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Psychological Perspective (psychological + perspective)
Selected AbstractsEnvisioning Fatherhood: A Social Psychological Perspective on Young Men without Kids,FAMILY RELATIONS, Issue 2 2000William Marsiglio Using in-depth interviews and a purposive sample of 32 men ages 16,30 who have not yet fathered a child, our grounded theory study examined how men envision aspects of fatherhood. Informed by symbolic interactionist and life course perspectives, our interpretive data analyses yielded two interrelated substantive dimensions: fatherhood readiness and fathering visions. We introduce five interrelated theoretical themes to sharpen our understanding of these dimensions, and discuss how these dimensions and themes inform interventions aimed at heightening young men's procreative responsibility. [source] Dyslexia: A Psychological PerspectiveCHILD AND ADOLESCENT MENTAL HEALTH, Issue 1 2003Angela Fawcett First page of article [source] Determinants of Human Rights Attitudes and Behavior: A Comparison and Integration of Psychological PerspectivesPOLITICAL PSYCHOLOGY, Issue 4 2007J. Christopher Cohrs Following several political-psychological approaches, the present research analyzed whether orientations toward human rights are a function of right-wing authoritarianism (RWA), social dominance orientation (SDO), basic human values in the sense of Schwartz (1992), and political ideology. Three dimensions of human rights attitudes (endorsement, restriction, and enforcement) were differentiated from human rights knowledge and behavior. In a time-lagged Internet survey (N = 479), using structural equation modeling, RWA, universalism and power values, and political ideology (measured at Time 1) differentially predicted dimensions of human rights attitudes (measured at Time 2 five months later). RWA and universalism values also predicted self-reported human rights behavior, with the effects mediated through human rights endorsement. Human rights knowledge also predicted behavior. The psychological roots of positive and negative orientations toward human rights, consequences for human rights education, and the particular role of military enforcement of human rights are discussed. [source] Young children learning about living things: A case study of conceptual change from ontological and social perspectivesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2004Grady VenvilleArticle first published online: 16 APR 200 Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case-study design and qualitative data-collection methods to investigate the process of conceptual change from ontological and social perspectives when Year 1 (5- and 6-year-old) students were learning about living things. Most students were found to think about living things with either stable, nonscientific or stable, scientific framework theories. Transitional phases of understanding also were identified. Patterns of conceptual change observed over the 5-week period of instruction included theory change and belief revision as well as reversals in beliefs. The predominant pattern of learning, however, was the assimilation of facts and information into the students' preferred framework theory. The social milieu of the classroom context exposed students' scientific and nonscientific beliefs that influenced other individuals in a piecemeal fashion. Children with nonscientific theories of living things were identified as being least able to benefit from socially constructed, scientific knowledge; hence, recommendations are made for teaching that focuses on conceptual change strategies rather than knowledge enrichment. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 449,480, 2004 [source] Past success and convergent thinking in groups: The role of group-focused attributionsEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 4 2004Jack A. Goncalo Past success often causes groups to think narrowly around strategies that have worked in the past, even when environmental change has rendered these strategies ineffective. From a psychological perspective, this research seems to indicate that past success may give rise to convergent thinking in groups. Why might successful groups be prone to convergent thinking? I argue that the relationship between past success and convergent thinking may depend on the attributions that groups generate to explain their shared success. In this paper, I focus on two distinct attributions at the group level: Individual-focused attributions that reflect the idiosyncratic characteristics of individual group members and group-focused attributions that reflect the emergent properties of the group as a whole. I found that group-focused attributions for past success cause groups to generate fewer ideas that are, on average, more convergent. In contrast, individual-focused attributions cause groups to generate more ideas that are on average more divergent. These findings suggest that the experience of success may actually stimulate divergent thinking depending on how a group chooses to explain it. Copyright © 2004 John Wiley & Sons, Ltd. [source] A psychological perspective: Marriage and the social provisions of relationshipsJOURNAL OF MARRIAGE AND FAMILY, Issue 4 2004Carolyn E. Cutrona First page of article [source] Psychosocial ramifications of the 2008 Beijing Olympic GamesASIAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 2 2010Li Liu The Beijing Olympic Games, one of the most significant social events for contemporary China, is a milestone for China's efforts for globalization. ,One World, One Dream', the motto of the Beijing Olympic Games, is an embodiment of the encounter between Chinese culture and Western civilization, and a symbol of integration between China and the rest of the world. This Special Section seeks to address the psychosocial ramifications of the Beijing Olympic Games and, thereby, to shed light on China's domestic situation and its international relations from a social psychological perspective. Moving beyond the psychology of athletic excellence, the four papers included use a wide range of methods, ranging from longitudinal tracking to priming, to examining self-construal and volunteering, to representations of China's past and future, competition towards foreigners, and perceived intercultural differences. Consistently found across the papers, patriotism was associated with ingroup cohesion, whereas nationalism was associated with competition and differentiation towards outgroups. This Special Section thereby pays tribute to the social psychological significance of the Beijing Olympic Games to China and the world. [source] Psychological research in educational technology in ChinaBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2010Ru-De Liu Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners' higher-order thinking, deep understanding, collaboration and self-regulated learning. The third is a model for the effectiveness and conditions of Computer-Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration. [source] Stalking and psychosexual obsession: psychological perspectives for prevention, policing and treatment.CRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 1 2004Edited by Julian Boon, Lorraine Sheridan. No abstract is available for this article. [source] | ||||||||||||||||