Accalia R. Kusto, Stephanie E. Afful, Brent A. Mattingly
We examined the similarity of students’ perceptions of and preferences for the behaviors of professors in three different disciplines. Undergraduate students who had taken a history, biology, or psychology class rated actual and ideal professors on 20 behaviors (e.g., disclosure of personal information). Students perceived psychology professors to be different than history and biology professors on several characteristics, despite similarity in student ratings of ideal preferences across these disciplines. We discuss implications for both professors and students regarding course evaluations and learning, respectively.
{"title":"Students' Perceptions of and Preferences for Professors","authors":"Accalia R. Kusto, Stephanie E. Afful, Brent A. Mattingly","doi":"10.1037/e741462011-006","DOIUrl":"https://doi.org/10.1037/e741462011-006","url":null,"abstract":"We examined the similarity of students’ perceptions of and preferences for the behaviors of professors in three different disciplines. Undergraduate students who had taken a history, biology, or psychology class rated actual and ideal professors on 20 behaviors (e.g., disclosure of personal information). Students perceived psychology professors to be different than history and biology professors on several characteristics, despite similarity in student ratings of ideal preferences across these disciplines. We discuss implications for both professors and students regarding course evaluations and learning, respectively.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"8 1","pages":"47-55"},"PeriodicalIF":0.0,"publicationDate":"2010-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57938102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adolescent childbearing is a major public policy concern in the United States, and father involvement is a particular focus for researchers and members of socioeconomically disadvantaged and minority populations. In the present study, 52 low-income, African American adolescent mothers and their children’s fathers were interviewed during the prenatal period about their relationships, social networks, and racial identity. Coparenting was found to be associated with racial identity in that mothers and fathers who reported pre-encounter racial identity attitudes reported lower levels of coparenting satisfaction than mothers and fathers in the more advanced stages of racial identity. No associations were found between racial identity and father involvement. This study extends the literature on coparenting, father involvement and racial identity to a community sample of understudied young parents at risk for negative outcomes.
{"title":"Racial Identity, Father Involvement, and Coparenting in Adolescent African American Mothers and Fathers","authors":"Colleen M. Varga, C. Gee","doi":"10.1037/e741462011-004","DOIUrl":"https://doi.org/10.1037/e741462011-004","url":null,"abstract":"Adolescent childbearing is a major public policy concern in the United States, and father involvement is a particular focus for researchers and members of socioeconomically disadvantaged and minority populations. In the present study, 52 low-income, African American adolescent mothers and their children’s fathers were interviewed during the prenatal period about their relationships, social networks, and racial identity. Coparenting was found to be associated with racial identity in that mothers and fathers who reported pre-encounter racial identity attitudes reported lower levels of coparenting satisfaction than mothers and fathers in the more advanced stages of racial identity. No associations were found between racial identity and father involvement. This study extends the literature on coparenting, father involvement and racial identity to a community sample of understudied young parents at risk for negative outcomes.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"8 1","pages":"29-40"},"PeriodicalIF":0.0,"publicationDate":"2010-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57937755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The effectiveness of a brief educational intervention in reducing undergraduate participants’ approval of benevolent sexism was evaluated across two studies. Results demonstrated that participants who read an intervention essay about benevolent sexism reported decreased benevolent sexism scores in both studies compared to those who read a control essay. In Study 1, participants in the intervention condition also indicated less liking for a profiled benevolent sexist than control participants, and these effects were still present at 6 month follow-up. Study 2 showed that the intervention successfully increased par- ticipants’ recognition of benevolent sexism as prejudice and increased ratings of the severity of a benevolent sexist incident. Implications for implementing this type of intervention are discussed.
{"title":"Reducing Approval of Benevolent Sexism: An Educational Intervention","authors":"Jessica J. Good, Julie A. Woodzicka","doi":"10.1037/e741472011-003","DOIUrl":"https://doi.org/10.1037/e741472011-003","url":null,"abstract":"The effectiveness of a brief educational intervention in reducing undergraduate participants’ approval of benevolent sexism was evaluated across two studies. Results demonstrated that participants who read an intervention essay about benevolent sexism reported decreased benevolent sexism scores in both studies compared to those who read a control essay. In Study 1, participants in the intervention condition also indicated less liking for a profiled benevolent sexist than control participants, and these effects were still present at 6 month follow-up. Study 2 showed that the intervention successfully increased par- ticipants’ recognition of benevolent sexism as prejudice and increased ratings of the severity of a benevolent sexist incident. Implications for implementing this type of intervention are discussed.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"7 1","pages":"16-30"},"PeriodicalIF":0.0,"publicationDate":"2010-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57938391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Splaun, M. Steele, H. Steele, I. Reiner, A. Murphy
According to attachment theory, parents’ and children’s internalized representations of their relationship should correlate to one another in predictable ways. The current research investigates this correspondence between mothers’ and their 4-8 year- old children’s (M = 6 years, SD = 1.4 years) internal representations in 92 mother-child dyads where the children are at high- risk for psychopathology due to exposure to potentially abusive or neglectful circumstances. Maternal representations were assessed with the Parent Development Interview (PDI; Aber et al., 1985) and children’s were assessed with three stories from the Attachment Story Completion Task (ACST; Bretherton, Ridgeway, & Cassidy, 1990) coded with an attachment-focused system (Reiner & Splaun, 2008). Mothers who expressed high levels of joy, competence, confidence, and low anger had children who were able to address negative themes and feelings in their stories and resolve the central story dilemma. Thus, these qualities seem to enable mothers to help their children learn to address and resolve both difficult situations and feelings. That such cross-generational links were observed in a high-risk population speaks to the influence of parents’ thoughts and feelings about their children on the way children approach and resolve imagined attachment dilemmas.
{"title":"The Congruence of Mothers’ and Their Children’s Representations of Their Relationship","authors":"A. Splaun, M. Steele, H. Steele, I. Reiner, A. Murphy","doi":"10.1037/e741472011-006","DOIUrl":"https://doi.org/10.1037/e741472011-006","url":null,"abstract":"According to attachment theory, parents’ and children’s internalized representations of their relationship should correlate to one another in predictable ways. The current research investigates this correspondence between mothers’ and their 4-8 year- old children’s (M = 6 years, SD = 1.4 years) internal representations in 92 mother-child dyads where the children are at high- risk for psychopathology due to exposure to potentially abusive or neglectful circumstances. Maternal representations were assessed with the Parent Development Interview (PDI; Aber et al., 1985) and children’s were assessed with three stories from the Attachment Story Completion Task (ACST; Bretherton, Ridgeway, & Cassidy, 1990) coded with an attachment-focused system (Reiner & Splaun, 2008). Mothers who expressed high levels of joy, competence, confidence, and low anger had children who were able to address negative themes and feelings in their stories and resolve the central story dilemma. Thus, these qualities seem to enable mothers to help their children learn to address and resolve both difficult situations and feelings. That such cross-generational links were observed in a high-risk population speaks to the influence of parents’ thoughts and feelings about their children on the way children approach and resolve imagined attachment dilemmas.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"7 1","pages":"51-61"},"PeriodicalIF":0.0,"publicationDate":"2010-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57938005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Four components of empathy were assessed to determine their contribution to six common interpersonal problems. A sample of 251 undergraduate students (129 women, 122 men) were administered the Inventory of Interpersonal Problems (IIP) and the Interpersonal Reactivity Index (IRI) in order to evaluate the link between these measures. Regression analyses were used to evaluate which component of empathy was the greatest contributor to the interpersonal problems. Personal distress was found to contribute to difficulties in being assertive, sociable, submissive, responsible, and too controlling. Low perspective taking contributed to problems with submissiveness, control, sociability, and intimacy. Results are discussed in terms of their application to counseling those with interpersonal problems.
{"title":"An Assessment of Links Between Components of Empathy and Interpersonal Problems","authors":"T. Lange, L. L. Couch","doi":"10.1037/e741452011-009","DOIUrl":"https://doi.org/10.1037/e741452011-009","url":null,"abstract":"Four components of empathy were assessed to determine their contribution to six common interpersonal problems. A sample of 251 undergraduate students (129 women, 122 men) were administered the Inventory of Interpersonal Problems (IIP) and the Interpersonal Reactivity Index (IRI) in order to evaluate the link between these measures. Regression analyses were used to evaluate which component of empathy was the greatest contributor to the interpersonal problems. Personal distress was found to contribute to difficulties in being assertive, sociable, submissive, responsible, and too controlling. Low perspective taking contributed to problems with submissiveness, control, sociability, and intimacy. Results are discussed in terms of their application to counseling those with interpersonal problems.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"8 1","pages":"83-90"},"PeriodicalIF":0.0,"publicationDate":"2010-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57937467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The heritability of self-esteem was investigated in a sample of 289 monozygotic (MZ) and 452 dizygotic (DZ) twin pairs from the National Longitudinal Study of Adolescent Health (Add Health). Self-esteem was defined by four items from the Self-Esteem Scale (Rosenberg, 1965). Age of the sample ranged from 10-20 years at baseline; follow-up data were collected at baseline and approximately 1.5 and 7 years later. Self-esteem measured during adolescence at 14.9 years average age and 16.5 years average age was more heritable (42.5% and 45%, respectively) than self-esteem in young adulthood, 21.8 years average age (13%). However, the common component of self-esteem that is stable across all three time points was much more heritable (75%) than that for any single time point examined separately. The implications for genetic and environmental influences on self-esteem development are discussed.
{"title":"Heritability of Self-Esteem from Adolescence to Young Adulthood","authors":"C. Jonassaint","doi":"10.1037/e741472011-002","DOIUrl":"https://doi.org/10.1037/e741472011-002","url":null,"abstract":"The heritability of self-esteem was investigated in a sample of 289 monozygotic (MZ) and 452 dizygotic (DZ) twin pairs from the National Longitudinal Study of Adolescent Health (Add Health). Self-esteem was defined by four items from the Self-Esteem Scale (Rosenberg, 1965). Age of the sample ranged from 10-20 years at baseline; follow-up data were collected at baseline and approximately 1.5 and 7 years later. Self-esteem measured during adolescence at 14.9 years average age and 16.5 years average age was more heritable (42.5% and 45%, respectively) than self-esteem in young adulthood, 21.8 years average age (13%). However, the common component of self-esteem that is stable across all three time points was much more heritable (75%) than that for any single time point examined separately. The implications for genetic and environmental influences on self-esteem development are discussed.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"7 1","pages":"3-15"},"PeriodicalIF":0.0,"publicationDate":"2010-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57938240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the 1990s, youth crime rates peaked, which led to an increase in arrests, interrogations, and prosecutions of juveniles (U.S. Department of Justice and Federal Bureau of Investigation, 2006). The influx of juveniles in the justice system prompted many researchers to inquire about legal competence in minors. Despite recent declines in juvenile crime rates, researchers are still concerned about developmental capacities of adolescents who are involved in the legal system (Grisso et al., 2003). This review will address two related aspects of legal competence: false confessions resulting from the interrogation process and competency to stand trial. Factors associated with competence such as development, mental illness, and mental retardation will be reviewed. Lastly, suggestions are made for policy reformations and directions for future study.
在20世纪90年代，青少年犯罪率达到顶峰，导致对青少年的逮捕、审讯和起诉增加(美国司法部和联邦调查局，2006年)。司法系统中大量涌入的青少年促使许多研究人员对未成年人的法律能力提出了疑问。尽管最近青少年犯罪率有所下降，但研究人员仍然关注参与法律体系的青少年的发展能力(Grisso et al.， 2003)。本次审查将讨论法律能力的两个相关方面:审讯过程中产生的虚假供词和受审能力。与能力相关的因素，如发展、精神疾病和智力迟钝将被审查。最后，提出了政策改革建议和未来研究方向。
{"title":"Juvenile False Confessions and Competency to Stand Trial: Implications for Policy Reformation and Research","authors":"A. C. Ferguson, M. M. Jiménez, R. Jackson","doi":"10.1037/e741472011-007","DOIUrl":"https://doi.org/10.1037/e741472011-007","url":null,"abstract":"In the 1990s, youth crime rates peaked, which led to an increase in arrests, interrogations, and prosecutions of juveniles (U.S. Department of Justice and Federal Bureau of Investigation, 2006). The influx of juveniles in the justice system prompted many researchers to inquire about legal competence in minors. Despite recent declines in juvenile crime rates, researchers are still concerned about developmental capacities of adolescents who are involved in the legal system (Grisso et al., 2003). This review will address two related aspects of legal competence: false confessions resulting from the interrogation process and competency to stand trial. Factors associated with competence such as development, mental illness, and mental retardation will be reviewed. Lastly, suggestions are made for policy reformations and directions for future study.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"16 1","pages":"62-77"},"PeriodicalIF":0.0,"publicationDate":"2010-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57938021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wegner and colleagues found an ironic hyperaccessibility to thoughts subjects were instructed to suppress under conditions of high cognitive load which they called The Ironic Effect. Wegner proposed that the Ironic Process underlying this effect entails the integration of two parallel processes: an effortful cognitive process which searches for distractors, and an automatic process which monitors the occurrence of the forbidden target thought (Wegner et al., 1987). We asked the question: Is there a perceptual analogue to the Ironic Effect?
韦格纳和他的同事们发现，在高认知负荷的条件下，受试者被指示抑制的想法具有反讽性，他们称之为“反讽效应”。Wegner提出，这种效应背后的讽刺过程需要两个平行过程的整合:一个是寻找干扰物的努力认知过程，另一个是监控被禁止的目标思想出现的自动过程(Wegner et al.， 1987)。我们提出了这样一个问题:是否存在与讽刺效应类似的感知?
{"title":"Perversible Figures: An Ironic Process in Perception?","authors":"Clarissa Slesar","doi":"10.1167/5.8.349","DOIUrl":"https://doi.org/10.1167/5.8.349","url":null,"abstract":"Wegner and colleagues found an ironic hyperaccessibility to thoughts subjects were instructed to suppress under conditions of high cognitive load which they called The Ironic Effect. Wegner proposed that the Ironic Process underlying this effect entails the integration of two parallel processes: an effortful cognitive process which searches for distractors, and an automatic process which monitors the occurrence of the forbidden target thought (Wegner et al., 1987). We asked the question: Is there a perceptual analogue to the Ironic Effect?","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"3 1","pages":"109-112"},"PeriodicalIF":0.0,"publicationDate":"2010-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65225977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most researchers examining employment’s effect on delinquency have not focused on job quality or on employment during early adulthood. This study examined the link between specific qualities of employment and changes in delinquency among a diverse sample of young adults who had moved into the work force after high school using data from a three-wave panel study (N = 389). Contrary to hypotheses, longitudinal regression analyses revealed that changes in young adults’ delinquency from waves 1 to 3 were not related to work quality at wave 2 (e.g., hours worked per week, benefits, stability,future orientation, and enjoyment), with one exception; wages were marginally positively associated with increases in delinquency. The positive association between wages and delinquency is discussed in terms of the current nature of young adulthood and the types of the jobs that young adults without college degrees hold.
{"title":"Quality of Employment and Delinquency During the Adolescent to Young Adult Transition","authors":"K. Lustig, J. Liem","doi":"10.1037/e741462011-002","DOIUrl":"https://doi.org/10.1037/e741462011-002","url":null,"abstract":"Most researchers examining employment’s effect on delinquency have not focused on job quality or on employment during early adulthood. This study examined the link between specific qualities of employment and changes in delinquency among a diverse sample of young adults who had moved into the work force after high school using data from a three-wave panel study (N = 389). Contrary to hypotheses, longitudinal regression analyses revealed that changes in young adults’ delinquency from waves 1 to 3 were not related to work quality at wave 2 (e.g., hours worked per week, benefits, stability,future orientation, and enjoyment), with one exception; wages were marginally positively associated with increases in delinquency. The positive association between wages and delinquency is discussed in terms of the current nature of young adulthood and the types of the jobs that young adults without college degrees hold.","PeriodicalId":30144,"journal":{"name":"The New School Psychology Bulletin","volume":"8 1","pages":"4-14"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57937558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the last twenty‐five years there has been a significant change in the way political communities deal with their past. A “national” policy of remembrance, which highlights the heroic deeds of its members, commemorates its own victims and crimes inflicted by other entities, and forgets about crimes committed in the name of one’s own community seems to be replaced by a “post‐national” policy of remebrance. In several countries dealing with the dark sides of one’s history has become a significant topos within a policy of remembrance and cultural commemoration. In contrast, a country like Russia refuses to step into this process of establishing a new post‐national regime d’historicite and refers to history only in order to strengthen its national identity: While remembering its effort in defeating Germany in the “Great Fatherland War,” Russian society forgets about the trauma of the Gulag and crimes committed in its name in other former states of the Soviet Union. My paper argues that the specific setting of Russia’s official policy of remembrance is due to the notion of a society of heroes once forcibly institutionalized as the constitutive historiographical principle by Stalin’s regime. Regarding to the discourse in the field of memory such a forced interconnection between historiography and memory could be characterized as »occupied memory«. Although Russia’s official policy of remembrance passed through several quite dif‐ ferent phases, nowadays, however, a critical approach to Russia’s past has been replaced by a “patriotic consensus” that expresses a new – or better – an old Russian concept of identity.
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