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871.
872.
Academic and Social Integration on Campus Among Sexual Minority Students: The Impacts of Psychological and Experiential Campus Climate 下载免费PDF全文
A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade‐point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer‐group systems. Findings suggest campus climate affects sexual minority students’ integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students’ informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate‐outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub‐groups, and address the role of other protective factors. 相似文献
873.
Xuezhu Ren Karl Schweizer Tengfei Wang Fen Xu 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2015,11(3):97-105
The present study provides a new account of how fluid intelligence influences
academic performance. In this account a complex learning component of fluid
intelligence tests is proposed to play a major role in predicting academic
performance. A sample of 2, 277 secondary school students completed two
reasoning tests that were assumed to represent fluid intelligence and
standardized math and verbal tests assessing academic performance. The fluid
intelligence data were decomposed into a learning component that was associated
with the position effect of intelligence items and a constant component that was
independent of the position effect. Results showed that the learning component
contributed significantly more to the prediction of math and verbal performance
than the constant component. The link from the learning component to math
performance was especially strong. These results indicated that fluid
intelligence, which has so far been considered as homogeneous, could be
decomposed in such a way that the resulting components showed different
properties and contributed differently to the prediction of academic
performance. Furthermore, the results were in line with the expectation that
learning was a predictor of performance in school. 相似文献
874.
Anchoring Effects in Simulated Academic Promotion Decisions: How the Promotion Criterion Affects Ratings and the Decision to Support an Application 下载免费PDF全文
Six experiments investigated the effect of the promotion criterion in simulated academic promotion decisions. In total, 547 undergraduate students and 33 university faculty members rated a promotion application, and some also indicated their decisions to support or to reject it. Performance ratings were reliably affected by the criterion, with a high criterion resulting in higher ratings than a low criterion, and this criterion effect was found regardless of the evaluator's expertise, whether he or she took the role of an independent assessor or the line manager to the applicant, or whether the criterion was provided by the experimenter or randomly generated by the participant. The criterion also affected the level of support for a candidate when the position applied for was perceived to be extremely competitive, or when a lesser position was considered at a later time. These results provide evidence that the use of a criterion, a fairly common practice in decision‐making processes, may bias performance evaluations, which in turn may have ripple effects that affect the outcome of a chain of events. Our results also shed light on the possible mechanisms that underlie the rating biases in performance appraisal. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
875.
Harald Dyckhoff Eleazar Mbock Sebastian Gutgesell 《Journal of Multi-Criteria Decision Analysis》2015,22(3-4):197-212
Decision makers pursuing several distinct goals may differ in their behaviour. Some try to achieve all goals simultaneously, whereas others concentrate on only certain ones and are therefore specialized. We present a new method of measuring the specialization degree with respect to a given standard balanced relation of the goals. The measurement is integrated into data envelopment analysis (DEA) methodology, uses a non‐compensative distance measure, permits optional convex polyhedral cones as predefined balance sets and guarantees feasible solutions. Geometrically, it is based on the angle between the balance cone and the ray through the point of investigation. The proposed models can be used to support and complement the usual effectiveness and efficiency analysis in multi‐criteria decision analysis and DEA. They are motivated and illustrated by a simple numerical example, compared with an alternative method recently published and applied to real data from the literature. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
876.
We examine the consequences of threat to the ingroup for emotional reactions to ingroup harm doing. It was hypothesized that reminders of a past threat to the ingroup would induce collective angst, and this emotional reaction would increase forgiveness of the ingroup for its harmful actions toward another group. In Experiment 1, Americans read an article about the war in Iraq that implied Americans would soon experience another attack or one where such implied future threat to the ingroup was absent. When the ingroup's future was threatened, forgiveness for the harm Americans have committed in Iraq was increased, to the extent that collective angst was induced. In Experiment 2, Americans experienced more collective angst and were more willing to forgive their ingroup for their group's present harm doing in Iraq following reminders of either the terrorist attacks on September 11, 2001, or the 1941 Japanese attack on Pearl Harbor compared to when the victimization reminder was irrelevant to the ingroup. We discuss why ingroup threat encourages ingroup forgiveness for current harm doing. 相似文献
877.
Evaluation Potential and Task Performance: Evidence From Two Randomized Field Experiments in Election Administration 下载免费PDF全文
Costas Panagopoulos 《Political psychology》2018,39(3):725-741
Individuals behave differently in the presence of others. Some scholars argue the mere presence of others has the capacity to improve task performance, while other researchers demonstrate individuals become “social loafers,” exerting less effort in group tasks unless they perceive potential for evaluation. I investigate these claims in the context of evaluating poll‐worker performance using two randomized field experiments conducted in New York City during a special election that took place in February 2009 and during the presidential primary conducted in April 2016. The results suggest that manipulating the presence of observers, or even poll workers’ perceptions of the potential for evaluation, likely enhances their performance overall, resulting, especially, in greater efficiency and potentially strengthening voters’ confidence that their ballots were accurately counted and diminishing perceptions of electoral fraud. 相似文献
878.
Bernardo AB 《International journal of psychology》2008,43(5):886-891
Achievement goal theory assumes that self-instrumental (mastery) achievement goals are associated with academic achievement, whereas social-instrumental (performance) goals are not. However, research on Asian students shows that both mastery and performance-approach goals are positively related to achievement; possibly because achievement motivation in Asian cultures is socially oriented and not individually oriented. The current study explored the structure of the social and individual achievement motivation orientations, and how these achievement orientations and achievement goals were related to achievement of Filipino university students. The results showed two dimensions of social-oriented achievement motivations-parent-oriented and teacher-oriented motivations-and two dimensions of individual-oriented achievement motivations-personal performance standards and personal goal choice. However, these achievement motivation orientations were not associated with achievement. Instead mastery and performance-approach goals were both positively associated with academic achievement, personal performance standards, and parent-oriented achievement motivation. 相似文献
879.
880.
ABSTRACT The authors will describe their therapy group for children in a Child and Family Consultation Centre. They will discuss the rationale for this treatment. An account will be given of the group processes with special reference to different feelings as they emerge in the transference relationships. Issues concerning the dynamics of co-therapy will be addressed. The work on the ‘reflective function’ by Fonagy and Target, which the authors think is an important contribution to understanding the therapeutic process in the group, will be discussed. What literature there is on group therapy for children suggests that it is an effective form of treatment. This article describes the way in which the children's issues come alive in group therapy and in this way can be addressed quickly, in comparison with individual therapy where the process is sometimes slower. It will be emphasized that structure and boundaries are essential for containment of children so that psychoanalytic reflectiveness can take place. This reflectiveness includes understanding of the group process as well as the inner world of the child. 相似文献