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171.
Harsha N. Perera 《The Journal of psychology》2016,150(2):229-251
Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research. 相似文献
172.
Dotan R. Castro Avraham N. Kluger Guy Itzchakov 《European journal of social psychology》2016,46(6):762-775
We tested both Rogers's hypothesis that listening enables speakers to experience psychological safety and our hypothesis that the benefit of listening for psychological safety is attenuated by avoidance‐attachment style. We tested these hypotheses in six laboratory experiments, a field correlational study, and a scenario experiment. We meta‐analyzed the results of the laboratory experiments and found that listening increased psychological safety on average but that the variance between the experiments was also significant. The between experiment variance in the effect of listening manipulation on psychological safety exposes a methodological challenge in choosing a research paradigm of good‐versus‐normal listening, as opposed to normal‐versus‐poor listening. More importantly, we found, as expected and across all designs, that the higher the avoidance‐attachment style was, the lower the effect of listening on psychological safety. This finding has implications both for practice and for placing a theoretical boundary on Rogers's theory. 相似文献
173.
Religiosity has been consistently linked to prejudice toward a variety of outgroups. This article proposes that this is the case only when religiosity reflects a specific aspect of seeking guidance and security in daily practices and complex sociocultural norms. Outgroups that challenge the epistemic certainty that belief in God provides are rejected in an effort to protect this certainty. The results from two studies found that uncertainty avoidance was related to belief in God and this belief mediated the relationship between uncertainty avoidance and intolerance within the context of general human rights (Study 1), and the derogation of value-violating groups (e.g., homosexuals or followers of other religions) but not of groups that pose no threat to religious values (old or poor people) (Study 2). The interpretative dimension of religiosity (i.e., the way in which people process religious content) is not connected to security seeking, as reflected in the lack of a correlation with uncertainty avoidance and with different prejudice measures. The results are discussed in relation to past research on religiosity and prejudice, and suggest that for people who avoid uncertainty, only those types of religious beliefs that provide a sense of certainty are linked with intolerance toward value-violating groups. 相似文献
174.
The aim of this study was to examine the effects of histaminergic antagonists on memory upon injection into the region of the nucleus basalis magnocellularis (NBM). In experiment 1, rats with chronically implanted cannulae were trained on the uphill avoidance task, which involves a punishment of a high-probability turning response on a tilted platform (negative geotaxis). Immediately after the training trial, that is, after a tail shock was administered upon performing the response, rats received one microinjection (0.5 microliter) of H1-receptor blocker chlorpheniramine (dose range 0.1 to 20 microgram) or the H2-receptor blocker ranitidine (same dose range) or saline into the NBM region. When tested 24 h later, rats treated with chlorpheniramine (20 micrograms) had significantly longer uphill latencies than vehicle controls and ranitidine-treated animals, indicative of superior learning of the avoidance response. In experiment 2, a test for possible proactive effects of posttrial chlorpheniramine on performance during the retention trial was performed. Animals were injected with either 20 micrograms chlorpheniramine or saline immediately after the training trial of the uphill task. One chlorpheniramine control group was treated with a delay of 5 h. Additional groups which received chlorpheniramine or vehicle after the training trial but no trail shock were included. When tested 24 h later, rats injected with 20 micrograms chlorpheniramine again exhibited significantly longer uphill latencies than did vehicle-injected rats. Retention latencies for the rats of the chlorpheniramine 5-h delayed group did not differ from those of the vehicle-injected rats, ruling out proactive effects of chlorpheniramine on performance. In summary, the histaminergic H1-blocker chlorpheniramine can enhance mnemonic functioning in addition to its reinforcing effects upon NBM injection as reported previously. 相似文献
175.
This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent. 相似文献
176.
C W Lejuez J O''Donnell O Wirth M J Zvolensky G H Eifert 《Journal of the experimental analysis of behavior》1998,70(1):79-86
Four college students were exposed to a Sidman avoidance procedure to determine if an avoidance contingency involving 20% carbon dioxide-enriched air (CO2) would produce and maintain responding. In Phase 1, two conditions (contingent and noncontingent) were conducted each day. These conditions were distinguished by the presence or absence of a blue or green box on a computer screen. In the contingent condition, CO2 presentation were delivered every 3 s unless a subject pulled a plunger. Each plunger pull postponed CO2 presentations for 10 s. In the noncontingent condition, CO2 presentations occurred on the average of every 5 min independent of responding. Following stable responding in Phase 1, condition-correlated stimuli were reversed. In both conditions, plunger response rate was high during the contingent condition and low or zero during the noncontingent condition. Furthermore, subjects avoided most CO2 presentations. However, CO2 presentations did not increase verbal reports of fear. Overall, the results from the present study suggest that CO2 can be used effectively in basic studies of aversive control and in laboratory analogues of response patterns commonly referred to as anxiety. 相似文献
177.
We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities. 相似文献
178.
In three experiments, a rat's lever presses could postpone timeouts from food pellets delivered on response-independent schedules. In Experiment 1, the pellets were delivered at variable-time (VT) rates ranging from VT 0.5 to VT 8 min. Experiment 2 replicated the VT 1 min and VT 8 min conditions of Experiment 1 with new subjects. Finally, subjects in Experiment 3 could postpone timeouts from delivery of pellets that differed in quality rather than quantity (unsweetened versus sweetened pellets). In general, response rates and success in avoiding increased as a function of the rate and quality of the pellets. Also, performance efficiency increased as the experiments progressed, that is, the avoidance response occurred later and later in the response-timeout interval. The results support the conclusion that timeout from reinforcement has functional properties similar to those of more commonly studied aversive stimuli (e.g., shock). 相似文献
179.
J A Dinsmoor 《Journal of the experimental analysis of behavior》2001,75(3):311-333
A molecular analysis based on the termination of stimuli that are positively correlated with shock and the production of stimuli that are negatively correlated with shock provides a parsimonious count for both traditional discrete-trial avoidance behavior and the data derived from more recent free-operant procedures. The necessary stimuli are provided by the intrinsic feedback generated by the subject's behavior, in addition to those presented by the experimenter. Moreover, all data compatible with the molar principle of shock-frequency reduction as reinforcement are also compatible with a delay-of-shock gradient, but some data compatible with the delay gradient are not compatible with frequency reduction. The delay gradient corresponds to functions relating magnitude of behavioral effect to the time between conditional and unconditional stimuli, the time between conditioned and primary reinforcers, and the time between responses and positive reinforcers. 相似文献
180.
初中生英语学业成绩影响因素的因果模型 总被引：7，自引：2，他引：5
采用英语自我效能、英语学习焦虑、英语学习策略问卷,测量研究213名初中生英语自我效能、英语学习焦虑、英语学习策略与英语学业成绩之因果关系模型。结果表明：（1）初中女生英语学习焦虑显著低于男生;（2）初中生性别、自我效能、活用策略对英语学业成绩有显著回归效应,自我效能是性别影响英语学业成绩的中介变量;（3）初中生英语自我效能与学习策略构成因果-反馈关系且对英语学业成绩有显著回归效应;（4）初中生英语自我效能是英语学习焦虑对英语学业成绩产生消极效应的中介变量．并与英语学习焦虑构成因果-反馈关系;（5）初中生英语学习策略与英语自我效能共同对英语学习焦虑构成多级链式因果-反馈关系。 相似文献