Evaluations of the in-group and of out-groups among Portuguese children

The current research examined in-group/out-group attitudes among Portuguese children. The sample consisted of 366 children (183 boys and 183 girls) aged 5, 6, 10 and 11. Children were interviewed about attitudes of the Portuguese in-group and of two out-groups (Cape Verdeans and Brazilians). Three measures were used: a trait attribution task including positive and negative personality traits, and an overall affective evaluation of in-group and out-group members. Results revealed: (a) Portuguese children ascribed more positive attitudes (i.e., assigned more positive and less negative features, and greater positivity and affective evaluation) towards the Portuguese in-group than towards two out-groups; (b) developmental differences in attitudes towards the national groups; (c) an absence of gender differences on any of the variables considered. The findings are discussed in light of past empirical research and theoretical views.     

A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study

ObjectiveThe purpose of this study was to evaluate the efficacy of need-supportive teaching in physical education on girls' daily moderate-to-vigorous physical activity using a mixed method evaluation.Methods507 sixth-grade girls aged 9–14 years of 33 single-sex physical education classes participated in the cluster randomized control trial. During the 16-week intervention period, trained teachers conducted enhanced physical education lessons which were designed based on self-determination theory. In a randomized process, independent researchers using a computer-based algorithm allocated classes to the trial groups (IG n = 19 classes, CG n = 14). These lessons were subject to repeated systematic observations. The students' perceptions of basic psychological need support and satisfaction in physical education were measured using repeated self-report questionnaires. Students' daily moderate-to-vigorous physical activity (MVPA) was assessed by accelerometry. Semi-structured interviews provided a deeper understanding of how purposively sampled focus groups perceived teacher behavior in physical education. After a separate analysis of qualitative and quantitative data, results were merged to investigate the intervention's efficacy and treatment fidelity.FindingsThroughout the school year, the girls' MVPA levels decreased in both groups. Girls who reported their complete physical activity data had a lower body mass index than girls who reported no, or only one or two sets of physical activity data. Results of mixed measures converge on the finding that the teachers in the intervention group provided slightly stronger need support than the control teachers, however, intervention components were not delivered consistently. Therefore, a significant intervention effect on daily MVPA could not be quantified. Autonomy satisfaction significantly predicted MVPA.ConclusionQualitative insights of teaching behavior in PE underlined the importance of need support and revealed structural barriers, which compromised the implementation quality.Trial registrationEthics Committee of the Technical University of Munich 155/16S; Bavarian Ministry of Education IV.8-BO6106/52/12.FundingGerman Research Foundation grant DE2680/3-1.     

Selecting Talented Migrants: Majority and Minority Perspectives

Many countries seek to specifically attract talented migrants in order to match the needs of national economies. In addition to the well-known intergroup antagonism between natives and immigrants, such immigration policies targeting talented migrants imply differentiation within the immigrant group, using normative criteria to distinguish desirable and economically useful immigrants from undesirable ones. Based on European Social Survey data (Round 7, N = 9856) comprised of national citizens from six multinational countries, we show that national majorities support individualized, “cherry picking” immigration policies to a greater degree than historical national minorities and that this support is associated with national majorities' stronger sense of identification with the country and its individualistic norms. We thereby conceptualize a novel facet of multiculturalism based on individual justice principles that is rarely at the forefront of research on immigration and multiculturalism.     

Ethnic Inequality and National Pride

This article examines patterns in individual attachments towards the nation‐state in multiethnic countries. Specifically, we examine the effect of between‐ethnic‐group political and economic inequality on these attachments. Pairing attitudinal data from the sixth and most recent wave of the World Values Survey, administered between 2010 and 2012, with ethnicity measures from the Ethnic Power Relations dataset, we show that between‐ethnic‐group political inequality significantly weakens national pride and identity, but between‐ethnic‐group economic inequality does not have a similar effect. Our findings provide robust support for the view that ethnic‐group separatism in divided societies is motivated, not by the quest for economic power, but by considerations of lost status and dignity that can only be recovered through ownership in state institutions. Hence, the binding constraint on national integration in these settings is political, not economic, inequality.     

Dynamic dominance persists during unsupported reaching

Previous studies examining lateralization of arm movements focused on supported movements in the horizontal plane, removing the effects of gravity. The authors hypothesized that interlimb differences in free reaching would be consistent with the differences shown during supported reaching. Kinematic and kinetic data were collected for the forearm and upper arm segments in a 3-direction reaching task. Results showed lateralization of coordination, reflected by initial movement direction and trajectory curvature. The nondominant arm showed increased initial direction errors, and path curvature associated with a timing deficit between elbow and shoulder peak torques. These coordination deficits did not disrupt final position accuracy. The authors conclude that nondominant arm coordination deficits are similar to those reported previously for horizontal plane movements.     

Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework

The Interactive Systems Framework (ISF; Wandersman et al. in Am J Commu Psychol 41(3–4):171–181, 2008) was used to implement a kindergarten transition demonstration project collaboratively developed by elementary and early education providers, community‐based family and housing services, parents, and a University intermediary and technical assistance group. First person accounts from stakeholders at all levels provide a complementary and broad perspective on the project's implementation. The practice model blended existing research on kindergarten transition and parent involvement with feedback from stakeholders to create a community‐specific program designed to help all children make a smooth entry into kindergarten. During implementation, evidence‐based approaches needed to be adjusted to fit the specific needs of each community. Using the ISF as a guide, next steps and lessons learned include increasing leadership through a district‐wide plan that is still flexible within each school community, increasing information and supports to individual schools, and improving data collection for continuous program improvement. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Leadership style,salesperson's work effort and job performance: the influence of power distance

As multinational organizations increase operations in emerging economies, firms need to understand how cultural values prevailing in a host country can influence leadership practices developed and practiced in Western economies. This study explores the relationships among leadership styles and salespeople's attitudes and behaviours with data from salespeople in India with power distance measured at the individual level. Results suggest that for employees' instrumental leadership is more effective in promoting employee effort and increasing job performance. In addition, the relationship between satisfaction with supervisor and turnover intentions is weaker or insignificant, while the relationship between satisfaction with supervisor and effort is stronger for employees in higher power distance organizations. The study highlights cultural sensitivities that need to be considered in formulating an effective leadership style in emerging market contexts.     

Fostering critical religious thinking in multicultural education for teacher education

Religious diversity as a consequence of global immigration has become a cultural phenomenon of pluralism in society. The fear of indoctrination and the desire for religious freedom fuel the debate on whether to remove religion from school education. Freire’s Pedagogy of the Oppressed offers a positive perspective on the debate by calling attention to the pedagogy of religious education in the pursuit of religious freedom for all human beings. Rather than transferring religious knowledge to students, the challenge for religious education is to foster critical religious thinking in them. Unfortunately, many teachers lack the confidence to address religious issues, as well as lacking support in the professional development of critical religious thinking. Hence, this article proposes a tentative model for fostering critical religious thinking that might fit into a course in multicultural education for teachers.     

关于内科临床技能培训教学课程设置的探讨

通过对参加内科临床技能培训的大连医科大学2007级、2009级五年制及七年制临床医学专业学生进行问卷调查及客观结构化临床考试（OSCE）,探讨内科临床技能培训课程的学时及课程内容等设置.100%的学生认为有开设临床技能培训课的必要,50%以上的学生认为在大学4年级开设本课程较合适,50%以上的学生认为12学时的设置较合理,80%以上的学生认为应每4人共用一名模拟人.OSCE证实毕业前12学时培训组成绩优于实习前8学时组.