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Positive Beliefs (positive + belief)
Selected AbstractsBeliefs about worry in community-dwelling older adults,DEPRESSION AND ANXIETY, Issue 8 2006Ignacio Montorio Ph.D. Abstract This study examines the association between several kinds of beliefs about worry and generalized anxiety disorder (GAD) severity in a sample of older individuals recruited from a community setting (N=142, mean age=71.0 years, SD=6.0, range=55,88). Beliefs about worry were assessed with a 17-item scale designed for older adults, including three dimensions: Positive Beliefs, Negative Beliefs, and Responsibility. All three dimensions distinguished between people endorsing GAD symptoms and those without GAD symptoms, and only Negative Beliefs had a significant independent weight when regressed on GAD severity, even after controlling for level of trait worry. Results of this study suggest that negative beliefs appear to be strongly related to pathological worry in older adults. These results are consistent with empirical findings in younger adults and potentially support the use of particular interventions in clinical work with older adults with GAD. Depression and Anxiety 23:466,473, 2006. Published 2006 Wiley-Liss, Inc. [source] Involvement in occupations among older adults with physical and functional impairments is influenced by positive belief and a sense of hopeAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2 2003M Clare Taylor No abstract is available for this article. [source] A 3-year comparison of dental anxiety treatment outcomes: hypnosis, group therapy and individual desensitization vs. no specialist treatmentEUROPEAN JOURNAL OF ORAL SCIENCES, Issue 4 2002Rod Moore Outcomes of hypnotherapy (HT), group therapy (GT) and individual systematic desensitization (SD) on extreme dental anxiety in adults aged 19,65 yr were compared by regular attendance behaviors, changes in dental anxiety and changes in beliefs about dentists and treatment after 3 yr. Treatment groups were comparable with a static reference control group of 65 anxious patients (Dental Anxiety Scale ,,15) who were followed for a mean of nearly 6 yr. After 3 yr, 54.5% of HT patients, 69.6% of GT patients and 65.5% of SD patients were maintaining regular dental care habits. This was better than the 46.1% of the reference group, who reported going regularly to the dentist again within the cohort follow-up period, and 38.9% of a control subgroup with observation for 3 yr. Women were better regular attenders than men at 3 yr. Specialist-treated regular attenders were significantly less anxious and had more positive beliefs than regular attenders from reference groups. There were few differences between HT, GT and SD after 3 yr. It was concluded that many patients can, on their own, successfully start and maintain regular dental treatment habits with dentists despite years of avoidance associated with phobic or extreme anxiety. However, it also appears that these patients had less success in reducing dental anxiety and improving beliefs about dentists long-term than did patients who were treated at the specialist clinic with psychological strategies. [source] Exploring Daily Grading as a Form of Assessment in a College-Level Japanese Language ClassroomFOREIGN LANGUAGE ANNALS, Issue 1 2002Seonghee Choi ABSTRACT: Methods of evaluation affect learning in multiple and varied ways. The current distinction between testing and assessment invokes issues about which alternatives for evaluation are available and how they are applied in language classrooms. To explore a daily grading system as a form of assessment, this study surveyed 16 teachers and 90 students in college-level Japanese language classrooms where daily grading is practiced. The results showed that both teachers and students had positive beliefs about daily grading. It was also found that students had moderate anxiety levels when their performances were graded daily. In addition, the study revealed several areas of concern about daily grading. To use daily grading successfully as a language-learning assessment tool, appropriate and ongoing teacher training is recommended. [source] Women's responses to fashion media images: a study of female consumers aged 30,59INTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 3 2010Joy M. Kozar Abstract The purpose of this study was to examine whether female consumers ranging in age from 30 to 59 prefer fashion advertising models more closely resembling their age. The sample for this study consisted of 182 women. Stimuli included full-colored photographs of current fashion models. A questionnaire designed to explore participants' responses to the stimuli included scales measuring participants' beliefs about the stimulus models' appearances and attractiveness, participants' purchase intentions and perceived similarity with the models and participants' perceived fashionability of the model's clothing. Participants rated models appearing older in age significantly higher than younger models on the characteristics related to appearance and attractiveness. Advertisements with older models also had a significant positive relationship to participants' purchase intentions as compared to younger-age models. Participants who perceived more similarity to the models were found to have more positive beliefs about the model's appearance and attractiveness and the fashionability of the model's clothing. Perceived similarity also had a significant positive relationship to participants' purchase intentions. As a result of this study, findings suggest that marketers and retailers should consider the age of the model used in their promotional materials. Specifically, it is possible that female consumers either transitioning into, or currently in, the middle adulthood life stages may have a preference for fashion models more closely resembling their age group. [source] Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2008Okhee Lee Abstract This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre- and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item-by-item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726,747, 2008 [source] Metacognitive beliefs increase vulnerability to ruminationAPPLIED COGNITIVE PSYCHOLOGY, Issue 3 2010Michelle L. Moulds Metacognitive beliefs about the benefits of rumination are associated with rumination and depression; however, the direction of these relationships remains unclear. Two experiments examined whether individuals with high positive beliefs about rumination engaged in more rumination following a laboratory-based stressor than individuals with low levels of such beliefs. In Study 1, participants with high levels of positive beliefs reported more rumination following receipt of negative feedback on a forced-failure anagram task. In Study 2, participants with high levels of positive beliefs reported more rumination compared to participants with low levels of positive beliefs, regardless of whether they received negative feedback, positive feedback or no feedback on their performance. Our findings demonstrate the importance of positive beliefs about rumination, and highlight the utility of treatment approaches that aim to reduce rumination by targeting such unhelpful metacognitive beliefs. Copyright © 2010 John Wiley & Sons, Ltd. [source] Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an InterventionCHILD DEVELOPMENT, Issue 1 2007Lisa S. Blackwell Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group. [source] Metacognitive beliefs and strategies predict worry, obsessive,compulsive symptoms and coping styles: A preliminary prospective study on an Italian non-clinical sampleCLINICAL PSYCHOLOGY AND PSYCHOTHERAPY (AN INTERNATIONAL JOURNAL OF THEORY & PRACTICE), Issue 4 2007Claudio Sica Eighty undergraduate students completed the Italian versions of the Metacognition Questionnaire and Thought Control Questionnaire along with well-established measures of worry, obsessive,compulsive symptoms and coping styles on two occasions four months apart. A series of hierarchical regression analyses revealed that, after controlling the initial level of both worry and obsessionality, negative beliefs about worry focused on uncontrollability and danger appeared consistently associated with worry and obsessive symptoms at a four-month distance. In addition, positive beliefs about worry predicted maladaptive coping styles whereas cognitive self-consciousness and thought strategies aimed at distraction appeared to foster or facilitate adaptive coping styles. Results, implications and limitations are discussed according to Well's metacognitive model of emotional disorders.,Copyright © 2007 John Wiley & Sons, Ltd. [source] | |||||||||||||