Masayuki Suzuki  Akiko Tonegawa 《The Japanese psychological research》2022,64(1):40-52

The purpose of this study was to develop and validate a Japanese version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES), which assesses enjoyment, anxiety, and boredom experienced by elementary school students within the settings of attending class, doing homework, and taking tests. Japanese elementary school students (n = 863 for the first survey; n = 332 for the second survey) participated in the questionnaire survey. The results showed that the psychometric properties of the Japanese AEQ-ES were comparable to those of the original version. Moreover, the results showed that students' achievement emotions were associated with their control and value appraisals, as well as their academic motivation, learning strategies, academic performance, and support from teachers. These results indicated that the Japanese version of the AEQ-ES was a good measure of elementary school students' emotions and supported the propositions of the control–value theory of achievement emotions.  相似文献   

Morningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings     

Arturo Arrona-Palacios  Juan F. Díaz-Morales 《The British journal of educational psychology》2018,88(3):480-498

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Judith S. Hebron 《The British journal of educational psychology》2018,88(3):396-409

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The influence of text cohesion and picture detail on young readers’ knowledge of science topics     

Juliette C. Désiron  Erica de Vries  Anna N. Bartel  Nalini Varahamurti 《The British journal of educational psychology》2018,88(3):465-479

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Ilanit SimanTov‐Nachlieli  Nurit Shnabel  Anna Lisa Aydin  Johannes Ullrich 《Political psychology》2018,39(2):445-463

Members of conflicting groups are motivated to restore their ingroup's agency, leading to antisocial tendencies against the outgroup. The present research tested the hypothesis that affirming conflicting groups' agency would increase their members' mutual prosociality. The effectiveness of agency affirmation was demonstrated in three contexts of conflict between groups: Switzerland and the EU following the 2014 referendum (Study 1), Israelis and Palestinians (Study 2), and Israeli rightists and leftists (Study 3). Study 1 found that in a nonconflictual context Swiss participants prioritized their moral (prosocial) over agentic goals, yet in the context of conflict with the EU, they prioritized their agentic over moral goals. This “primacy‐of‐agency” effect, however, was eliminated once their ingroup's agency was affirmed. Studies 2 and 3 demonstrated the positive effect of agency affirmation on prosociality among Israelis referring to Palestinians and Israeli rightists and leftists referring to the adversarial political camp. This effect was mediated by group members' readiness to relinquish some power for the sake of morality. Pointing to the importance of the affirmation's specific content, Studies 2 and 3 demonstrated that morality affirmation failed to increase prosociality. As such, the present research puts forward a promising strategy to reduce hostility and promote prosociality between conflicting groups.  相似文献   

    

Milan Obaidi  Robin Bergh  Jim Sidanius  Lotte Thomsen 《Political psychology》2018,39(3):577-593

Islamist extremism is often explained by the suffering endured by Muslims in Islamic countries as a result of Western‐led wars. However, many terrorist attacks have been carried out by European Muslims with no personal experiences of war. Across two studies among Danish Muslims, we tested if what we call “victimization‐by‐proxy processes” motivate behavioral intentions to commit acts of violence. We used Muslim identification, perceived injustice of Western foreign policies, and group‐based anger to predict violent and nonviolent behavioral intentions. More importantly, we compared path models of Danish Muslims from conflict zones with those without direct personal experience of Western‐led occupation. We found similar effects among the participants in each category, that is, vicarious psychological responses mimicked those of personally experienced adversity. In fact, participants born in Western Europe were, on average, more strongly identified with Muslims, more likely to perceive Western foreign policy as more unjust, reported greater group‐based anger, and were more inclined to help Muslims both by nonviolent and violent means.  相似文献   

    

Mary K. Lear  Carolyn M. Pepper 《Journal of Family Therapy》2018,40(1):83-99

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Heather J. Fye  Philip B. Gnilka  Sarah E. McLaulin 《Journal of counseling and development : JCD》2018,96(4):349-360

The authors examined perfectionism and its association with perceived stress, coping processes, and burnout in a sample of 298 practicing school counselors. Latent profile analysis based on measures of perfectionism supported a 3‐class model made up of adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. Among these groups, the authors found significant differences in perceived stress, coping processes, and burnout. Implications for the school counseling profession are discussed.  相似文献   

    

Emily Goodman‐Scott  Christopher A. Sink  Blaire E. Cholewa  Melanie Burgess 《Journal of counseling and development : JCD》2018,96(4):388-398

The effect of student‐to‐school‐counselor ratios on academic outcomes has been widely studied, yet few researchers have taken a multilevel approach. Using the nationally representative High School Longitudinal Study: 2009 dataset, the authors found ratios were significantly associated with student grade point average (GPA) and graduation. Attending a Title I school also was associated with students’ GPA, advanced placement/international baccalaureate credits earned, and postsecondary course taking. The authors discuss implications for advocacy and practice, contextualizing their findings within an ecological framework.  相似文献   

    

Aloysius Wei Lun Koh  Sze Chi Lee  Stephen Wee Hun Lim 《Applied cognitive psychology》2018,32(3):401-410

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.  相似文献