participants’ beliefs at least partially drive the relatedness effect on JOLs. Next, we evaluated the contribution of processing fluency to the relatedness effect either (1) by disrupting fluency by presenting half the pairs in an aLtErNaTiNg format (Experiment 2) or (2) by measuring how fluently participants processed pairs at study and statistically estimating the degree to which conceptual fluency mediated the effects of relatedness on JOLs (Experiment 3). Results from both experiments indicated that fluency contributes minimally to the relatedness effect. Taken together, these results indicate that people’s beliefs about how relatedness influences memory are responsible for mediating the relationship between relatedness and JOLs. In general, empirically establishing what mediates the effects of other factors on people’s judgments remains a major agenda for advancing theory of metacognitive monitoring.     

Barriers to Treatment in an Ethnically Diverse Sample of Families Enrolled in a Community-Based Domestic Violence Intervention

Using quantitative and qualitative data, we examined the association between barriers to treatment, motivating factors, treatment attendance, and outcome in a sample of 63 mothers (most of Asian or Pacific Islander descent) enrolled in a family-based domestic violence treatment program. A high number of perceived barriers was associated with lower attendance and lower scores on assessment of parenting practices at posttreatment. Mothers reported relying on their own motivation, observations of children's improvement, and the quality of their relationships with staff and group members to overcome barriers. A larger number of motivating factors was associated with positive parenting practices at posttreatment. Discussion includes the benefits of a mixed-method approach to measuring barriers and its clinical application to increase treatment participation.