External focus and autonomy support: Two important factors in motor learning have additive benefits

We examined whether the combination of two factors that have consistently been found to enhance motor learning – an external focus (EF) of attention and autonomy support (AS) – would produce additive benefits. Participants practiced throwing with their non-dominant arm. In a 2 × 2 design, they were or were not asked to focus externally (i.e., on the target), and were or were not given a choice (autonomy support). The latter involved choosing 2 5-trials blocks during practice on which they used their dominant arm. All four groups – EF/AS, EF, AS, and C (control) – completed a practice phase consisting of 60 trials. The distance to the target (bull’s eye) was 7.5 m. One day later, participants performed retention (same target distance) and transfer tests (8.5 m). Both external focus instructions and autonomy support enhanced retention and transfer performance. Importantly, the combination of these factors resulted in additive learning advantages. The EF/AS group showed the greatest throwing accuracy, and the EF and AS groups outperformed the C group. In addition, self-efficacy measured after practice and before retention and transfer was increased by both factors. Thus, promoting an external focus of attention and supporting learners’ need for autonomy seem to independently influence learning.     

Reliability and validity evidence for the French Psychological Need Thwarting Scale (PNTS) scores: Significance of a distinction between thwarting and satisfaction of basic psychological needs

ObjectivesThe goal of these studies was to provide evidence of the significance of a distinction between basic psychological need thwarting (BPNT) and satisfaction (BPNS) within a sport context. Studies 1a and 2 tested the score validity and reliability of the French PNTS (Psychological Need Thwarting Scale) for measuring BPNT for autonomy, competence, and relatedness. Study 1b examined the relationships between BPNT and selected variables (athlete burnout and sport motivation) by controlling for BPNS.MethodParticipants in study 1 (N study 1a = 239; N study 1b = 132) and study 2 (N = 132) were adolescents athletes who completed the PNTS and other questionnaires. Data were analyzed with internal consistency, average variance extracted, composite reliability, confirmatory factor analyses (studies 1a and 2) and correlational analyses (studies 2 and 1b).DesignCross-sectional.ResultsResults of studies 1a and 2 showed that the 11-item 3-factor correlated structure of the PNTS fitted the data adequately. Multiple-group CFAs showed that the PNTS scores were partially invariant across the samples from studies 1a and 2. In study 2, BPNS positively correlated with self-determined forms of motivation and negatively correlated with controlled forms of motivation and/or athlete burnout whereas BPNT showed the opposite pattern of results. In study 1b, BPNT was associated with athlete burnout and sport motivation after BPNS was held constant.ConclusionsThis study provided support for the reliability and validity of the French PNTS scores (studies 1a and 2) and the incremental validity of BPNT (study 1b), supporting the distinction between BPNS and BPNT.     

Assessing the quality of life of HIV infected persons: Clinical and descriptive information from studies with the hopes

Abstract

We have recently developed and psychometrically evaluated an HIV-specific quality of life instrument. The new instrument is called the HIV Overview of Problems-Evaluation System (HOPES) which was adapted from an established cancer-specific quality of life instrument called the CARES. In this paper we review the psychometric properties of the HOPES, examine the quality of life impact of HIV infection in a cross-sectional evaluation of 318 patients using data from the HOPES and describe other work in progress or planned using the HOPES.     

Fostering Resilience among Couples Coparenting a Young Child with Autism: An Evaluation of Together We Are Stronger

Abstract

The purpose of this study was to evaluate a 4-week caregiver training program designed to promote resilience among couples raising a child with Autism Spectrum Disorder (ASD). Seven couples with a child between the ages of 3 and 9 completed a group-based training focused on values, communication, coparenting, and managing stress. Pre-post assessment of parenting stress, dyadic satisfaction, coparenting, life satisfaction, and hope showed that although parenting stress did not decrease, significant increases were observed in dyadic cohesion, coparenting, and hope. Implications for the development of couple-focused interventions to promote resilience among parents raising a child with ASD are discussed.     

非识字高龄患者住院中的需求对策相关性研究

探讨患者的需求与对策。应用会谈法收集资料,教育患者认知所患疾病相关知识、帮助患者和家属适应住院环境、支持家属对患者的生活护理、缓解患者心理紧张情绪、协助患者遵从医疗护理服务行为、照顾患者口服用药过程、满足患者治疗过程中的需求、加强护理操作周边作业的督导,进而提出了满足需求对策的依据。     

Children as Research Collaborators: Issues and Reflections from a Mobility Study in Sub-Saharan Africa

This paper reflects on issues raised by work with children in an ongoing child mobility study in three sub-Saharan African countries: Ghana, Malawi and South Africa. There are now 70 school pupils of varying ages involved in the project, but the paper is particularly concerned with the participation of those children 14 years and under. We examine the significant ethical issues associated with working with younger child researchers, and linked questions concerning the spaces open to them in African contexts where local cultural constructions of childhood and associated economic imperatives (which commonly drive family and household endeavour) help shape the attitudes of adults to children’s rights and responsibilities and inter-generational power relations.     

The role of informal social support in needs assessment: proposal and application of a model to assess immigrants' needs in the south of Spain

Needs assessment models have been generally focused on the identification and prioritization of needs, analysing formal resources available in the community as possible solutions for existing problems. These kinds of models have assumed that formal services are the primary source of support for individuals in need. However, a great deal of the investigations in the field of Social Psychology have shown that the main source of help and support when facing a problem is not formal organizations, but people's own informal networks. In this article, we therefore propose a needs assessment model that emphasizes the importance of analysing both formal and informal social resources. The application of this model to assess Moroccan immigrants' needs in the south of Spain shows the anticipated low level of utilization of formal services and programmes, one that contrasts with the high use of informal networks as an essential source of social support for this group of immigrants. These results reveal the limitations of traditional needs assessment models, and the importance of incorporating the analysis of informal social support as a key resource for need satisfaction, particularly in the case of immigrant populations. Copyright © 2004 John Wiley & Sons, Ltd.     

Issues and Strategies for Studying Latino Student Dropout at the Local Level

Latino student dropout is a national concern that must also be addressed strategically in local communities. Although national studies are important for pointing out areas of concern, local studies can provide more specific information for local policy development and implementation. This paper presents an example of local community-initiated needs assessment that addresses issues of Latino access to education. Focus groups and interviews were held with Latino students, parents, and community leaders as well as teachers and administrators. Issues and strategies of the needs assessment process are presented, which include involving key stakeholders, engaging community members as research partners, and engaging school personnel. General findings are presented and linked to accomplishments of the needs assessment process, such as increasing community awareness of issues and building commitment to implement strategies identified to reduce Latino student dropout.     

Basic psychological needs satisfaction,working alliance,and early termination in psychotherapy

The goal of this study was to evaluate the relationship between basic psychological needs satisfaction and working alliance in psychotherapy and to determine whether client ratings of basic needs and working alliance during psychotherapy were associated with early termination of therapy. Former psychotherapy clients (n = 87) completed a semi-structured interview regarding basic needs satisfaction in therapy, working alliance and dropout status. Participant ratings on the Basic Needs Satisfaction in Psychotherapy scale (BNSP) and the Retrospective Working Alliance Inventory – Short (RWAI-S) were significantly correlated (r = .77) in our sample. A comparison of intercorrelations between working alliance subscales and basic needs subscales indicated higher factorial distinctiveness within the basic needs measure. T-tests comparing those who terminated psychotherapy early with those who had planned endings on scores on the BNSP and RWAI-S were significant (Cohen’s d = .65 and 1.82, respectively). Results suggest that the basic needs measure might tap into a wider breadth of the therapist and client interaction than the RWAI-S.     

大学生目标内容与主观幸福感的关系：一个有调节的中介模型

基于自我决定理论考察了目标内容对主观幸福感的影响,以及基本心理需要、自尊在其中的作用。采用欲望指数量表、基本心理需要满足量表、自尊量表、正负情绪量表、生活满意度问卷对535名大学生进行了调查。结果显示：（1）目标内部性显著正向预测主观幸福感;（2）基本心理需要在目标内部性和主观幸福感之间起部分中介作用;（3）基本需要的中介作用受到自尊的调节。因此,目标内部性对主观幸福感的影响是一个有调节的中介效应。