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Thea Bauriedl 《Forum der Psychoanalyse》1998,14(4):342-363
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Thea Zander-Schellenberg Johannes Zimmermann Stefan Thommen Roselind Lieb 《Cognition & emotion》2013,27(7):1505-1513
ABSTRACTIn daily life, people make plenty of decisions, either intuitively or based on analysis. So far, research has examined when decision-making leads to correct or biased outcomes. In the present study, we adopted a different perspective and explored how decision-making is associated with how people feel. In an observational study, 134 healthy participants retrospectively reported on six evenings which decisions they had made during that day (total N?=?3,850 decisions). They were also asked to indicate how they had felt before/after each decision. Multilevel regression analyses revealed that (a) people reported having felt better prior to intuitive as compared to analytical decisions, (b) people reported having felt better after as compared to before the decision, and (c) this increase in positive feeling was more pronounced for intuitive decisions. The latter two associations were robust to statistically controlling for the life domain in which the decisions occurred, the decisions’ importance and ease, and daily mood. The retrospective design and the single-item measure of mood are among the limitations of this study. Altogether, the results are in line with the idea that making everyday life decisions intuitively makes people feel good. 相似文献
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Paulussen-Hoogeboom MC Stams GJ Hermanns JM Peetsma TT van den Wittenboer GL 《The Journal of genetic psychology》2008,169(3):209-226
Negative emotionality is considered to be the core of the difficult temperament concept (J. E. Bates, 1989; R. L. Shiner, 1998). In this correlational study, the authors examined whether the relations between children's negative emotionality and problematic behavior (internalizing and externalizing) were partially mediated by parenting style (authoritative and authoritarian) in a community sample of 196 3-year-old children and their mothers. The authors assessed maternal perception of child negative emotionality using the Children's Behavior Questionnaire (M. K. Rothbart, S. A. Ahadi, K. L. Hershey, & P. Fisher, 2001) and assessed problematic child behavior by means of maternal report using the Child Behavior Checklist (T. M. Achenbach, 1992). The results showed that the relations between child negative emotionality and internalizing and externalizing behaviors were partially mediated by mothers' authoritative parenting style. Moreover, when the authors used confirmatory factor analysis to decontaminate possible overlap in item content between measures assessing temperament and problematic behavior, the association between negative emotionality and internalizing behavior was fully mediated by authoritative parenting. 相似文献
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Brenna H. Bry 《Behavior Therapy》1975,6(4):585-586
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The child directed speech of twelve English‐speaking motherswas analyzed in terms of utterance‐level constructions. First, the mothers' utterances were categorized in terms of general constructional categories such as Wh‐questions, copulas and transitives. Second, mothers' utterances within these categories were further specified in terms of the initial words that framed the utterance, item‐based phrases such as Are you …, I'll …, It's …, Let's …, What did … The findings were: (i) overall, only about 15% of all maternal utterances had SVO form (most were questions, imperatives, copulas, and fragments); (ii) 51% of all maternal utterances began with one of 52 item‐based phrases, mostly consisting of two words or morphemes (45% began with one of just 17 words); and (iii) children used many of these same item‐based phrases, in some cases at a rate that correlated highly with their own mother's frequency of use. We suggest that analyses of adult–child linguistic interaction should take into account not just general constructional categories, but also the item‐based constructions that adults and children use and the frequency with which they use them. 相似文献
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ABSTRACT The current study investigated whether a 5-month, adult mentoring intervention delivered by school personnel could enhance the school engagement of ninth grade urban minority adolescents. Compared to 20 at-risk students who did not receive an intervention, 20 at-risk students who were randomly assigned to mentoring exhibited significantly less decline during the first year of high school in perceived teacher support and decision making and were less likely to enter the discipline system. The effects were stronger and included sense of school belonging for participants who were “mentored as intended.” Moreover, mentee and mentor reports of relationship quality were associated with changes in mentored participants' school-related cognitions and behaviors. The findings indicate that adult mentoring may help to prevent normative declines in urban minority youths' school engagement. 相似文献