Correction for Range Restriction in Meta‐Analysis Revisited: Improvements and Implications for Organizational Research

In this study, we present a more accurate method for correcting for range restriction (Case V) that expands upon Bryant and Gokhale's (1972) method. We further present detailed steps to incorporate the Case V method into Schmidt and Hunter's (2015) psychometric meta‐analysis methods (both individual correction and artifact distribution approaches). We then evaluate the accuracy of the Case V method vis‐à‐vis existing methods. Monte‐Carlo simulation results indicate that the Case V method provides very accurate estimates for the mean true score correlation and reasonably accurate estimates for the true standard deviation. More important, Case V almost always provides more accurate results than alternative methods (particularly, Case IV). To illustrate how the Case V method works with real data, we conduct a reanalysis of Judge, Heller, and Mount's (2002) meta‐analysis examining the relationships between the Big 5 personality traits and job satisfaction. Results indicate that the true score correlations between the Big 5 traits and job satisfaction have been underestimated, whereas their true standard deviations have been overestimated. Implications for range restriction corrections in organizational research are discussed.     

Attentional control mediates fearful responding to an ecologically valid stressor

Background and Objectives: Attentional control (AC) is defined as the ability to voluntarily shift and disengage attention and is thought to moderate the relationship between preexisting risk factors for fear and the actual experience of fear. Design: This longitudinal study elaborates on current models of AC by examining whether AC moderates or mediates effects of an ecologically valid stressor (a college examination) and also whether AC is predictive of state-like fear over longer timescales than previously reported. Methods: Based on previous findings, we hypothesized that AC would moderate the relationship between trait anxiety and affective distress in response to the examination stressor. We also tested a competing mediational model based on AC theory. These models were tested in two separate samples (sample 1, N = 219; sample 2, N = 129; Total N = 348) at two time points, at the beginning of a college semester in a large undergraduate class and 5 minutes prior to a college examination. Results: Mediation but not moderation of anxiety by AC was supported in both samples using multiple dependent measures. Conclusions: We conclude that AC may be useful in predicting affective distress in naturalistic settings, particularly in cases where anxiety is anticipatory.     

Individual social capital and the implementation of entrepreneurial intentions: The case of Russia

The current research hypothesized that individual social capital facilitates the implementation of one's intention to start a business. The research samples were drawn from a sample of 2061 adult respondents: a sub‐sample of 269 adults who stated their intention to start their own business during the next two years (‘intenders’) and a matching sub‐sample of 270 who said they did not intend to do so (‘non‐intenders’). The study shows that the ‘intenders’ possessed greater individual social capital. These resources had a positive indirect impact (through increased perceived behavioural control and attitude) on their intention to start their own business.     

Judging the plausibility of arguments in scientific texts: a student–scientist comparison

The ability to evaluate scientific claims and evidence is an important aspect of scientific literacy and requires various epistemic competences. Readers spontaneously validate presented information against their knowledge and beliefs but differ in their ability to strategically evaluate the soundness of informal arguments. The present research investigated how students of psychology, compared to scientists working in psychology, evaluate informal arguments. Using a think-aloud procedure, we identified the specific strategies students and scientists apply when judging the plausibility of arguments and classifying common argumentation fallacies. Results indicate that students, compared to scientists, have difficulties forming these judgements and base them on intuition and opinion rather than the internal consistency of arguments. Our findings are discussed using the mental model theory framework. Although introductory students validate scientific information against their knowledge and beliefs, their judgements are often erroneous, in part because their use of strategy is immature. Implications for systematic trainings of epistemic competences are discussed.     

From Nehemia Americanus to Indianized Jews

This article explores the entangled history of transnational race discourses in the colonialism of early Puritan settlers in New England. Retracing the complexity of discursive intersections between proto-racist, anti-Judaic and pro-Judaic rhetoric within Puritan minority narratives, it asks how these discourses changed when theological concepts around Self and Other, Old and New Israel, were translated from Europe to the North American colonies. The settlers’ millenarian theology forged an eschatological link between the American wilderness and the religious and political heterotopia of a New Jerusalem; Cotton Mather's Magnalia Christi Americana (1702), for example, idealized the figure of the colonial founding father as an American Nehemiah or Moses. In the settlers’ vision, the Puritans stood in competition with Old Israel, aiming to assume its role and basing their apocalyptic interpretations of the flight from Europe on its exodus. At the same time, they transferred images of Europe's “internal colonized”—the Jews—to the indigenous population. In the frontier zone of colonial contact, the Puritans combined older anti-Judaic with their own millenarian pro-Judaic ideas in new ways, a process that converged in the notion that the “Indians” were descendants of the 10 lost tribes of Israel and their religion was similar to that of the biblical Israelites.     

Temporal processing characteristics of the Ponzo illusion

Many visual illusions result from assumptions of our visual system that are based on its long-term adaptation to our visual environment. Thus, visual illusions provide the opportunity to identify and learn about these fundamental assumptions. In this paper, we investigate the Ponzo illusion. Although many previous studies researched visual processing of the Ponzo illusion, only very few considered temporal processing aspects. However, it is well known that our visual percept is modulated by temporal factors. First, we used the Ponzo illusion as prime in a response priming task to test whether it modulates subsequent responses to the longer (or shorter) of two target bars. Second, we used the same stimuli in a perceptual task to test whether the Ponzo illusion is effective for very short presentation times (12 ms). We observed considerable priming effects that were of similar magnitude as those of a control condition. Moreover, the variations in the priming effects as a function of prime-target stimulus-onset asynchrony were very similar to that of the control condition. However, when analyzing priming effects as a function of participants’ response speed, effects for the Ponzo illusion increased in slower responses. We conclude that although the illusion is established rapidly within the visual system, the full integration of context information is based on more time-consuming and later visual processing.     

Schwierigkeiten in der psychotherapeutischen Arbeit

Dealing with difficult clients, situations and their own emotions is an integral part of psychotherapists’ daily work; however, what is the nature of difficulties in psychotherapy and how should therapists’ deal with them? In spite of the high relevance of these topics for therapeutic practice, scientific research in this area lacks consistent definitions of difficulties and the respective coping strategies. This article summarizes the development of current research approaches and respective results.     

Academic self-regulation as a function of age: the mediating role of autonomy support and differentiation in school

Numerous studies in the tradition of the self-determination theory (Deci and Ryan in Can Psychol 49(1):14–23, 2008) point out the significance of self-determined academic motivation and its relevance for learning processes and well-being. Whereas these results sketch a rather heterogeneous picture of the development of intrinsic and extrinsic motivation, only a limited amount of research results are dedicated to the development of academic self-regulation. This cross-sectional research is based on the data of 432 pupils aged 6–20 from primary to secondary school. With the aid of questionnaires, participants provided information concerning their academic self-regulation and how much autonomy support and differentiation they perceive in school. The results of cluster analysis and structural equation modelling indicated that age is negatively related to academic self-regulation, while intrinsic and (rather) controlled regulation decreased the older the pupils are. The values for rather self-determined regulation remained comparatively stable. In addition, the longer pupils attended school, the less they reported perceived autonomy support and differentiation. Perceived autonomy support had an impact on intrinsic and rather self-determined regulation but not on controlled regulation, whereas perceived differentiation was not related to academic self-regulation. These findings offer novel explanations why settings in schools—especially in secondary schools—can become less suitable for learners (Eccles and Roeser in Handbook of adolescent psychology, Wiley, Hoboken, pp 404–434, 2009) and how they can assist educators in designing autonomous learning environments that contribute to maintaining and developing intrinsic and self-determined academic regulation strategies.     

Withdrawing Versus Withholding Freedoms: Nudging and the Case of Tobacco Control

Is it a stronger interference with people's freedom to withdraw options they currently have than to withhold similar options they do not have? Drawing on recent theorizing about sociopolitical freedom, this article identifies considerations that often make this the case for public policy. However, when applied to tobacco control, these considerations are shown to give us at best only very weak freedom-based reason to prioritize the status quo. This supports a popular argument for so-called “endgame” tobacco control measures: If we believe that cigarettes would and should be withheld from entering markets in hypothetical scenarios in which they do not yet exist, then we also have reason to seek their abolition in situations, such as ours, in which cigarettes do exist—if necessary by banning their sale. The same considerations are then used to disarm objections that have recently been raised to using nudges in public policy.