J J Schwieso, N J Hastings; Explanations and Practice: behaviour modification in education, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006.

Today, which is described as the information age, it is expected from schools where knowledge is produced, education-training activities are carried out, and education is realized, to raise a self-confident student profile in accordance with the requirements of this age. The learning climate is important in this regard. Learning climate, which is one of the new components used instead of organizational climate and school climate in the climate literature, includes all kinds of factors related to learning ability; human factors are (...) dealt with in many dimensions, especially the virtual/real spaces where learning takes place, and measurements are made with the tools developed to measure the learning climate. The data obtained is a source for improvement studies. In our study, the school learning climate was discussed in terms of school engagement, learning environment, and communication dimensions. As a type of self-efficacy, one of the basic concepts of Social Cognitive Theory, academic self-efficacy, which expresses the students' self-confidence in subjects that require academic study, can be explained as the individual's ability to use effective cognitive strategies in order to learn, effectively manage their learning environment and learning times, and effectively organize their own performance. Academic self-efficacy is considered by researchers in different dimensions, measurements are made with different scales. In our study, academic self-efficacy was handled in cognitive, social and technical dimensions. The main factors that make people strong in the flow of life are self-confidence, critical perspective, success in social relations; basic skills such as interest in any sporting, artistic or cultural field are possible with the students' gain from the school climate. In this case, we can say that having a good wind at school, creating a livable and lovable atmosphere, and sitting on an original and critical ground is only possible with a positive and sustainable school climate. The school climate, which positively nurtures academic self-efficacy, will bring the success of the human elements affected by the climate. A positive school climate and strong academic self-efficacy will become the greatest means of academic success. Measuring the learning climate, interpersonal relationships, role models, expectations, etc. in schools. It can help to understand the quality of life as well as the success and satisfaction of students. The aim of this study is to examine the relationship between the learning climate perceptions of students of higher religion and their academic self-efficacy and academic achievement. In this framework, four basic research questions have been tried to be answered: (i) What is the level of the learning climate and academic self-efficacy perceptions of higher religious education students? (ii) Is there a significant relationship between higher religious education students' learning climate and academic self-efficacy? (iii) Are the age, learning climate and academic self-efficacy beliefs of higher religious education students significant predictors of their academic achievement? (iv) What are the views of higher religious education students regarding their negative perceptions of the learning climate? The triangulation strategy was used in the study, which was patterned with mixed method and convergent parallel research design. In the quantitative section of this study, Academic Self-Efficacy Scale developed by Owen and Froman and adapted into Turkish by Ekici and the School Climate Scale for University Students, developed by Terzi was applied to 1147 students from six faculties, who study in high religious education in public universities within Turkey. In the qualitative part, interview forms were filled in by 18 students from the same faculties. Test of normality was applied to the quantitative data set obtained after the research conducted in May 2019. Independent Samples t-Test, Mann Whitney U Test, Levene test, One-way Analysis of Variance (ANOVA), Scheffe Test, Kruskal Wallis H Test, Pearson Product-Moment Correlation, Polyserial Correlation and Path Analysis were used to analyze the data. Qualitative data were analyzed by descriptive analysis. According to the results of the research, the perception of the learning climate and also of academic self-efficacy in general was negative for of the students of higher religious education. The correlation between general average of School Climate Scale and Academic Self-Efficacy Perception Scale is at medium level. According to the results of the research, the findings were discussed in the light of the literature, and after the comments, various solution suggestions were presented that are thought to provide a positive learning climate in higher religious education, strengthen the academic self-efficacy of higher religious education students and increase their academic success. (shrink)

Risk perception is important in determining health-protective behavior. During the rise of the COVID-19 epidemic, we tested a comprehensive structural equation model of risk perception to explain adherence to protective behaviors in a crisis context using a survey of 572 Italian citizens. We identified two categories of protective behaviors, labeled promoting hygiene and cleaning, and avoiding social closeness. Social norms and risk perceptions were the more proximal antecedents of both categories. Cultural worldviews, affect, and experience of COVID-19 were the more (...) distal predictors. Promoting hygiene and cleaning was triggered by the negative affective attitude toward coronavirus and mediated by an affective appraisal of risk. The deliberate dimension of risk perception predicted only avoiding social closeness. Social norms predicted both types of behaviors and mediated the relations of cultural worldviews. Individualism, more than hierarchy, shaped the affective evaluation of coronavirus. The model was an acceptable fit to the data and accounted for 20% and 29% of the variance in promoting hygiene and cleaning, and avoiding social closeness, respectively. The findings were robust to the effect of sociodemographic factors. Taken together, our findings confirmed the empirical distinction between affective and deliberate processes in risk perception, supported the validity of the affect heuristic, and highlighted the role of social norms as an account for why individualistic people were less likely to follow the prescribed health-protective behaviors. Implications for risk communication are discussed. (shrink)

Technostress is evolving as an imperative area of academic research amid the “new normal” settings of working remotely. Research has investigated the relationships between technostress and job outcomes and proposed individual- and organizational-level approaches to manage it. However, insights into the influence of dynamic personality differences on this relationship are limited. This study ties the concept of self-efficacy to the transactional model of stress and coping, and investigates to what extent computer and social self-efficacy moderate the relationships between technostress creators (...) and frontline employee’s job performance. Findings shift the focus from the negative aspects of technostress and outcomes to both positive and negative aspects. This study’s contributions and implications for theory and practice are discussed. (shrink)

Sense of agency refers to the ability to influence one’s functioning and environment, relating to self-efficacy and wellbeing. In youth, agency may be challenged by external demands or redefinition of self-image. Music, having heightened relevance for the young, has been argued to provide feelings of self-agency for them. Yet, there is little empirical research on how music impacts adolescents’ daily sense of agency. The current study investigated whether music listening influences adolescents’ perceived agency in everyday life and which individual and (...) contextual determinants would explain such an influence. Participants were 44 adolescents (48% female, 36% with training in music, mean age 14), recruited through local schools. The mobile Experience Sampling app MuPsych was used to collect brief self-reports of personal music listening experiences during daily life. This method assessed the change in the listener’s perceived control over both their emotional states (Internal Agency), and their external environment (External Agency), over five minutes of music listening. Also measured were changes in mood states, and contextual variables (social situation, concurrent activity, and reason for listening). The impact of music on the sense of agency was analyzed using multilevel structural equation modelling. There was no general increase of agency across all music episodes, but agency fluctuations were determined by specific individual and contextual factors. Music training predicted increases in both internal and external agency during music listening, and external agency increased more for male participants. Certain context features such as listening alone, paying attention to music, and listening for enjoyment were related to greater increases in agency. Increases in agency significantly correlated with increases in mood valence. Our findings confirmed the plasticity and situational embeddedness of the sense of agency. Music indeed can support agency, but the impact is dependent on specific individual and contextual factors. Sense of agency can be seen as a health resource and significant part of youth development, and current findings provide new insight into when and by whom such affordance is likely to be employed. (shrink)

Virtues, broadly understood as stable and robust dispositions for certain responses across morally relevant situations, have been a growing topic of interest in psychology. A central topic of discussion has been whether studies showing that situations can strongly influence our responses provide evidence against the existence of virtues (as a kind of stable and robust disposition). In this review, we examine reasons for thinking that the prevailing methods for examining situational influences are limited in their ability to test dispositional stability (...) and robustness; or, then, whether virtues exist. We make the case that these limitations can be addressed by aggregating repeated, cross-situational assessments of environmental, psychological and physiological variables within everyday life—a form of assessment often called ecological momentary assessment (EMA, or experience sampling). We, then, examine how advances in smartphone application (app) technology, and their mass adoption, make these mobile devices an unprecedented vehicle for EMA and, thus, the psychological study of virtue. We, additionally, examine how smartphones might be used for virtue development by promoting changes in thought and behavior within daily life; a technique often called ecological momentary intervention (EMI). While EMA/I have become widely employed since the 1980s for the purposes of understanding and promoting change amongst clinical populations, few EMA/I studies have been devoted to understanding or promoting virtues within non-clinical populations. Further, most EMA/I studies have relied on journaling, PDAs, phone calls and/or text messaging systems. We explore how smartphone app technology provides a means of making EMA a more robust psychological method, EMI a more robust way of promoting positive change, and, as a result, opens up new possibilities for studying and promoting virtues. (shrink)

Using mixed methods, we explored new music students’ concepts of wellbeing and success and their current state of wellbeing at a university music department in Switzerland. Music performance is a competitive and achievement-oriented career. Research suggests musicians face vocation-specific challenges to physical health and mental wellbeing but has yet to investigate music students’ beliefs about wellbeing and success. With a self-report questionnaire we investigated new music students’ quality of life and self-efficacy. Through qualitative workshops we explored students’ understanding of the (...) term “wellbeing,” and how this relates to “success.” Over half new music students believed the institution has 40–60% responsibility for their wellbeing. A simple linear regression showed that self-efficacy could predict better wellbeing, explaining 12% of the variance. Self-efficacy predicts wellbeing for new music students. The 17 flipcharts generated 121 inputs clustered into themes. Four themes solely described “wellbeing” and four separately depict “success”. Some themes intersected as elements of both constructs. Four further themes illustrated the relationship between the two. Music students believe responsibility for wellbeing is shared between themselves and their institution. As they scored low on both self-efficacy and wellbeing, these findings are an urgent call for action for school management and stakeholders of the music student population. (shrink)

Research indicates a positive correlation between self-efficacy and increased student achievement. Self-efficacy is an individual’s belief that they can exercise control over their functioning. Mastery Experiences, Vicarious Experiences, Social Persuasion and the Physiological well-being of an individual, are components of self-efficacy. This paper extends the traditional view of self-efficacy by introducing another component that effects the motivating factors within an individual. Through theological experiences, individuals in a Christian context utilize faith-based principles to access mastery, vicarious experiences, social support and physiological (...) well-being. Through theological experiences, mastery experiences are acquired with God’s help; vicarious experiences are extended to a global Christian context, Social persuasion occurs through scriptures and testimonies, and physiological well-being is taught and supported via God and His Word (scripture). This theological extension has implications in academia, mental health, leadership and policy articulation. (shrink)

Music students at the University of Chichester Conservatoire completed questionnaires about their experience of the forced use of remote teaching and learning due to Lockdown, as imposed in the United Kingdom from March to June 2020, and how this impacted their self-beliefs, decision making processes, and methods of preparation for their performance assessments. Students had the choice to either have musical performance assessed in line with originally published deadlines via self-recorded video or defer the assessment until the following academic year. (...) Student’s choice to defer or submit the assessment during Lockdown was influenced by a range of forced factors, such as adaptions required by online teaching, limitations of rehearsal in their home environment, and the challenges in facilitating and recording their own assessments. Students completed online questionnaires about their self-efficacy, resilience, wellbeing, and provided free text responses explaining the reasoning for their decision to record their performance or to defer the assessment were coded to reveal patterns impacting their decision and preparation processes. Those choosing to submit their assessments demonstrated more strategies in their preparation and reported higher perceived self-efficacy scores. The specific conditions for this assessment, as a result of Lockdown, revealed correlations between resilience and both self-efficacy and wellbeing. The impact on teaching and the student experience is discussed and suggestions to support students in future settings of blended delivery are presented. Theoretical and practical implications are discussed. (shrink)

This study aimed to capture how the coronavirus disease 2019 crisis disrupted and affected individuals’ goal pursuits and self-efficacy beliefs early during the lockdown phase of COVID-19. Participants impacted by lockdown regulations accessed an online questionnaire during a 10-day window from the end of March to early April 2020 and reported a significant personal goal toward which they had been working, and then completed quantitative and qualitative survey items tapping self-efficacy beliefs for goal achievement, subjective caring about the goal during (...) disrupted world events, and current pursuit or abandonment of the goal. The findings from both quantitative and qualitative measures demonstrated a significant drop in self-efficacy beliefs from before to during the pandemic with a large effect based on whether people thought they could still achieve their goal under current conditions. Over two-thirds of the sample was unsure or did not believe they could still carry out their goal, and over a quarter either abandoned or were uncertain they could pursue the goal. Despite this, people continued to care about their goals. Reasons for abandonment and strategies for coping with goals within the lockdown and beyond are discussed. (shrink)

Business Ethics: A European Review, EarlyView.

Institutional and individual stigmatization represent major barriers that prevent children with disabilities from accessing education. It can be presumed that children with disabilities are labeled as such even in inclusive educational settings and that teachers’ attitudes toward inclusive education and children with disabilities play a crucial role in this context. Against this background, the present study aims to apply and conceptualize the mixed-blessings model in the context of stigma-related reactions to children’s disability labels in inclusive education and shed light on (...) the causal attributions of teachers that underlie stigma-related attitudes toward children with various disabilities. A 3 × 2 × 2 × 2 × 2 online experiment examined the ways in which disability-specific causes and symptoms, the type of disability in question, the children’s sex, and efficacy cues regarding educational efforts affect future teachers’ attitudes toward and expectations of inclusive education as well as their social distance toward children with disabilities. The participants in this experiment were N = 605 German student and trainee teachers representing different types of teaching professions. A multivariate analysis of variance revealed that, in particular, the cause attributed to the disability, the depicted type of disability and the probability of learning success led to changes in attitudes. Respondents’ teaching self-efficacy and their status as students or trainees emerged as moderators of the effect of pupils’ type of disability. As a result, teacher education and training as well as communication regarding pupils with disabilities require a high degree of sensitivity to disability-specific and efficacy-related cues to prevent professional or institutional stigmatization. (shrink)

ABSTRACTThe purpose of this study is to explore the validity and reliability of the School Participant Empowerment Scale amongst science and mathematics teachers. Using a sample of 257 elementary a...

Universities are expected to be places where knowledge is shared freely among academicians. However, the reality shows that knowledge sharing is barely present within universities these days. As Malaysia shifts towards building a knowledge-based society, academic institutions, particularly the public universities, now face ever-growing faculty demands for sharing quality resources and expertise. As a result, knowledge sharing in academia has become a rising concern. The purpose of this study, then, is to uncover the factors that propel knowledge sharing among academicians (...) in higher learning institutions of Malaysia. Using the Theory of Reasoned Action as the basis for this study’s research framework, data was gathered from 447 academicians in 10 public universities scattered throughout the country. Findings from the Partial Least Squares analysis revealed that extrinsic motivation, reciprocal relationships, sense of self-worth and subjective norm are vital determinants of an academician’s attitude towards knowledge sharing. In turn, this attitude that is formed will largely determine whether the academician engages in knowledge sharing behaviors or not. Besides having a positive effect on attitude, sense of self-worth also exhibited a positive impact on the subjective norm to share knowledge. Consequently, this subjective norm will have an impact upon knowledge sharing behavior. In addition, perceived behavioral control and organizational climate were discovered to have a direct influence on knowledge sharing behaviors. Implications, limitations as well as suggestions for future research are accordingly discussed in this paper. (shrink)

With the continual development of artificial intelligence and smart computing in recent years, quantitative approaches have become increasingly popular as an efficient modeling tool as they do not necessitate complicated mathematical models. Many nations have taken steps, such as transitioning to online schooling, to decrease the harm caused by coronaviruses. Inspired by the demand for technology in early education, the present research uses a radial basis function neural network modeling technique to predict preschool instructors’ technology usage in classes based on (...) recognized determinant characteristics of technology acceptance. In this regard, this study utilized the RBFNN approach to predict preschool teachers’ technology acceptance behavior, based on the theory of planned behavior, which states that behavioral achievement, in our case the actual technology use in class, depends on motivation, intention and ability, and behavioral control. Thus, this research design is based on an adapted version of the technology acceptance model with eight dimensions: D1. Perceived usefulness, D2. Perceived ease of use, D3. Perceived enjoyment, D4. Intention to use, D5. Actual use, D6. Compatibility, D7. Attitude, and D8. Self-efficacy. According to the TAM, actual usage is significantly predicted by the other seven dimensions used in this research. Instead of using the classical multiple linear regression statistical processing of data, we opted for a NN based on the RBF approach to predict the actual usage behavior. This study included 182 preschool teachers who were randomly chosen from a project-based national preschool teacher training program and who responded to our online questionnaire. After designing the RBF function with the actual usage as an output variable and the other seven dimensions as input variables, in the model summary, we obtained in the training sample a sum of squares error of 37.5 and a percent of incorrect predictions of 43.3%. In the testing sample, we obtained a sum of squares error of 14.88 and a percent of incorrect predictions of 37%. Thus, we can conclude that 63% of the classified data are correctly assigned to the models’ dependent variable, i.e., actual technology use, which is a significant rate of correct predictions in the testing sample. This high significant percentage of correct classification represents an important result, mainly because this is the first study to apply RBFNN’s prediction on psychological data, opening up a new interdisciplinary field of research. (shrink)

We propose that the fundamental mechanism underlying resilience is the integration of novel or negative experiences into internal schemata. This process requires a switch from reactive to predictive control modes, from the brain's salience network to the default mode network. Reappraisal, among other mechanisms, is suggested to facilitate this process.

The question of whether free will exists has been debated extensively for centuries. Instead of debating this complex issue, recent work in psychology has sought to understand the consequences of beliefs in free will. That is, how are people’s behaviors influenced when they either believe or do not believe in free will? Amongst many outcomes, research has identified free will beliefs to influence achievement, perseverance, and aggressiveness. We believe that beliefs in free will could also exert influence on health behaviors. (...) Health promotion from a psychological perspective has typically adopted social cognitive models to understand and predict health behaviors. We contend that free will beliefs could be included in these models to understand and change health behavior. We provide examples of how a popular social cognition theory, the theory of planned behavior, could be aligned with beliefs in free will. We suggest that the relationship between free will beliefs and theory constructs (attitude, subjective norm, perceived behavioral control, intention) could be positive in health enhancing behaviors and negative in health risk behaviors. Experimentally testing these relationships is needed in future research. This may provide further insights into the consequences of free will and contribute to the explanation of health behavior. (shrink)

It is widely accepted that ethical leadership is beneficial for the organization, the leader, and followers. Yet, little has been said about potential limitations of ethical leadership, particularly boundary conditions involving the same person perceived to display ethical leadership. Drawing on conservation of resources theory, we argue that supervisor-induced hindrance stress and job hindrance stress are factors linked to the supervisor and work environment that may limit the positive impact of ethical leadership on employee deviance and turnover intentions. Specifically, we (...) expect that high levels of hindrance stress drain resources, specifically perceptions of social support, by inhibiting the completion of work, particularly in combination with the high expectations of ethical leaders. We test our model across two time-lagged field studies. Our results demonstrate that supervisor-induced hindrance stress mitigates some of the beneficial impact of ethical leadership and that job hindrance stress further strains these relationships. Overall, our results suggest that both forms of hindrance stress jointly impact the effectiveness of ethical leadership on important outcomes, and do so partly because of their influence on perceived social support. We discuss theoretical contributions to the ethical leadership and stress bodies of literature, as well as practical implications for managers and organizations wishing to develop ethical leaders. (shrink)

Smith, Glass, and Miller have reported a meta-analysis of over 500 studies comparing some form of psychological therapy with a control condition. They report that when averaged over all dependent measures of outcome, psychological therapy is. 85 standard deviations better than the control treatment. We examined the subset of studies included in the Smith et al. metaanalysis that contained a psychotherapy and a placebo treatment. The median of the mean effect sizes for these 32 studies was. 15. There was a (...) nonsignificant inverse relationship between mean outcome and the following: sample size, duration of therapy, use of measures of outcome other than undisguised self-report, measurement of outcome at follow-up, and use of real patients rather than subjects solicited for the purposes of participation in a research study. A qualitative analysis of the studies in terms of the type of patient involved indicates that those using psychiatric outpatients had essentially zero effect sizes and that none using psychiatric inpaticnts provide convincing evidence for psychotherapeutic effectiveness. The onty studies clearly demonstrating significant effects of psychotherapy were the ones that did not use real patients. For the most part, these studies involved small samples of subjects and brief treatments, occasionally described in quasibeliavioristic language. It was concluded that for real patients there is no evidence that the benefits of psychotherapy are greater than those of placebo treatment. (shrink)

Researchers display confirmation bias when they persevere by revising procedures until obtaining a theory-predicted result. This strategy produces findings that are overgeneralized in avoidable ways, and this in turn binders successful applications. (The 40-year history of an attitude-change phenomenon.

This article argues that the propensity to perceive impossible challenges as doable is a personality trait, and presents a method for measuring it. The name coined for this concept is “possibilitivity,” a portmanteau of “possible” and “creativity.” Possibilitivity is related to such personality traits as self-efficacy and locus of control. This article shows that this trait is embedded in individual cognitive processes, whilst targeting social issues; in this vein, it may be seen as an important mechanism facilitating change-making and transgressing (...) the seemingly impossible. Methodology for assessing this trait is presented, i.e., the process of constructing and validating a questionnaire, its psychometric properties, and some comparisons within the sample. One of the findings is that women are significantly more prone to perceive difficult challenges as doable than men. Seeing this study as the first step, further research recommendations are presented, e.g., comparing possibilitivity between various segments of society, as well as analyzing potential correlations with other traits, e.g., empathy or ambiguity tolerance. (shrink)

The enhancement of social inclusion is a key to maintaining cohesion in society and to foster the benefits of cultural diversity. Using insights from the Dual Identity Model with a special focus on active categorization, we develop an intervention to increase social inclusion. Our intervention encourages the participants to categorize on a superordinate level while being exposed to their own culture. Across a set of experiments, we test the efficacy of our intervention against control conditions on the effect of social (...) inclusion, measured by perceived social distance. Results show an increase in cultural closeness and provide preliminary support for the use of a DIM-based intervention to increase intercultural inclusion. (shrink)

Appraisal theory assumes that the individual variability of emotional reactions to the same situation is due to individual differences in appraisal. However, the question of how interindividual differences in appraisal come about has been rarely formally addressed. We focus on one of the central dimensions of appraisal—problem-focused coping potential—and attempt to explain individual differences in appraisals along this dimension using self-efficacy theory. We integrate outcome expectancies, self-efficacy expectations, and problem-focused coping potential into a single framework and outline their personality antecedents. (...) Using generalized self-efficacy beliefs as an example, we then discuss the mechanisms underlying the effects of personality dispositions on appraisal and the conditions that moderate their influence. We conclude with the implications for theory, research, and practice. (shrink)

Innovation is often seen as essential for ventures to succeed. High business failure rates in entrepreneurship, however, suggest that innovations are frequently driven by entrepreneurs blinded by overconfidence. Thus, anticipating when and why entrepreneurs will be motivated to innovate is fundamental for entrepreneurial success. Using a large sample obtained from population surveys conducted in 77 countries, this study analyzes the variables that are significantly associated with innovative behaviors. The research tests a model proposing that the joint effects of hubris, growth (...) aspirations, and an entrepreneur’s level of entrepreneurial experience have a crucial impact on innovative endeavors. It finds that hubris is significantly related to entrepreneurs’ growth aspirations and that ambition, in turn, is positively related to innovative behaviors. In addition, the study finds that both relationships are moderated by the level of entrepreneurial experience. These findings highlight the need to wise up amateur entrepreneurs before they embark on innovative endeavors. (shrink)

Ugandan smallholder farmers need to feed a growing population, but their efforts are hampered by declining soil fertility rates. Agricultural extension can facilitate farmers’ access to new practices and technologies, yet farmers are understandably often hesitant to adopt new behaviors. New knowledge assimilation is an important component of behavior change that is often overlooked or poorly addressed by current extension efforts. We implemented a Fertility Management Education Program in central Uganda to investigate smallholder farmers’ existing soil knowledge and their assimilation (...) of new scientific concepts into their knowledge framework. Qualitative data were collected through participant observation, farmer interviews, and focus groups, and coded for using a priori and emergent themes. Our exploration revealed some notable similarities between farmers’ soil knowledge and scientific concepts, particularly in regards to soil health concepts, a discovery that could facilitate communication between extension agents and farmers. However, certain scientific concepts are either unknown to farmers or discordant with existing soil knowledge; these concepts are unlikely to be assimilated by farmers without convincing and concerted extension efforts. Importantly, we found that the combination of new scientific knowledge and hands-on experimentation with novel practices gave farmers far greater confidence in implementing improved soil management practices. Our study provides evidence that extension programs should engage directly with farmers’ existing soil knowledge to develop their understanding of key biological concepts and confidence in implementing improved practices. (shrink)

Using a sample of 124 managers and 248 subordinates, this study examines the mediating effect of subordinates’ job satisfaction in the relationship between ethical leadership and subordinate organizational citizenship and counter-productive work behaviour in the Colombian context. We additionally analyse the effect of ethical leadership on subordinates’ perception of leaders’ performance. Factor analyses of the ethical leadership scale revealed two factors, ethical person and ethical guidance, which were differentially associated to the outcomes. We offer an explanation from three cultural dimensions (...) by which Colombian employees seem to be more willing to follow leaders’ ethical example as a way to strengthen their membership to the leader's group, than leaders ethical disciplining by which norms are imposed. These findings have a number of implications for organizations and managers who aim to improve their employees’ behaviour. Our advice to them is that leaders’ deeds have a greater impact than their ethical words. (shrink)

Recent frameworks, models, and reports highlight the critical need to address social determinants of health for achieving health equity in the United States and around the globe. In the United States, data play an important role in better understanding community‐level and population‐level disparities particularly for local health departments. However, data‐driven decision‐making—the use of data for public health activities such as program implementation, policy development, and resource allocation—is often presented theoretically or through case studies in the literature. We sought to develop (...) a preliminary model that identifies the factors that contribute to data‐driven decision‐making in US local health departments and describe relationships between them. Guided by implementation science literature, we examined organizational‐level capacity and individual‐level factors contributing to using data for decision‐making related to social determinants of health and the reduction of county‐level disparities. This model has the potential to improve implementation of public health interventions and programs aimed at upstream structural factors, by elucidating the factors critical to incorporating data in decision‐making. (shrink)

Analysis of the psychological processes involved in generating the sense of supernatural agency, as well as social scientific research into the factors most directly associated with the prevalence of religious belief and practice, both support a common finding: the direct correlation between levels of existential anxiety and the prevalence and intensity of religiosity. All functional elements of religion involve efforts to invoke, activate, and deploy supernatural causal agency of one sort or another. But religiosity varies throughout the world. This paper (...) reviews psychological evidence that existential anxiety is the core factor activating the intra-psychic mechanisms that give rise to and constitute the nature of religiosity, and that variations in physical and socio-cultural pressures impinging on the individual give rise to variations in anxiety. This combination of intrinsic psychological mechanisms driven though existential anxiety by extrinsic physical, economic, and social pressures indicates that religiosity is best understood as a social–psychological process: socio-cultural factors activating anxiety which in turn drives the intra-psychic mechanisms generating the sense of supernatural agency expressed in belief and practice. By the same token, for analytical purposes, religions are most effectively viewed as social–psychological organisms: social organisms driven by intra-psychic mechanisms that constitute religious convictions and practices in the way that we find them—dedicated to and engaged with supernatural agency in its various forms. (shrink)

The purpose of this study was to examine the moderating effects of goal orientations and self-efficacy between competitive cognitive anxiety and motor performance under conditions featuring different levels of ego-threat. Eighty-one collegiate-level basketball players completed Sport Competitive Anxiety Test, Ego Orientation in Sport Questionnaire, and General Self-Efficacy Scale prior to the experiment. Athletes participated in two sessions of free-throw tasks. After the first session, which was under a control condition, participants performed in a free-throw competitive session while being provided opponents’ (...) scores that induced different levels of competitive cognitive anxiety. Performance is defined as the accuracy in two free-throw sessions. A hierarchical multiple regression showed that high level of task-orientation and low level of ego-orientation can buffer the impairment of competitive cognitive anxiety on motor performance. The relationship between competitive cognitive anxiety and motor performance did not vary with self-efficacy. An a repeated-measured analysis of covariance after cluster analysis revealed that a high-task/low-ego profile benefited athletes the most regarding the impairment of competitive cognitive anxiety. Together, ego- and task-orientations and “goal profile” moderate the relationship between competitive cognitive anxiety and motor performance; however, self-efficacy may not serve as a moderator variable in between. (shrink)

Flow is a gratifying state of deep involvement and absorption that individuals report when facing a challenging activity and they perceive adequate abilities to cope with it. The flow concept was introduced by Csikszentmihalyi in 1975, and interest in flow research is growing. However, to our best knowledge, no scoping review exists that takes a systematic look at studies on flow which were published between the years 2000 and 2016. Overall, 252 studies have been included in this review. Our review (...) provides a framework to cluster flow research, gives a systematic overview about existing studies and their findings, and provides an overview about implications for future research. The provided framework consists of three levels of flow research. In the first “Individual” level are the categories for personality, motivation, physiology, emotion, cognition, and behavior. The second “Contextual” level contains the categories for contextual and interindividual factors and the third “Cultural” level contains cultural factors that relate to flow. Using our framework, we systematically present the findings for each category. While flow research has made progress in understanding flow, in the future, more experimental and longitudinal studies are needed to gain deeper insights into the causal structure of flow and its antecedents and consequences. (shrink)

In this paper, we are going to address job satisfaction and perceived self-efficacy within the context of residential child-care. A joint report from the European Foundation for the Improvement on Living and Working Conditions and the European Agency for Safety and Health at Work revealed that managers in the field of health and education were the most concerned about the psychosocial risk of their employees, although concern is not automatically translated into tools to face the risk and to manage it. (...) So, measuring and improving employees’ job satisfaction and self-efficacy can be an important means for organizations to prevent the outcomes of psychosocial risk, and supporting high quality performance of workers. But profound changes are affecting the nature of work at large, and specifically social educator’s in the field of residential care with minors. Globalization, radical technological and communication developments, as well as the pressure to frame care as a commodity, are quickly changing procedures and praxis at work, and even the meaning of job itself. All these changes are highly demanding for this category of professionals, as much as the fact that the organizational setting is vanishing as a resource to sustain their professional attitudes and behaviours. Under these circumstances, job satisfaction and self-efficacy can be hard to experience, and isolating their precursors is essential to develop healthy and effective work environments. This paper means to highlight the process of supporting self-efficacy and job satisfaction in the educational work in residential youth care that is still underrepresented in research. It presents data emerging from two studies, study 1 involving 268 educators and study 2 involving 472 educators belonging to different Italian residential child-care services. Study 1 consists of a quantitative study including the following measures: attachment style, job satisfaction, work-related self-efficacy, and length of service. Study 2 consist of a qualitative exploration deepening the sources of educators’ work-satisfaction. Quantitative data support the identification of attachment style and length of service as antecedents of work-related self-efficacy. Qualitative data show the importance of relational issues in shaping the educators’ satisfaction at work. (shrink)