Search results for "050109 social psychology"

Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations with social and school adjustment

2004

The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children’s self-reports. Information about social behaviours, peer acceptance, and school achievement was obtained from peer assessments and teacher ratings. Multi-group analyses revealed similar patterns of relations between self-perceptions in scholastic and general self-worth domains and social and school performance in the four samples. However, the relations between self-perceptions of social competence and shyness and academic achievement were d…

Dance Like Someone is Watching

2018

Although dancing often takes place in social contexts such as a club or party, previous study of such music-induced movement has focused mainly on individuals. The current study explores music-induced movement in a naturalistic dyadic context, focusing on the influence of personality, using five-factor model (FFM) traits, and trait empathy on participants’ responses to their partners. Fifty-four participants were recorded using motion capture while dancing to music excerpts alone and in dyads with three different partners, using a round-robin approach. Analysis using the Social Relations Model (SRM) suggested that the unique combination of each pair caused more variation in participants’ a…

Assessment of emotional intelligence in a sample of prospective Secondary Education Teachers

2016

AbstractIn the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Sec…

Trajectories of depressive mood in adolescents: Does parental work or parent-adolescent relationship matter? A follow-up study through junior high sc…

2007

The purpose of this follow-up study was to investigate stability and change in depressive mood and possible explanatory factors between ages 13 to 16. The sample consisted of 116 Finnish adolescents (50 boys and 66 girls) drawn from two junior high schools in Central Finland.The data were obtained by means of questionnaires which were completed by the same adolescents three times, in 1999 (mean age 13.0 years), in 2001 (mean age 14.7 years), and in 2002 (mean age 15.9 years). The semiparametric group-based mixture modeling revealed four developmentally different trajectories in depressive mood, two indicating stability and two showing change in the level of symptoms over time. The majority…

The assessment of detachment among university students: Validation of the Recovery Experience Questionnaire in educational contexts

2017

El objetivo de este estudio fue adaptar y validar el Cuestionario de Experiencias de Recuperación (Recovery Experience Questionnaire) para su uso en un contexto educativo. Hasta el momento, la evaluación del detach- ment o distanciamiento psicológico ha sido utilizada fundamentalmente en contextos laborales. El estudio tuvo como objetivo verificar la validez fac- torial y la validez de criterio, a través de la correlación con variables como la autorregulación, el compromiso (engagement), las estrategias de afrontamien- to, y las dimensiones de la personalidad contempladas en el modelo de los cinco grandes factores (Big Five Model) en una muestra de 468 estudiantes universitarios españoles. …

Linkages between causal ascriptions, emotion, and behavior

1997

Italian schoolboys between the ages of 9 and 10 participated in three experiments guided by attribution theory as conceptualised by Weiner (1985, 1986). In Experiment 1, following teacher-emotional feedback of anger or sympathy for failure, attributional inferences regarding low ability or lack of effort as the cause of that failure were rated. In Experiment 2, controllable and uncontrollable causes of a social transgression were given, and children rated the anticipated anger of the “victim” and their intention to withhold or reveal the cause. In Experiment 3, effects of perceived causality and related emotions of anger and sympathy (pity) with regard to helping behaviour were investigate…

Formal operations and postformal reasoning: A replication

1991

The relationship between formal operations and postformal reasoning was examined by using the Shayer (1978) chemicals problem to assess formal operations and the Commons, et al. (1982) four-story problem to measure postformal reasoning. The subjects were 35 undergraduate social science and humanities students. None of the subjects who were classified as concrete operational or transitional on the chemicals task showed postformal reasoning. The hypothesis that full format operations are a necessary condition of post-formal reasoning and the expectation that subjects showing full formal operations are more likely than others to exhibit postformal reasoning was not supported.

The dialectics of spatial performances: The interplay of tensions in activity-based organizing

2019

Navigating organizational workspace is often plagued with tensions that emerge from the interplay of intended designs with organizational activities and lived experiences. These tensions are evident in research findings, such as inconsistencies in the ways that employees react to new workplace designs. They call on scholars to rethink organizational space, not as a concrete, static, or ready-made ‘thing’, but as a set of ongoing performances that enact particular practices, clashes among opposites, and organizational tensions. Based on research in a Nordic company, this study reveals how tensions and responses to them in an activity-based office generate creative alternatives that enhance …

2019

Abstract This study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and arts-based pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a for…

Effects of a Teaching Personal and Social Responsibility Model Intervention in Competitive Youth Sport

2021

The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during …