Development and Use of an Eating Disorder Assessment and Treatment Protocol

Counseling centers have been challenged to effectively treat the growing number of college students who struggle with disordered eating. In response to this critical issue, the authors have developed an Eating Disorder Assessment and Treatment Protocol (EDATP) to assist clinical disposition in the counseling center setting and identify treatment guidelines within a coordinated care approach. Practical applications of the EDATP and future research that can assess its clinical utility are addressed.     

Academic self-concept formation: testing the internal/external frame of reference model,big-fish-little-pond model,and an integrated model at the end of primary school

European Journal of Psychology of Education - Given the significant role that academic self-concept plays in students’ learning, understanding the psychological processes involved in its...     

Children's responses to everyday marital conflict tactics in the home

Mothers' and fathers' reports of marital conflicts in the home were obtained (n = 1,638 and 1,281 conflicts, respectively), including conflicts in front of the children (n = 580 and 377, respectively). Participants were 116 families with children 8 to 16 years old (M = 10.82 years, SD = 2.17; 58 boys, 58 girls). Children's emotional responses indicated distinctions between distressing conflict tactics (i.e., threat, personal insult, verbal hostility, defensiveness, nonverbal hostility, marital withdrawal, physical distress) and those that increased their emotional security (i.e., calm discussion, support, affection). Analyses based on cross-reporter informants of parental conflict and child responses strengthened confidence in the findings. Conflict tactics were related to marital functioning, and children's emotional reactions during marital conflicts were associated with their adjustment.     

Rats don’t always respond faster for more food: The paradoxical incentive effect

Rats’ leverpressing was reinforced on variable-ratio (VR) schedules. As ratio values increased, response rates initially increased with them, then eventually decreased. In Experiment 1, rates were uniformly higher with one-pellet reinforcers than with two-pellet reinforcers—theparadoxical incentive effect. Killeen’s (1994) mathematical principles of reinforcement (MPR) described the data quantitatively but failed to predict the advantage for the one-pellet condition. In Experiment 2, rats received one-, two-, and three-pellet reinforcers with counterbalanced preloads of pellets; the continued superiority of the smaller reinforcers ruled out a satiation explanation. Experiment 3 introduced a 20-sec intertrial interval (ITI), and Experiment 4 filled the ITI with an alternate response to test a memorial/overshadowing explanation. In Experiment 5, the rats received one or two standard grain pellets or one sucrose pellet as reinforcers over an extended range of ratios. Once again, rates were higher for one than for two pellets at short to moderate VR values; thereafter, two pellets supported higher response rates. The diminution of the effect in Experiment 3 and its reversal in Experiment 4 and in Experiment 5 at large ratios provided evidence for overshadowing and reconciled the phenomenon with MPR.     

Review of measurements used in computing education research and suggestions for increasing standardization

Background and context: The variables that researchers measure and how they measure them are central in any area of research, including computing education. Which research questions can be asked and how they are answered depends on measurement.

Objective: To summarize the commonly used variables and measurements in computing education and to compare them to best practices in measurement for human-subjects research.

Method: Systematic literature review analyzing 197 papers published during 2013–2017 in computing education research venues.

Findings: The review illuminates common practices related to: variables measured (including learner characteristics), measurements used, and type of data analysis. The paper lists standardized measurements that were used and highlights commonly used variables for which no standardized measures exist.

Implications: The paper concludes with information about best practices currently being used in the community that should be continued, as well as pointing out practices that could be improved along with recommendations for how to begin to adopt those best practices.     

Positive youth development and gender differences in high performance sport

ABSTRACT

We examined positive youth development within a high performance sport environment. Youth football players (N = 455; Males = 315; Females = 140) completed a range of questionnaires including: the Youth Experiences Survey for Sport; Self-Confidence subscale of the Competitive State Anxiety Inventory–2 Revised; Sport Competence Inventory; Prosocial and Antisocial Behaviour in Sport Scale; and the modified Coach-Athlete Relationship questionnaire. The players reported a relatively high level of self-confidence, competence and positive youth experiences. They felt a strong coach-athlete relationship and displayed higher levels of prosocial than antisocial behaviour. Males scored significantly higher than females on self-confidence, perceived self-competence, antisocial behaviour to teammates and opponents, relationship with their coach, and cognitive skills. Findings suggest a relationship between high performance sport environments and positive youth development.