Gendered Racial Stereotypes and Coaching Intercollegiate Athletic Teams: The Representation of Black and Asian Women Coaches on U.S. Women’s and Men’s Teams

Sex Roles - The purpose of this study was to examine the representation of Black and Asian women coaches on women’s and men’s intercollegiate athletic teams. Through the theoretical...     

Active or Inert? An Experimental Comparison of Creative Ideation across Incubation Periods

The primary objective of this study was to contribute to the growing research discipline investigating the effects of physical exercise on divergent thinking creativity performance. Thirty‐two students participated in this two‐visit, within‐subject intervention. Individuals consented to participate in two randomized, and counterbalanced, experimental conditions, consisting of 15 min of active treadmill walking and an inert, seated control incubation period. Creativity was assessed at baseline and post‐exercise (and control) via the Instances Creativity Task (ICT). Creativity scores for changes in fluency (F(1, 31) = 2.90, p = .10) were not statistically significant across the experimental conditions. Originality scores were higher at baseline and follow‐up when compared to the exercise condition (F(1, 31) = 6.82, p = .01). However, there was no statistically significant condition × time interaction effect (F(1, 31) = 1.78, p = .19). Further analyses demonstrated that there was no statistically significant difference between the experimental conditions on recall score (F(1, 31) = 1.04, p = .32). All models indicated statistically significant main effects for time: fluency (F(1, 31) = 131.17, p < .001); originality (F(1, 31) = 36.54, p < .001); and recall (F(1, 31) = 51.75, p < .001). These findings suggest that both active and inert creative incubation periods may similarly enhance subsequent divergent thinking performance.     

Contributions of positive behavior support amid lingering questions over its relationship with behavior analysis: A review of Positive behavior supports for adults with disabilities in employment,community, and residential settings by Storey and Post

Positive Behavior Supports for Adults with Disabilities in Employment, Community, and Residential Settings by Keith Storey and Michal Post (2019) presents valuable information for support providers and clinicians working with adults in inclusive settings who display challenging behavior. Numerous examples of challenging behavior encountered in such settings are provided along with a multitude of interventions for addressing the behavior in ways that comport with the values of positive behavior support (PBS). This review highlights contributions of the Storey and Post book and considers the content in regard to the controversial relationship between PBS and applied behavior analysis (ABA). The authors specify ABA as the foundation of PBS, but questions linger about the exact PBS–ABA relationship that will likely affect the book's ultimate contribution. Concern over the relationship is illustrated in regard to qualifications of behavioral professionals whom the authors often refer to as being necessary to help support providers develop and implement PBS interventions.     

Rehabilitation Counselling: The Development of a New Course Specialism in British Counselling

The introduction of rehabilitation counselling to the UK in 1990-initially as a diploma and now as an MSc—is described. The worldwide development of rehabilitation counselling from its beginnings in America in the 1950s is outlined, highlighting key areas of debate. Evidence of the need for rehabilitation counselling in the UK is presented, and the current course is described with reference to its integrative counselling approach and specialist areas of enquiry. The future development of rehabilitation counselling in the UK is considered, emphasising the need for this specialism as we move towards more holistic models of care.     

School Counseling: An Evolving Specialty

This article provides a review of school counseling as a specialty area of the counseling profession, including attention to historical development, training standards and accreditation, certification, and future trends and issues.     

Employment Qualifications,Person–Job Fit,Underemployment Attributions,and Hiring Recommendations: A three‐study investigation

Using an experimental design across three studies and four samples, we investigated the effects of employment qualification level (i.e., underqualified, adequately qualified, or overqualified) on hiring recommendations, and how the relationship was influenced by person–job (P‐J) fit and underemployment attributions. In Study 1, we tested and found support for the strength and effectiveness of the employment qualification level manipulation. In Study 2, the results demonstrated that overqualified applicants received higher ratings on objective P‐J fit, subjective P‐J fit, and hiring recommendations than underqualified applicants. Also, overqualified applicants were rated higher on objective and subjective P‐J fit than adequately qualified applicants. However, the results indicated no significant differences between adequately qualified and overqualified applicants on hiring recommendations. Finally, P‐J fit was found to fully mediate the employment qualification level–hiring recommendation relationship, but only subjective P‐J fit (i.e., and not objective P‐J fit) was a significant mediator. In Study 3, we assessed the potential effects of underemployment attribution (i.e., internal‐controllable vs. external‐uncontrollable) on interviewer hiring recommendation. Results demonstrated that applicants who made an external‐uncontrollable attribution for their overqualification were perceived negatively and received lower ratings on hiring recommendations than applicants who made an internal‐controllable attribution for their underemployment. Furthermore, the underemployment attribution‐hiring recommendation relationship was found to be fully mediated by subjective (but not objective) P‐J fit. Contributions of these results to theory, research, and practice, strengths and limitations, and directions for future research are discussed.     

Emotional self-efficacy,conduct problems,and academic attainment: Developmental cascade effects in early adolescence

The study is amongst the first of its kind to utilise developmental cascade modelling in order to examine the inter-relations between emotional self-efficacy, conduct problems, and attainment in a large, nationally representative sample of English adolescents (n = 2414, aged 11 years). Using a 3-wave, longitudinal, cross lagged-design, we tested three cascading hypotheses: adjustment erosion, adjustment fortification, and academic incompetence. A fourth hypothesis considered the role of shared risk. Results supported small effects consistent with the cascade hypotheses, and a small but significant effect was found for shared risk. Strengths and limits of the study are considered alongside a discussion of the implications for these findings.     

The effect of self‐identity alongside perceived importance within the theory of planned behaviour

Self‐identity often predicts behavioural intentions after standard theory of planned behaviour (TPB) components are accounted for. However, it has been claimed this is due to conceptual similarity between self‐identity and perceived importance of the behaviour. We examined this claim within the context of recycling food waste. Participants (N = 113) completed questionnaires assessing intentions, attitude, perceived behavioural control, perceived norms, perceived importance, self‐identity, and past behaviour. Confirmatory factor analysis indicated that self‐identity and perceived importance were distinct constructs. Further, after accounting for TPB components and perceived importance, self‐identity explained a significant amount of additional variance in intentions. The present findings therefore do not support this particular argument against the predictive utility of self‐identity.     

Fostering At-Risk Kindergarten Children's Number Sense

A 9-month training experiment evaluated whether computer-assisted discovery learning of arithmetic regularities can facilitate kindergartners’ fluency with the easiest sums. After a pretest, kindergartners with at least one risk factor (n = 28) were randomly assigned to either a structured add-0/1 training condition, which focused on recognizing the n + 0/0 + n = n and the n + 1/1 + n = the number-after-n rules, or an active control group. Using pretest fluency as the covariate, ANCOVAs revealed that the structured add-0/1 group significantly outperformed the control group on both practiced and unpracticed (transfer) n + 0/0 + n and n + 1/1 + n items at the delayed posttest and had significantly larger gains in mathematics achievement. Key instructional implications include: Early intervention that targets discovering rules for adding with 0 and 1 and family-specific developmental prerequisites is feasible and more effective than typical classroom instruction in promoting fluency with such basic sums. Such rules may be a critically important bridge between informal and formal mathematics.