Knowledge Beliefs Research Articles

Understanding the emergence of females as leaders in academia: The intersections of gender stereotypes, status and emotion

AbstractDrawing on the expectation state theory, this paper seeks to analyse the social cognitive process of the impacts of gender stereotypes along with their culturally derived schemas of status belief, status characteristics and emotion at the early stage of women's endeavour to emerge as leaders in academia. Employing a convenience sampling and interviews held with five women academic participants from three public and private universities in the western region of Indonesia, this research reveals that two social cognitive practices affect women's endeavour to emerge as leaders; (1) the incongruities of cultural and cognitive expected status belief and status characteristics about females with the expected performance of leadership. The pervasive effect of these can be mitigated when women adopt a strategy of neglection, coupled with a strategy of networking both via their own networks and their husband's networks; (2) the incongruities of cultural and cognitive expected ways of emotional expression on women with the expected performance of leadership. This impacts the status conferral that shapes the worthiness of females to emerge as leaders, leading female leaders in our study to build a protective shield of emotion display to keep them perceived as worthy individuals for leadership roles.

Affect and information technology use: the impact of state affect on cognitions and IT use

PurposeThis paper investigates the dynamics between state affect and trusting cognitive beliefs on post-adoptive information technology (IT) use behaviors in the form of intention to explore and deep structure usage. That state affect can influence behaviors is recognized in practice. In fact, some studies examine the impact of affective constructs, but the way state affect impacts how individuals use IT remains largely unexplored. The authors theorize that state affect, in the form of positive and negative affect, will influence trusting cognitive beliefs regarding an IT artifact (in terms of perceived helpfulness, capability and reliability) and, more importantly, directly influence intention to explore and deep structure usage.Design/methodology/approachThe authors test the model using a sample of 357 IT users. Survey items were derived from established measures, and the data were analyzed using structural equation modeling.FindingsResults of this study suggest that positive affect and negative affect impact trusting cognitive beliefs. Trusting cognitive beliefs positively impact intention to explore with an IT and deep structure usage of an IT. Even in the presence of trusting beliefs, though, positive affect directly impacts intention to explore. Positive affect and negative affect both also have various indirect, mediated effects on intention to explore and deep structure usage.Originality/valueIn order to maximize value from workplace IT, the results suggest managers foster an authentic, positive work environment in order to harness or redirect employees' emotional energies.

A study on the blended learning effects on students majoring in preschool education in the post-pandemic era: An example of a research-method course in a Chinese university.

The world has gradually entered the post-pandemic era. Although the pandemic has been slowing down, it still has a strong impact on the education scene. Thus, how to provide students with an effective and flexible learning style is currently an important educational issue. This study focused on the implementation of effective teaching to improve the learning effects based on these special circumstances. To ensure a realistic teaching situation, an experiment of blended learning was conducted in a university in the Guangxi Zhuang Autonomous Region of China for a short-term study, based on the consideration of pandemic supervision and control. In this experiment, a single-group quasi-experimental design method, using the extended O-PIRTATD/S model, was adopted in a research-method course designed for students majoring in preschool education. This research-method course was an 8-week flipped course, where the first 4 weeks were online teaching and the last 4 weeks were taught offline, thus combining as a blended learning course. A total of 115 active participants were recruited for this study. Based on the theoretical framework of the belief-action-outcome (BAO) model, five research hypotheses were proposed with the aim of constructing a learning behavior pattern based on cognitive beliefs which could be verified by structural equation modeling. The results of the study were concluded as follows: 1. Academic self-efficacy had a positive impact on learning engagement, but had a negative impact on cognitive load; 2. Cognitive load did not have a significant impact on learning engagement; 3. Learning engagement had a positive impact on the enhancement of academic self-confidence; and 4. Cognitive load had a negative impact on the enhancement of academic self-confidence.

Anticipated Affect That Encourages or Discourages Human Papillomavirus Vaccination: A Scoping Review

We reviewed studies that examined the anticipated affects associated with human papillomavirus (HPV) vaccination to identify gaps in the literature and the currently available practice implications for encouraging HPV vaccination. We systematically searched MEDLINE, the Cumulative Index to Nursing and Allied Health Literature, PsycINFO, PsycArticles, Academic Search Complete, Scopus, and Web of Science to find English articles that quantitatively and qualitatively examined anticipated affects associated with HPV vaccination. A total of twenty-one studies were identified. Seventeen studies examined the anticipated inaction regret (i.e., not being vaccinated). Most of the included studies reported that anticipated inaction regret had a significantly positive association with HPV vaccination outcomes, such as vaccination behavior, intention, willingness, and acceptability. Furthermore, seven studies reported that anticipated inaction regret had a significantly positive and stronger association with vaccination outcomes than cognitive beliefs, such as vaccine effectiveness and safety, and perceived susceptibility and severity. The present review indicated that the stronger the participants' anticipated inaction regret, the more likely they were to receive the HPV vaccine. Messages targeting the anticipated affect may be as effective as or more effective than messages targeting cognitive beliefs in encouraging HPV vaccination among people. However, most of the studies included in the present review adopted a cross-sectional design with vaccination intention and willingness as outcomes. Therefore, future studies should examine the influence of anticipated affects on the utilization of HPV vaccines using experimental designs to accumulate stronger evidence.

The Effectiveness of the Gibbs Model in Modifying Alternative Perceptions of Social Concepts in Educational Sociology and their Cognitive Beliefs among Students of Faculties of Education

The current research aims to identify the effectiveness of the (Gibbs) model in modifying alternative perceptions in teaching educational sociology on the development of social concepts and their cognitive beliefs among students of faculties of education, for first-year students in the Department of Educational and Psychological Sciences. By verifying the null hypothesis (there are no statistically significant differences of (0.05) between the mean scores of the experimental group for those who studied according to the Gibbs model and the mean scores of students for the control group who studied in the usual way on the development of social educational concepts and cognitive beliefs among students of colleges of education The researcher adopted the experimental design with partial control, and the two groups of research were equal in a number of variables, and for the purpose of verifying the goal of the research, the researcher prepared the research tools to test the acquisition of social and educational concepts and the scale of cognitive beliefs, which consisted of (20) items of multiple testing according to the acquisition processes (definition of the concept , distinguishing the concept, applying the concept) and the second scale of cognitive beliefs consisted of (20) items, and the data were processed statistically using spss, if it appeared that the students of the experimental group were superior to the control group in the development of social concepts and the development of cognitive beliefs

Predicting Symptoms of Obsessive-Compulsive Disorder Based on Cognitive Beliefs and Mindfulness in a Non-clinical Population

Objective: Obsessive-compulsive disorder (OCD) is one of the most common, controversial, and challenging disorders among the various psychological disorders. This research aimed to predict symptoms of OCD based on cognitive beliefs and mindfulness in a non-clinical population. Materials and Methods: The research design was descriptive-correlational. The statistical population comprised all students from universities in the city of Tabriz. A sample of 500 individuals was selected through convenience sampling. Research tools included the Revised Obsessive-Compulsive Questionnaire, Mindfulness Scale, and Obsessive Beliefs Questionnaire. Pearson correlation coefficient and multiple regression were used to analyze the research hypotheses. Data analysis was performed using SPSS software, version 25. Findings: Statistical analysis results showed that the combination of cognitive beliefs and mindfulness could predict symptoms of washing, obsessive symptoms, hoarding symptoms, ordering symptoms, checking symptoms, and neutralizing symptoms of OCD (p < 0.05). Conclusion: Based on the results, it can be inferred that professionals can utilize the potential of the variables studied in the areas of diagnosis and clinical interventions for OCD.

Efficacy of emotion regulation training on pain intensity and life quality in patients with peptic ulcer disease (PUD).

Because gastric ulcer is a psychosomatic disease involving many psychological factors like assertiveness and cognitive beliefs, this study aimed to investigate the effectiveness of emotion regulation training on pain intensity and quality of life in patients with peptic ulcer disease. Gastric ulcer, a recurrent and common disease worldwide, is associated with gastrointestinal symptoms and lower health-related quality of life. Psychological factors and stress have been recognized as important contributors to the onset and duration of gastric ulcer, highlighting the need for effective psychological interventions to improve pain intensity and quality of life in patients. The research method was semi-experimental and based on the pretest-posttest control group design, with follow-up after three months. The sample included 46 participants selected by a Purposive Sampling method and placed randomly in the experimental and control groups. At first, simultaneously, and under the same conditions, all the participants responded to the Chronic Pain Grade Questionnaire (CPG) and Quality of Life Questionnaire (SF-12). The emotion regulation training was performed on the experimental group. In the end, both groups were evaluated by posttests, and then they were tracked after three months. To analyze data, the ANCOVA test was applied through SPSS 22. Findings showed that emotion regulation training was meaningfully effective in decreasing pain intensity and increasing life quality (p<0.01), but after three months interval, no significant changes were found in the results. Due to the results about emotion regulation training protocol that has successfully reduced pain intensity symptoms in PUD patients and increased life quality, it is suggested that this protocol can be added to other treatments for PUD patients.

Therapist’s interventions immediately after exceeding the client’s therapeutic zone of proximal development: A comparative case study

Objective When therapists’ proposals are too demanding exceeding clients’ readiness to move into change, clients may resist advancing. We aimed to understand how a therapist behaved immediately after the client resisted advancing into change within Cognitive–Behavioral Therapy. Methods We analyzed a recovered and an unrecovered case, both with Major Depression, and followed by the same therapist. Through the Therapeutic Collaboration Coding System, we analyzed 407 exchanges of interest. Results In both cases, clients resisted more in advancing at intermediate sessions, mainly by the therapist’s challenges to raise insight and debate cognitive beliefs in the recovered case, and to seek experiential meanings in the unrecovered case. Immediately after clients resisted advancing, the therapist tended to insist on challenging them in the same direction. In the recovered case, the therapist did so continually throughout the therapy, sometimes balancing between insisting or stepping back. In the unrecovered case, the therapist insisted on challenging, but mostly at the final session. Occasionally, the therapist insisted on challenging, and clients resisted over consecutive exchanges. Conclusion: Our results reinforce that to enact progress and change clients need to be pushed into change, however it requires therapists’ skillful assessment of clients’ tolerance to move in time.

Unintended Consequences: Testing the Effects of Adolescent-Targeted Anti-vaping Media Upon Adult Smokers.

The US Food and Drug Administration (FDA) and other organizations have produced and disseminated public health campaigns designed to deter youth from vaping. Yet it is unknown how these campaigns affect adult smokers exposed to these messages with respect to their perceptions of e-cigarettes and their motivation to use these products to reduce or quit smoking. A controlled experimental design was used to investigate the effects of an FDA-distributed youth-targeted anti-vaping public service announcement (PSA), "Vaping is an Epidemic," upon adult smokers. We randomized 161 daily smokers to view either the FDA PSA or a matched video absent of e-cigarette content, and we hypothesized that the PSA would impact variables related to harm reduction usage of e-cigarettes, including cognitive expectancies, perceived harm, smoking cessation effectiveness, and reported likelihood of switching from smoking to vaping. The PSA produced increases in both health risk and potency expectancies. Viewing the PSA compared to the control video resulted in overall more negative expectancies about e-cigarettes and all other variables related to harm reduction usage. Those who viewed the PSA rated e-cigarettes as more harmful (p < .001) and less effective for smoking cessation (p < .01), and they reported lower switching motivation (p < .001). Findings indicated that adult smokers who viewed the PSA were less likely to consider e-cigarettes for smoking cessation, thus reducing acceptance of a potential cessation aid with growing empirical support. Sensationalized youth-oriented anti-vaping messages may have unintended public health consequences upon adult audiences. This study is the first controlled experiment examining the effects of youth-oriented anti-vaping PSAs upon adult smokers' cognitive expectancies and beliefs about e-cigarettes. Exposure to the PSA resulted in overall more negative expectancies about e-cigarettes, as well as increased perceived harmfulness and reduced effectiveness of e-cigarettes for smoking cessation. Findings showed that these PSAs could deter adult smokers from the utilization of e-cigarettes as a smoking cessation or harm reduction strategy.

Public Interest in Islamic Equity Crowdfunding

Equity Crowdfunding is an alternative investment instrument, Indonesia with the largest Muslim population is a potential market for Islamic Equity Crowdfunding. The purpose of this study is to identify the motivation of investors to invest in this instrument. There are three subject sizes, namely; related to project funding (network externality and perceived informativeness), related to a platform (perceived accreditation, structural assurance, and third-party seal) related to fundraising (Islamic value congruence, social interaction ties). Belief perspective is divided into cognitive and affective. The sample used is 101 investors spread across Indonesia in a national equity crowdfunding company with Islamic-based management. The data was processed using the structural equation modeling technique using the WarpPLS 7.0 tool. The results of this study prove that investor interest is directly influenced by cognitive and affective beliefs and network externalities. Trust is proven to be able to mediate perceived informativeness on interest. The form of investor cognitive trust is perceived accreditation and third-party seal. The shapers of investor's affective trust are perceived informativeness, structural assurance, and Islamic value congruence. This finding can be used as the basis for how startup companies in sharia-based equity crowdfunding instruments build trust and interest. Keywords : Equity Crowdfunding, Trust, willingness to invest, project, platform, fundraiser.

Humble with God? How Education and Race Shape the Association Between God-Mediated Control and Humility in Later Life.

In contrast to the vibrant interdisciplinary literature on other virtues, such as forgiveness and gratitude, the study of humility has developed more slowly. Over the 2decades, there has been a proliferation of research on humility. In this study, we assess the interrelationship between a core feature of religious life, God-mediated control, and humility. We assess the interrelationship between God-mediated control (the belief that God is a collaborative partner working together with humans) and humility. We also assess how the relationship between God-mediated control and humility may be conditional on two sociodemographic characteristics among middle-aged and older adults, education and race. Data for this study come from Wave 5 of the Religion, Aging, and Health Study (2013), a nationwide survey of Whites and African Americans (N = 1152). We test our hypotheses with a series of OLS regression models. We find that stronger perceptions of God-mediated control were associated with greater humility among older adults. Results from our moderation analyses also show that the relationship between God-mediated control and greater humility was stronger for low status groups, namely, the less educated and Black older adults. The cognitive belief that God can be trusted as an intimate collaborator in the chaos of human life appears to predict humility among older adults, perhaps by acknowledging one's dependence on a superior being and appreciating the limits of human finitude and acknowledging God's greatness outside one's self. Devoid of secular resources, the less educated and Black Americans might find greater meaning and significance in their association with God and may feel no need to establish their own worth through the attainment of worldly accomplishments or knowledge. Given the centrality of humility to religious/spiritual life, we suggest how future interdisciplinary research can build on the findings of our study.

Abstract A025: Tailoring a culturally relevant and age-specific colorectal cancer screening education intervention for CHamoru and Filipinos in guam

Abstract Background. Colorectal cancer (CRC) is the 2nd leading cause of cancer death in Guam, a U.S. unincorporated territory where CHamoru (Chamorro) and Filipinos comprise over 60% of the population. CHamoru have higher age-adjusted mortality rates (23.2) than the U.S. (14.2) and the overall population in Guam (17.3). Only 53.9% of persons aged 50 and above have met USPSTF screening standards compared to 74.3% in the U.S. In addition, CRC diagnoses occur in the late stages; 75.0% at Stage 3, while 18.0% occur at Stage 1. Research on early CRC onset among Pacific Island peoples are limited; data from the Guam Tumor Registry indicates 10% of colorectal cancer cases from 2013 – 2017 were diagnosed before age 50. Specific aims of this pre-pilot study are to examine cognitive and cultural beliefs associated with CRC and screening, recommendations for culturally relevant prevention, and age-specific education interventions. Methods: Qualitative methods were employed via focus groups (FG) and in-depth key informant interviews (KII) to allow for participant perspectives and facilitate storytelling, a practice in the Pacific that creates a familiar and safe space for expression. A 3-member community council comprised of a CRC surgeon, community-based organization representative, and CRC survivor advised on recruitment, data analysis, and reporting. Purposive and snowball sampling was utilized due to stigma/sensitivity related to screening. Focus groups were age and gender specific, e.g., men in their 40s, women aged 50+, etc. KII were conducted with cultural experts and cancer survivors. Data on knowledge, attitudes, and beliefs and screening education recommendations was collected. Three levels of qualitative coding for thematic codes were performed and included input from community council and KIs. Translations from CHamoru to English were applied as necessary. Results: Five FGs and four KIIs (N=29) were conducted with persons aged 40 and above. Focus group participants were CHamoru (60%), Filipino (32%), mixed ethnicity (8%), female (56%), male (44%), and had a primary care provider (84%). Mean age was 55.0. Overall, 24.0% reported ever having had a FIT/FOBT test and 56.0% ever having had a colonoscopy. Data analysis for FGs and KIIs will be finalized in September. Initial reviews indicate mixed methods of delivery for community health educator interventions, e.g., use of a culturally relevant video, storytelling from CRC survivors, and efforts to educate families as a whole, as opposed to limiting education to screening-age adults. Conclusion: This study explores culturally relevant components of an education intervention providing a pre-emptive look at screening education for persons aged 40 and above. Findings may give insight toward age-specific and culturally-tailored CRC screening education with use of community health educators as a novel intervention for CHamoru and Filipino families and to create a pilot education intervention to improve CRC screening participation in these underserved minority populations. Citation Format: Tressa P. Diaz, Angela Sy, Elizabeth Elmore, Santino Camacho, Marc Rollon. Tailoring a culturally relevant and age-specific colorectal cancer screening education intervention for CHamoru and Filipinos in guam [abstract]. In: Proceedings of the AACR Special Conference on Colorectal Cancer; 2022 Oct 1-4; Portland, OR. Philadelphia (PA): AACR; Cancer Res 2022;82(23 Suppl_1):Abstract nr A025.

Who's in the Crowd Matters: Cognitive Factors and Beliefs Predict Misinformation Assessment Accuracy

Misinformation runs rampant on social media and has been tied to adverse health behaviors such as vaccine hesitancy. Crowdsourcing can be a means to detect and impede the spread of misinformation online. However, past studies have not deeply examined the individual characteristics - such as cognitive factors and biases - that predict crowdworker accuracy at identifying misinformation. In our study (n = 265), Amazon Mechanical Turk (MTurk) workers and university students assessed the truthfulness and sentiment of COVID-19 related tweets as well as answered several surveys on personal characteristics. Results support the viability of crowdsourcing for assessing misinformation and content stance (i.e., sentiment) related to ongoing and politically-charged topics like the COVID-19 pandemic, however, alignment with experts depends on who is in the crowd. Specifically, we find that respondents with high Cognitive Reflection Test (CRT) scores, conscientiousness, and trust in medical scientists are more aligned with experts while respondents with high Need for Cognitive Closure (NFCC) and those who lean politically conservative are less aligned with experts. We see differences between recruitment platforms as well, as our data shows university students are on average more aligned with experts than MTurk workers, most likely due to overall differences in participant characteristics on each platform. Results offer transparency into how crowd composition affects misinformation and stance assessment and have implications on future crowd recruitment and filtering practices.

Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice

Promoting engagement is crucial for encouraging student participation, interest, and learning in mathematics. Student engagement has been conceptualized as interrelated types comprising behavioural, emotional, and cognitive characteristics. Cognitive engagement, our focus in this paper, relates to students’ psychological investment in learning and practices used to enhance learning, such as self-regulatory strategies and metacognitive processes. Although crucial for students’ learning, research suggests that teachers’ practices for promoting students’ cognitive engagement are not well understood. In this qualitative study, we investigated the beliefs of 40 secondary mathematics teachers across eight English schools concerning promoting cognitive engagement in mathematics classrooms, and whether teachers with different cognitive engagement beliefs differ in the features of classroom practice they attend to in relation to promoting student self-regulation and metacognition. We developed a Cognitive Engagement Framework (CEF) for the following purposes: (1) to develop vignettes that described the practices of two contrasting teachers (Teacher A and Teacher B), who differed in their use of specific self-regulation and metacognitive processes; and (2) to use as a tool for analysis. 17 participants identified with Teacher A who favoured a controlling style towards student strategy use such as activating knowledge, planning, and enacting and regulating strategies, and a passive approach towards students’ use of self-reflection. 14 participants identified with Teacher B who favoured promoting student autonomy for planning and enacting and regulating strategies, self-reflection, and acknowledged affective elements. In addition to its findings, the paper makes a methodological contribution by using ‘vignettes’ as a new way of investigating teachers’ beliefs, and a theoretical contribution through the development of the CEF.

Part of the solution yet part of the problem: factors of schizophrenia stigma in mental health professionals

Background Stigma is highly prejudicial to persons with schizophrenia, their families, the society and the health care system. Mental health professionals (MHP) are considered to be one of the main sources of schizophrenia stigma. Objectives The aim of the study was to identify individual and contextual factors associated with stigma in MHP in its three dimensions (stereotypes, prejudices, discrimination, Fiske, 1998). Methods An online survey was conducted with specific measures of MHP stigma (stereotypes, prejudices and discrimination). Four categories of potential associated factors were also measured: sociodemographic characteristics, contextual characteristics (e.g., Work setting), individual characteristics (e.g., Profession, Recovery-oriented practices) and theoretical beliefs (e.g., Biological beliefs, Perceived similarities, Continuum versus Categorical beliefs). Results Responses of 357 MHP were analysed. Factors that were the most strongly associated with MHP stigma were Perceived similarities, Categorical beliefs, Biological beliefs, Recovery-oriented practice and Work setting (independent practice). Conversely, Gender, Specific trainings in stigma or recovery and Cognitive aetiology beliefs showed no association with any of MHP stigma dimension. Remaining factors show associations with a weak effect size. Conclusions The survey results suggest that MHP stigma is more influenced by individual factors such as theoretical beliefs and recovery-oriented practices than contextual factors. These original results provide perspectives for reducing stigma in mental health practices. Key points Mental health professionals (MHP) considering they share similarities with persons with schizophrenia or believing that schizophrenia is not a discrete social category but rather the extreme on a continuum between ‘normal’ and ‘pathologic’ reported less stigmatisation. MHP holding higher professional utility beliefs and using recovery-oriented practice reported fewer stereotypes, prejudice and discrimination. Other factors such as age, academic level, contact frequency, familiarity and multidisciplinary practice show associations with a weak effect size.

Social isolation in adults with cancer: An evolutionary concept analysis.

BackgroundIn extant literature, the concept of social isolation has been explored primarily in the context of older adults. However, people with cancer may also experience social isolation, and there is a need for increased clarity regarding this phenomenon in this population.ObjectiveTo conceptualize social isolation in adult cancer care.MethodsPubMed, Web of Science, PsycINFO, CINAHL, China National Knowledge Infrastructure, Wanfang Data, and the Chinese Biomedical Literature Database were systematically searched using the key terms “cancer,” “social isolation,” “social alienation,” and “social exclusion” for studies (from the earliest date available to June 2022). The main disciplines involved were psychology, nursing, medicine, and public health. Rodgers’ evolutionary concept analysis was employed to clarify the antecedents, attributes, and consequences of social isolation in adults with cancer.ResultsA total of 60 eligible articles were reviewed entirely and the main findings were categorized into antecedents, attributes, and consequences. The antecedents of social isolation were classified into six categories: cancer-related physiological changes, cognitive beliefs, psychological wellbeing, unsatisfactory social supports or relationships, restrictions associated with receiving treatments, and social-level barriers. Attributes were characterized according to behavior or social avoidance and negative affective experiences, while consequences were attributed to low therapeutic compliance, poor health conditions and mental health problems, and low quality of life. White’s heuristic model is a potential theoretical context applicable to social isolation in adults with cancer.ConclusionThis concept analysis provides a basis for developing multidimensional assessment tools and measures to alleviate social isolation in adults with cancer, a complex and varied phenomenon. However, while this review contributes to the current knowledge on social isolation in people with cancer, studies should further investigate the relationships among attributes associated with social isolation.

Student trust in school peers: a relational condition for optimal school functioning

PurposeThe purpose of this study was to establish a line of inquiry into student trust in school peers by: (1) developing a valid and reliable measure and (2) investigating the potential influence of student trust in school peers on optimal school functioning.Design/methodology/approachA non-experimental, survey research design was used. Ex-post facto data were collected in the spring of 2017 and spring of 2019 from a random sample of students in either the 5th, 7th, 9th or 11th grades in 79 schools located in a southwestern city in the US. Two types of analyses were performed. First, structural and convergent validity of the items measuring student trust in school peers were tested with a confirmatory factor analysis, and correlations with bullying and safety. The second analysis tested a hypothesized model with a full structural equation model using robust maximum likelihood estimation.FindingsConfirmatory factor analysis results report that items used to measure student trust in school peers share common variance with the latent trust factor. Both the 10-item and five-item measures had good model fit and parameter estimates. Additionally, the five-item measure had strong relationships with bullying and safety. As specified in the hypothesized model, student trust in peers had a strong, positive relationship with identification with school and positive, yet not as strong, of a relationship with academic grit. These relationships existed when accounting for student perceived teacher support.Originality/valueThis study extends trust research to students' relational connections by conceptualizing student trust in school peers as a cognitive belief, constructing a valid measure and finding a relationship between student–peer trust and elements optimal school functioning.

Protecting children from COVID-19: examining U.S. parents motivation and behaviour using an integrated model of self-determination theory and the theory of planned behaviour

Objectives This longitudinal study applied the integrated model of self-determination theory (SDT) and the theory of planned behaviour (TPB) to explain COVID-19 preventive behaviours among parents of young children in the United States. Design The study adopted a two-wave longitudinal study design. Parents (N = 681) completed self-report questionnaires related to measures of SDT and the TPB constructs and behavioural adherence at baseline and after one month. We used standardised residual change scores to test the structural relationships of the integrated model. Results The parameter estimates of the model (CFI > .96, TLI > .86, RMSEA = .05, SRMR = .03) fit acceptably well to the data. Psychological need support was positively and significantly linked to autonomous and controlled motivation and amotivation. Autonomous motivation was positively and significantly correlated with TPB factors, and intention. Intention was a significant and positive predictor of behavioural adherence. Conclusion The integrated model of SDT and the TPB appeared to be applicable to the explanation of COVID-19 prevention among the U.S. parents. Longitudinal data showed that a psychological need supportive social environment was related to favourable motivation, social cognition beliefs, intention and behavioural adherence to the preventive behaviours of parents protecting their young children from COVID-19.

Teachers’ cognitive beliefs about their assessment and use of tools when evaluating students’ learning of technological systems: a questionnaire study

In technology education, assessment is challenging and underdeveloped as it is a nascent practice and teachers do not have a well-defined subject tradition to lean on when assessing students. The aim of this study is to explore Swedish secondary technology teachers’ cognitive beliefs about assessing students’ learning of technological systems, in relation to the assessment tools they use. Data for the study were collected through a questionnaire which was completed by 511 Swedish technology teachers in lower secondary education (grades 7–9). The data were analysed statistically in three main steps. Exploratory factor analysis revealed underlying dimensions in teachers’ cognitive beliefs, which was followed by correlation analysis to discern associations between dimensions of cognitive beliefs. Finally, comparisons were made between groups of teachers to discern how teachers’ cognitive beliefs are influenced by their experience and educational background. The results show that additional education in the technology and engineering fields relates to more positive cognitive beliefs concerning teachers’ ability to assess students’ learning of technological systems. Teachers’ cognitive beliefs about assessment therefore did not primarily relate to the content of technological systems per se but to increased engineering and technology competence more broadly, which may indicate the importance of a comprehensive technological knowledge base in order to be confident in assessment. Furthermore, strong cognitive beliefs about assessment were connected specifically to local, regional and national technological systems, which are generally well-known and visible types of systems, and to the human, socio-technical dimensions of the systems. Cognitive beliefs about knowledge for assessment were also associated with positive attitudes to assessment tools that followed the formative tradition, which may be explained by the prevalence of procedural epistemic practices and modelling in the design and understanding of technological systems. Technology teachers would need additional in-service courses in engineering to broaden their knowledge and increase their cognitive beliefs about assessment. Formative assessment should also be preferred, and it might be appropriate to begin teaching and assessment with well-known local and regional infrastructural systems with a clear socio-technical dimension.

Constraints, Competencies, or Choices? Lay Theories of the Gender Gap and Diversity Attitudes

Despite a large literature documenting evidence of gender inequality, lay beliefs about why gender gaps in career attainment persist, and their consequences for diversity support, have not been directly examined. I propose three primary lay theories exist for the gender gap in organizations: organizational barriers, dispositional factors, and personal choices. I hypothesize that each is associated with distinct attributions about the locus and controllability of the gap, which in turn affect women’s perceived responsibility, and ultimately attitudes toward diversity initiatives. I test these ideas in four studies using qualitative and quantitative methodologies. I find that my proposed lay theories are the primary explanations for the gender gap and each is associated with divergent attributions regarding the locus and controllability of the gap: the organizational barriers theory with more external and uncontrollable attributions, the dispositional factors theory with internal and moderately controllable attributions, and the personal choices theory with internal and highly controllable attributions. Attributions predict greater responsibility assigned to women for the gender gap, which, in turn, has a negative effect on the perceived efficacy of diversity initiatives. Thus, this work demonstrates that, above and beyond ideological factors, attitudes toward diversity initiatives are shaped by cognitive beliefs about the primary factors driving inequalities.