Being student leaders or ‘ordinary’ students: Children's emotional experiences of relationships with others in a Chinese school

The student leader system is commonly used in Chinese schools. Student leaders are children who are elected by classmates, then assigned by teachers, to be responsible for monitoring classmates' behaviour. Based on the data collected through an intensive ethnographic study in a rural primary boarding school in China in 2016, this article discusses emotional experiences in peer relationships reported by both student leaders and other ‘ordinary’ students, who were not student leaders. The article argues that China's student leader system is likely to create hierarchical relationships between student leaders and ‘ordinary’ students, and exposes ‘ordinary’ students to the potential risk of being exploited by student leaders. The article also argues that because of this student leader system and relevant student evaluation values, student leaders and ‘ordinary’ students all feel stressed when they are building up and maintaining peer relationships, such as friendships, with each other.     

Angry at your boss: Who cares? Anger recognition and mediation effectiveness

The key to success for workplace mediators lies in establishing a relationship of understanding, empathy, and trust with the conflicting parties. Literature suggests that the recognition of parties’ emotions by the mediator is essential to obtain such a relation. Although anger is one of the most prevailing emotions in conflict, little is known about how parties react to the experience of anger recognition on the part of the mediator, how this affects their perceptions of mediation effectiveness, and whether this is moderated by the hierarchical position parties occupy. Drawing on theories of power, emotions, and conflict, this study tests the hypothesis that conflicting parties in workplace mediation who experience anger recognition on the part of the mediator perceive the mediation as more effective and that this is more so for subordinates than for supervisors. Data collected in real labour mediations support this. Implications for mediation theory and practice are discussed.     

Is prospective memory related to depression and anxiety? A hierarchical MPT modelling approach

Prospective memory (PM) refers to remembering to perform an action in the future. One hundred and twenty-nine students completed a laboratory event–based PM task as well as depression and anxiety questionnaires. The data were analysed with the beta-MPT version of the multinomial processing tree model of event-based PM. Thereby, the prospective and retrospective components of PM were estimated for each participant and were then correlated with depression and anxiety. State anxiety was negatively correlated with the prospective component of PM. Neither depression nor trait anxiety were related to either component of PM.     

School profiles of at-risk student concentration: Differential growth in oral reading fluency

The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability.     

Beta-MPT: Multinomial processing tree models for addressing individual differences

Traditionally, multinomial processing tree (MPT) models are applied to groups of homogeneous participants, where all participants within a group are assumed to have identical MPT model parameter values. This assumption is unreasonable when MPT models are used for clinical assessment, and it often may be suspect for applications to ordinary psychological experiments. One method for dealing with parameter variability is to incorporate random effects assumptions into a model. This is achieved by assuming that participants’ parameters are drawn independently from some specified multivariate hyperdistribution. In this paper we explore the assumption that the hyperdistribution consists of independent beta distributions, one for each MPT model parameter. These beta-MPT models are ‘hierarchical models’, and their statistical inference is different from the usual approaches based on data aggregated over participants. The paper provides both classical (frequentist) and hierarchical Bayesian approaches to statistical inference for beta-MPT models. In simple cases the likelihood function can be obtained analytically; however, for more complex cases, Markov Chain Monte Carlo algorithms are constructed to assist both approaches to inference. Examples based on clinical assessment studies are provided to demonstrate the advantages of hierarchical MPT models over aggregate analysis in the presence of individual differences.