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331.
Shane S. DeLury 《Self and identity》2018,17(6):710-722
ABSTRACTThreats to self-esteem can impair well-being directly, e.g., via negative affect, but also indirectly, by impacting performance in valued domains. The present study examined whether self-compassion buffered individuals’ academic task performance from the effects of a self-esteem threat. In addition, this study tested possible effects of self-compassion on implicitly measured self-related thoughts. Participants (N = 333) were randomly assigned to self-esteem threat or neutral conditions, and then either a self-compassion manipulation or an expressive writing (control) condition before completing a set of GRE analogy items. Threat impaired GRE performance in the expressive writing control condition, but not in the self-compassion condition. Moreover, self-compassion appeared to marginally impact implicit non-evaluative self-thoughts, but did not affect evaluative thoughts or implicit self-esteem. The results of this study suggest that self-compassion has benefits for performance and thereby well-being. Future research should further explore the effects of self-compassion on performance and refine understanding of implicit thoughts as possible mechanisms. 相似文献
332.
Jake Linardon 《Cognitive behaviour therapy》2018,47(2):107-125
The original and enhanced cognitive model of eating disorders proposes that cognitive-behavioral therapy (CBT) "works" through modifying dietary restraint and dysfunctional attitudes towards shape and weight. However, evidence supporting the validity of this model is limited. This meta-analysis examined whether CBT can effectively modify these proposed maintaining mechanisms. Randomized controlled trials that compared CBT to control conditions or non-CBT interventions, and reported dietary restraint and shape and weight concern outcomes were searched. Twenty-nine trials were included. CBT was superior to control conditions in reducing shape (g=0.53) and weight (g=0.63) concerns, and dietary restraint (g=0.36). These effects occurred across all diagnoses and treatment formats. Improvements in shape and weight concerns and restraint were also greater in CBT than non-CBT interventions (g's=0.25, 0.24, 0.31, respectively) at post-treatment and follow-up. The magnitude of improvement in binge/purge symptoms was related to the magnitude of improvement in these maintaining mechanisms. Findings demonstrate that CBT has a specific effect in targeting the eating disorder maintaining mechanisms, and offers support to the underlying cognitive model. If changes in these variables during treatment are shown to be causal mechanisms, then these findings show that CBT, relative to non-CBT interventions, is better able to modify these mechanisms. 相似文献
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成就目标理论是当前教育领域有关学生成就动机最为活跃的研究热点之一。20世纪中后期Weiner在整合动机理论和归因理论的基础上提出了成就目标理论。之后,Dweck等学者对成就目标的概念、分类及动机模式进行了大量研究。成就目标理论具有很好的发展前景,并在学校教育、体育运动和生涯发展等领域得到广泛的应用。未来研究应强调成就目标的动态性与多维性,注重成就目标的性别差异和社会期许效应,运用多元化方法以提高成就目标研究的外部效度,拓宽研究对象以增强成就目标的应用性研究,更加关注情绪情感与成就目标之间的关系。 相似文献
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336.
Aims: This study (1) profiled the well‐being of first year students entering one UK university, and (2) explored whether initial well‐being and year end academic performance were correlated. Method: A total of 117 students (mean age 21, 67% female) completed the Rosenberg Self‐Esteem Scale, Clinical Outcomes in Routine Evaluation‐General Population, and Liebowitz Social Anxiety Scale; academic achievement data were collected from academic records. Results: Almost a quarter of the sample reported quasi‐clinical levels of psychological distress and moderate to very severe social anxiety. Quasi‐clinical levels of psychological distress were associated with low self‐esteem and social anxiety. No statistically significant links were found between well‐being as assessed at the beginning of the first year and academic achievement at the end of the first year. Discussion: The failure to find a link in this study between initial well‐being and academic performance at the end of the first year suggests that further investigation is required to understand how academic achievement is related to student well‐being. 相似文献
337.
《The journal of positive psychology》2013,8(6):540-547
Some teachers are dramatically more effective than others, but traditional indicators of competence (e.g., certification) explain minimal variance in performance. The rigors of teaching suggest that positive traits that buffer against adversity might contribute to teacher effectiveness. In this prospective longitudinal study, novice teachers (N = 390) placed in under-resourced public schools completed measures of optimistic explanatory style, grit, and life satisfaction prior to the school year. At the conclusion of the school year, teacher effectiveness was measured in terms of the academic gains of students. All three positive traits individually predicted teacher performance. When entered simultaneously, however, only grit and life satisfaction remained significant predictors. These findings suggest that positive traits should be considered in the selection and training of teachers. 相似文献
338.
《Quarterly journal of experimental psychology (2006)》2013,66(9):1714-1725
Prediction of complex behavioural tasks via relatively simple modelling techniques, such as logistic regression and discriminant analysis, often has limited success. We hypothesized that to more accurately model complex behaviour, more complex models, such as kernel-based methods, would be needed. To test this hypothesis, we assessed the value of six modelling approaches for predicting driving ability based on performance on computerized sensory–motor and cognitive tests (SMCTests?) in 501 people with brain disorders. The models included three models previously used to predict driving ability (discriminant analysis, DA; binary logistic regression, BLR; and nonlinear causal resource analysis, NCRA) and three kernel methods (support vector machine, SVM; product kernel density, PK; and kernel product density, KP). At the classification level, two kernel methods were substantially more accurate at classifying on-road pass or fail (SVM 99.6%, PK 99.8%) than the other models (DA 76%, BLR 78%, NCRA 74%, KP 81%). However, accuracy decreased substantially for all of the kernel models when cross-validation techniques were used to estimate prediction of on-road pass or fail in an independent referral group (SVM 73–76%, PK 72–73%, KP 71–72%) but decreased only slightly for DA (74–75%) and BLR (75–76%). Cross-validation of NCRA was not possible. In conclusion, while kernel-based models are successful at modelling complex data at a classification level, this is likely to be due to overfitting of the data, which does not lead to an improvement in accuracy in independent data over and above the accuracy of other less complex modelling techniques. 相似文献
339.
《Quarterly journal of experimental psychology (2006)》2013,66(9):1758-1768
Previous dual-task studies examining the locus of semantic interference of distractor words in picture naming have obtained diverging results. In these studies, participants manually responded to tones and named pictures while ignoring distractor words (picture–word interference, PWI) with varying stimulus onset asynchrony (SOA) between tone and PWI stimulus. Whereas some studies observed no semantic interference at short SOAs, other studies observed effects of similar magnitude at short and long SOAs. The absence of semantic interference in some studies may perhaps be due to better reading skill of participants in these than in the other studies. According to such a reading-ability account, participants’ reading skill should be predictive of the magnitude of their interference effect at short SOAs. To test this account, we conducted a dual-task study with tone discrimination and PWI tasks and measured participants’ reading ability. The semantic interference effect was of similar magnitude at both short and long SOAs. Participants’ reading ability was predictive of their naming speed but not of their semantic interference effect, contrary to the reading ability account. We conclude that the magnitude of semantic interference in picture naming during dual-task performance does not depend on reading skill. 相似文献
340.