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101.
Peer contagion of adolescent males' aggressive/health risk behaviors was examined using a computerized "chat room" experimental paradigm. Forty-three 11th-grade White adolescents (16-17 years old) were led to believe that they were interacting with other students (i.e., "e-confederates"), who endorsed aggressive/health risk behaviors and whose ostensible peer status was experimentally manipulated. Adolescents displayed greater public conformity, more internalization of aggressive/health risk attitudes, and a higher frequency of actual exclusionary behavior when the e-confederates were high in peer status than low. Participants' level of social anxiety moderated peer contagion. Nonsocially anxious participants conformed only to high-status peers, whereas socially anxious participants were equally influenced by low- and high-status peers. The role of status-maintenance motivations in aggression and risk behavior, and implications for preventive intervention, are discussed. 相似文献
102.
We examine the impact of teacher professional development on a key aspect of teacher quality—teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed. The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, that they demonstrate significant knowledge growth between the pre- and post-assessments, but that practical classroom experience hinders knowledge retention as measured six months later. Further, pre-exiting knowledge gaps are not systematically reduced thereby not alleviating the uneven distribution of teacher quality among California elementary schools. 相似文献
103.
This paper critically considers the growing interest in the use of Cognitive Behaviour Therapies to support children and young people presenting with a wide range of social‐emotional difficulties. This focus has emerged since the prevalence of such difficulties in children and young people has increased over the past four decades, and the application of such approaches is no longer seen as being the sole preserve of specialist Child and Adolescent Mental Health Services (CAMHS), counsellors or therapists. To develop a critical understanding of the principles and core components of Cognitive Behaviour Therapies, two prominent approaches are reviewed. These are Ellis’s Rational‐Emotive Behaviour Therapy (REBT), and Beck’s Cognitive Therapy (CT). The paper concludes with a discussion of some of the ways in which Educational Pychologists can directly and/or indirectly support the delivery of Cognitive Behaviour Therapies in their work. 相似文献
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105.
Netta Weinstein Jennifer A. Chubb Geoffrey Haddock James R. Wilsdon 《Higher Education Quarterly》2021,75(1):146-160
Little is known about how researchers in higher education institutions (HEIs) experience and respond to support received from their departments. The present study investigated how support for researchers' autonomy (choice and self‐expression), relatedness (through connections with colleagues) and competence (feeling effective in one's work) influenced their attitudes towards an external assessment of research. To do so, we surveyed 598 academics from four HEIs in the UK about their attitudes towards one such external assessment: the Research Excellence Framework (REF), a nationwide assessment of research quality and the subject of debate about research evaluation. Our findings, drawing on self‐determination theory, show that departments can shape responses to the REF: individuals whose psychological needs were supported by their academic departments held more positive, and less negative, attitudes towards the REF. This occurred both directly and indirectly through researchers' recognition that the REF had a more positive influence on their research activities and outputs. 相似文献
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108.
Geoffrey Levett 《Sport in History》2018,38(1):46-74
The 1900s saw a crisis in English manliness that played out in the commentary on sport in the national press. At a time when the theory of social Darwinism was becoming more influential among intellectuals and politicians, the British Army put in a catastrophic performance against the Boers in the South African War. In the aftermath of the war some of the blame for the bad performance of the Army had been placed upon the poor physical and mental quality of recruits to the armed forces. This articles argues that the success of colonial teams caused a crisis of middle-class British masculinity that was played out in the national press as progressives and conservatives debated the future direction of cricket and rugby. A debate, it is argued, that was won by those who wished to demarcate their games from the masses, and who rejected class and ethnic inclusivity as a threat to their future leadership of the nation's sports. 相似文献
109.
The objective of this investigation was to examine the cognitive characteristics of individuals who demonstrate successful and unsuccessful self-regulation of physical activity behavior. In Study 1, participants articulated 1-week intentions for physical activity and wore a triaxial accelerometer over the subsequent 7 days. Among those who were motivated to increase their physical activity, those who were most and least successful were administered an IQ test. In Study 2, a second sample of participants completed the same protocol and a smaller subset of matched participants attended a functional imaging (fMRI) session. In Study 1, successful self-regulators (SSRs) scored significantly higher than unsuccessful self-regulators (USRs) on a test of general cognitive ability, and this difference could not be accounted for by favorability of attitudes toward physical activity or conscientiousness. In Study 2, the IQ effect was replicated, with SSRs showing a full standard deviation advantage over USRs. In the imaging protocol, USRs showed heavier recruitment of cognitive resources relative to SSRs in the anterior cingulate and orbitofrontal cortex during performance of a Stroop task; SSRs showed heavier recruitment in the right dorsolateral prefrontal cortex. 相似文献
110.
Nathan H. Field Sophia Choukas-Bradley Matteo Giletta Eva H. Telzer Geoffrey L. Cohen Mitchell J. Prinstein 《Child development》2024,95(3):879-894
This study examined whether conformity to high- but not low-status e-confederates was associated with increases in identification with popular peers and subsequent increases in self-esteem. A sample of 250 adolescents (55.1% male; Mage = 12.70 years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well-established experimental chat room paradigm where they were exposed to norms communicated by high- and low-status e-confederates. Results revealed that for boys in the high-status condition only, but not girls, the positive relation between conformity and self-esteem was mediated by greater response alignment with popular peers. These findings bolster prior research by suggesting that conformity to popular peers may be partly motivated by drives for self-esteem and alignment with a valued reference group. 相似文献