Supportive Classroom Environments For Creativity in Higher Education

ABSTRACT This qualitative study was an investigation of a supportive classroom environment for developing student creativity. Observations and interview data collected focused on assessment, classroom activities, and the teacher's effort in creating this supportive environment. Teacher-student relationships, de-emphasizing standardized assessment, and encouraging multiple perspectives was significant to this creative milieu.     

Common Themes and Treatment Approaches in Working with Families of Runaway Youths

Running away behavior in youth has long been recognized as a significant social problem affecting not only the youth themselves but their families, schools, the local community, and law enforcement efforts. We describe common themes these youth and their families present when they enter treatment in a program that works in conjunction with local law enforcement. These themes include problematic interactions in relation to school performance, parents' inabilities to cope with their children's mental health concerns, cultural differences, divorce-related issues, and inappropriate family boundaries. The treatment philosophy and approach of the program are provided as are case examples.     

Protest,Exit, or Deviance: Adjunct University Faculty Reactions to Occupational Rank‐Based Mistreatment1

University faculty hired for short‐term contracts rated occupational rank‐based mistreatment; as well as willingness to protest, leave their position, or engage in workplace deviance. How respondents reacted to mistreatment was shaped by identification with their occupational rank and source of mistreatment (administrators or colleagues). Administrative mistreatment increased willingness to protest and engage in workplace deviance for respondents who were less identified; faculty mistreatment decreased willingness to protest. Respondents who identified more with occupational rank were less sensitive to differences in mistreatment. These data suggest that if the mistreatment source “fits” the intergroup context, people will challenge the situation, but if it does not fit respondent expectations, collective challenge is less likely, particularly among people who identify less with their group.     

EFFECTS OF ROTATED LEADERSHIP AND PEER EVALUATION ON THE FUNCTIONING AND EFFECTIVENESS OF SELF-MANAGED TEAMS: A QUASI-EXPERIMENT

In a quasi-experiment of 38 self-managed undergraduate teams, we examined the effects of team designs that differed with respect to the form of member evaluation and team leadership. Relative to teams that relied on external evaluations, teams with peer evaluations had higher levels of workload sharing, voice, cooperation, performance, and member satisfaction. Relative to teams that relied on leader emergence, teams that rotated leadership among members had higher levels of voice, cooperation, and performance. Overall, results of the study demonstrate the potential importance of team-design decisions in self-managed teams.     

Self‐Engagement Moderates the Mediated Relationship Between Organizational Constraints and Organizational Citizenship Behaviors Via Rated Leadership

We examined self‐engagement in job performance in a moderated mediation model where engagement moderated the relationship between organizational constraints and ratings of leadership effectiveness, and ratings of leadership effectiveness mediated the relationship between organizational constraints and organizational citizenship behaviors (OCBs). University employees representing diverse occupations completed measures of self‐engagement, organizational constraints, and leader effectiveness. Supervisors provided ratings of OCB. Tests of mediated moderation using random coefficient modeling revealed that leadership mediated the relationship between constraints and OCB for highly engaged employees. Results are discussed in terms of highly engaged workers being attuned to stressors in the work environment that may compromise performance, potentially blaming leaders for the presence of these obstacles, thus causing withdrawal of effort on nonessential performance tasks.     

INTRODUCTION: VIRTUE AND VICE

Abstract: This introduction to the collection Virtue and Vice, Moral and Epistemic addresses three main questions: (1) What is a virtue theory in ethics or epistemology? (2) What is a virtue? and (3) What is a vice? (1) It suggests that a virtue theory takes the virtues and vices of agents to be more fundamental than evaluations of acts or beliefs, and defines right acts or justified beliefs in terms of the virtues. (2) It argues that there are two important but different concepts of virtue: virtues are qualities that attain good ends, and virtues are qualities that involve good motives. (3) Accordingly, vices are qualities that either fail to attain good ends or involve bad motives. Finally, the introduction summarizes the eleven essays in the collection, which are divided into four sections: the Structure of Virtue Ethics and Virtue Epistemology; Virtue and Context; Virtue and Emotion; and Virtues and Vices.     

Incremental Validity of Time Urgency and Other Type A Subcomponents in Predicting Behavioral and Health Criteria1

Although previous studies have revealed relationships between Type A behavior pattern (TABP) measures and behavioral indexes of time urgency, such studies utilized global TABP measures that have been criticized for their lack of construct validity. The present study linked recently developed measures of time urgency and other TABP subcomponents (e. g., impatience‐irritability) to observable temporal behaviors and health outcomes. In a sample of 194 undergraduate students, the results indicated that the TABP subcomponents provided incremental validity above the contribution of the global TABP measure in predicting behavioral and health criteria. Applied implications and future directions for research on time urgency and other TABP subcomponents are discussed.     

Self-Presentation and Exercise

Preliminary research indicates that self-presentation may be an important antecedent and consequence of physical activity because it may affect people's exercise cognitions, attitudes, and behaviors. The specific purposes of this article were to review the literature on self-presentational processes with regard to (a) exercise behavior, (b) motivation to engage in physical activity, (c) the characteristics of the exercise environment, (d) subjective responses to acute exercise, and (e) the effects of exercise interventions on self-presentational concerns. Implications of a self-presentational perspective for examining exercise adherence and developing physical activity interventions are discussed.