The Moderating Effect of Trainee Implicit Beliefs on the Relationship between Cognitive Modeling Orientation and Training Outcomes

Two studies investigated the interactive effects of trainees’ dispositional implicit theory of ability (entity versus incremental) and the use of a promotion versus prevention orientation during the cognitive modeling component of training in the use of a problem‐solving technique. The dependent variables were trainees’ self‐reported behavioral intentions (Study 1) and performance (Study 2), which was assessed by two independent judges following the training program and in a 1‐month follow‐up in the use of the problem‐solving technique. As predicted, entity theorists were more responsive to the social cues contained in the promotion and prevention orientations during the cognitive modeling of the problem‐solving technique. As a result, a promotion orientation produced stronger behavioral intentions (Study 1) and performance (Study 2) than a prevention orientation for entity theorists but not for incremental theorists. The results point to the need to understand the implicit theories of trainees, particularly those who have an entity theory of ability, and for trainers to adopt a strong promotion orientation in their presentation of materials. Trainers who stress the avoidance of errors and overemphasise the importance of performance may unwittingly undermine the intentions and performance of those who have doubts about the efficacy of the training. Deux recherches ont porté sur l’interaction chez des sujets en formation des conséquences de la théorie implicite des capacités dont chacun dispose (stables ou amendables) et de l’orientation vers la prudence ou le progrès lors de la modélisation cognitive dans l’utilisation d’une technique de résolution de problèmes. Les variables dépendantes étaient les intentions comportementales rapportées par les stagiaires (Recherche n? 1) et la performance (Recherche n° 2) évaluée par deux juges indépendants à la fin du programme de formation et un mois plus tard. Comme prévu, les partisans des capacités stables étaient plus sensibles aux signes sociaux présents dans les orientations prudence ou progrès lors de l’élaboration cognitive de la technique de résolution de problèmes. Une orientation vers le progrès était à l’origine d’intentions comportementales plus affirmées (Recherche n? 1) et d’une meilleure performance (Recherche n? 2) pour les tenants de la stabilité des capacités, mais pas pour ceux qui pensaient que les capacités pouvaient être améliorées. Ces résultats montrent qu’il est indispensable de prendre en considération les théories implicites des stagiaires, et plus particulièrement de ceux qui pensent que les capacités sont figées. Quant aux formateurs, il leur faut adopter une orientation fortement axée sur le progrès dans leur présentation des contenus. Les formateurs qui insistent sur l’évitement des erreurs et exagèrent l’importance de la performance peuvent involontairement nuire aux intentions et aux résultats de ceux qui doutent de l’efficacité de la formation.     

Looking heteronormatively good! Combining story completion with Bitstrips to explore understandings of sexuality and appearance

ABSTRACT

This study sought to develop knowledge about understandings of sexuality and appearance by using a story completion task combined with an innovative visual methodology. Fifty-four (mainly female) participants were randomly assigned to complete a story about a fictional bisexual, lesbian, or heterosexual character who is going on a date, and then asked to build a Bitstrips online avatar of their character. Our social constructionist thematic analysis identified that looking good was a common feature of the stories and that this was understood in largely heteronormative terms. This imperative was also clear in stories of the date, which relied on traditional notions of gender and heterosexuality. Finally, individuality and authenticity were rewarded in participants’ stories, yet this was simultaneously constrained by (dominant) heteronormative narratives. We conclude that combining story completion with visual methods enabled deeper insights into representations of appearance, dating, and relationships, than a textual method alone.     

Vocabulary Self-Selection: A Study of Middle-School Students' Word Selections from Expository Texts

This study investigated students' decision-making as they self-selected important words from expository texts. Participants were 94 eighth graders and six adult readers. Data sources included students' written responses containing their word selections and reasons for selecting words from eight informational passages, student interviews, and word selections of adult readers. We examined the students' reasons for their word selections and compared their words with those selected by adult readers. Results indicated the following: 1) students of varying reading abilities can self-select important words in an expository passage; 2) students' reasons for selecting words differed from reasons found in related studies; and 3) variability exists across individual students and across adult readers in selecting important words in expository passages.     

PERCEIVED FREQUENCY OF ROLE CONFLICT AND RELATIONSHIP QUALITY FOR CAREGIVING DAUGHTERS

A role-conflict approach was employed to explore the impact of perceived frequency of conflict between caregiving and other obligations on the quality of relationships between daughters and their care-receiving mothers. Frequency of conflict between caregiving and responsibilities as a wife, mother, and paid and unpaid worker was assessed. Daughters reported relatively infrequent conflict between caregiving and other obligations. A multiple regression analysis revealed that daughters who reported frequent conflict between their obligations as caregivers and their obligations as wives had poorer relationships with their mothers. The findings emphasize the importance of a supportive spouse for married caregivers.     

Integration of Faith and Learning at a Faith-Based Historically Black University: An Exploratory Study

Abstract

Although the importance of integration of faith and learning (IFL) is well documented in the literature, little is known of how it is implemented at a Historically Black University. The purpose of this qualitative study was to explore how IFL is deliberately implemented at a faith-based Historically Black University. Twenty-nine faculty members participated in the study. Thematic analysis was used to identify the following themes: connectivity, modeling, intentionality and spontaneity. These themes not only describe how IFL occurs at this institution, but also the levels at which IFL is deliberately implemented.     

Creation is Incarnation: The Metaphysical Peculiarity of the Logoi in Maximus Confessor

Maximian logoi or the “principles” of created being are often virtually identified with Platonic ideas or forms. This assumption obscures what is distinctive about Maximus's concept of the logoi. I first note two metaphysical peculiarities of his doctrine, and then propose that these only make sense if we follow Maximus's own directive to read the logoi through Christology proper – that is, as describing creation as the Word's cosmic Incarnation. This suggests, in creative tension with a good deal of twentieth‐century philosophical theology, that the God‐world relation is not fully exhausted by the analogia entis: Maximus divines a still deeper hypostatic (not natural) identity between Word and world that actually generates natural difference – for perhaps the first and only time in the history of Christian thought. Here I assay a first step toward retrieving that relation.