Criterial Device of Studying the Forming State of Partnership Relations Between Teenagers in Secondary Education Environment

The article summarizes scientific approaches and presents the classification of components, criteria indicators and levels of forming partnerships between teenagers. Within the framework of the given classification, three components of forming teenagers partnerships are studied, namely, motivational-value component, which corresponds to the axiological criterion, cognitive component, which is determined by operational-cognitive criterion, and activity component, which is characterized by behavioral-activity criterion. For each of the criteria there were identified corresponding indicators and levels. It is proved that axiological criterion in this area includes the following indicators: the indicators based on the development of forming teenager partnership through activating motivational and value interests and needs of an individual; the indicators defined in the context of focus on social responsibility of teenagers, which are conditioned by partnership. It is established that among the indicators related to the operational-cognitive criterion in this area include: the indicators based on selecting their elements particularly for the specified age group (age determining approach); the indicators based on elements of awareness and perception; the indicators defined in the context of reference to the constructive results of forming knowledge and skills from the partnership relations between teenagers (constructivist approach). The indicators of the mentioned category are formed by the emphasis on the attributive approach to educational activities. It is determined that the indicators of the behavioral criterion include: focus on joint participation in partnerships through the possibility of implementing certain joint partnership activities (actions); emphasized on efficiency, effectiveness and synergy. The structure and the content of this classification considers the main scientific approaches in the denoted area, providing for the universalization of modern scientific thought, since it takes into account most of the views and features of these structural components of the teenagers partnership. The points of the given classification can be used for creating methodological support for evaluating this issue. Therefore, the indicators and levels identified in the study can act as assessments. It is established that the defined features of the specified components criteria and indicators as well as their levels correspond to the features of the studied age group of teenagers of school educational environment.

Taking a reasoned stance against misinformation

The literature on teaching controversial issues offers a framework to help teachers make appropriate judgments about which topics are worthy of deliberation and what information is reasonable to consider in a classroom. Wayne Journell describes four criteria for evaluating the openness of issues, explains why the behavioral criterion is neither feasible or desirable, unpacks the three criteria that the literature has identified as reasonable (the epistemic criterion, the political criterion, and the politically authentic criterion), and then discusses how teachers can make decisions when the criteria disagree.

Interdependent Group Contingencies

Interdependent group contingencies involve a common consequence based on the behavior of all members of the group, as groups may have to meet a behavioral criterion together or all group members must meet a criterion to access a consequence. Interventions such as the Good Behavior Game, Peer Reporting Interventions, and mystery motivators are examples of interdependent group contingencies that utilize peer influence to improve appropriate behaviors in classrooms. This chapter discusses implementation issues with group contingencies, including target behavior selection, classroom training, addressing group sabotage, and managing contingencies. This chapter also discusses considerations of diversity and equity within interdependent group contingencies.

Criteria and Indicators of the Development of Psychological and Pedagogical Competence of Young Specialists in the Education System

The article analyzes the approaches to the defi nition of the concept of “the formation of psychological and pedagogical competence of young professionals”, the structure of psychological and pedagogical competence of young teachers is presented, and the criteria for the development of psychological and pedagogical competence of young specialists in the regional education system are developed on its basis: the emotional value criterion revealing the features motivational-value sphere of the young teacher and manifested in an emotional attitude to diff erent sides of the professional activities; cognitive-content test, refl ecting the presence in young teachers of basic psychological and pedagogical knowledge and their justifi ed application in pedagogical practice of the teacher; an activity-behavioral criterion that includes the features of the psychological and pedagogical competence of young teachers through practical skills in the implementation of professional activities and behavior.

A study on the predictive validity of conditional reasoning test for aggression

The purpose of this study was to examine the channeling model to investigate the interaction effect of implicit measure (Conditional Reasoning Test for Aggression: CRT-A) and self-reported measure of aggression to predict helping behavior. Expatriates who were dispatched to China or India (N=101) participated in this study. To reduce the common method bias, their host country co-workers (N=320) evaluated the expatriates’ helping behavior as a behavioral criterion. The results showed that there was a significance difference in helping behavior among the expatriates who had high CRT-A scores. Specifically, latent aggressive individuals who consciously perceived themselves as being non-aggressive but implicitly rationalized their aggressive behavior were less likely to show helping behavior. The academic implications of the current study, along with suggestions for the future research, were discussed.

Prediction Consistency: A Test of the Equivalence Assumption across Different Indicators of the Same Construct

Prominent theoretical constructs such as the Big Five personality factors often inspire the development and use of different inventories. This practice rests on the vital assumption that different indicators equivalently assess the same construct—otherwise, it would often be inappropriate to draw conclusions on the construct level. In comparison to the evidence typically relied on to support this equivalence assumption, we argue that a direct test of prediction consistency will provide further insights: prediction consistency is a necessary condition for the equivalence assumption that indicators from different inventories predict an external criterion to the same extent. Here, we outline guidelines how to design studies to establish prediction consistency and illustrate this approach in an experiment testing the prediction consistency of the Agreeableness indicators from three prominent Big Five inventories. Specifically, we considered prediction consistency with respect to honesty (vs. cheating) as the behavioral criterion for which a specific a priori hypothesis can be derived on theoretical grounds. Results contradicted predictions consistency and thus the equivalence assumption by showing qualitatively different relations to behavioral honesty, thereby also emphasizing that the interchangeability of inventories should generally be subjected to a strict test, rather than assumed. Copyright © 2016 European Association of Personality Psychology

In Search of the Catbird Seat: Evaluating the Predictive Validity of Personality Trait Judgments Using a Naturalistic Behavioral Criterion

To examine manifestations of personality in the course of natural daily life, we tracked 87 participants over a two-day period using the Electronically Activated Recorder (EAR). Coded variables included moods, amount of talking under various conditions (e.g., with one other person, with a group, with a friend, etc.), locations, and a behavioral measurement model of the Five-Factor Model (FFM). The collection of self-, informant-, and stranger-ratings on markers of the FFM allowed for a unique test of the Self-Other Knowledge Asymmetry (SOKA) model. Although effect sizes were typically modest, there was evidence for the validity of both self- and informant-ratings across most major trait dimensions. Stranger ratings only showed evidence of validity in the domain of Extraversion.