Implicit theories of a desire for fame

The aim of the present studies was to generate implicit theories of a desire for fame among the general population. In Study 1, we were able to develop a nine‐factor analytic model of conceptions of the desire to be famous that initially comprised nine separate factors; ambition, meaning derived through comparison with others, psychologically vulnerable, attention seeking, conceitedness, social access, altruistic, positive affect, and glamour. Analysis that sought to examine replicability among these factors suggested that three factors (altruistic, positive affect, and glamour) neither display factor congruence nor display adequate internal reliability. A second study examined the validity of these factors in predicting profiles of individuals who may desire fame. The findings from this study suggested that two of the nine factors (positive affect and altruism) could not be considered strong factors within the model. Overall, the findings suggest that implicit theories of a desire for fame comprise six factors. The discussion focuses on how an implicit model of a desire for fame might progress into formal theories of a desire for fame.     

The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies

In two longitudinal studies, the authors examined the direction of the relationships between trait gratitude, perceived social support, stress, and depression during a life transition. Both studies used a full cross-lagged panel design, with participants completing all measures at the start and end of their first semester at college. Structural equation modeling was used to compare models of direct, reverse, and reciprocal models of directionality. Both studies supported a direct model whereby gratitude led to higher levels of perceived social support, and lower levels of stress and depression. In contrast, no variable led to gratitude, and most models of mediation were discounted. Study 2 additionally showed that gratitude leads to the other variables independently of the Big Five factors of personality. Overall gratitude seems to directly foster social support, and to protect people from stress and depression, which has implications for clinical interventions.     

Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types

Individual characteristics (i.e., teacher-rated aggression and popularity) and peer group membership type in 7th grade was examined in relation to school dropout. Peer group type was characterized according to the proportion of group members who were high on teacher-rated aggression and popularity. Both aggressive and popular group types were linked to dropping out. Being a member of an aggressive group was associated with increased rates of dropout for aggressive, but not nonaggressive, youth. Membership in popular (i.e., majority of members were popular) and zero-popular (i.e., no popular members) groups was linked to dropping out, while membership in a nonpopular group (i.e., a few popular members) appeared to be protective for aggressive youth. Both popular and nonpopular youth who affiliated with aggressive peers had elevated rates of school dropout. All aggressive participants who were socially isolated dropped out, while nonaggressive youth who were socially isolated tended to complete school.     

Different forms of aggression among inner-city African-American children: Gender, configurations, and school social networks

Using narrative reports of peer conflicts among a sample of African-American children and adolescents from inner-city schools, this study investigated the development and social functions of four types of aggressive behaviors: social, direct relational, physical, and verbal aggression. A total of 489 participants in grades 1, 4, and 7 were interviewed (220 boys and 269 girls). Results showed that low levels of social aggression and high levels of physical aggression were reported in peer conflicts. Gender differences on social, direct relational, and physical aggression were primarily observed in the comparisons of same-gender conflicts at grade 7. Distinct configurations were identified across different forms of aggression. Boys with configurations of physical and/or verbal aggression had higher levels of school social network centrality than non-aggressive boys. Girls with configurations of social and/or direct relational aggression showed relatively higher levels of network centrality than non-aggressive girls.     

The problem of polytheisms: a serious challenge to theism

Theistic and analytic philosophers of religion typically privilege classical theism and monotheism by ignoring or underestimating the great threat of polytheism (We take ‘theism’ to mean ‘classical theism’, which is but one of many possible monotheisms. Avoiding much of the discussion around classical theism, we wish to focus on the challenges in arguing for monotheism over polytheism. We take monotheisms and polytheisms to be versions of supernaturalism, and not of ‘theism’. We consider monotheisms and polytheisms to entail the notion of divine transcendence). We develop an argument from infinitely many alternatives, which decisively demonstrates that if a monotheistic or polytheistic god-model obtains, it will almost certainly be polytheistic. Probabilistic calculations are performed in order to illustrate the difficulties faced by the monotheistic proponent. After considering possible objections, such as whether there should be limits placed on how many possible god-models could obtain, we conclude that our argument from infinitely many alternatives is sound, and highly unlikely to be overcome.     

Principles for Effective Asynchronous Online Instruction in Religious Studies

Asynchronous online instruction has become increasingly popular in the field of religious studies. However, despite voluminous research on online learning in general and numerous articles on online theological instruction, there has been little discussion of how to effectively design and deliver online undergraduate courses in religious studies. Drawing on recent research, experiences teaching and learning online, and interviews with colleagues, this paper discusses key principles of effective online instruction. It recommends instructors focus on humanizing their course website, “chunking” their course content, making their approach to the study of religion clear, structuring and monitoring online discussions, prioritizing prompt and constructive feedback, and making course material relevant to learners.     

The Effect of an Expressive‐Writing Intervention for Employees on Emotional Self‐Efficacy,Emotional Intelligence,Affect, and Workplace Incivility

This study examined the effect of an expressive‐writing paradigm intervention designed to increase emotional self‐efficacy in employees. Participants in the intervention condition with lower pre‐test self‐efficacy scores showed significant increases in self‐efficacy. Further, participants in the writing intervention condition showed increased emotional intelligence and positive affect, and decreased workplace incivility perpetration compared to participants in the control writing condition. Overall, the results indicate that an expressive‐writing intervention may be an effective strategy for increasing positive workplace outcomes.