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701.
Research on assessing supervisees’ professional development (PD) has been primarily focused on formal end-point, summative evaluations. Little attention has been given to the role that routine supervisory conversations play in formative PD evaluations. This study takes a situated/dialogical approach to explore how PD evaluations are locally proposed, recognized, transacted, and conversationally accomplished in the conversations of actual supervision practice. Informed by ethnomethodology, we discursively analyzed episodes of supervisory sessions selected by supervisory dyads, which they regarded as significant to the supervisee’s PD. We describe and exemplify five conversational Practices by which supervisory dyads brought about shared evaluations vis-à-vis the supervisee’s PD, through supervisory conversations. 相似文献
702.
Pooja K. Agarwal Jason R. Finley Nathan S. Rose Henry L. Roediger III 《Memory (Hove, England)》2017,25(6):764-771
We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximises benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0–9 intervening items. Final cued recall performance was better for tested items than for restudied items after both 10 minutes and 2 days, particularly for longer study–test lags. Furthermore, on the 2-day delayed test the benefits from retrieval practice with feedback were significantly greater for students with lower working memory capacity than for students with higher working memory capacity (r?=??.42). Retrieval practice may be an especially effective learning strategy for lower ability students. 相似文献
703.
Kai-Philip Otte Udo Konradt Yvonne Garbers Michaéla C. Schippers 《European Journal of Work and Organizational Psychology》2017,26(2):299-313
A growing number of studies have investigated the role of team reflexivity, the extent to which teams reflect on and adapt their functioning. However, the way team reflexivity has been conceptualized and operationalized reveals several weaknesses, in particular the conception as a unidimensional construct. To provide greater conceptual clarity, we therefore propose a team reflexivity framework that integrates four interacting but distinct reflexive processes. In four studies, we focus on reflection as a fundamental reflexive process, and develop and validate an extended multidimensional reflection measure that captures the relevant dimensions of quality and quantity of reflection and the key transition processes of information seeking and information evaluation. Moreover, in order to delineate two common composition methods, we develop and validate a direct consensus and a referent-shift consensus version of the reflection measure. Data collected from a total of 803 students and employees in four studies revealed excellent construct validity, as well as good nomological validity (Studies 1 and 2). Furthermore, we found evidence of the criterion-related validity at the team level (Study 3) and the individual level (Study 4). Together, the results demonstrate the effectiveness of our measure, revealing consistent relations with outcome measures and diverse behavioural indicators across different contexts. 相似文献
704.
Maria De Paola Vincenzo Scoppa 《European Journal of Work and Organizational Psychology》2017,26(3):444-456
Using data on about 35,000 professional tennis matches, we test whether men and women react differently to psychological pressure arising from the outcomes of sequential stages in a competition. We show that, with respect to men, women losing the first set are much more likely to play poorly the second set. This suggests that women are more discouraged when facing the pressure of falling behind and receiving negative feedback. The gender differential is stronger in high-stake matches. On the other hand, when players are tied in the third set we do not find any gender difference in players’ reactions suggesting that women are as able as men to handle pressure if they do not lag behind. These results are robust controlling for measures of abilities and fitness of players, such as players’ rankings, players’ ex-ante winning probability, players’ rest, monetary prizes, players’ and tournaments’ fixed effects. 相似文献
705.
Nimrod L. Delante 《Reflective Practice》2017,18(6):772-804
In this reflective study, I perceive the impact of my own written feedback on students’ academic writing skills in particular and on learning in general. Anchored on Schon’s reflection-on-action (ROA) framework, my reflection arose from a content analysis of my written feedback on 80 student drafts and 44 feedback responses. I found that my written feedback is of two types: focus on form and focus on meaning. Coding the feedback led to an identification of six feedback functions: instructive/using imperatives (18.36%); suggestive (15.31%); asking questions/probing (23.98%); stating a personal opinion (6.12%); corrective (29.59%); and affirming/negating (6.63%). The categorisation of feedback according to these functions was influenced by Wolsey’s feedback functions (2008) which was adapted by Alvarez, Espasa and Guasch. Results revealed that I employ corrective feedback, probing questions and instructive feedback more frequently than suggestive feedback, personal statement or affirmation/negation. I also found that my feedback on form (59%) is higher than my feedback on meaning (41%). I explain the relationship of these findings by identifying some confounding factors that enabled me to interrogate my assumptions, along with a discussion of their implications. 相似文献
706.
Leon Petchkovsky 《The Journal of analytical psychology》2017,62(3):415-433
Analytical psychology shares with many other psychotherapies the important task of repairing the consequences of developmental trauma. The majority of analytic patients come from compromised early developmental backgrounds: they may have experienced neglect, abuse, or failures of empathic resonance from their carers. Functional brain imagery techniques including Quantitative Electroencephalogram (QEEG), and functional Magnetic Resonance Imagery (fMRI), allow us to track mental processes in ways beyond verbal reportage and introspection. This independent perspective is useful for developing new psychodynamic hypotheses, testing current ones, providing diagnostic markers, and monitoring treatment progress. Jung, with the Word Association Test, grasped these principles 100 years ago. Brain imaging techniques have contributed to powerful recent advances in our understanding of neurodevelopmental processes in the first three years of life. If adequate nurturance is compromised, a range of difficulties may emerge. This has important implications for how we understand and treat our psychotherapy clients. The paper provides an overview of functional brain imaging and advances in developmental neuropsychology, and looks at applications of some of these findings (including neurofeedback) in the Jungian psychotherapy domain. 相似文献
707.
Justin B. Leaf Joseph H. Cihon Aditt Alcalay Erin Mitchell Donna Townley‐Cochran Kevin Miller Ronald Leaf Mitchell Taubman John McEachin 《Journal of applied behavior analysis》2017,50(2):304-316
The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple‐baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided. 相似文献
708.
《Behavior Therapy》2022,53(2):365-375
Depression and suicidal ideation have substantially increased among college students, yet many students with clinically significant symptoms do not perceive their distress as warranting mental health services. Personalized feedback (PF) interventions deliver objective data, often electronically, comparing an individual’s reported symptoms or behaviors to a group norm. Several studies have shown promise for PF interventions in the context of mood and depression, yet little is known regarding how, and for whom, mood-focused PF interventions might be best deployed. The primary aim of this study was to examine the sociodemographic, clinical, and treatment-seeking factors associated with reviewing PF reports on emotional distress among college students (N = 1,673) screening positive for elevated suicide risk and not receiving mental health treatment. Results indicated that PF engagement was greatest among those with higher depression scores, and those reporting privacy/stigma concerns as barriers to treatment. Sexual minority students were more likely to review their PF than heterosexual students. Taken together, PF interventions may be a useful tool for engaging those with greater clinical acuity, and those hesitant to seek in-person care. Further research is warranted to examine the circumstances in which PF interventions might be used in isolation, or as part of a multitiered intervention strategy. 相似文献
709.
Recently, social identity approach has been giving stimulating insights in leadership in sport, considering social identification as a consequence regarding leadership processes. Nonetheless, social identity theory fundamentally posits social identification as a subjacent parameter of cognitions implied in the frame of interpersonal and intergroup relations. The current study aimed to enrich the existing literature by investigating athletes’ team identification as a predictor of the perception of coach-created climate. French male rugby union players (N = 248) completed an online survey measuring the multidimensionality of their social identification to the team, and their perception of the coach-created climate in terms of empowering and disempowering motivational climate. Using Group Actor-Partner Interdependence Modelling, the analyses revealed that the perception of the climate as empowering was driven by high scores on ingroup ties, especially when teammates’ ingroup ties scores were low. Team’s ingroup affect and cognitive centrality resulted in lower perception levels of the empowering climate. Neither player's ingroup ties nor cognitive centrality predicted the perception of the climate as empowering, and when player’s ingroup affect fitted into the group, his perception of a disempowering motivational climate decreased when ingroup affect score was high. The results are mainly discussed to the light of intergroup permeability by underlying the importance of considering social identification as a predictor of the perception of coach-athletes’ relationship. Some practical applications are put forward along with future directions for research on coach-athletes’ relationship. Especially, this study points out the importance of considering the social identity approach of leadership as a transactional relationship encapsulated in a mutual influence between the ingroup member social identification and that of the team as a whole. 相似文献
710.
In this paper, we assessed the efficacy of different types of visual information for improving the execution of the roundoff movement in gymnastics. Specifically, two types of 3D feedback were compared to a 3D visualization only displaying the movement of the expert (observation) as well as to a more ‘traditional’ video observation. The improvement in movement execution was measured using different methods, namely subjective evaluations performed by official judges, and more ’quantitative appraisals based on time series analyses. Video demonstration providing information about the expert and 3D feedback (i.e., using 3D representation of the movement in monoscopic vision) combining information about the movement of the expert and the movement of the learner were the two types of feedback giving rise to the best improvement of movement execution, as subjectively evaluated by judges. Much less conclusive results were obtained when assessing movement execution using quantification methods based on time series analysis. Correlation analyses showed that the subjective evaluation performed by the judges can hardly be predicted/ explained by the ‘more objective’ results of time series analyses. 相似文献