Well‐being in the Welfare State: the redistributive capacity of education

Focusing on the macro‐micro interaction between institutional arrangements and individual life outcomes, this article investigates how welfare régime types impact the association between education and well‐being, as measured by satisfaction with life. Theorising with Esping‐Andersen's ideal‐typical welfare régime typology, we hypothesise that decommodified institutional arrangements reduce the association between education and well‐being through compensatory social protections for at‐risk individuals, while stratifying forces strengthen this association. These results are only partly supported; we find that Conservative Welfare States show the most robust association, whilst Liberal and Social‐Democratic Welfare States display weaker relationships. Thus, stratification appears to play a more important role than decommodification in moderating this association. We also examine potential mediating factors and how they differ between welfare régime types, finding that health and income mediate the effects of education on well‐being to varying degrees.     

Black Women’s Sex Lives Matter: Tips for Talking with Your Healthcare Provider

Abstract

This lesson plan is designed to help participants learn how to partner with their healthcare providers to improve their sexual health. This lesson plan describes how to achieve this goal with cis-gender Black adolescent girls and adult women (ages 16 and older).     

Wellness at Universities: A Group Art Therapy Approach

Art therapy process groups can be used at university counseling centers (UCCs) to treat the mental health needs of higher education students. The authors, art therapists employed at a UCC, developed an art therapy group to engage undergraduate students in creative self‐expression to increase social connection and learn healthy skills to improve insight and emotional well‐being. Such groups offer unique benefits to participants and would be a valuable addition to current UCC services.     

Novice Elementary Teachers’ Developing Visions of Effective Science Teaching

Research in Science Education - Theories of how people learn and how science connects to students’ lives provide frameworks for exploring the development of teachers’ visions of...     

Linking performance decline to choking: players’ perceptions in basketball

This study was aimed at examining how basketball players view unexpected performance errors in basketball, and under what conditions they perceive them as choking. Fifty-three basketball players were randomly assigned into 2 groups (game half) to evaluate the linkage between performance decline and choking as a function of game-time, score gap and game half. Within each group, players viewed 8 scenario clips, which featured a different player conducting an error, and subsequently rated the extent of performance decline, the instance of choking and the salience of various performance attributions regarding the error. The analysis revealed that choking was most salient in the 2nd half of the game, but an error was perceived as choking more saliently in the beginning of the 2nd half. This trend was also shown for players’ perception of performance decline. Players’ ratings of the attributions assigned to errors, however, revealed that during the end of the 2nd half, time pressure and lack of concentration were the causes of errors. Overall, the results provide evidence towards a conceptual framework linking performance decline to the perception of choking, and that errors conducted by players are perceived as choking when there is not a salient reason to suggest its occurrence.     

Measuring Trust in the Press in a Changing Media Environment

The only long term trend data on trust in the American press comes from the General Social Survey (GSS). The erosion of trust in the press as measured by the GSS indicator is indisputable, but its implications for the functioning of American democracy depend on what, precisely, is being measured. In this study we use an experimental design embedded in a representative national probability sample to shed light on what people are thinking of when they say they trust or distrust the American press. Are they thinking about the sources they themselves use for news? The sources that are most popular with the population at large? An average of all possible media sources? We find that individuals express much greater trust in the press when they are asked to consider specific news sources than when they are asked to evaluate a generic news media. Our results suggest that an accessibility bias combined with the proliferation of news sources in recent years may lead individuals to think of distrusted sources when asked to answer generic media trust questions. We therefore argue that different measurement strategies are needed to successfully address trust in the press in the current news environment.     

Assessing schematic knowledge of introductory probability theory

The ability to identify schematic knowledge is an important goal for both assessment and instruction. In the current paper, schematic knowledge of statistical probability theory is explored from the declarative-procedural framework using multiple methods of assessment. A sample of 90 undergraduate introductory statistics students was required to classify 10 pairs of probability problems as similar or different; to identify whether 15 problems contained sufficient, irrelevant, or missing information (text-edit); and to solve 10 additional problems. The complexity of the schema on which the problems were based was also manipulated. Detailed analyses compared text-editing and solution accuracy as a function of text-editing category and schema complexity. Results showed that text-editing tends to be easier than solution and differentially sensitive to schema complexity. While text-editing and classification were correlated with solution, only text-editing problems with missing information uniquely predicted success. In light of previous research these results suggest that text-editing is suitable for supplementing the assessment of schematic knowledge in development.     

Feeling Bad About Feel-Good Ads: The Emotional and Body-Image Ramifications of Body-Positive Media

In recent years beauty companies have produced advertising campaigns purporting to make women feel better about their bodies and reverse the damage of thin-ideal media (e.g., The Dove Campaign for Real Beauty). Despite being celebrated in the popular press for the effort, little is known about how effective these advertisements are at healing issues of poor body image. In addition, little work has been done to explore the relationship between discrete emotions and body image. The present study was an experiment aimed at capturing the different discrete emotions experienced in a body-positive advertisement compared to traditional beauty ad. Findings assert that participants reported experiencing positive (e.g., elevation and hope) and negative (e.g., guilt and pride) discrete emotions significantly more than their counterparts in the traditional beauty ad condition. Results also show no significant difference in postexposure thin-ideal internalization between the two conditions.     

Expanding the Understanding of the Categories of Dysconscious Racism

Dysconscious racism is generally defined as the unquestioned acceptance of culturally dominant norms and privileges, with three categories used to describe college students’ reasoning for enduring racial inequity. These range from the historical determinism of slavery to racially exploitive standards inherent in American society. However, few studies have fully utilized these categories. This article has sought to encourage a renewed interest into the student categories by considering them as more of a progressive, developmental continuum.