Professional,Personal, and Relational: Exploring the Salience of Identity in Academic Careers

This article explores the role of identity in lived experiences within the professoriate. While scholarship has given some attention to professional identity and personal identity, little in the literature has attempted to present a holistic view of identity and the complex ways that it defines and influences academic careers. The authors present findings from their analysis of interview data from 50 participants across career stages, from doctoral students to full professors. These findings suggest that three distinct but related, and potentially synergistic, components of identity are salient in shaping perceptions of and experiences within academic careers. The authors offer future directions for research centered on a rich conceptualization of identity as critical for understanding faculty development, experiences, and needs.     

Agentic and communal traits and health: adolescents with and without diabetes

The authors examined whether agentic and communal traits are associated with relationship and health outcomes among adolescents with and without diabetes. They interviewed 263 teens (average age 12; 132 Type 1 diabetes; 131 healthy) on an annual basis for 5 years. The authors measured agency, communion, unmitigated agency, and unmitigated communion as well as parent and peer relationship quality, psychological distress, and diabetes health. In concurrent and lagged multilevel models, unmitigated communion and unmitigated agency were associated with poor relationship outcomes and greater psychological distress for those with and without diabetes. In lagged analyses, unmitigated communion predicted deterioration in diabetes health. Communion and agency were associated with positive relationship and health outcomes, with the former being stronger than the latter. These results underscore the need to focus on unmitigated agency and unmitigated communion when studying the implications of personality for health during adolescence.     

Implications of Psychosocial Factors for Diabetes Outcomes among Children with Type 1 Diabetes: A Review

We adopt a risk and resistance framework to review the literature on the psychosocial factors that influence diabetes outcomes—specifically self‐care behavior (blood glucose monitoring, diet, exercise, insulin administration) and glycemic control. We examine both personal and social/environmental risk and resistance factors. We conclude by suggesting conceptual and methodological directions for future research. Conceptually, we suggest that researchers examine the synergy among variables that cut across domains, mechanisms linking psychosocial factors to diabetes outcomes, and the impact of goals on health. Methodologically, we suggest that researchers examine age, gender, and race as moderator variables; utilize momentary data collection technology; and employ more sophisticated longitudinal analyses.     

Attention and social functioning in children with malformations of cortical development and stroke

Attention and social functioning and their interrelationships have not been routinely examined in children with early brain insult (EBI). This study aimed to describe attention and social functioning in children with two types of EBI: malformations of cortical development (MCD) and stroke. Children diagnosed with MCD (n?=?14, 6 males) or stroke (n?=?14, 8 males) aged 8 to 14 years (M?=?12 years 11 months) completed neuropsychological assessments to examine attention processes. Primary caregivers completed a questionnaire to assess executive components of children's attention and teachers completed a questionnaire to measure children's social functioning. Brain scans (MRI or CT) were coded by a pediatric neuroradiologist. Higher rates of impairments in attention and social function were found in children with EBI compared with normative expectations. Children with MCD experienced more global and clinically significant levels of impairment than children with stroke; though impairments were present in both groups. A strong association between executive components of attention and social function was observed. In addition, complex attention processes were associated with social function. The findings emphasize the reciprocity between attention, behavior and social outcomes, and the vulnerability of social function following EBI.     

Multiple repetition priming of faces: Massed and spaced presentations

Previously viewing a face typically leads to a decrease in the amount of time taken to later identify it (“repetition priming”). Five repetition priming experiments are reported, which investigate whether multiple presentations of a face increase the amount of repetition priming. The results demonstrate similar amounts of priming from massed multiple presentations of the same face or a series of different images (freeze frames selected from a moving clip and presented in sequence), compared with a single unchanging presentation (Experiments 1 and 2). This is true even when different images are presented at prime and test (Experiment 3). However when multiple presentations were presented in a spaced fashion, with one or more intervening items between each repeat, there was significantly more priming in the multiple than single presentation condition (Experiment 4). This was true even when the face was named only once in both the multiple and single spaced conditions (Experiment 5). The results are discussed in relation to face motion.     

Self-perception and motivational characteristics of tennis participants: The influence of age and skill

Abstract

An integrated approach to the study of psychosocial factors related to participation behavior was adopted by incorporating developmental, skill acquisition, and psychosocial variables. Specifically, the relationship of age and skill with self-perceptions and motivational characteristics of tennis participants was examined. Males and females (N = 240) ranged in age from 10 to 67 years. Professional tennis coaches verified the skill rating of each player using the National Tennis Rating Program introduced by the United States Tennis Association. Individuals completed self-report scales measuring perceived tennis competence, tennis salience, global self-worth, challenge motivational orientation, task and ego orientations, and competitive trait anxiety. Canonical correlation analyses revealed that age and skill were significantly related to psychosocial variables for both males and females. These findings suggest that an integrated research approach can extend our understanding of social-psychological variables in the physical activity setting.     

Floral guidance of learning a preference for symmetry by bumblebees

This study examines the mechanism underlying one way in which bumblebees are known to develop a preference for symmetric patterns: through prior non-differential reinforcement on simple patterns (black discs and white discs). In three experiments, bees were given a choice among symmetric and asymmetric black-and-white non-rewarding patterns presented at the ends of corridors in a radial maze. Experimental groups had prior rewarded non-discrimination training on white patterns and black patterns, while control groups had no pre-test experience outside the colony. No preference for symmetry was obtained for any of the control groups. Prior training with circular patterns highlighting a horizontal axis of symmetry led to a specific subsequent preference for horizontal over vertical symmetry, while training with a vertical axis abolished this effect. Circles highlighting both axes created a general avoidance of asymmetry in favour of symmetric patterns with vertical, horizontal or both axes of symmetry. Training with plain circles, but not with deformed circles, led to a preference for symmetry: there was no evidence that the preference emerged just by virtue of having attention drawn away from irrelevant pattern differences. Our results point to a preference for symmetry developing gradually through first learning to extract an axis of symmetry from simple patterns and subsequently recognizing that axis in new patterns. They highlight the importance of continued learning through non-differential reinforcement by skilled foragers. Floral guides can function not only to guide pollinators to the source of reward but also to highlight an axis of symmetry for use in subsequent floral encounters.