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11.
This study presents initial standardization data on the Sutter- Eyberg Student Behavior Inventory (SESBI), a teacher- completed measure of disruptive classroom behaviors. SESBIs were completed on 1116 children in kindergarten through fifth grade in a rural eastern Washington school district. Various analyses (Cronbach's alpha, corrected item- total correlations, average interitem correlations, principal components analyses) indicated that the SESBI provides a homogeneous measure of disruptive behaviors. Support was also found for three factors within the scale (e.g., overt aggression, oppositional behavior, and attentional difficulties). While the child's age did not have a significant effect on the SESBI, the child's gender did have a significant effect on scale scores as well as on most of the items, with males being rated more problematic than females. The SESBI was also able to discriminate between children in treatment for behavioral problems or learning disabilities and children not in treatment.The authors would like to acknowledge the support of the teachers in the Pullman School District, whose kind help and assistance made the study possible. Special thanks are also extended to Todd Sosna, Christine Ladish, and Lee Sternberger for their helpful comments on earlier versions of the paper. Preparation of this study was supported in part by funds provided to G. Leonard Burns by Washington State University. 相似文献
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This article reports on the factor structure of theScale to Assess World View
(c) (SAWV). Alpha reliabilities for the factors are presented. Gender differences in world views are also explored to understand how
men and women in this sample viewed the world. Recommendations for client assessment, therapy, education and training, and
scale revision are discussed.
The research reported here is based on a paper presented at the annual meeting of the American Psychological Association,
Washington, DC, August 17, 1992. 相似文献
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Donald R Goodenough Philip K Oltman Florence Friedman Carol Ann Moore Herman A Witkin David Owen Evelyn Raskin 《Journal of Vocational Behavior》1979,14(3):341-351
Recent research has shown that academic choice and achievement may be partly a function of the student's standing on the field-dependence-independence cognitive-style dimension. The results of two longitudinal studies suggest that information about field dependence-independence may be of value for student guidance in the medical setting. The first, a study of college undergraduates who early expressed an interest in medicine, showed that these cognitive styles play a discernible role in determining who will eventually enter medical school. The second, a study of medical students, showed that field-dependent and field-independent students subsequently tend to choose different medical specialties. These results are consistent with cognitive-style theory, which proposes that field-independent people will choose vocations that require cognitive restructuring skills, whereas field-dependent people will choose vocations that require greater social-interpersonal involvement. 相似文献
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Owen J. Flanagan 《Journal of the history of the behavioral sciences》1981,17(3):375-386
Buss's thesis that, throughout the history of psychology, psychological theories have alternated between two contradictory models of human nature is examined and supported. One model sees humans as actively constructing themselves; the other model sees humans as constructed from the outside. The thesis that the inherent reflexive quality of psychological inquiry is the cause of this alternation is then examined. Three different hypotheses as to how “reflexivity” might explain this alternation are offered. Finally, brief attention is given to the question of whether psychology can be seen as progressing if it is as philosophically indecisive as the analysis suggests. 相似文献
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Recent work using decontextualized economic games suggests that cooperation is a dynamic decision‐making process: Automatic responses typically support cooperation on average, while deliberation leads to increased selfishness. Here, we performed two studies examining how these temporal effects generalize to games with richer social context cues. Study 1 found that time pressure increased cooperation to a similar extent in games played with in‐group members and out‐group members. Study 2 found that time pressure increased cooperation to a similar extent in games described as competitions and games described as collaborations. These results show that previous positive effects of time pressure on cooperation are not unique to neutrally framed games devoid of social context and are not driven by implicit assumptions of shared group membership or cooperative norms. In doing so, our findings provide further insight into the cognitive underpinnings of cooperative decision making. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献