The Role of Risk in Making Decisions under Escalation Situations

Cet article décrit deux recherches portant sur la relation entre l'intensification de l'implication et trois variables liées au risque: la propension au risque, la perception du risque et l'attente du résultat. L'analyse des données montra (a) que l'intensification de l'implication était en relation négative avec la perception du risque et en relation positive avec la propension au risque et l'attente du résultat; (b) que la perception du risque médiatisait partiellement les effets de la propension au risque et que l'attente du résultat médiatisait les effets de la perception du risque. Ces observations sont dans l'ensemble cohérentes avec schéma théorique proposé par Sitkin et Pablo (1992). On discute des conséquences de cette recherche pour le comportement de prise de risque, l'intensification de l'implication et la pratique.
This paper reports on two studies examining the relationship between escalation of commitment and three risk-related variables—risk propensity, risk perception, and outcome expectancy. Results showed that (a) risk propensity and outcome expectancy were positively related to escalation of commitment, whereas risk perception was negatively related to escalation of commitment; (b) risk perception partially mediated the effects of risk propensity, and outcome expectancy mediated the effects of risk perception. These findings are generally consistent with the conceptual framework proposed by Sitkin and Pablo (1992 ). Implications for risk-taking behavior, escalation of commitment, and practice are discussed.     

The rubber hand illusion in a mirror

In the rubber hand illusion (RHI) one’s hand is hidden, and a fake hand is visible. We explored the situation in which visual information was available indirectly in a mirror. In the mirror condition, compared to the standard condition (fake hand visible directly), we found no reduction of the RHI following synchronised stimulation, as measured by crossmanual pointing and by a questionnaire. We replicated the finding with a smaller mirror that prevented visibility of the face. The RHI was eliminated when a wooden block replaced the fake hand, or when the hand belonged to another person or mannequin. We conclude that awareness of the reflection is the critical variable, despite the distant visual localisation of the hand in a mirror and the third-person perspective. Stimuli seen in a mirror activate the same response as stimuli seen in peripersonal space, through knowledge that they are near one’s body.     

Predicting consideration of cosmetic surgery in a college population: a continuum of body image disturbance and the importance of coping strategies

Elective cosmetic surgeries are increasing in the American population with reasons linked to body image disturbance and body dysmorphic disorder (BDD). Little research exists documenting the continuum of body image disturbance and its relationship to seeking surgery. The present research examined data from 544 participants, 55 of whom were diagnosable with BDD. Using assessments for body image disturbance, problematic coping strategies, and BDD symptomatology, results provided evidence for a continuum of body image distress. Logistic regression analysis supported the hypothesis that increased levels of body image disturbance and one type of problematic coping strategy (Appearance Fixing) predicted consideration of cosmetic surgery. Of participants diagnosable with BDD, those who considered cosmetic surgery showed more severe body image disturbance and problematic coping than those who did not consider surgery. These results have implications for pre-surgical assessment as well as psychological interventions rather than invasive medical interventions.     

Gender differences in creative thinking revisited: Findings from analysis of variability

This study investigated gender differences in creativity among 985 schoolchildren (499 boys, 486 girls) by analyzing both means and variability. A relatively new creativity test, the Test for Creative Thinking-Drawing Production (TCT-DP), was employed to gain a more refined understanding of gender differences in creativity using a gestalt approach. Whereas the results of analyses of means generally supported the Gender Similarities Hypothesis, the variability analyses tended to support the Greater Male Variability Hypothesis and the Gender Difference Hypothesis. Analyses of the TCT-DP subscales revealed that both genders have their relative strengths and weaknesses in creative thinking. Whereas girls outperformed boys in thoroughness of thinking, boys outperformed girls in boundary-breaking thinking. Variability analyses further showed that more boys clustered in the two extremes of the composite score. Significantly greater variability was found for males on five criteria of the TCT-DP. The educational implications of such a complex pattern of gender differences are discussed. With a view to searching for an explanation for gender differences, several lines of further research are proposed.     

Atomangst

Utilizing complex statistical analyses, namely latent growth modeling, the long-term development of worries among peace movement supporters is examined. Data originate from a 7-wave German longitudinal study started in 1985 with the then on average 14-year-old subjects. Waves were interspersed at 3? year intervals. Activists are assumed to have lower (self-related) microworries (H1) and higher macroworries (concerned with larger entities; H2) than non-activists at the onset of the study. Non-activists who appraised the threat of nuclear war as high in 1985 are assumed to report worse mental health than their activist age mates 21 years later (H3). Activists are assumed to express relatively more macroworries than non-activists in mid-adulthood (H4). All four hypotheses were confirmed. Results are interpreted as evidence for the psychoanalytic argumentation by Leith?user that fear of global threats is likely to be displaced into personal anxiety if not coped with in the form of ??identifying participation?? in political action, suggesting that refraining from acting out against a perceived sociopolitical threat is a long-term risk for a positive mental-health trajectory.     

Ethnicity and Language Contributions to Dimensions of Parent Involvement

This study examined ethnic and language group differences on dimensions of parent-rated and teacher-rated parent involvement after adjusting for the influence of family socioeconomic factors. A total of 179 teachers and 481 parents provided information on parent school involvement for a sample of ethnically and linguistically diverse first-grade children attending one of three school districts in Texas. Four groups were examined: White, Black, Hispanic-English speaking, and Hispanic-Spanish speaking. Exploratory and confirmatory factor analysis supported four parent-reported involvement dimensions (positive perceptions about school, communication, parent-teacher shared responsibility, and parent school-based involvement) and three teacher-reported dimensions (alliance, general parent involvement, and teacher initiation of involvement). Data generally supported the hypothesized ethnic and language group differences in parent involvement and the moderating effect of dimension of parent involvement on group differences. Implications for school psychologists are discussed.     

The “Model Minority”: Bane or Blessing for Asian Americans?

Asian Americans have been touted as the “model minority” since the 1960s. The authors examine the prevalence, accuracy, and implications of this label, and, based on a review of the literature, discuss problems associated with this characterization. The authors point out ways in which such labeling impedes rather than facilitates access to various opportunities and also results in discrimination and societal indifference regarding the needs of Asian Americans. Los Americanos Asiáticos han sido recomendados como el “modelo de la minoria” desde la década de los 60. Los autores examinan la frecuencia, la certeza, y las implicaciones de este contenido, y basados en una revisión de la literatura, discute los problemas asociados con esta caracterización. Los autores indican las maneras en que los contenidos estorba en vez de facilitar el acceso a varias oportunidades y también resultado en la discriminación y la indiferencia social con respecto a las necesidades de Americanos Asiáticos.     

Five Perspectives on the Meaning of Meaning in the Context of Clinical Practices

What is meaningful in life? This is a question many individuals ask at least once in their lifetime. Many researchers have also asked this question, and a large body of literature seems to answer in theoretical and academic terms. But what is the meaning of meaning in clinical practice? That is, what is the role of meaning in psychotherapy, recovery, and positive mental health? And how could meaning in life be addressed in practices: What clinical competencies are needed? To answer these and other questions, a broad panel of researchers and practitioners met at the world conference of the International Network for Personal Meaning (INPM) in Toronto in July of 2016. A passionate debate followed, particularly on the question of the meaning of meaning in clinical practice. In this article, five panel members—Mick Cooper, Clara Hill, Robert Neimeyer, Kirk Schneider, and Paul Wong—elaborate their perspective on these two questions. At the end of the article, the moderator, Joel Vos summarizes, their differences and agreements, and suggests a pluralistic, multidimensional perspective on meaning for practitioners. Despite some fundamental differences, the authors report many similar perspectives on the meaning of meaning in clinical practice and on clinical competencies. This debate could be used as an example of how practitioners could also converse with their clients; the process of exploring the question, “What does meaning mean to you here and now, in our therapy room?” could be meaningful in itself.     

Current teaching practice for religious education in Hong Kong: implications for ‘learning from religion’

The human development (HD) model for religious education (RE) emphasises how students benefit from studying religion. However, detailed teaching practices for ‘learning from religion’ are not fully understood. In this article, lesson observations, school documents and interview data were collected from two Christian primary schools in Hong Kong (HK) . Two lessons were analysed as paradigmatic examples of the teaching for student development in RE lessons. This study found that the teachers helped their students engage in religion by giving them opportunities to associate religion with their lives through religious and moral-related contents. The use of daily life and religious experiences with discussions was the pedagogical approach for moving RE from just ‘the teaching of religion’. Moreover, various opportunities for student reflections to enhance personal and moral development were observed. Future studies should consider examining the theory of the adopted model and its classroom practice, which can aid understanding regarding the role of RE for student development and its global identity.