Shame, guilt, symptoms of depression, and reported history of psychological maltreatment

OBJECTIVE: The purpose of the present study was to provide preliminary data extending earlier research on shame and guilt, examining their relationships both to symptoms of depression and to psychological maltreatment. Symptoms of depression were expected to correlate positively with shame, but not with guilt. Psychological maltreatment was also expected to correlate positively with shame. The relationship between psychological maltreatment and guilt was examined on an exploratory basis. METHOD: Two hundred and eighty participants from a public community college and a private university completed scales assessing shame, guilt, depression, and history of childhood psychological maltreatment. Pearson correlations were conducted with all data. RESULTS: Results indicated that symptoms of depression were positively correlated with both shame and guilt. Partial correlations were then conducted in which the linear effects of shame were removed from guilt. In this latter analysis, guilt was no longer positively correlated with symptoms of depression. Psychological maltreatment was also positively correlated with depression and with shame, but not with guilt. CONCLUSIONS: These results highlight the significance of psychological maltreatment in the relationship to the self-conscious emotions of guilt and shame. As in earlier studies, shame has been consistently correlated to poor psychological functioning, while guilt appears to be relatively unrelated to pathological functioning.     

Temporal Issues in Information and Communication Technology-Enabled Organizational Change: Evidence From an Enterprise Systems Implementation

In this article we highlight temporal effects in information and communication technology-enabled organizational change. Examples of temporal effects are explored in the context of one organization's efforts to implement an enterprise-wide information system. Temporality is presented as having two aspects, with the first being the well-recognized, linear and measured clock time. The second aspect of time is that which is perceived--often as nonlinear--and socially defined. We find that temporal effects arise both in changes to the structure of work and in differences among groups in how time is perceived. Evidence suggests that both specific characteristics of the implementation and of the enterprise systems' technologies further exacerbate these temporal effects. We conclude with suggestions for how to incorporate a temporally reflective perspective into analysis of technology-enabled organizational change and how a temporal perspective provides insight into both the social and technical aspects of the sociotechnical nature of enterprise systems.     

Student perception of teaching effectiveness: development and validation of the Evaluation of Teaching Competencies Scale (ETCS)

A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and problem‐solving. The behaviourally anchored Evaluation of Teaching Competencies Scale is a highly reliable (alpha = .94), unidimensional measure that correlated strongly with an instructor‐related composite of the Students’ Evaluation of Educational Quality (SEEQ, r = .72), but not to a SEEQ composite related to instructor assigned work (r = .04, N = 195). The results are discussed in the context of other measures of teaching effectiveness and transformational leadership theory.     

‘Spiritual Friends’: an investigation of children’s spirituality in the context of British urban secondary education

This article argues relational consciousness of Self and Other is influenced by multiple significant relationships – what are termed ‘Spiritual Friends’. The research on which this article is based explores the spirituality of children within the context of British urban secondary education, and identifies significant relationships in shaping spirituality. The importance of formative and current spiritual relationships is considered through the perspective of practical theology, as well as research seeking to hear the child’s voice, and reflections on spirituality and its expressions. The researcher considers relational consciousness to be the core of spirituality, and reflection on the data is guided by Hay’s categories of Child-Self and Child-Other (including Transcendent) consciousness, and movement towards the Unity of Self and Other. The article claims Spiritual Friends are found in three significant areas: parents and carers, teachers and authority figures, and social (or conventional) friendships. Of these the data show social friendships are the most valuable to the children, and argue technology and social media play an important role in sustaining these relationships. In light of these findings, further investigations are suggested.     

Almost 30 Years of Writing Research: Making Sense of It All with The Wrath of Khan

In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan. Our final purpose was to describe the research we plan to do in the near future.     

Indoor 16.1-km time-trial performance in cyclists aged 25- 63 years

In this study, we assessed age-related changes in indoor 16.1-km cycling time-trial performance in 40 competitive male cyclists aged 25-63 years. Participants completed two tests: (1) a maximal ramped Kingcycle ergometer test, with maximal ramped minute power (RMPmax, W) recorded as the highest mean external power during any 60 s and maximal heart rate (HRmax, beats min(-1)) as the highest value during the test; and (2) an indoor Kingcycle 16.1-km time-trial with mean external power output (W), heart rate (beats min(-1)), and pedal cadence (rev min(-1)) recorded throughout the event. Results revealed age-related declines (P < 0.05) in absolute and relative time-trial external power output [(24 W (7.0%) per decade], heart rate [7 beats min(-1) (3.87%) per decade], and cadence [3 rev min(-1) (3.1%) per decade]. No relationships (P > 0.05) were observed for mean power output and heart rate recorded during the time-trial versus age when expressed relative to maximal ramped minute power and maximal heart rate respectively. Strong relationships (P < 0.05) were observed for maximal ramped minute power and time-trial power (r= 0.95) and for maximal heart rate and time-trial heart rate (r= 0.95). Our results show that indoor 16.1-km time-trial performance declines with age but relative exercise intensity (%RMPmax and %HRmax) does not change.     

The Rucker-Gable educational programming scale: Stability over time

The Rucker-Gable Educational Programming Scale (RGEPS) was designed to measure a respondent's attitude toward the knowledge of appropriate program placement for handicapped students, and has been used to evaluate in-service workshops and university courses. Nonetheless, a recent investigation by Graham and Henry (1981) found that, even though the average correlation among items within the scale was substantial, the cross-correlation between similar halves of the RGEPS varied considerably over a short period of time. The present study was designed to determine if the reduction in reliability was due to either one of two factors (i.e., content inequivalence or attribute instability). The findings replicated, in part, the results obtained by Graham and Henry. In addition, it appears that the construct or constructs measured by the RGEPS are unstable over short periods of time.     

Construct validity of the K-ABC for gifted children

Fifty-four elementary-age gifted students were administered the K-ABC. To determine construct validity of the test for this population, the factor structure was obtained for mental processing and achievement subtests and then compared to the factor structure obtained for children from the standardization sample via a procedure that determines factor structure similiarity between groups. Except for minor variations, the factor structure for the gifted children was very similar to that for nongifted children in the standardization sample. However, the most parsimonious structure accounted for slightly less than 40% of the shared test variance, which leads to questions about the advisability of educational program planning based on obtained scores.