Examining Differential Effects of Internal and External Resources on Counselor Burnout Symptoms in South Korea

This study aims to bring to light the relationship between internal/external resources and counselors’ burnout depending on the type of clients (traumatized/bereaved vs. personal growth issues). Moderated mediation analysis was conducted with 165 counselors in South Korea. The results indicated that counselors of traumatized or bereaved clients were more likely to be affected by internal resources (countertransference management ability), whereas counselors of clients with personal growth issues were more likely to be affected by external resources (environmental resources). Implications and limitations of this study are discussed.     

Use and interpretation of test scores from limited cognitive test batteries: How g + Gc can equal g

Single scores from limited and unbalanced test batteries of cognitive ability can be ambiguous to interpret theoretically. In this study, a limited verbally and knowledge‐loaded cognitive test battery, from applicants to the Swedish police academies (N = 1,344), was examined to provide foundations for the use and interpretation of test scores. Three measurement models were compared: one single factor model and two bifactor models, which decomposed the variance of the battery into orthogonal components. The models were evaluated by fit indices and omega coefficients, and then applied to the prediction of academic performance. The overall prediction of all models was similar, although specific abilities also were found to provide substantial predictive validity over and above general intelligence (g). The findings provide support for the use of single scores in applied settings (selection), but suggest that it may be more appropriate to interpret such scores as composites of substantive components, and not just as measures of g.     

Aging stereotypes and active lifestyle: Personal correlates of stereotype internalization and relationships with level of physical activity among older adults

ObjectivesThe goal of this study was to identify the personal correlates (openness to experience and implicit theories of ability) of internalization of aging stereotypes and its relationships with physical activity.DesignCross-sectional survey.MethodOne hundred and ninety-two older adults (78 men and 114 women) from 60 to 93 years (M_age = 73.44, SD = 7.34) completed a series of questionnaires measuring openness to experience, implicit theories of ability, stereotypes about older people and physical activity, attitude toward own aging, physical self-worth, physical activity level, self-rated health and education level.ResultsThe main results showed that (a) openness to experience positively predicted physical activity level through incremental theories, endorsement of aging stereotypes relative to benefits, attitude toward own aging, and physical self-worth; and (b) entity theories negatively predicted physical activity level through endorsement of aging stereotypes relative to risks, attitude toward own aging, and physical self-worth.ConclusionThe present study indicates that openness to experience and implicit theories of ability are correlates of endorsement of aging stereotypes and suggests that endorsement may be an important factor of engagement in physical activity in older adults.     

Academic self-concept of ability and cortisol reactivity

The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol concentration before and after a biology test (experimental group, n = 28) or a free writing task (control group, n = 24). For participants who took the test, statistical analysis indicated a significant negative correlation between ASCA score and cortisol response. In contrast, the control group showed a decrease in cortisol concentrations between test times and no correlation between cortisol concentration and ASCA scores were found. These findings indicated an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: high cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle.     

The mathematics of sharing / Las matemáticas que realizan los niños al compartir

Abstract

The purpose of sharing is to construct equivalent sets, making it an ideal context for analysing important quantitative concepts such as counting, equivalence and cardinality. Two studies analysed how four- and five-year-olds shared blocks in equal sharing and reciprocity conditions and their number inferences about one set after counting the other. The researcher asked children to share double and single blocks between two characters. They succeeded more in building equivalent shares in an equal sharing than reciprocity condition. Most children who shared correctly also made appropriate number inferences. To examine whether perceptual cues helped children share the blocks, a second study used Canadian $1 and $2 coins. A double block is twice the size of a single, whereas there is no visual cue about the value relation between coins because they are the same size. Unexpectedly, children shared equally well with blocks and coins, and most children made number inferences.     

Job performance ratings: The relative importance of mental ability,conscientiousness, and career adaptability

According to career construction theory, continuous adaptation to the work environment is crucial to achieve work and career success. In this study, we examined the relative importance of career adaptability for job performance ratings using an experimental policy-capturing design. Employees (N = 135) from different vocational backgrounds rated the overall job performance of fictitious employees in 40 scenarios based on information about their career adaptability, mental ability, conscientiousness, and job complexity. We used multilevel modeling to investigate the relative importance of each factor. Consistent with expectations, career adaptability positively predicted job performance ratings, and this effect was relatively smaller than the effects of conscientiousness and mental ability. Job complexity did not moderate the effect of career adaptability on job performance ratings, suggesting that career adaptability predicts job performance ratings in high-, medium-, and low-complexity jobs. Consistent with previous research, the effect of mental ability on job performance ratings was stronger in high- compared to low-complexity jobs. Overall, our findings provide initial evidence for the predictive validity of employees' career adaptability with regard to other people's ratings of job performance.     

家庭环境对中学生阅读能力的影响:阅读投入、阅读兴趣的中介作用

采用学生阅读能力测试卷和学生阅读状况调查问卷,对随机选取的559名中学生进行调查,并运用结构方程模型探讨了家庭环境影响阅读能力的内在机制。结果发现,家庭环境影响阅读投入的路径系数为0.18,阅读投入影响阅读兴趣的路径系数为0.51,阅读兴趣影响阅读投入的路径系数为0.80,阅读投入影响阅读能力的路径系数为0.46,各路径系数均达到显著水平(p0.05)。结果表明,(1)家庭环境通过阅读投入的完全中介作用影响阅读兴趣;阅读兴趣通过阅读投入的完全中介作用影响阅读成绩;(2)家庭环境对阅读能力的影响是通过阅读投入和阅读兴趣的循环互动作用实现的。     

Calculation of alloying effect on formation enthalpy of TiCu intermetallics from first-principles calculations for designing Ti–Cu-system metallic glasses

The effect of alloying on the formation enthalpy of TiCu intermetallics was investigated via first-principles calculations to propose a new design method for Ti–Cu-system metallic glasses. The calculation results showed good agreement with the reported experimental results that Ni, Pd, Sn and Zr improve this system’s glass-forming ability. According to the calculation results, a Ti–Zr–Cu–Ga system was designed as a potential new bulk Ti-based metallic glass, and a bulk sample with a 2-mm diameter was fabricated.     

5～6岁不同数学能力水平儿童的执行功能差异研究

为了考察不同数学能力水平儿童的执行功能差异,根据331名学前儿童的数学能力得分选取了潜在数学学习困难儿童组、低分组、典型发展儿童组和数学优秀组等4个实验组。首先分析了各组儿童的执行功能差异特点,之后使用判别分析进一步探索了各执行功能子结构对儿童早期数学能力差异分组的贡献。结果表明:相对于典型发展儿童组,潜在数学学习困难儿童在执行功能的更新、抑制和转换方面普遍缺损;低分组儿童则仅表现出数字更新能力不足;数学优秀组在数字更新和有时间要求的认知转换方面比典型发展组有明显优势。进一步判别分析表明,对早期数学能力差异分组贡献最大的并非独立执行功能子结构,而是更新和转换的共同因素结构。