This study extends the stress literature by exploring the relationship between family incivility and job performance. We examine whether psychological distress mediates the link between family ...incivility and job performance. We also investigate how core self-evaluation might moderate this mediated relationship. Data from a 2-wave study indicate that psychological distress mediates the relationship between family incivility and job performance. In addition, core self-evaluation moderates the relationship between family incivility and psychological distress but not the relationship between psychological distress and job performance. The results hold while controlling for general job stress, family-to-work conflict, and work-to-family conflict. The findings suggest that family incivility is linked to poor performance at work, and psychological distress and core self-evaluation are key mechanisms in the relationship.
Sustainable assessment revisited Boud, David; Soler, Rebeca
Assessment and evaluation in higher education,
04/2016, Letnik:
41, Številka:
3
Journal Article
Recenzirano
Odprti dostop
Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets ...the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students' making judgements about their own work and course-wide assessment.
Background: Surgical programs tend to overlook nontechnical skills teaching, limiting opportunities to identify the best way to teach them. The present work reports our use of a nominal group ...technique (NGT) to evaluate the Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing tool to foster nontechnical skills in trauma simulation courses. Methods: An NGT was used to evaluate the main strategies in PEARLS - self-assessment, focused facilitation, and provision of information. Seven experts had the opportunity to share their opinions in a survey and subsequent meeting. A descriptive analysis of experts' answers to the survey and during the meeting is reported. Results: Based on the online survey results, the self-assessment debriefing strategy was rated 4.83 out of 5 in relevance, the focused facilitation was rated 5 out of 5, and the provision of information was 4.5 out of 5. Experts agreed that PEARLS is sufficient and appropriate for fostering nontechnical skills and that all the debriefing strategies contained in PEARLS are valid and should be used. Further, experts agreed that the cards should be given to the instructors to help them conduct structured formal debriefings. A specific debriefing card for trauma scenarios was designed after these conclusions. The card has examples for questions and comments for a better debriefing, helping the instructor to use all PEARLS strategies. Conclusion: A nominal group of experts in education, simulation, and trauma support PEARLS strategies for nontechnical skills training in trauma courses. Therefore, we encourage the use of structured debriefing tools to unlock trainees' nontechnical skills in pediatric trauma courses.
This study examined the validity of two models predicting the relationship between shyness and loneliness: the cognitive bias and social network mediation models. Four hundred and eighty adolescents, ...with their age range between 14 and 18 years, were administered the Cheek and Buss Shyness Scale, Core Self-Evaluation Scale, Multi-dimensional Scale of Perceived Social Support and Emotional and Social Loneliness Scale. Structural equation modeling showed that core self-evaluation and social support partially mediated the association between shyness and loneliness, and the mediating effect of social support was larger than that of core self-evaluation. In addition, a multiple-group analysis found that the paths for the mediation model did not differ between males and females, providing preparatory support to its robustness. The results are discussed in terms of the conceptional context.
•Shyness and loneliness were partially mediated by core self-evaluations and social support in adolescents.•The effect size of social support was larger than core self-evaluations.•We test the mediation models in Chinese culture.
In 2 studies, the authors investigated whether core self-evaluations (CSE) serve as an integrative framework for understanding individual differences in coping processes. A meta-analytic review ...demonstrated that CSEs were associated with fewer perceived stressors, lower strain, less avoidance coping, more problem-solving coping, and were not strongly related to emotion-focused coping. Consistent with the meta-analytic results, a daily diary study demonstrated that individuals with high CSE perceived fewer stressors, experienced less strain after controlling for stressors, and engaged in less avoidance coping. However, both studies demonstrated that emotional stability was uniquely related to the stress and coping process and that emotional stability moderated the relationship between stressors and strain. The discussion focuses on the distinction between depressive self-concept represented by CSE and the anxiety and worry represented by emotional stability.
Purpose
Self-evaluation and interpersonal factors are theoretically and empirically linked to depression in young people. An improved understanding of the multifactorial developmental pathways that ...explain how these factors predict depression could inform intervention strategies.
Methods
Using structural equation modeling, this study explored whether self-evaluation and interpersonal factors were associated with adolescent depressive symptoms in a population-based sample (
n
= 11,921; Avon Longitudinal Study of Parents and Children, ALSPAC), across four development stages: early and late childhood plus early and middle adolescence from 3 to 17 years old.
Results
Early good parenting practices predicted self-esteem, fewer peer difficulties, good friendships and fewer depressive symptoms in late childhood development outcomes. Higher self-esteem and less negative self-concept mediated the effect of early good parenting practice on reduced depressive symptoms in middle adolescence. The hypothesized erosion pathway from depressive symptoms in late childhood via higher levels of negative self-concept in early adolescence to depressive symptoms in middle adolescence was also confirmed. Additionally, peer difficulties played a mediation role in developing depressive symptoms. Contrary to the hypothesis, poor friendships predicted fewer depressive symptoms. The analysis supported a developmental pathway in which good parenting practices in early childhood led to fewer peer difficulties in late childhood and to less negative self-concept in early adolescence, which in turn predicted fewer depressive symptoms in middle adolescence.
Conclusion
The social-developmental origin of youth depressive symptoms was supported via the effect of peer relationships in late childhood on self-evaluation in early adolescence.
Studies of adolescents often use self-assessment of pubertal maturation, the reliability of which has shown conflicting results. We aimed to examine the reliability of child and parent assessments of ...healthy boys and girls.
A total of 898 children (418 girls, 480 boys, age 7.4-14.9 years) and 1173 parents (550 daughters, 623 sons, age 5.6-14.7 years) assessed onset of puberty or development of breasts, genitals, and pubic hair according to Tanner stages by use of a questionnaire and drawings. Physicians' assessments were blinded and set as the gold standard. Percentage agreement, κ, and Kendall's correlation were used to analyze the agreement rates.
Breast stage was assessed correctly by 44.9% of the girls (κ = 0.28, r = 0.74, P < .001) and genital stage by 54.7% of the boys (κ = 0.33, r = 0.61, P < .001). For pubic hair stage 66.8% of girls (κ = 0.55, r = 0.80, P < .001) and 66.1% of boys (κ = 0.46, r = 0.70, P < .001) made correct assessments. Of the parents, 86.2% correctly assessed onset of puberty in girls (κ = 0.70, r = 0.71, P < .001) and 68.4% in boys (κ = 0.30, r = 0.37, P < .001). Children who underestimated were younger and children who overestimated older than their peers who made correct assessments. Girls and their parents tended to underestimate, whereas boys overestimated their pubertal stage.
Pubertal assessment by the child or the parents is not a reliable measure of exact pubertal staging and should be augmented by a physical examination. However, for large epidemiologic studies self-assessment can be sufficiently accurate for a simple distinction between prepuberty and puberty.
Teachers' feedback literacy is a focus of increasing attention in higher education. It may be framed through intentional design decisions, inter-relational aspects of engagement and pragmatic ...considerations of enacted curricula. Thus, teachers' feedback literacy is connected to both the enacted curriculum and students' relationship to feedback. How these connections take shape in particular approaches to the curriculum, affecting students' roles in feedback and evaluation is not as well-understood. This paper presents findings from an intervention aimed at developing students' peer feedback and self-evaluation skills in an undergraduate business course. Peer feedback and self-evaluation are increasingly common modes of engaging students as active participants in feedback and evaluation processes. It is therefore worthwhile to understand the ways in which these processes affect and link teacher and student feedback literacy. Data was analysed from a 14-week course aimed at developing students' competencies in self-evaluation, peer feedback and teamwork. Results are presented and discussed according to three major areas: how teacher's feedback on student engagement with feedback served as affective 'meta' scaffolding, the trajectory of students' growth in feedback literate self-evaluation, and the relationship of feedback literacy to trajectory of growth in teamwork competencies. The paper concludes with suggestions for further, crossdisciplinarity research.
This paper proposes a model of learning-oriented assessment to inform assessment theory and practice. The model focuses on three interrelated processes: the assessment tasks which students undertake; ...students' development of self-evaluative capacities; and student engagement with feedback. These three strands are explored through the analysis of assessment practice in context. The research method involves in-depth classroom observations of five recipients of awards for teaching excellence across multiple disciplines; and semi-structured interviews with these teachers and a sample of their students. Findings highlight assessment tasks promoting thinking and practicing in the discipline; the use of critical reviews to develop student understandings of quality work; and 'same day feedback' to promote timely dialogues with students. The coherence of the model is discussed and some areas for further exploration are suggested. (HRK / Abstract übernommen).
Workplace loneliness has an adverse effect on both the employees and the organizations. Despite it being a pervasive issue, workplace loneliness has received scant attention in the domain of human ...resource management. To address the gap, we investigated the antecedent (core self-evaluation) and consequence (emotional exhaustion) of workplace loneliness. Results from 1247 professionals from two different occupational groups revealed that workplace loneliness mediates the relationship between core self-evaluation and emotional exhaustion. In addition, we tested the linkage between loneliness and emotional exhaustion among employees having different levels of leader-member exchange (LMX). Contrary to general belief, we found support to our assertion that the relationship between loneliness and emotional exhaustion is severe for employees having higher levels of LMX, compared to their counterparts having lower levels of LMX. Our study offers important implications for theory and practice.
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