Longitudinal Predictive Validity of a Learning Potential Test

The aim of this article is to provide empirical psychometric evidence of the (longitudinal) predictive validity of a learning potential measure—the Learning Potential Computerised Adaptive Test (LPCAT)—in comparison with standard static tests with school aggregate results as the criterion measure. Participants were 79 boys (mean age 12.44, SD = 0.44) and 72 girls (mean age 11.18, SD = 0.42) attending two private schools. Correlation and regression analyses were used to evaluate the predictive validity of the learning potential and standard test scores for school aggregate academic results as criterion measure. Results indicate that learning potential scores were statistically significant predictors of aggregate academic results and provided results that were comparable to those of the standard test results—providing empirical support for the use of learning potential tests in mainstream educational settings.     

A Modern Assessment Psychometric Approach to Dynamic Assessment

Although dynamic assessment (DA) has been hailed as a positive move towards fair assessment, it has generally not been used in educational or industry settings to the same extent that standard (static) tests have been. The present article attempts to elucidate how the use of Item Response Theory (IRT) and Computerised Adaptive Testing (CAT) can address some of the problems typically associated with dynamic assessment. An example of a DA tool that makes use of IRT and CAT, shows acceptable psychometric properties and is comparable to standard tests in terms of ease of administration illustrates the possibility of wider application of DA in both educational and industry settings.     

Beginning adult L2 learners' sensitivity to morphosyntactic violations: A self-paced reading study

This study investigated beginning adult second language (L2) learners' sensitivity to L2 morphosyntactic violations as a function of cross-language similarity. Online sensitivity was indexed by self-paced reading times at: (1) the critical word at which the violation could first be detected, (2) the post-critical word, and (3) the sentence-final word. In conditions in which morphosyntactic marking systems were similar or different in L1 and L2, reading times on the critical word were slower when it cued a violation than when it did not; however, this sensitivity was not apparent in a construction unique to L2. Slower reading times to violations spilled over onto the post-critical word. Cross-language similarity also influenced sentence-final word reading times. Despite this online sensitivity, post-sentence grammaticality judgements were generally poor. However, these judgements were influenced by morphosyntactic markings on words after the critical word, suggesting that learners can make use of this information.     

The impact of vacation and job stress on burnout and absenteeism

Abstract

The purpose of the present study was to test the hypothesis that vacation relief decreases psychological and behavioral strains caused by job stressors. We examined the impact of job stress and vacation on strain on 87 blue-collar employees in an industrial enterprise in central Israel. Whereas former respite research focused on the impact of vacation only on psychological strains such as burnout and job and life satisfaction, the current study also examined a behavioral strain, absenteeism. The employees completed questionnaires before and after vacation and again four weeks later. Our findings show that vacation alleviated perceived job stress and bumout as predicted, replicating findings that a respite from work diminishes levels of strain to lower than chronic, on-the-job levels. We found declines in burnout immediately after the vacation and a return to prevacation levels four weeks later, and a similar pattern with regard to absenteeism.     

Job Conditions and Wellness among Finnish Upper Secondary School Teachers

The aim of the present study was to compare the work situation of Finnish upper secondary school teachers to that of average European teachers and to examine to what extent various job conditions and coping strategies explain their well-being. The Finnish data (n = 232) were gathered in the spring term of 1998 by postal questionnaires (response rate 62%). The European reference sample consisted of 1950 upper secondary school teachers from ten European countries. The Finnish upper secondary school teachers assessed, in particular, their job conditions (e.g., lower job demands and higher job control), but also their well-being (higher level of job satisfaction and lower level of depersonalisation and somatic complaints) as better than their European colleagues. Job demands and control had only main effects on well-being: high demands explained low job satisfaction, high emotional exhaustion and high depersonalisation, and high control explained high job satisfaction and high personal accomplishment. The additional job conditions and coping strategies increased the explained variance of somatic complaints, emotional exhaustion, and personal accomplishment.     

Job Conditions and Wellness/Health Outcomes in Dutch Secondary School Teachers

The aim of the present study is to compare the work situation of Dutch secondary school teachers to job conditions of European teachers and to test the Job Demand-Control-Social Support model (JDCS model, Karasek and Theorell, <citeref rid="bib24">1990</citeref>) on burnout, job satisfaction and somatic symptoms. The Dutch data (N = 304) were gathered in seven secondary schools from across the country. The remaining European group consisted of 1878 upper secondary school teachers originating from 10 countries. Additive and interactive effects in the JDCS model could be identified for emotional exhaustion only. Furthermore, a curvilinear (U-shaped) relationship was found between control and emotional exhaustion. In addition to the JDCS model, the contribution of coping in the explanation of the outcomes was tested. Attempts have been made to deal with criticisms, which are frequently leveled at the implementation of the JDCS model. Dutch teachers do not differ on job conditions from the European sample except for two working conditions where the Dutch indicate less physical exertion and environmental risks than the European reference sample. The Dutch report lower levels of coping than the reference group, they are more depersonalised and are less satisfied than teachers of the European reference group. On the other hand, the Dutch teachers had fewer somatic complaints and reported higher levels of personal accomplishment than their European colleagues.     

The Relationship‐specific Interpretation Bias Mediates the Link between Neuroticism and Satisfaction in Couples

Neuroticism has repeatedly been shown to be a predictor of relationship dissatisfaction in couples. The aim of the current research was to uncover the underlying cognitive processes of this robust effect. We focused on anxiety as one aspect of neuroticism that is associated with different kinds of cognitive biases. On the basis of the assumption that biased information processing will also affect specific interpersonal contexts such as romantic relationships, it was expected that the tendency to interpret ambiguous partner and relationship scenarios in a rather negative way would work as a potential mediator. In Study 1, parallel forms of a new measure to capture the relationship‐specific interpretation bias (RIB) were developed (N = 182). In Study 2, the proposed meditational role of the RIB was investigated in a dyadic sample of 210 couples. Dyadic analysis using the Actor–Partner Interdependence Mediation Model showed mediation of the interpretation bias even when the general interpretation bias and attachment styles were controlled. Results support the assumption that biased relationship‐specific interpretations are one important mechanism for how neuroticism exerts its negative influence on relationship satisfaction. We conclude that personality‐congruent cognitive processing may not only have individual consequences but also affect overall couple functioning. Copyright © 2013 John Wiley & Sons, Ltd.     

Another view of “we”: Majority and minority group perspectives on a common ingroup identity

Drawing on the evidence of the role of social categorisation and identity in the development and maintenance of intergroup biases, research on the Common Ingroup Identity Model (Gaertner & Dovidio, 2000 Gaertner, S. L. and Dovidio, J. F. 2000. Reducing intergroup bias: The Common Ingroup Identity Model, Philadelphia, PA: The Psychology Press.  [Google Scholar]) has investigated how modifying the ways that the self and others are categorised can reduce prejudice and discrimination. In this article, we review more recent research that extends our initial formulation of the model by considering more fully alternative forms of recategorisation (a dual identity as well as a one-group representation), the different preferences of majority and minority groups for these different forms of recategorised representations, and the potential implications of these different preferences on the content of intergroup interaction and on the possibilities for social change towards equality.     

Big-five personality and BIS/BAS traits as predictors of career exploration: The mediation role of career adaptability

Based on career construction theory, the current research examined whether career adaptability mediates the relations of the personality traits (Five-Factor Model personality traits and behavioral inhibition and activation systems (BIS/BAS)) to career exploration behavior. Results from a survey in Chinese university students (N = 264) showed that career exploration correlated negatively with neuroticism, and positively with openness to experience, extroversion, agreeableness, conscientiousness and BAS. Results of regression analyses further showed that openness to experience, agreeableness, conscientiousness and BAS served as the strongest predictors for career exploration. In addition, career adaptability was shown to be a key mediator for the relationships between personality traits and career exploration behavior. Career concern and career curiosity were the more important dimensions in the mediation model. These findings advance current understandings on how different personality traits predict career exploration behavior.     

Perceptions of Boundary Ambiguity in the Process of Leaving an Abusive Partner

The process of leaving an abusive partner has been theorized using the Stages of Change Model. Although useful, this model does not account for changes in relational boundaries unique to the process of leaving. Using family stress and feminist perspectives, this study sought to integrate boundary ambiguity into the Stages of Change Model. Boundary ambiguity is defined as a perception of uncertainty as to who is in or out of a family system (Boss & Greenberg, 1984). Twenty‐five mothers who had temporarily or permanently left their abusers were interviewed. Data were analyzed using constructivist grounded theory methods. Results identify types, indicators of, and mothers' responses to boundary ambiguity throughout the five stages of change. Most mothers and abusers fluctuated between physical and psychological presence and absence over multiple separations. The integration of boundary ambiguity into the Stages of Change Model highlights the process of leaving an abusive partner as systemic, fluid, and nonlinear.