Europe’s Journal of Psychology最新文献

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Negative Results in European Psychology Journals 欧洲心理学期刊的负面结果
Europe’s Journal of Psychology Pub Date : 2013-11-29 DOI: 10.5964/EJOP.V9I4.590
Martin R. Vasilev
{"title":"Negative Results in European Psychology Journals","authors":"Martin R. Vasilev","doi":"10.5964/EJOP.V9I4.590","DOIUrl":"https://doi.org/10.5964/EJOP.V9I4.590","url":null,"abstract":"Psychologists have long speculated that the research literature is largely dominated by positive findings, but yet there is little data to justify these speculations. The present study investigates the extent to which negative findings exist in the literature by reviewing articles published in five European psychology journals. While no temporal change was observed, the results indicate that almost all (95.4%) articles published in 2001, 2006 and 2011 found support for at least one tested hypothesis. Moreover, a sizable number (73%) of papers found support for all tested hypotheses. It is argued that the lack of negative findings can have a detrimental effect on the ability to systemize scientific knowledge, the way science is practiced, and the rate of replications in psychology. Publishing positive findings may be very important for making progress in our field, but negative findings are also crucial for maintaining its scientific integrity. When we base our conclusions on results that support our predictions and ignore data to the contrary, we run the risk of creating a biased view of reality that gives us little confidence in the validity and applicability of our findings.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122925908","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}
引用次数: 15
Subjective Well-Being of Children in the Context of Educational Transitions: Cross-Sequential Results From Two European Countries With Different School Systems 教育转型背景下儿童的主观幸福感:来自两个不同学校制度的欧洲国家的交叉序列结果
Europe’s Journal of Psychology Pub Date : 2013-11-29 DOI: 10.5964/EJOP.V9I4.668
G. Krampen
{"title":"Subjective Well-Being of Children in the Context of Educational Transitions: Cross-Sequential Results From Two European Countries With Different School Systems","authors":"G. Krampen","doi":"10.5964/EJOP.V9I4.668","DOIUrl":"https://doi.org/10.5964/EJOP.V9I4.668","url":null,"abstract":"The objective of two empirical studies is the analysis of the development of subjective well-being in kindergarten and elementary school students in the context of the educational transitions (1) from kindergarten to elementary school and (2) from elementary to secondary schools in two different national school systems. Semi-structured interviews on self-esteem and dysthymic mood (i.e., low spirits, feelings of depressiveness and of dejection) were administered in 5 cohorts (two kindergarten and the first three elementary school years). Measurements were repeated three times each a year apart. Samples refer to 312 German and 244 Luxembourg children enrolled in educational systems with optional kindergarten, 4-year comprehensive elementary school, and educational placement thereafter (Germany) versus obligatory kindergarten and 6-year comprehensive elementary school (Luxembourg). Time- and age-effects point to significant discontinuities in the development of subjective well-being. There are declines of self-esteem and increases of dysthymic mood just after school enrollment (“transition shock”) in the Luxembourg sample, whereas quite similar developments are observed in the last elementary school year before educational placement for secondary education in the German sample. School enrollment and educational placement for secondary education are critical life events with significant impact on children’s well-being, which varies between different school systems.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"20 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134004478","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}
引用次数: 5
Linking University Students’ Willingness to Learn to Their Recollections of Motivation at Secondary School 大学生学习意愿与中学学习动机回忆的关系
Europe’s Journal of Psychology Pub Date : 2013-11-29 DOI: 10.5964/EJOP.V9I4.638
Julia Gorges, Malte Schwinger, C. Kandler
{"title":"Linking University Students’ Willingness to Learn to Their Recollections of Motivation at Secondary School","authors":"Julia Gorges, Malte Schwinger, C. Kandler","doi":"10.5964/EJOP.V9I4.638","DOIUrl":"https://doi.org/10.5964/EJOP.V9I4.638","url":null,"abstract":"This study investigated the role of recollected school-based motivation on university students’ willingness to use new learning opportunities. Following Eccles’ expectancy-value theory, willingness to learn was conceptualized as task value, which has been found to predict task choice in previous empirical studies. Based on three motivational theories, we suggest two broad motivational dimensions for an economic description of motivational orientations, inward and outward , that should differentially predict the formation of task value. German university students ( N = 1580) were asked about their task value for receiving their instructions in English as a foreign language at university and, retrospectively, their motivation in English language class at secondary school. Principal components analysis and confirmatory factor analyses of motivational variables yielded a two-factor solution supporting the differentiation between inward and outward motivational orientation. Inward motivational orientation at school was positively linked to students’ task value in adulthood, even if the individual’s self-concept of ability was controlled. The effects of outward motivation were rather small and tended to be counterproductive. Our findings suggest a complex interplay between past and present motivation and self-concept of ability underlying one’s willingness to learn and to participate in education.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122691281","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}
引用次数: 19
The Effect of the Negotiator's Social Power as a Function of the Counterpart's Emotional Reactions in a Computer Mediated Negotiation 计算机中介谈判中谈判者社会权力对对方情绪反应的影响
Europe’s Journal of Psychology Pub Date : 2013-11-29 DOI: 10.5964/EJOP.V9I4.639
Shlomo Hareli, Shlomo David, Sagi Akron, U. Hess
{"title":"The Effect of the Negotiator's Social Power as a Function of the Counterpart's Emotional Reactions in a Computer Mediated Negotiation","authors":"Shlomo Hareli, Shlomo David, Sagi Akron, U. Hess","doi":"10.5964/EJOP.V9I4.639","DOIUrl":"https://doi.org/10.5964/EJOP.V9I4.639","url":null,"abstract":"A negotiator’s own power and their counterpart’s emotional reaction to the negotiation both influence the outcome of negotiations. The present research addressed the question of their relative importance. On one hand, social power should be potent regardless of the other’s emotions. On the other hand, the counterpart’s emotional reactions inform about the ongoing state of the negotiation, and as such are more diagnostic than the more distal power cue. In a simulated computer mediated negotiation, 248 participants assumed the role of a vendor of computerized avionics test equipment and their objective was to negotiate the price, the warranty period, and the number of software updates that the buyer will receive free of charge. Participants negotiated the sale after being primed with either high or low power or not primed at all (control condition). They received information that their counterpart was either happy or angry or emotionally neutral. The findings showed that even though power was an important factor at the start of negotiations, the informative value of emotion information took precedence over time. This implies that emotional information may erase any advantage that counterparts have in a negotiation thanks to their higher social power.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127674037","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}
引用次数: 4
The Predictiveness of Achievement Goals: A 2 × 2 Framework Analysis From a Social Cognitive Perspective 成就目标的可预测性:基于社会认知视角的2 × 2框架分析
Europe’s Journal of Psychology Pub Date : 2013-11-29 DOI: 10.5964/EJOP.V9I4.640
Huy P Phan
{"title":"The Predictiveness of Achievement Goals: A 2 × 2 Framework Analysis From a Social Cognitive Perspective","authors":"Huy P Phan","doi":"10.5964/EJOP.V9I4.640","DOIUrl":"https://doi.org/10.5964/EJOP.V9I4.640","url":null,"abstract":"Using the Revised Achievement Goal Questionnaire (AGQ-R) (Elliot & Murayama, 2008), we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010), we conceptualized a model that included both antecedent (i.e., enactive learning experience) and consequence (i.e., intrinsic motivation and academic achievement) of achievement goals. Two hundred seventy-seven university students (151 women, 126 men) participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131925421","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}
引用次数: 6
Robust Cultural Pluralism: An Interview With Professor Richard A. Shweder 稳健的文化多元主义:理查德·a·施韦德教授访谈
Europe’s Journal of Psychology Pub Date : 2013-11-29 DOI: 10.5964/EJOP.V9I4.718
Richard A. Shweder, Séamus A. Power
{"title":"Robust Cultural Pluralism: An Interview With Professor Richard A. Shweder","authors":"Richard A. Shweder, Séamus A. Power","doi":"10.5964/EJOP.V9I4.718","DOIUrl":"https://doi.org/10.5964/EJOP.V9I4.718","url":null,"abstract":"In this wide ranging interview, Professor Richard A. Shweder from the Department of Comparative Human Development at the University of Chicago, discusses whether it is or is not possible to be a robust cultural pluralist and a dedicated political liberal at the same time. In this discussion, Professor Shweder offers his insights - based on over 40 years of research - on issues related to the history and re-emergence of cultural psychology; moral anthropology and psychology; the experimental method in psychological investigation and its philosophical basis; contemporary and historical cultural collisions – most notably conflicting representations of female genital surgeries; cultural diversity and inequality; and the dissemination of ideas through open access publishing and Twitter. Professor Shweder ends by offering valuable advice to young researchers in the field of cultural psychology as well as a glimpse into the larger themes of his forthcoming book, which seeks to provide answers to the question of what forms of political liberalism are most compatible with robust cultural pluralism and which are not.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129745891","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}
引用次数: 5
Troubling Methods in Qualitative Inquiry and Beyond 定性调查中令人困扰的方法及其他
Europe’s Journal of Psychology Pub Date : 2013-08-30 DOI: 10.5964/EJOP.V9I3.647
Lene Tanggaard
{"title":"Troubling Methods in Qualitative Inquiry and Beyond","authors":"Lene Tanggaard","doi":"10.5964/EJOP.V9I3.647","DOIUrl":"https://doi.org/10.5964/EJOP.V9I3.647","url":null,"abstract":"This present paper troubles and literally ‘shakes’ the idea of methods as the founding ground of qualitative inquiry. It does so by addressing the real-time messiness of research and the retrospective character of research reports. While the paper is not as such opposed to methods, it does suggest that many actual research practices do not follow defined and regular plans as the terminology of methods inclines. However, rather than seeing the messiness as a bias to be eliminated, a more constructive approach is suggested. With the intention of inviting more creative and thought-provoking research within qualitative inquiry, three specific ‘messy’ research strategies are suggested in the paper. These are: 1) Searching for associations between actors, of both human and non-human kinds, 2) following the traces of many kinds of actors and 3) doing a theoretical re-working of materials. The overall suggestion is that these open-ended and flexible strategies allow for an innovative approach to the development of a qualitative psychology while also serving to trouble (at least for a moment) the current popularity of methods in research.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129875470","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}
引用次数: 17
Investigating the Predictive Role of Social Self-Efficacy on Authenticity in Turkish University Students 土耳其大学生社会自我效能感对真实性的预测作用
Europe’s Journal of Psychology Pub Date : 2013-08-30 DOI: 10.5964/EJOP.V9I3.579
Seydi Ahmet Satıcı, A. Kayiş, A. Akin
{"title":"Investigating the Predictive Role of Social Self-Efficacy on Authenticity in Turkish University Students","authors":"Seydi Ahmet Satıcı, A. Kayiş, A. Akin","doi":"10.5964/EJOP.V9I3.579","DOIUrl":"https://doi.org/10.5964/EJOP.V9I3.579","url":null,"abstract":"The aim of the present study is to examine the relationship between social self-efficacy and authenticity. The Perceived Social Self-efficacy Scale and the Authenticity Scale were administrated to a sample of 308 university students. The research data were analysed by correlation and linear regression analysis. Social self-efficacy is positively related to authentic living, and is negatively related to accepting external influence, and self-alienating. The linear regression analysis showed that social self-efficacy was a significant predictor of authenticity. The significance and limitations of the results are discussed.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132718812","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}
引用次数: 13
Italian Adaptation of the "Autonomy and Relatedness Coding System" “自主关联编码系统”的意大利改编
Europe’s Journal of Psychology Pub Date : 2013-08-30 DOI: 10.5964/EJOP.V9I3.571
S. Ingoglia, Maria Grazia Lo Cricchio
{"title":"Italian Adaptation of the \"Autonomy and Relatedness Coding System\"","authors":"S. Ingoglia, Maria Grazia Lo Cricchio","doi":"10.5964/EJOP.V9I3.571","DOIUrl":"https://doi.org/10.5964/EJOP.V9I3.571","url":null,"abstract":"The study examined the applicability of the observational technique developed by Allen and colleagues (Allen, Hauser, Bell, & O’Connor, 1994; Allen, Hauser, et al., 2003) to investigate the issues of autonomy and relatedness in parent-adolescent relationship in the Italian context. Thirty-five mother-adolescent dyads participated to a task in which they discussed a family issue about which they disagree. Adolescents were also administered a self-report measure assessing their relationship with mothers. Mothers reported significantly higher levels of promoting and inhibiting autonomy, and promoting relatedness behaviors than their children. Results also suggested a partial behavioral reciprocity within the dyads, regarding promoting and inhibiting relatedness, and inhibiting autonomy. Finally, mothers’ inhibiting autonomy behaviors positively correlated to teens’ perception of their relationship as conflicting; adolescents’ inhibiting and promoting autonomy and inhibiting relatedness behaviors positively correlated to open confrontation, rejection and coolness, while promoting relatedness behaviors negatively correlated to open confrontation, rejection and coolness. The results suggest that, for Italian mothers, behaviors linked to autonomy seem to be associated with being involved in a more negative relationship with their children, even if not characterized by open hostility, while for Italian adolescents, behaviors linked to autonomy seem to be associated with threatening the closeness of the relationship. Globally, the findings suggest that the application of this observational procedure may help our understanding of youth autonomy and relatedness development in Italy, but they leave unanswered questions regarding its appropriate adaptation and the role played by cultural differences.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122088323","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}
引用次数: 21
Café Philosophique with Lou Marinoff
Europe’s Journal of Psychology Pub Date : 2013-08-30 DOI: 10.5964/EJOP.V9I3.665
L. Marinoff, Beatrice Popescu
{"title":"Café Philosophique with Lou Marinoff","authors":"L. Marinoff, Beatrice Popescu","doi":"10.5964/EJOP.V9I3.665","DOIUrl":"https://doi.org/10.5964/EJOP.V9I3.665","url":null,"abstract":"Lou Marinoff: You are more than welcome, Beatrice. I am delighted to have a virtual coffee with you. My “love of counseling” – as you so generously phrase it – may be nothing more than operant conditioning. My first inspiration was my talkative extended family, most of whom were capable of dispensing advice almost continuously, and on any topic. In such a climate, one must think for oneself, dispense advice in self-defense, and ultimately take one's own counsel. Having counseled myself for many years using philosophical resources, I never dreamed that I would one day do this with others. And today, after more than twenty years of engagement with philosophical practice, it sometimes seems like a dream.","PeriodicalId":117577,"journal":{"name":"Europe’s Journal of Psychology","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127951859","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}
引用次数: 0
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