scholarly journals Laboratory Measure of Cheating Predicts School Misconduct

2018 ◽  
Vol 128 (615) ◽  
pp. 2743-2754 ◽  
Author(s):  
Alain Cohn ◽  
Michel André Maréchal
Keyword(s):  
Laboratory Measure ◽  
School Misconduct

Convergent validity of a laboratory measure of aggression

2002 ◽  
Author(s):  
Patricia Arriaga Ferreira ◽  
Andreia Poeira ◽  
Francisco Esteves ◽  
Maria Benedicta Monteiro
Keyword(s):  
Convergent Validity ◽  
Laboratory Measure

A Preregistered Validation Study of the Taylor Aggression Paradigm

2017 ◽  
Author(s):  
David Skylan Chester
Keyword(s):  
Aggressive Behavior ◽  
Validation Study ◽  
Real World ◽  
External Validity ◽  
State Level ◽  
Taylor Aggression Paradigm ◽  
Psychological Science ◽  
Laboratory Measure ◽  
Behavioral Tasks ◽  
Preliminary Support

The Taylor Aggression Paradigm (TAP) is a frequently-used laboratory measure of aggressive behavior. However, the flexibility inherent in its implementation and analysis can undermine its validity. To test whether the TAP was a valid aggression measure irrespective of this flexibility, I conducted a preregistered study of a 25-trial version of the TAP using a single scoring approach with 160 diverse undergraduate participants. TAP scores showed agreement with other laboratory aggression measures and were magnified by an experimental provocation manipulation. Mixed evidence was found for associations with aggressive dispositions and real-world violence. These results provide preliminary support for this approach to the TAP to measure state-level aggressive behavior. However, more evidence is needed to assess the TAP’s external validity and ability to measure dispositional forms of aggression. Using preregistered designs, researchers should validate specific variants of their behavioral tasks in order to optimize the veridicality and reproducibility of psychological science.

scholarly journals The Nonlinear Development of Emotion Differentiation: Granular Emotional Experience Is Low in Adolescence

2018 ◽  
Vol 29 (8) ◽  
pp. 1346-1357 ◽  
Author(s):  
Erik C. Nook ◽  
Stephanie F. Sasse ◽  
Hilary K. Lambert ◽  
Katie A. McLaughlin ◽  
Leah H. Somerville
Keyword(s):  
Negative Emotion ◽  
Emotional Experience ◽  
Developmental Trajectory ◽  
Developmental Trend ◽  
Emotional Experiences ◽  
Emotion Differentiation ◽  
Mediation Analyses ◽  
Intraclass Correlations ◽  
Laboratory Measure ◽  
Affective Experiences

People differ in how specifically they separate affective experiences into different emotion types—a skill called emotion differentiation or emotional granularity. Although increased emotion differentiation has been associated with positive mental health outcomes, little is known about its development. Participants ( N = 143) between the ages of 5 and 25 years completed a laboratory measure of negative emotion differentiation in which they rated how much a series of aversive images made them feel angry, disgusted, sad, scared, and upset. Emotion-differentiation scores were computed using intraclass correlations. Emotion differentiation followed a nonlinear developmental trajectory: It fell from childhood to adolescence and rose from adolescence to adulthood. Mediation analyses suggested that an increased tendency to report feeling emotions one at a time explained elevated emotion differentiation in childhood. Importantly, two other mediators (intensity of emotional experiences and scale use) did not explain this developmental trend. Hence, low emotion differentiation in adolescence may arise because adolescents have little experience conceptualizing co-occurring emotions.

scholarly journals Nabilone Decreases Marijuana Withdrawal and a Laboratory Measure of Marijuana Relapse

2013 ◽  
Vol 38 (8) ◽  
pp. 1557-1565 ◽  
Author(s):  
Margaret Haney ◽  
Ziva D Cooper ◽  
Gillinder Bedi ◽  
Suzanne K Vosburg ◽  
Sandra D Comer ◽  
...  
Keyword(s):  
Laboratory Measure

Father Absence: Exploring the Experiences of Young People in Regional Western Australia

2012 ◽  
Vol 37 (4) ◽  
pp. 170-176
Author(s):  
Janette Kostos ◽  
Catherine Flynn
Keyword(s):  
Risk Factors ◽  
Substance Use ◽  
Young People ◽  
Western Australia ◽  
Help Seeking ◽  
Coping Styles ◽  
Father Absence ◽  
Male And Female ◽  
School Misconduct ◽  
Participation In Research

This article describes the experiences of four young people aged 18 to 25 years whose fathers were absent during their adolescent years. The study, located in regional Western Australia, sought to investigate how young people experience father absence, their needs and preferences in regard to any help seeking, and their evaluation of the effectiveness of supports used. Participants were found to share a combination of risk factors which were linked to negative psychosocial outcomes. Problems identified by young people included no one to talk to about problems and a lack of available services. Participants disclosed involvement in substance use, school misconduct and anti-social behaviour, and all reported early home leaving. Male and female participants reported using similar coping styles and a hierarchy of preference in help-seeking was found with friends and family preferred over counselling. Counselling was considered helpful when offered online or via drop-in services not requiring an appointment. Ethical constraints, however, were found to limit young people's participation in research.

About Ethnicity, Fitting In, and Acting Out: Applying the Person–Environment Fit Framework to School Misconduct

2016 ◽  
Vol 15 (2) ◽  
pp. 293-319 ◽  
Author(s):  
Jannick Demanet ◽  
Lore Van Praag ◽  
Mieke Van Houtte
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Teacher Support ◽  
School Context ◽  
School Belonging ◽  
Ethnic Minority Students ◽  
Person Environment Fit ◽  
School Misconduct ◽  
General School ◽  
Ethnic Congruence

Starting from a person–environment fit framework, this study investigates whether ethnic congruence—the percentage of co-ethnics in a school—relates to school misconduct and whether congruence effects differ between ethnic minority and majority students. Moreover, we investigate whether eventual associations are mediated by friendship attachment, perceived teacher support, and general school belonging. Multilevel analyses of data from 11,759 students across 83 Flemish secondary schools show that higher ethnic congruence is associated with lower levels of school misconduct but only for ethnic minority students. This effect was not mediated by friendship attachment, nor by teacher support, but it was mediated by general school belonging. We conclude that ethnic minority students in schools with a higher percentage of peers of co-ethnic descent are less likely to break the school rules because they feel more contented in the school context, which is congruent with the person–environment fit framework.

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