Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school

Background. Chronotype refers to individuals’ preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes. Aims. The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark‐Owl Chronotype Indicator. Sample. The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students. Method. Students were assessed in class via self‐report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype. Results. Eveningness was a significant (negative) predictor of overall grade point average (GPA), math–science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent‐ratings and behavioural data. Conclusions. Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed.     

The effect of observational learning on students’ performance,processes, and motivation in two creative domains

Background . Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts. Aims . We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence between the model and the observer to influence the effectiveness of observation. Sample . A total of 131 Dutch students (10^th grade, 15 years old) participated. Method . Two experiments were carried out (one for visual and one for verbal arts). Participants were randomly assigned to one of three conditions; two observational learning conditions and a control condition (learning by practising). The observational learning conditions differed in instructional focus (on the weaker or the more competent model of a pair to be observed). Results . We found positive effects of observation on creative products, creative processes, and motivation in the visual domain. In the verbal domain, observation seemed to affect the creative process, but not the other variables. The model similarity hypothesis was not confirmed. Conclusions . Results suggest that observation may foster learning in creative domains, especially in the visual arts.     

Intrusive re-experiencing in post-traumatic stress disorder: phenomenology, theory, and therapy

The article describes features of trauma memories in post-traumatic stress disorder (PTSD), including characteristics of unintentional re-experiencing symptoms and intentional recall of trauma narratives. Reexperiencing symptoms are usually sensory impressions and emotional responses from the trauma that appear to lack a time perspective and a context. The vast majority of intrusive memories can be interpreted as re-experiencing of warning signals, i.e., stimuli that signalled the onset of the trauma or of moments when the meaning of the event changed for the worse. Triggers of re-experiencing symptoms include stimuli that have perceptual similarity to cues accompanying the traumatic event. Intentional recall of the trauma in PTSD may be characterised by confusion about temporal order, and difficulty in accessing important details, both of which contribute to problematic appraisals. Recall tends to be disjointed. When patients with PTSD deliberately recall the worst moments of the trauma, they often do not access other relevant (usually subsequent) information that would correct impressions/predictions made at the time. A theoretical analysis of re-experiencing symptoms and their triggers is offered, and implications for treatment are discussed. These include the need to actively incorporate updating information ("I know now ...") into the worst moments of the trauma memory, and to train patients to discriminate between the stimuli that were present during the trauma ("then") and the innocuous triggers of re-experiencing symptoms ("now").     

Separating trait effects from trait-specific method effects in multitrait-multimethod models: a multiple-indicator CT-C(M-1) model

An overview of several models of confirmatory factor analysis for analyzing multitrait-multimethod (MTMM) data and a discussion of their advantages and limitations are provided. A new class of multi-indicator MTMM models combines several strengths and avoids a number of serious shortcomings inherent in previously developed MTMM models. The new models enable researchers to specify and to test trait-specific-method effects. The trait and method concepts composing these models are explained in detail and are contrasted with those of previously developed MTMM models for multiple indicators. The definitions of the models are explained step by step, and a practical empirical application of the models to the measurement of 3 traits x 3 methods is used to demonstrate their advantages and limitations.     

Is attention to feelings beneficial or detrimental to affective well-being? Mood regulation as a moderator variable

This research examined the functionality of attention to feelings for affective well-being. The authors found that mood regulation, but not clarity of feelings, moderated the attention-well-being relationship. For individuals with high mood regulation scores, attention was beneficial to affective well-being, whereas for individuals with low mood regulation scores, attention was detrimental to affective well-being. This finding was corroborated by self- and peer reports in Study 1 and replicated in Study 2. The validity of the scales was established by the convergence of self- and peer ratings. Moreover, Study 2 showed that dysfunctional and functional and self consciousness scales suppressed variance in attention to feelings, thereby revealing that attention incorporates both adaptive and maladaptive aspects.     

A computer-driven undergraduate laboratory curriculum and related support logistics

A psychology department in a teaching university solved problems in the existing undergraduate laboratory courses by setting up a computer laboratory and developing its own software. The logistical support that allowed a small department to offer many laboratory experiences came in part from an undergraduate apprenticeship program, which is described.     

Parental Physical Illnesses and Their Association with Subsequent Externalizing and Internalizing Symptoms in Children

Journal of Child and Family Studies - Parental physical illnesses can be stressful for children. We estimated the prevalence of children who experience parental physical illnesses, and whether...     

Training the equidistant principle of number line spacing

The characteristics of effective numerical trainings are still under scientific debate. Given the importance of number line estimation due to the strong relation between task performance and arithmetic abilities, the current study aimed at training one important number line characteristic: the equidistant spacing of adjacent numbers. Following an embodied training approach, second-graders were trained using a randomized crossover design to divide a presented line into different numbers of equal segments by walking the line with equally spaced steps. Performance was recorded, and feedback as to the correct equidistant spacing was provided using the Kinect sensor system. Training effects were compared to a control training with no involvement of task-specific whole-body movements. Results indicated more pronounced specific training effects after the embodied training. Moreover, transfer effects to number line estimation and arithmetic performance were partially observed. In particular, differential training effects for bounded versus unbounded number line estimation corroborate the assumption that not only bodily experiences but also the need for a flexible adaption of the perspective on the training material might influence training success. Hence, more pronounced training effects of the embodied training might stem from different cognitive processes involved.