Teacher liking as an affective filter for the association between student behavior and peer status

This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M_age = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.     

Pupils’ attitudes to school and music at the start of secondary school

This study aims to explore pupils’ affective engagement with school and music during their transition to secondary school. A gender comparison is also being made to ascertain any differences that may exist between boys and girls during this time. A sample of 182 pupils completed two questionnaires (attitudes to school and attitudes to music) three times (at the end of Year 6, at the beginning and end of Year 7). A series of one-way repeated measures analysis of variance tests showed that pupils’ overall attitudes to school dropped significantly from the end of Year 6 to the end of Year 7 with their enjoyment towards school and their satisfaction with the work environment declining. Pupils’ attitudes to music presented a significant fall at the end of Year 7 after a slight improvement at the beginning of secondary school. Girls held consistently more positive attitudes towards school and music than boys. It is suggested that pupils’ attitudes are malleable and responsive to environmental change and, therefore, this problem can be remedied if appropriate interventions are put into place particularly regarding the teacher-pupil relationship and pupils’ perceived autonomy in their learning.     

Being Labeled Nerd: Factors That Influence the Social Acceptance of High-Achieving Students

The present investigation addresses the question of whether certain factors can protect high-achieving students at risk for being labeled a nerd against devaluation. In 2 studies, 125 and 317 students from Grade 8 evaluated vignettes describing average students and students who were called “nerds.” Results indicate that being modest about good grades, being engaged in sports, and being sociable led to higher liking. In students who were labeled nerds, but not in average students, display of effort led to less favorable evaluations. The effects of the aforementioned factors were moderated by the gender of the perceivers and targets. Findings are discussed with respect to gender-role stereotypes and the self presentation of high-achieving students.     

The association of perceived communication apprehension,shyness, and verbal aggression with perceptions of source credibility and affect in organizational and interpersonal contexts

This is a report of two studies that examined the association of receivers' perceptions of sources' levels of several communication traits (shyness, communication apprehension, verbal aggressiveness) with the receivers' reported levels of affect for the source (general affect and/or liking) and the receivers' perceptions of the sources' credibility (competence, trustworthiness, goodwill). Study 1 examined employees’ perceptions of their supervisor's communication trait behaviors in the organizational context, while Study 2 examined the students' perceptions of their roommate's communication trait behaviors in an interpersonal context. As predicted on the basis of previous theory and research, both perceived communication apprehension and perceived verbal aggressiveness of the source were found to be substantially negatively correlated with credibility and affect and/or liking reported by the receiver. Contrary to our hypothesis, perceived behavioral shyness was not meaningfully associated with either credibility or affect. It is concluded that these results provide important information for distinguishing between the theoretical constructs of shyness and communication apprehension and theory in this area in general.     

Persuasive Advocacy

Librarians need to consider a new approach in order to build more effective advocacy efforts. Building upon the principles developed by Robert Cialdini, a noted social psychologist, the authors suggest that there are six tendencies of human behavior that will positively impact compliance with a request: liking, reciprocity, social proof, authority, consistency and scarcity. In the end, relationships that are built over time are what matter as far as funding decision makers are concerned.     

"知者乐水,仁者乐山"的哲学韵味

"知者乐水,仁者乐山"是一个深刻的哲学命题。"知者达于事理而周流无滞","仁者安于义理而厚重不迁";"山"壮美,象征着稳重、宽厚和刚毅,"水"柔美,象征着灵活、周流和顺达;"乐水"者善于权变,"乐山"者善于坚守。它们都是对立的统一体,是"和谐"世界的组成部分。     

点赞社交互动行为影响因素研究——基于微信朋友圈情境

【目的/意义】点赞是最常用的社交互动方式之一,本文旨在了解点赞行为的含义表达,探究人们执行点赞 行为的原因与机理,为社交网络互动机制优化提供依据。【方法/过程】基于社会认知理论构建微信朋友圈用户点赞 行为影响因素模型。通过问卷调查的方法收集411份样本数据,利用Smart PLS2.0工具对研究假设进行实证分析。 【结果/结论】研究结果表明：自我效能、关系维持、自我呈现、消遣娱乐以及社会影响对于用户的微信朋友圈点赞行 为具有显著的正向影响。点赞行为具有多样化的含义表达以及复杂的促进机制。     

Children's shyness,popularity, school liking,cooperative participation,and internalizing problems in the early school years

Aims of the present study included understanding the manner in which shyness during the first year of formal schooling predicts early popularity in the peer group, as well as the manner in which children's shyness and popularity uniquely contribute to later school liking, cooperative participation, and internalizing problems. Structural equation modeling using parents’, teachers’, and children's reports suggested that children's (N = 291; 46% girls) kindergarten shyness predicted lower school liking and lower cooperative participation during second grade through its negative association with first grade popularity. Shyness during the first year of formal schooling may relate to difficulties in the classroom during later years due to problematic peer relations. The indirect relation of kindergarten shyness to second-grade internalizing problems through first-grade popularity was not statistically significant. Kindergarten shyness was also directly related to higher cooperative participation, which suggests that relations between early shyness and classroom engagement may be more complex than previously assumed.     

孟浩然“两事迹”真伪略论

孟浩然“遇唐明皇”事,史料来源欠真实,发生的地点欠真实,同时也不符合孟浩然的思想性格,因此是不可信的。说孟浩然“好乐忘名”,也是不符合孟浩然的思想实际的,孟浩然之所以不赴韩朝宗约,主要是因为他对韩朝宗之荐缺乏信心。     

对高中体育与健康课学生心理负荷的研究

运用心理学中的多种研究方法,对高中体育健康课学生的心理负荷进行了定量的描述,探讨了心理负荷与制约因素的关系,研究了意向过程心理负荷曲线的变化特点,论证了心理负荷与学生体质、运动意志、教材喜爱度、课程形式的内在关系,并对典型的心理负荷曲线进行了全面的分析.