Relationships Among Cooperative Learning Experiences,Social Interdependence,Children's Aggression,Victimization, and Prosocial Behaviors

This study examined the relationships among cooperative experiences, social interdependence predispositions, harm‐intended aggression, victimization, and prosocial behaviors with 217 elementary school children from 3^rd to 5^th grade. Path analysis using LISREL indicates that cooperative experiences predicted cooperative predispositions, the absence of individualistic predispositions, and prosocial behaviors. Cooperative predisposition predicted prosocial behaviors and the absence of harm‐intended aggression. Competitive predisposition predicted harm‐intended aggression. These findings validate social interdependence theory and partially support theories related to social dominance. Providing frequent cooperative learning experiences may be an important tool to increase students' cooperativeness and thereby reduce the frequency of harm‐intended aggression, increase the frequency of prosocial behaviors, and reduce students' individualistic predispositions.     

APPROACH OR AVOIDANCE (OR BOTH?): INTEGRATING CORE SELF‐EVALUATIONS WITHIN AN APPROACH/AVOIDANCE FRAMEWORK

Core self‐evaluations (CSE) represent a new personality construct that, despite an accumulation of evidence regarding its predictive validity, provokes debate regarding the fundamental approach or avoidance nature of the construct. This set of studies sought to clarify the approach/avoidance nature of CSE by examining its relation with approach/avoidance personality traits and motivation constructs (Study 1); we subsequently examined approach/avoidance motivational mechanisms as mediators of the relation between CSE and job performance (Study 2). Overall, the studies demonstrate that CSE is best conceptualized as representing both (high) approach tendencies and (low) avoidance tendencies; implications of these findings for CSE theory are discussed.     

A Reappraisal of Karl Barth's Theological Development and his Dialogue with Catholicism

This article offers a distinct account of Barth's theological development, one that has an eye toward both the historical record and the contemporary debates about the systematic and ecumenical implications of his theology. It establishes that, from the second edition of Romans until the end of his career, Barth's theological development occurs as a series of internal adjustments in four stages along a single christological trajectory. Barth's dialogues with Catholic theologians play a pivotal role in this development, because these dialogues help him arrive at some of his most important insights. Taken together, these conclusions help us push beyond contemporary divisions between historical and systematic readings of Barth's theology and reframe the dialogue between Barth and Catholic theologians.     

Legislation and Litigation Involving the Employment of Disabled Women: An Overview

A literature review of the current legislation, interpretive litigation, and court cases relevant to the employment of disabled women is presented in this article in order that human service personnel may advocate for disabled women.