The emotions aroused by a vocational transition in adolescents: why,when and how are they socially shared with significant others?

International Journal for Educational and Vocational Guidance - Adolescents (N = 359) completed a self-report questionnaire assessing the emotional impact of an...     

Modeling Prosocial Behavior Increases Helping in 16-Month-Olds

In two experiments, the imitation of helping behavior in 16-month-olds was investigated. In Study 1 (N = 31), infants either observed an adult model helping or not helping another individual before they had the opportunity to assist an unfamiliar experimenter. In one of two tasks, more children helped in the prosocial model condition than in the no model control condition. In Study 2 (N = 60), a second control condition was included to test whether infants imitated the prosocial intention (no neediness control). Children in the prosocial model condition helped more readily than children in the no model condition, with the second control condition falling in between. These findings propose that modeling provides a critical learning mechanism in early prosocial development.     

Evaluating climate change behaviors and concern in the family context

Abstract

Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n?=?241 parents aged 29–77; n?=?182 students aged 11–14) associated with 15 middle school science teachers. Family climate change discussions, parent behaviors, and children’s climate change concern levels predicted the degree to which children will participate in individual-level climate mitigation behaviors. These results provide evidence that promoting climate-related conversations within households may promote climate action even when parents are apathetic about climate change. Similarly, parental behaviors, but not their concern levels, were important predictors of adolescent behaviors. This study highlights novel ways that family dynamics may promote climate change mitigating behaviors and a new pathway to promoting climate mitigation at familial, and ultimately, societal levels.     

Impacts of the conservation education program in Serra Malagueta Natural Park,Cape Verde

Environmental and conservation education programs are commonly offered in the rapidly expanding network of protected areas in developing countries. There have been few evaluations of these programs and their impacts on participants. At Serra Malagueta Natural Park in Cape Verde, we assessed changes in environmental knowledge, opinions, and behaviors among visiting school children and a comparison group that did not visit the park. Participation in the park’s conservation education program has a positive impact on environmental knowledge after the visit. The program may also contribute to student knowledge by influencing classroom teaching in anticipation of the park visit.     

Zur Theorie der “Personalisierten Erizehung” Spaniens

Ohne Zusammenfassung     

Reconceptualizing the paradox of openness: How solvers navigate sharing-protecting tensions in crowdsourcing

The paradox of openness describes the fundamental tension between knowledge sharing and knowledge protection in open innovation. While sharing is vital for value creation, protecting is critical for value appropriation. Prior research has examined this paradox of openness from the perspective of the seeking firm, focusing on the firm-level challenges of inbound open innovation. In this article, we complement that research by illuminating the tensions between sharing and protecting in individual-level outbound open innovation, where we argue that the paradox of openness is most prevalent, yet much less well understood. Drawing on the experience of individual participants, or solvers, in intermediated crowdsourcing contests, we analyze textual data from 2,149 answers to five open-ended narrative questions embedded in a large-scale solver survey, as well as 43 in-depth interviews of solvers. Our findings indicate that individual solvers face fundamental sharing-protecting tensions that carry considerable economic and psychological costs. We also document how solvers attempt to navigate the paradox of openness by employing three formal and four informal value appropriation practices. They build elaborate configurations of these practices, which they tailor to the idiosyncrasies of each contest. They also dynamically adjust these configurations over time, as the contest and the interaction with the seeker unfold. We end by outlining how these findings contribute to a more multifaceted conceptualization and a richer understanding of the paradox of openness.     

Belief in a just world,teacher justice,and student achievement: A multilevel study

The meaning of belief in a just world and students' subjective experience of the justice of their teachers' behavior toward them personally for academic achievement was examined. Sample 1 involved 947 secondary school students from 67 classes (grade levels 9 to 11), and Sample 2 718 students from 48 classes (grade level 9). Multilevel analyses revealed that the more the students believed in a personal just world, the more they felt their teachers' behavior toward them personally to be just and the better grades they received; the association between BJW and student achievement was fully mediated by teacher justice experience. It was concluded that personally experienced teacher justice is a key feature of a school environment that is conducive to student achievement.