An evaluation of the stimulus equivalence paradigm to teach single-subject design to distance education students via blackboard

The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single-subject design methodology to graduate-level professionals through a Web-based course management system known as Blackboard (see http://www.blackboard.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Most participants demonstrated the emergence of untaught relations, and some participants showed generalization to novel vignettes and graphs. Relations largely were not maintained at follow-up but were retaught.     

Clinical Psychology Students’ Experiences of a Pilot Objective Structured Clinical Examination

There is a need to improve methods used to assess students’ clinical skills in postgraduate clinical psychology training, but research into the use of new competency‐based assessments are sparse. The current study examines the potential application of the objective structured clinical examination (OSCE) to clinical psychology training. Commonly used in medical training, the OSCE requires students to demonstrate clinical skills across a number of standardised stations with trained actors playing the part of patients. A pilot OSCE was conducted with nine students from a psychology doctoral program. Participants completed a brief student feedback questionnaire and attended a focus group after the OSCE. They also completed the State–Trait Anxiety Inventory before and after the OSCE. The results showed that students viewed the OSCE as a valid, realistic, and fair assessment method. They reported high levels of anxiety during the OSCE but noted that the OSCE was a positive learning experience. These results suggest that OSCEs should be considered in clinical psychology training programs for the assessment of clinical competence. Further evaluations of the validity and reliability of the clinical psychology OSCE using a larger sample size are required. Other limitations and implications of the study are discussed.     

La formation dans l’enseignement de la psychologie pour les étudiants de cycle supérieur : les compétences essentielles pour les nouveaux enseignants

What pedagogical skills are necessary for first-time college instructors? Ninety-two faculty (M = 41.3 years old, 68% female, 90.2% white, 91% born in the US) and 64 graduate students (M = 28.3 years old, 83% female, 87.5% white, 81% born in the US) listed the top three skills they believed were essential to instructors’ success in the college classroom. Despite differing levels of classroom teaching experience, graduate students and faculty members prioritized “survival” skills: public speaking, organization, and content mastery. Notable differences did emerge: faculty members were more likely to list reflection on teaching and graduate students were more likely to list classroom management and comfort with technology. Faculty also preferred more informal training methods (e.g., self-reflection, mentorship), whereas graduate students preferred more formal training methods (e.g., practice/experience, seminar/workshop). Recommendations for graduate teacher training programs include a focus on lower as well as higher-level skills and an attempt to incorporate formal and informal training methods.     

Changes in students’ goal pursuits and motivational regulations toward healthy behaviors during the pandemic: A Self-Determination Theory perspective

ObjectivesIn this study, we examined how students’ perceptions of teachers and parents’ need-supportive and need-thwarting behaviors, related to their intrinsic and extrinsic goal pursuits, and in turn their motivational regulations toward physical activity in virtual physical education lessons over a semester during the Sars-COV2 pandemic.DesignShort-term longitudinal study.MethodsStudents (M_age = 14.43, SD = 0.99) completed the targeted questionnaires at the beginning (T1, N = 295) and the end (T2, N = 194) of a virtual semester.ResultsThe results of the autoregressive model indicated that all measures were relatively stable from T1 to T2. Neither teachers nor parents’ need-supportive and need-thwarting behaviors at T1 predicted students’ intrinsic goal pursuits at T2, except for teachers’ need-supportive behaviors at T1 negatively marginally predicted students’ extrinsic goal pursuits at T2. The results also showed that intrinsic goal pursuits at T2 positively and negatively related to autonomous motivation and amotivation at T2, respectively. Extrinsic goal at T2 positively related to controlled motivation and amotivation at T2.ConclusionsFindings suggested that teachers need-supportive behaviors are important for decreasing students’ extrinsic goal pursuits, while parents’ need-thwarting behaviors relate to students’ amotivation over time during the lockdown periods. Also, students’ intrinsic goal pursuits would contribute positively to autonomous motivation and negatively to amotivation over time.     

逆境中何以建言?成就目标视角下员工建言韧性的形成机制与作用效果

在动态复杂的商业环境中, 员工建言对于组织发展具有重要的意义。以往的建言研究普遍认为, 当环境不支持建言时员工会减少建言行为。然而, 并非所有员工都会在逆境中放弃建言, 有的员工甚至会在逆境中表现出更多的建言行为。为了回答员工何以在逆境中持续建言这一基本问题, 探索员工在逆境中持续建言的形成机制和作用效果, 本文将首先探讨建言韧性的概念内涵, 并开发建言韧性的测量工具。然后, 以成就目标理论为基础, 对三种目标定向促进或者抑制员工建言韧性的路径和条件做出分析。最后, 探讨建言韧性对员工后续建言行为和领导者建言采纳的影响。本文回应并拓展了建言研究的前沿问题, 也为组织了解和培养员工的建言韧性提供实践启示。     

教师教学自主权与教师领导力的关系：心理授权和教学自主性的中介作用

教师领导力是指教师在课堂内外带领同事提升专业技能,与其他教师和校长合作处理学校事务的一种专业特质。为探究教师教学自主权与教师领导力的关系,以及教师心理授权和教学自主性的中介作用,从而寻求提升教师领导力的路径,研究选取403名中小学教师进行问卷调查。结果发现：（1）教学自主权与教师领导力呈显著正相关,且前者对后者有显著直接效应;（2）教师心理授权和教学自主性分别在教学自主权与教师领导力间发挥部分中介作用;（3）教师心理授权和教学自主性在教学自主权对教师领导力间发挥部分链式中介作用,即教学自主权的提高会促进教师心理授权和教学自主性的提升,进而促进教师领导力的发展。     

When to cooperate and when to compete: Emotional intelligence in interpersonal decision-making

This study examined the relationship between emotional intelligence (EI), assessed with an ability test, and interpersonal decision-making using the Prisoner’s Dilemma Game (PDG). Previous research found that individuals who self-report high EI tend to cooperate more than others in the Prisoner’s Dilemma. We relativize these findings by showing that individuals scoring high on an ability measure of EI choose effective strategies to deal with three different PDG conditions during real interactions. This suggests that emotionally intelligent individuals are not rigidly predisposed to cooperate regardless of others’ behavior. Instead, EI is associated with the capacity to respond flexibly to others’ strategies and to the interaction context in order to maximize long-term gains – even when this means competing rather than cooperating.     

医学影像学见习应用PACS教学法与传统读片教学法的对比研究

将中南大学湘雅医学院2010级临床医学五年制197名学生随机分成两组,在医学影像学见习教学过程中分别应用影像存储及传输系统（PACS）教学法（98人）及传统读片教学法（99人）,学期结束时对两组学生考试成绩进行分析,并对PACS组学生进行问卷调查及结果分析.统计数据显示,PACS组学生读片测验及卷面考试中,病例分析题成绩显著高于传统读片组,问卷调查显示PACS组学生大多数认可该教学方法.因此,应用PACS教学有助于提高学生的临床分析能力及主动学习的能力,是学生欢迎的教学方式.但对医学影像学基本知识的传授,应用PACS法较传统读片法并无明显优势.     

The way I make you feel: How relatedness and compassionate goals promote partner’s relationship satisfaction

Research has investigated the role of three basic psychological needs as proposed by Self-Determination Theory – autonomy, competence, and relatedness – in explaining relationship satisfaction. Research has also explored how relatedness specifically increases prosocial motivations in the individual but has not focused on the role of relatedness in shaping partners’ relationship functioning over time. This research takes a dyadic perspective that proposes that relatedness fulfillment fosters compassionate goals, which in turn predict increases in partner’s satisfaction. Forty-five heterosexual dating couples were asked about their relatedness need fulfillment, compassionate goals, and relationship satisfaction. Relationship satisfaction was assessed again four weeks later. Results showed that one’s own relatedness fulfillment, but not one’s partner’s relatedness fulfillment at Time 1 uniquely predicts partner’s increased satisfaction at Time 2, and that this is mediated by one’s own higher compassionate goals. These findings highlight the dyadic importance of having one’s needs met in promoting relationship functioning over time.