Confirmatory factor analysis of the Early Arithmetic,Reading, and Learning Indicators (EARLI)

Despite growing interest in early intervention, there are few measures available to monitor the progress of early academic skills in preschoolers. The Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) were developed as brief assessments of critical early literacy and numeracy skills. The purpose of the current study was to examine the factor structure of the EARLI probes via confirmatory factor analysis (CFA) in a sample of Head Start preschoolers (N = 289). A two-factor model with correlated error terms and a bifactor model provided comparable fit to the data, although there were some structural problems with the latter model. The utility of the bifactor model for explaining the structure of early academic skills as well as the utility of the EARLI probes as measures of literacy and numeracy skills in preschool are discussed.     

NATURALIZED SACREDNESS? A REALIST,PANENTHEIST, AND PERENNIALIST ALTERNATIVE TO KAUFFMAN'S CONSTRUCTIVISM

In his recent book Reinventing the Sacred, renowned biologist and systems theorist Stuart Kauffman offers an avenue for the revival of the sacred and for reconciling sacredness with a robust scientific outlook. According to Kauffman, God is a human cultural invention, and he urges us to reinvent the sacred as the ceaseless creativity in nature. I argue that Kauffman's proposal suffers from a major shortcoming, namely, being at odds with the nature, and content, of authentic experiences of the sacred, experiences which point invariably in the direction of a reality which transcends human imagination and capacity for cultural innovation. Correspondingly, I point in the direction of an alternative approach to the revival of the sacred rooted in what I call the path of direct spiritual awareness. I argue that, while being in better accord with the phenomenology of religious experience, this realist alternative to Kauffman's constructivism also avoids the unpleasant symptoms which often accompany traditional theism, namely, dogmatism, irrationalism, and incompatibility with a scientifically minded metaphysics.     

宽恕与人格特征关系的研究综述

宽恕是积极心理学研究的最热点内容之一,大量研究都表明宽恕与个体的人格特征具有密切的关系。本文详细探讨了宽恕与大五人格、共情、自尊及宗教性和精神性等人格特征之间的关系,最后对宽恕与人格的研究进行了总结和研究展望。     

A randomized trial examining the effects of parent engagement on early language and literacy: the Getting Ready intervention

Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d = 1.11), reading (d = 1.25), and writing skills (d = 0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects.     

Factor Analysis of the Mystical Experience Questionnaire: A Study of Experiences Occasioned by the Hallucinogen Psilocybin

A large body of historical evidence describes the use of hallucinogenic compounds, such as psilocybin mushrooms, for religious purposes. But few scientific studies have attempted to measure or characterize hallucinogen‐occasioned spiritual experiences. The present study examined the factor structure of the Mystical Experience Questionnaire (MEQ), a self‐report measure that has been used to assess the effects of hallucinogens in laboratory studies. Participants (N = 1,602) completed the 43‐item MEQ in reference to a mystical or profound experience they had had after ingesting psilocybin. Exploratory factor analysis of the MEQ retained 30 items and revealed a four‐factor structure covering the dimensions of classic mystical experience: unity, noetic quality, sacredness (F1); positive mood (F2); transcendence of time/space (F3); and ineffability (F4). MEQ factor scores showed good internal reliability and correlated with the Hood Mysticism Scale, indicating convergent validity. Participants who endorsed having had a mystical experience on psilocybin, compared to those who did not, had significantly higher factor scores, indicating construct validity. The four‐factor structure was confirmed in a second sample (N = 440) and demonstrated superior fit compared to alternative models. The results provide initial evidence of the validity, reliability, and factor structure of a 30‐item scale for measuring single, hallucinogen‐occasioned mystical experiences, which may be a useful tool in the scientific study of mysticism.     

家庭文化环境对幼儿语音意识的作用

本研究用结构方程模型,检验幼儿家庭文化环境的结构及其与语音意识的关系。结果证实:家庭文化环境包括家庭文化资源和家庭文化活动,其中家庭文化活动又可以划分为,正式的家庭文化活动及非正式的家庭文化活动。家庭文化资源通过家庭文化活动影响幼儿的语音意识,只有非正式的家庭文化活动对语音意识的作用显著。     

Literacy skills seem to fuel literacy enjoyment,rather than vice versa

Children who like to read and write tend to be better at it. This association is typically interpreted as enjoyment impacting engagement in literacy activities, which boosts literacy skills. We fitted direction-of-causation models to partial data of 3690 Finnish twins aged 12. Literacy skills were rated by the twins’ teachers and literacy enjoyment by the twins themselves. A bivariate twin model showed substantial genetic influences on literacy skills (70%) and literacy enjoyment (35%). In both skills and enjoyment, shared-environmental influences explained about 20% in each. The best-fitting direction-of-causation model showed that skills impacted enjoyment, while the influence in the other direction was zero. The genetic influences on skills influenced enjoyment, likely via the skills→enjoyment path. This indicates an active gene-environment correlation: children with an aptitude for good literacy skills are more likely to enjoy reading and seek out literacy activities. To a lesser extent, it was also the shared-environmental influences on children's skills that propagated to influence children's literacy enjoyment. Environmental influences that foster children's literacy skills (e.g., families and schools), also foster children's love for reading and writing. These findings underline the importance of nurturing children's literacy skills.

Highlights

• It's known that how much children enjoy reading and writing and how good they are at it correlates ∼0.30, but causality remains unknown.
• We tested the direction of causation in 3690 twins aged 12.
• Literacy skills impacted literacy enjoyment, but not the other way around.
• Genetics influence children's literacy skills and how much they like and choose to read and write, indicating genetic niche picking.

     

Psychometric evaluation of the Negative Religious Coping (NRC) Scale of the Brief RCOPE in the Czech environment

ABSTRACT

The Negative Religious Coping (NRC) Subscale is a part of the Brief RCOPE Scale, but can also be used separatelly. It is a brief measure assessing negative religous coping. The aim of this study was to psychometrically evaluate the NRC in Czech conditions. The NRC was administered to 531 religious respondents (25.5?±?3.4 years, 43.5% male). Negative religious coping and religiosity, together with basic sociodemographic information, were measured. The non-parametric comparison of different sociodemographic groups showed no differences between genders and almost no differences among the age groups. Significantly lower NRC scores were obtained by widows/widowers. The Czech version of the NRC showed a coherent one-dimensional factor structure and high reliability, with Cronbach’s α?=?.84 (95% CI .83–.85) and McDonald’s ω_t?=?.90. Our findings indicate that the Czech version of the NRC scale may reliably assess religious coping. This instrument might be useful both for research and clinical praxis.     

Navigating the spaces of children’s spiritual experiences: influences of tradition(s), multidisciplinarity and perceptions

ABSTRACT

Children across the world report similar spiritual experiences. Empirical studies suggest that most resonate with the children’s traditions; a finding which should, in theory, afford them a safe spiritual space. However, a number of factors can situate them in a less certain place. The paper uses the metaphors of trees imbued with different shades of light, from the vivid, shimmering and opaque to the invisible, to illustrate the types of spiritual spaces in which children find themselves. Their location is shaped in part by connection or disconnection with traditions, alongside wider cultural forces. Three navigation tools are used to show how children may move between these spaces: the spiritual experience and its relationship with traditions; the influences of multidisciplinary approaches; and children’s perceptions of their experiences. The paper concludes that these metaphors and tools may be a useful way to understand the spiritual spaces in which children find themselves.     

Making the grade: a pilot investigation of an e-intervention to increase mental health literacy and help-seeking intentions among international university students

ABSTRACT

International students may have less understanding and awareness of mental health issues and appear unlikely to seek help. The purpose of the current study was to construct and evaluate a brief online educational intervention designed to increase mental health literacy (MHL) and help-seeking among international tertiary students studying in Australia. The intervention was tested among 45 international tertiary students (undergraduate and postgraduate), who were randomly allocated to control and intervention conditions. The intervention led to significant improvements in help-seeking attitudes, particularly in stigmatising attitudes. No significant effects were found for MHL or help-seeking intentions. A brief educational intervention can improve help-seeking attitudes among international tertiary students. Future research may focus on establishing optimal intervention dosage.