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41.
In the present study of 203 patients in psychodynamic group psychotherapy, we explore associations between patient and therapist global retrospective outcome evaluations (ROE), and pre-post-treatment changes on the Symptom Check List 90 Revised (SCL-90-R) and non-symptomatic focus of therapy. There were no significant associations between ROE, diagnoses and demographic variables, and pre-treatment SCL-90-R associations were negligible (less than 4% of overlapping variance). SCL-90-R subscale improvement expressed as residual gain score explained the overall largest percent of variance in both patients and therapists (44% and 25%, respectively) when compared with raw difference scores (32% and 18%), and percent reduction from baseline (34% and 23%). Moreover, ROE/end-state adjustment associations were substantial (42% and 24%). Therapists' evaluation of change showed the strongest association with improvement in non-symptomatic focus of therapy, while patients' evaluation had the strongest association with improvement in SCL-Depression. It is concluded that retrospective evaluations reflect changes related to treatment. However, unexplained variance may be independent of symptomatic state, and associated with personality factors or domains not captured by standard questionnaires. 相似文献
42.
Stephanie Buchert Eric L. Laws Jennifer M. Apperson Norman J. Bregman 《Social Psychology of Education》2008,11(4):397-408
We examined the effects of professor reputation versus first impressions on student evaluations of instruction. Students in
19 Psychology courses completed course evaluation surveys either before meeting the instructor or 2 weeks into the semester.
Both groups then completed the course evaluation again at the end of the semester. Unlike evaluations completed prior to meeting
the professor, students’ ratings 2 weeks into the semester did not differ from end-of-semester evaluations. Therefore, students
considered first impressions more important than professor reputation as determinants of their end-of-the semester evaluations.
Results suggest that students form lasting impressions within the first 2 weeks of classes.
相似文献
Norman J. BregmanEmail: |
43.
The present study examined influences on girls' evaluations of relational aggression situations. Second‐, third‐, fifth‐, and sixth‐grade girls evaluated four relational aggression conflict scenarios in terms of attributions of aggressor's intentions, evaluator's behavioral response, evaluator's affective state, and how likely the situation was to actually occur. Girls evaluated intentions of a best friend more positively, reported being more mad at an enemy, and perceived conflict to be more likely to occur with an enemy than a best friend. Aggressor intentions in direct conflict scenarios (aggressor said something mean to evaluator) were perceived as more negative than aggressor intentions in indirect conflict scenarios (aggressor said something mean about evaluator to another peer). Younger girls reported intentions of their enemy as being more positive than did older girls. Further, older girls reported intentions of their best friend as being more positive than intentions of their enemy. Older girls also were more accurate in conceptualizing variations in the conflict setting (direct, indirect) and responding in a context‐consistent manner. Findings are discussed in terms of the social‐relational and social‐situational processes that influence children's evaluations of relational aggression and how the current study extends previous research on relational aggression. Aggr. Behav. 26:179–191, 2000. © 2000 Wiley‐Liss, Inc. 相似文献
44.
Miko M. Wilford Nayantara Kurpad Melanie Platt Yana Weinstein-Jones 《Applied cognitive psychology》2020,34(6):1444-1456
The way in which information is presented can influence students' judgments of learning (JOLs). Carpenter, Wilford, Kornell, and Mullaney (2013) found that students reported higher JOLs after viewing a fluent lecturer (good speaker) versus a disfluent lecturer, whereas actual learning performance was unaffected by lecturer fluency. The current research sought to replicate Carpenter et al. (2013) and examine whether students could improve calibration of their JOLs if provided a second opportunity to do so over a different video. In three experiments, participants watched a video of a fluent or disfluent lecturer, made a JOL, completed a free-recall test, and then repeated this procedure with a second video. The fluent lecturer generally produced higher JOLs than the disfluent lecturer (for both videos) across all three experiments. However, fluency also had a positive impact on actual learning performance. These diverging results further illuminate the impact lecturer fluency can have on student learning. 相似文献
45.
The purpose of this research was to evaluate a population level mass media campaign using implicit (i.e., automatic) and explicit (i.e., non-automatic) measures of evaluations and to determine if discrepant or summed evaluations were associated with endorsing campaign objectives: that physical activity can improve relationship-related, mind-related, or body-related outcomes. Participants (N = 1600) completed an online survey which included a single-category implicit association task that measured more automatic or implicit evaluative responses of images from the campaign. The survey also included questions assessing prompted awareness of the campaign, explicitly measured evaluations of the advertisements, and evaluations of whether participating in physical activity makes one’s relationships, mind, or body better. Results showed participants who rated the advertisements as more appealing exhibited more positive implicit evaluations of the campaign. Evaluating the ads as offensive was negatively related to explicit evaluations of whether physical activity makes relationships, mind, or body better; past behaviour and sum and discrepancy scores were positively related to endorsing relationship, mind, and body outcomes. By including implicit evaluation of a playful and creative campaign designed to influence perceptions of what physical activity can make better, this research highlighted that campaign creators should carefully consider what to include. Discrepant evaluations may indicate benefits that could be highlighted because evaluation of them is more amenable to change. Based on current findings, one possible focus of such campaigns may be the relationship-related benefits of PA. 相似文献
46.
Tracy Vaillancourt 《Aggressive behavior》2013,39(1):71-84
Laboratory evidence about whether students’ evaluations of teaching (SETs) are valid is lacking. Results from three (3) independent studies strongly confirm that "professors" who were generous with their grades were rewarded for their favor with higher SETs, while professors who were frugal were punished with lower SETs (Study 1, d = 1.51; Study 2, d = 1.59; Study 3, partial η2 = .26). This result was found even when the feedback was manipulated to be more or less insulting (Study 3). Consistent with laboratory findings on direct aggression, results also indicated that, when participants were given a poorer feedback, higher self‐esteem (Study 1 and Study 2) and higher narcissism (Study 1) were associated with them giving lower (more aggressive) evaluations of the "professor." Moreover, consistent with findings on self‐serving biases, participants higher in self‐esteem who were in the positive grade/feedback condition exhibited a self‐enhancing bias by giving their "professor" higher evaluations (Study 1 and Study 2). The aforementioned relationships were not moderated by the professor's sex or rank (teaching assistant vs.professor). Results provide evidence that (1) students do aggress against professors through poor teaching evaluations, (2) threatened egotism among individuals with high self‐esteem is associated with more aggression, especially when coupled with high narcissism, and (3) self‐enhancing biases are robust among those with high self‐esteem. Aggr. Behav. 39:71‐84, 2013. © 2012 Wiley Periodicals, Inc. 相似文献
47.
Researchers have largely overlooked the distinction between behavioral intention and behavioral expectation as predictors of one's own behavior. Moreover, the distinction between purely volitional behavior and behavioral goals, the latter of which may be impeded by such nonvolitional factors as lack of ability, lack of opportunity, habit, and environmental impediments, has also been blurred in the literature. Behavioral expectation is theorized to be based on a cognitive appraisal of one's behavioral intention and all other behavioral determinants of which one is aware. The present study argues and gives evidence that, although behavioral expectation and behavioral intention may have similar predictive accuracy for volitional behaviors, behavioral expectation is adequate, but behavioral intention may be inadequate for prediction of the accomplishment of behavioral goals. 相似文献
48.
Siu L. Chow 《The Journal of psychology》2013,147(3):259-271
Meta-analysis refers to a set of statistical procedures used to summarize and integrate many empirical studies that focus on one issue. This numerical method of integrating research findings is said to be superior to the narrative type of reviews because it is more objective, reliable, and rigorous. Moreover, the meta-analytic approach is supposedly capable of resolving research controversies, strengthening empirical hypotheses, and discovering new relationships among variables. In this study, these claims are examined and found to be wanting. Some objections to the use of meta-analysis as a means of substantiating theoretical assertions are raised with reference to the rationale of experimentation and to how knowledge evolves. It is concluded that it is inappropriate to apply meta-analysis to integrate theoretical research. 相似文献
49.
Gian Vittorio Caprara Guido AlessandriFrancesca Colaiaco Antonio Zuffianò 《Personality and individual differences》2013
Positive orientation (POS) is the name given to the latent dimension common to self-esteem, optimism and life satisfaction. Earlier findings attest to the trait-like nature of POS and to its unique contribution to well-adjustment across domains of functioning. The present study investigates the extent to which POS accounts for individuals’ tendency to distort their self-assessment in a positive direction. Taking a class of students (N = 190) at the beginning of their academic year, POS predicted the individuals’ tendency to perform academically better-than-average (BTA) peers. POS accounted for BTA beyond what is merely due to self-esteem, life satisfaction and optimism. 相似文献
50.
Thomas G. Plante 《Ethics & behavior》2013,23(2):131-136
The release of the Vatican instruction on homosexuality in the priesthood and Catholic seminaries poses several challenging ethical issues for the psychologists who conduct psychological screening evaluations for those men interested in religious life as Catholic priests. This brief article reviews some of the key ethical issues associated with these evaluations in light of the new Vatican instruction on homosexuality. The RRICC model based on the American Psychological Association's Code of Ethics (i.e., responsibility, respect, integrity, competence, and concern) is used to highlight some of the ethical challenges for psychologist evaluators. 相似文献