The role of beliefs in goal dynamics: prolegomena to a constructive theory of intentions

In this article we strive to provide a detailed and principled analysis of the role of beliefs in goal processing—that is, the cognitive transition that leads from a mere desire to a proper intention. The resulting model of belief-based goal processing has also relevant consequences for the analysis of intentions, and constitutes the necessary core of a constructive theory of intentions, i.e. a framework that not only analyzes what an intention is, but also explains how it becomes what it is. We discuss similarities and differences between our approach and other standard accounts of intention, in particular Bratman’s planning theory. The aim here is to question and refine the conceptual foundations of many theories of intentional action: as a consequence, although our analysis is not formal in itself, it is ultimately meant to have deep consequences for formal models of intentional agency.     

Some neglected problems in IRT

The paper addresses three neglected questions from IRT. In section 1, the properties of the “measurement” of ability or trait parameters and item difficulty parameters in the Rasch model are discussed. It is shown that the solution to this problem is rather complex and depends both on general assumptions about properties of the item response functions and on assumptions about the available item universe. Section 2 deals with the measurement of individual change or “modifiability” based on a Rasch test. A conditional likelihood approach is presented that yields (a) an ML estimator of modifiability for given item parameters, (b) allows one to test hypotheses about change by means of a Clopper-Pearson confidence interval for the modifiability parameter, or (c) to estimate modifiability jointly with the item parameters. Uniqueness results for all three methods are also presented. In section 3, the Mantel-Haenszel method for detecting DIF is discussed under a novel perspective: What is the most general framework within which the Mantel-Haenszel method correctly detects DIF of a studied item? The answer is that this is a 2PL model where, however, all discrimination parameters are known and the studied item has the same discrimination in both populations. Since these requirements would hardly be satisfied in practical applications, the case of constant discrimination parameters, that is, the Rasch model, is the only realistic framework. A simple Pearsonx ² test for DIF of one studied item is proposed as an alternative to the Mantel-Haenszel test; moreover, this test is generalized to the case of two items simultaneously studied for DIF.     

Socialization for the democratic personality in modern society

A comprehensive analysis of socialization requires a complex model that both explicates and synthesizes the various subprocesses involved in this phenomenon. Traditional concerns with socialization that have focused almost exclusively on its objective functions, that is, on those which serve society and its institutions, need to be complemented by an equal emphasis on subjective functions in terms of the sociological and psychological development of the individual. Chiefly relevant in this latter respect is the production of basic human needs and the consequences that result from their inadequate gratification in unauthentic and/or unresponsive societies. One such outcome that is particularly crucial to both personal and societal function is that of alienation, which can be assessed specifically in terms of its significance for civic participation. Our model recognizes the limits of both human systems and social systems; and, in terms of the principles of authenticity and responsivity, it articulates the linkage among these systems constituting the essence of socialization. Our model also provides an implicit clarification of the nature and meaning of citizenship in a democracy, which by definition should be a responsive society, and delineates the required sociopsychological images for maximizing the role of political participation.     

Effects of differential reinforcement on the behavior and self-esteem of children with emotional and behavioral disorders

Students in a residential special school for children with emotional and behavioral disorders participated in a study designed to reduce their levels of inappropriate behavior. The residential care staff rated the students' behavioral problems and their class teachers rated their overt self-esteem pre and post intervention. In addition, the students completed self-ratings of their self-esteem. The students were divided into two groups, experimental and control. A multiple baseline across behaviors design was used to assess behavioral changes in the experimental group. Both groups received tangible rewards to the same level but only the experimental group received them contingent upon behaving appropriately. Results showed that the experimental group students made substantial reductions in their levels of inappropriate behavior, which were maintained at a three-month followup. Also, ratings of their behavioral problems by residential child care staff suggested that this improvement in behavior had generalized beyond the classroom to the residential setting. However, no significant differences were found between the pre- and post-intervention ratings of their self-esteem or teacher ratings of their overt self-esteem.     

A longitudinal study of career success,embeddedness, and mobility of early career professionals

The study of voluntary job mobility has traditionally focused on how the present context and individual factors either support or constrain choice of blue and white collar workers. Less attention has been devoted to the relationships among career success, embeddedness, and mobility of early career professionals. How do past career success and job mobility affect job embeddedness, subsequent career success, and future mobility within and between organizations and occupations? Each of these constructs is often studied as a dependent variable, yet the relationships among them, over time, are rarely examined. We explore the effects of past objective career actions (promotions, % salary change, and job mobility) on current job embeddedness and subjective career success, and on job, organizational, and occupational mobility one year later. Results support the positive influence of past promotions, % salary change, and current job embeddedness on subjective career success, and a negative influence for past promotions, job embeddedness, and subjective career success on mobility one year later as people began to ‘settle in’. We also observed small positive relationships of past promotions and % salary change with job embeddedness, and of past job mobility with future mobility — indicating that objective career success contributes to embeddedness, yet those that move more often tend to keep doing so. There were no differences or interaction effects based on gender or years of work experience. We found significantly stronger negative relationships of embeddedness and subjective career success with mobility between occupations than for mobility within organizations. However, the same pattern of findings was observed for job, organization, and occupational mobility.     

Large-Scale Assessment of Change in Student Achievement: Dutch Primary School Students’ Results on Written Division in 1997 and 2004 as an Example

This article discusses large-scale assessment of change in student achievement and takes the study by Hickendorff, Heiser, Van Putten, and Verhelst (2009) as an example. This study compared the achievement of students in the Netherlands in 1997 and 2004 on written division problems. Based on this comparison, they claim that there is a performance decline in this subdomain of mathematics, and that there is a move from applying the digit-based long division algorithm to a less accurate way of working without writing down anything. In our discussion of this study, we address methodological challenges that come in when investigating long-term trends in student achievements, such as the need for adequate operationalizations, the influence of the time of measurement and the necessity of the comparability of assessments, the effect of the assessment format, and the importance of inclusion relevant covariates in item response models. All these issues matter when assessing change in student achievement.     

On the determinants of implicit evaluations: When the present weighs more than the past

It is often assumed that implicit evaluations are influenced by early childhood experiences, whereas explicit evaluations reflect recent experiences. However, previous findings supporting this assumption remain ambiguous as to whether the differential effects of early versus recent experiences are driven by their temporal distance or their affective versus cognitive nature. Controlling for affectivity by using a predominantly affective attitude object (i.e., religion), the present study found that both implicit and explicit evaluations were related to recent, but not early, experiences. This pattern consistently emerged for self-reported experiences as well as independent reports from parents. Moreover, the relation of recent experiences to one type of evaluation remained significant after controlling for the respective other type of evaluation, suggesting that recent experiences influenced implicit and explicit evaluations independently. Implications for attitudinal dissociations and processes of attitude change are discussed.     

Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes

The RULER Approach to Social and Emotional Learning (“RULER”) is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching–learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER’s theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER’s impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.     

Subjective well‐being in times of social change: Congruence of control strategies and perceived control

This paper investigates the association between perceptions of broader changes in the social‐ecological context and individuals’ subjective well‐being (SWB). Macro‐level societal changes such as globalization or demographic change give rise to new demands for individual functioning at work and/or in the family. Such new demands associated with social change are stressful and likely to be related to lower levels of SWB. Being active agents, individuals attempt to deal with social change and its increasing demands to protect their SWB. The present study investigates which kinds of control strategies are most effective in protecting one's SWB. Specifically, we predicted that control strategies of goal engagement will be most effective under conditions of perceived high control, and control strategies of goal disengagement will be most effective under conditions of perceived low control. In a large sample of 2537 German adults, work‐ and family‐related demands associated with social change were found to be negatively linked to SWB. Moreover and in line with the motivational theory of lifespan development, control strategies of goal engagement and disengagement were beneficial for SWB to the extent that they matched the perceived control of the demands associated with social change.     

Swimming against the mainstream: the early years from chilly tributary to transformative mainstream

This article traces the transformative paradigm shift in the theory and practice of personal change. Within a decade, new conceptual models, analytic methodologies and modes of treatment were created. Treatments were altered in the content, locus, and agents of change. This enterprising period also witnessed a sweeping shift in the public acceptance of behaviorally oriented treatments. The present article also analyzes the evolving theorizing and applications of social cognitive theory rooted in modeling, self-regulatory, and self-efficacy mechanisms of psychosocial change. This model of change is implemented from an agentic perspective to promote personal, institutional, and society-wide changes that address some of the most urgent global problems.