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Full-Text Articles in Psychology
Efficiently Exploring The Causal Role Of Contextual Moderators In Behavioral Science, Cameron A. Hecht, Carol S. Dweck, Mary Murphy, Kathryn M. Kroeper, David S. Yeager
Efficiently Exploring The Causal Role Of Contextual Moderators In Behavioral Science, Cameron A. Hecht, Carol S. Dweck, Mary Murphy, Kathryn M. Kroeper, David S. Yeager
Psychology Faculty Publications
Behavioral science interventions have the potential to address longstanding policy problems, but their effects are typically heterogeneous across contexts (e.g., teachers, schools, and geographic regions). This contextual heterogeneity is poorly understood, however, which reduces the field's impact and its understanding of mechanisms. Here, we present an efficient way to interrogate heterogeneity and address these gaps in knowledge. This method a) presents scenarios that vividly represent different moderating contexts, b) measures a short-term behavioral outcome (e.g., an academic choice) that is known to relate to typical intervention outcomes (e.g., academic achievement), and c) assesses the causal effect of the moderating context …
Involvement In Extracurricular Activities: Identifying Differences In Perceptions Of School Climate, Andrew Martinez, Crystal Coker, Susan D. Mcmahon, Jonathan Cohen, Amrit Thapa
Involvement In Extracurricular Activities: Identifying Differences In Perceptions Of School Climate, Andrew Martinez, Crystal Coker, Susan D. Mcmahon, Jonathan Cohen, Amrit Thapa
School of Social Work Faculty Publications
Many youth participate in extracurricular activities, and research has linked activity participation with school engagement and academic success. Social-ecological theory suggests that the social contexts of different types of extracurricular activities may differentially affect student outcomes. Yet, there is scant research examining the relation between various extracurricular activities and student outcomes. The current study seeks to address this gap by exploring how participation in three activities (sports, clubs, and arts), and combinations of these activities are associated with perceptions of school climate, using multilevel modelling. Participants included 15,004 high school students from 28 schools across 11 states in the United …
The Positive Role Of Negative Emotions: Fear, Anxiety, Conflict And Resistance As Productive Experiences In Academic Study And In The Emergence Of Learner Autonomy, Jaya Kannan, John Laurence Miller
The Positive Role Of Negative Emotions: Fear, Anxiety, Conflict And Resistance As Productive Experiences In Academic Study And In The Emergence Of Learner Autonomy, Jaya Kannan, John Laurence Miller
CTL Publications
Although affect is widely recognized as a powerful force in determining students’ academic success, researchers and practitioners have paid little attention to emotional barriers that often impede college success or how instructors may respond constructively when such barriers arise. The purpose of this paper is to initiate discussion of this important problem by offering a model of how an initially resistant, fearful, and/or anxious student can use emotionally unpleasant experiences to transform himself or herself into a more autonomous and successful learner. We offer prima facie support for this model by presenting the results of two cases of first year …
Conscientiousness Is Key: Incentives For Attendance Make Little Difference., Maureen A. Conard
Conscientiousness Is Key: Incentives For Attendance Make Little Difference., Maureen A. Conard
SHU Faculty Publications
"This study examined differences in class attendance at different levels of conscientiousness and incentives (3.5% vs. 6% of course points). Results of a 2 × 2 (Level of Incentives × Level of Conscientiousness) ANOVA indicated a significant main effect for conscientiousness. Conscientiousness accounted for 14% of the variance in attendance, compared to 1% for incentives. Attendance appears to be influenced more by conscientiousness than by incentives."