How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory‐Promoting,Competency‐Based Assessments

Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory‐based components of social–emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context. Consequently, self‐regulation, emotion knowledge, social problem solving, and social–emotional behaviour were assessed via direct assessment and observation for 101 preschoolers; teachers provided information on classroom adjustment through kindergarten and academic readiness in kindergarten. Our final outer (measurement) model showed robust latent variables for SEL components. Regarding the inner (structural) model, latent variables showed expected predictive relations among SEL components, and with later classroom adjustment and academic readiness: preschoolers' executive control predicted aspects of their social cognition (i.e., emotion knowledge and social problem solving) and emotionally negative/aggressive behaviour, and emotion knowledge predicted their emotionally regulated/prosocial behaviour. Further, most SEL components directly and/or indirectly predicted teachers' evaluations of later classroom adjustment and kindergarten academic readiness. Our findings extend our understanding of SEL during preschool, suggesting that early assessment and monitoring is possible using these instruments, and potentially aiding the development of programmes to maximize children's SEL in the service of early school success. Copyright © 2014 John Wiley & Sons, Ltd.     

Genomic Counseling: Next Generation Counseling

Personalized medicine continues to expand with the development and increasing use of genome-based testing. While these advances present new opportunities for diagnosis and risk assessment, they also present challenges to clinical delivery. Genetic counselors will play an important role in ushering in this new era of testing; however, it will warrant a shift from traditional genetic counseling to “genomic counseling.” This shift will be marked by a move from reactive genetic testing for diagnosis of primarily single-gene diseases to proactive genome-based testing for multiple complex diseases for the purpose of disease prevention. It will also require discussion of risk information for a number of diseases, some of which may have low relative risks or weak associations, and thus, may not substantially impact clinical care. Additionally, genomic counselors will expand their roles, particularly in the area of health promotion to reduce disease risk. This additional role will require a style of counseling that is more directive than traditional counseling and require greater knowledge about risk reducing behaviors and disease screening.     

Cooperation in Ethnically Diverse Neighborhoods: A Lost‐Letter Experiment

Several studies suggest a negative impact of ethnic diversity on cooperation, but most of them rely on attitudinal and other indirect measurements of cooperation or are derived from the artificial laboratory setting. We conducted a field experiment based on the lost‐letter technique across 52 neighborhoods in Berlin, Germany. The study has two aims. First, we investigate whether the negative effect of ethnic heterogeneity on cooperation holds for concrete cooperative behavior in a real‐world setting. Second, we test the most prominent psychological mechanism that has been proposed to explain the negative effects of heterogeneity on cooperation, namely in‐group favoritism. We do so by experimentally varying the ethnicity and religion of the senders of letters. We find strong support for the negative effect of ethnic diversity on cooperation. We find no evidence, however, of in‐group favoritism. Letters from Turkish or Muslim organizations were as often returned as those from German and Christian organizations, and the ethnic diversity effect was the same for all types of letters.     

Awareness of aging: Theoretical considerations on an emerging concept

Humans are able to reflect on and interpret their own aging. Thus, as individuals grow older, calendar age may become increasingly a subjective variable. This theoretical paper proposes the concept of Awareness of Aging (AoA) as a superordinate construct that can serve an integrative function in developmental research on subjective aging. It is argued that the AoA construct can incorporate the theoretical components of other existing concepts by acknowledging that judgments of subjective aging tend to be made on an awareness continuum ranging from pre-conscious/implicit to conscious/explicit. We also argue that processes of AoA are inherently self-related processes and that AoA is a particular aspect of self-awareness that results in specific aging-related self-knowledge. Over time, aging individuals incorporate this self-knowledge into their self-concept and personal identity. We provide theoretical evidence showing that although all major theories of adult development and aging draw on phenomena related to AoA, the explicit incorporation of aging-related awareness processes has been missing. We also provide an overarching framework to illustrate in a heuristic way how AoA in combination and interaction with other influences affects developmental outcomes. Finally, we argue that attention to AoA-related processes has a number of societal and applied implications and thereby addresses issues of applied developmental psychology.     

Interaction effects of perceived gaze direction and dynamic facial expression: Evidence for appraisal theories of emotion

Appraisal theorists suggest that the face expresses cognitive processes involved both in the orienting of attention (primarily gaze direction) and in the evaluation of emotion-eliciting events. Contrary to the assumption of direct emotion recognition by basic emotions theorists, this implies an interaction effect between “perceived gaze direction” and “perceived facial expression” in inferring emotion from the face. These two theoretical perspectives were comparatively tested by requesting participants to decode dynamic synthetic facial expressions of emotion presented with either an averted or a direct gaze. Confirming the interaction predicted by appraisal theories, the perceived specificity and intensity of fear and anger depended on gaze direction (direct gaze for anger and averted gaze for fear).     

Nice and easy does it: How perceptual fluency moderates the effectiveness of imagined contact

Recent research has identified several moderators of the effectiveness of imagined contact — a relatively new prejudice-reducing intervention. However, research to date has not examined the meta-cognitive experience of doing an imagined contact task (independent of the content of the instruction set), or the ways in which this meta-cognitive experience could moderate the task's effectiveness. In two experiments, using a font manipulation, we demonstrated that altering the difficulty of the imagined contact task moderates its effects on prejudice. In both experiments, when the instructions were easy to read, participants who imagined intergroup interactions subsequently reported less prejudice than participants in the control condition. However, when the font was difficult to read participants who imagined intergroup interactions subsequently reported as much prejudice or even more prejudice than participants in a control condition. Implications for imagined contact theory, research and application are discussed.     

Preschoolers’ Emotion Expression and Regulation: Relations with School Adjustment

Children's expression and regulation of emotions are building blocks of their experiences in classrooms. Thus, the authors’ primary goal was to investigate whether preschoolers’ expression or ability to regulate emotions were associated with teachers’ ratings of school adjustment. A secondary goal was to investigate how boys and girls differed across these associations. Children's social-emotional behaviors in Head Start and private childcare center classrooms were observed, and using a series of measures, teachers’ ratings of children's social competence, attitudes toward school, positive teacher relationships, and cooperative participation were collected. Three factors of children's school adjustment were extracted from these indicators. A series of hierarchical regressions revealed that emotion expression and regulation were indeed associated with children's reported school adjustment, with the strongest associations stemming from children's negative emotion expression and their emotion dysregulation. Many of these associations were also different for boys and girls. The results corroborate and extend the authors’ earlier findings, and have implications for social-emotional programming to maximize children's early school success.     

Transformational Leadership and Well-Being in Sports: The Mediating Role of Need Satisfaction

The present study examined the direct and indirect effect of coaches’ transformational leadership on athlete well-being. Participants were 184 floorball players who completed questionnaires about perceived transformational leadership from their coach, need satisfaction, and sport-related well-being. The analyses revealed positive relationships between perceived transformational leadership, need satisfaction, and well-being. The results also demonstrated that the positive effect of transformational leadership on athletes’ well-being was mediated by athletes’ need satisfaction. Furthermore, the results from this study add the previously unexplored outcome athlete well-being to the positive effects of transformational leadership in sports, thereby extending our knowledge of the transformational leadership process.