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2023 Acuerdos transformativos CRUE This work was supported by Chair Against Stigma UCM-Grupo 5 (CE222103G5), Background: Stigma towards people with intellectual disability affects various aspects of their lives, including access to employment, housing, health and social care services. Furthermore, this stigma reduces their social opportunities and is even reflected in laws that diminish their autonomy. Due to the practical significance of this issue, the aim of this research is to explore for the first time the social stigma associated with intellectual disability in a representative sample of the Spanish population. Method: A cross-sectional quantitative descriptive study was conducted, involving a representative sample of the population (N = 2746). The study includes descriptive analyses and hierarchical regressions to examine various dimensions of stigma, such as attitudes, attributions, and intentions of social distance. Results: Medium levels of stigma are found regarding attitudes and attributions towards people with intellectual disability, while levels are medium-low concerning the intention of social distance. The most reliable indicators of stigma across its various dimensions encompass attitudes, attributions, and the intention of social distance. Factors that contribute to lower stigma include knowing someone with an intellectual disability, being willing to discuss intellectual disability with an acquaintance who has it and having a progressive political ideology. People with intellectual disability show more negative attributions towards themselves. Living with a person with an intellectual disability is another predictor of more stigmatising attitudes, but less intention of social distance. Results are mixed regarding age, gender, and educational level. Conclusion: Combating the stigmatisation of people with intellectual disabilities must include comprehensive actions to address attitudes, attributions and behavioural intentions. Public policies, such as national campaigns and programmes, should include contact with and open conversations about intellectual, Depto. de Personalidad, Evaluación y Psicología Clínica, Depto. de Psicobiología y Metodología en Ciencias del Comportamiento, Fac. de Psicología, TRUE, pub, APC financiada por la UCM

America’s juvenile justice system was founded on the notion that the juvenile court would serve as the “ultimate parent” for youth. Yet, the history of youth punishment challenges the promise of juvenile “justice.” To offer a more comprehensive account of the family systems in juvenile court, this study draws from the insights of historical research on youth punishment and family criminalization to examine juvenile court outcomes in Arizona. Combining a historical lens with insights from attribution theory, we use quantitative and qualitative methods to examine the relationship between diverse family systems, including single mothers, single fathers, extended families, and foster care families, and juvenile court outcomes (i.e., diversion, preadjudication detention, petition, and judicial dismissal). Our findings suggest the need for more complex understandings of both family and punishment, and more expansive theorizations of the sorts of solutions that match the scope and scale of the problem.

Poverty is a multidimensional phenomenon that includes a lack of education, health or housing; it is a relevant factor of social vulnerability that could lead to a situation of social exclusion. According to studies, poverty can be explained by external/social, internal/individual or cultural fatalistic factors. The aim was to confirm the structure of causal attributions of poverty and their relationships with sociodemographic characteristics, as well as religious and political beliefs, in young people. This is a cross-sectional study with a non-probabilistic convenience sample of undergraduate students on different degree courses. A survey was administered to 278 participants (45.4% women) with an average age of 21.59. They were young people studying health science degrees (78.4%) who self-identified as belonging to the lower or middle–lower class (57.2%), without any religious beliefs (56.5%) and as left wing (37.8%; n = 94) or center-left (27.7%; n = 69) in their political orientation. Confirmatory factorial analysis and multiple regression analysis supported the results in previous literature (CFI = 0.90, SRMR = 0.07, RMSEA = 0.06), indicating that there are cultural (C), external (E-S) and internal (I) attribution factors of poverty. The results show moderate relationships between the cultural factor and internal or external factors. The findings show that political affiliation and sex are the most consistent predictors of attributions for poverty.

Titel: Ligger ledarskapet i medarbetarens händer? - En studie om ledarskap ur ledarens perspektiv Nivå: Examensarbete på grundnivå (kandidatexamen) i ämnet företagsekonomi Författare: Josefin Aronsson och Anton Lindström Handledare: Monika Wallmon Datum: 2023 – januari Syfte: Studiens syfte är att ur ledarens perspektiv undersöka hur ledarskapet påverkas av relationen mellan en ledare och en medarbetare. Mer specifikt, vilka konsekvenser det får i form av eventuell diskriminering av medarbetare eller för vilken utsträckning som ledaren delegerar egenmakt till medarbetaren. Studiens grund utgörs av LMX-teorin (leader-member exchange), där relationerna mellan en ledare och de enskilda medarbetarna står i fokus. Ledarens perspektiv är inte studerat i en tillräcklig utsträckning, och flertalet forskare efterlyser en större förståelse för ledarens sida av relationen. Metod: En kvalitativ metod har använts och det empiriska materialet har samlats in genom intervjuer med tio olika ledare från åtskilda organisationer. Respondenternas svar har behandlats mot sin unika kontext, men också jämförts mot varandra. Mönster och teman i materialet har lyfts fram i studiens resultat, och sedan granskats och analyserats med den teoretiska referensramen som bakgrund. Resultat och slutsats: Huvudsakliga slutsatser är att relationen till medarbetaren till en viss del påverkar hur kontrollerande ledaren är, vilka arbetsuppgifter som ledaren tilldelar medarbetaren och hur mycket frihet som delegeras gällande arbetsuppgiftens utförande. Medarbetaren påverkar starkt hur personlig relationen mellan parterna är. Starka relationer kan innebära en fördel genom att medarbetares prestation gynnas, men det kan också vara så att ledaren bygger starka relationer till medarbetare som är mer engagerade och högpresterande. Ledaren diskriminerar inte vissa medarbetare på grund av godtyckligt gillande från ledarens sida, men däremot är det samma faktorer som ligger bakom att en relation blir stark som oc, Title: Is leadership in the hands of the employee? - A study about leadership from the leader’s perspective Level: Student thesis, final assignment for Bachelor Degree in Business Administration Authors: Josefin Aronsson and Anton Lindström Supervisor: Monika Wallmon Date: 2023 - January Aim: The aim of the study is to, from the leader’s perspective, examine how the relationships between the leader and his or her followers affects the leadership. More specifically, which consequences it brings on the matters of discrimination of some employers or to what extent the leader is willing to empower the employer. The foundation of the study consists of the LMX-theory (leader-member exchange), where the focus is on the relations between a leader and follower. The perspective of the leader has not been sufficiently studied before, and several authors enquire for a greater understanding of the leader's view of the relationship. Method: A qualitative method has been used, and the empirical material has been collected through interviews with 10 different leaders from diverse organizations. The result from each interview has been processed with the unique context in concern, but the different results has also been compared to each other. Identified patterns are presented in the result of the study, which then has been reviewed and analysed against the theoretical framework. Results and conclusions: The main conclusions from the study is that relationships with employees do have an impact on how much control the leader urges, which tasks the leader assigns to an employee, and how much freedom that the employer gets regarding the execution of a task. The followers affect largely how private the relationship between the parties are. Highly valued relations can benefit the performance of the employers, but it could also be that the leader chooses those employees who are dedicated and perform well when buildin

Teachers play a critical role in addressing peer aggression between students at school, but they are not always the most effective. However, without more research about how and when teachers choose to intervene during aggressive altercations, it will be difficult to address the factors hampering their effectiveness. The current study (n = 152) employed a mixed-method design and hypothetical vignettes of different types of peer aggression to determine if teachers perceived seriousness, self-efficacy with aggressors, attributions of responsibility, sympathy, and anger differed according to the types of aggression and students depicted in the vignettes. The same variables were included in multiple linear regressions to determine which ones most strongly predicted teachers’ intentions to intervene. Additionally, this study explored the strategies teachers thought to employ to immediately stop aggressive incidents and the interventions they believed would be helpful long-term for different types of students. Results showed that participants’ attributions of responsibility, sympathy, and anger significantly differed between students. Results also revealed that participants’ perceptions of seriousness and likelihood to intervene significantly differed by type of aggression. Relatedly, participants’ intentions to intervene were best predicted by different variables depending on the type of aggression. Lastly, the thematic analyses demonstrated that participants thought of different immediate responses to aggressive alterations depending on the vignette and different long-term support depending on the student. Overall, the results of the current study demonstrated that the context behind peer aggression can shape teachers’ perceptions, affect, and intentions. As for the qualitative findings, they suggested that teachers have at least some understanding of the different motives, cognitive biases, and skill deficits underlying the behavior of aggressors, victims, and defenders

Ante el aumento considerable de la investigación educativa centrada en la identificación de situaciones escolares generadoras de ansiedad y factores que desmotivan al alumnado en su proceso de aprendizaje de las matemáticas, resulta necesario profundizar en esta relación para así poder paliar las dificultades que los estudiantes encuentran en esta materia. Concretamente, el presente trabajo de investigación se propuso examinar la capacidad de predicción de las atribuciones de los resultados en matemáticas a la capacidad, el esfuerzo y causas externas sobre la ansiedad a la evaluación. Se reclutó una muestra de 621 participantes con edades comprendidas entre los 12 y los 18 años (M =14.79; DE = 1.83). Los estudiantes seleccionados respondieron a los factores referidos a las situaciones generadoras de ansiedad a la evaluación que incluye el Inventario de Ansiedad Escolar, además de responder a la Escala de Atribución de Sydney. Una vez ejecutados los análisis de regresión logística, se obtuvo que los estudiantes tienen mayor probabilidad de manifestar ansiedad a la evaluación conforme aumenta su tendencia a atribuir los fracasos en el área de matemáticas a la capacidad y el esfuerzo. Sin embargo, el alumnado posee menor probabilidad de manifestar ansiedad ante situaciones de evaluación cuando tiende a atribuir sus éxitos en el área de matemáticas a la capacidad y al esfuerzo. Estos resultados permiten concluir que el profesorado de matemáticas debe poseer las competencias necesarias para hacer al alumno comentarios adecuados sobre sus resultados y que así el alumnado sienta motivación por continuar aprendiendo matemáticas sin miedo a las situaciones de evaluación., Given the considerable increase in educational research focused on the identification of school situations that generate anxiety and factors that demotivate students in their learning process of mathematics, it is necessary to deepen this relationship to reduce the difficulties that students have on this subject. Specifically, this research paper set out to examine the predictive capability of the attributions of results in mathematics to ability, effort, and external causes on test anxiety. A sample of 621 participants aged 12 to 18 (M =14.79; SD = 1.83) was recruited. The selected students responded to the factors referring to situations that generate test anxiety from the School Anxiety Inventory, in addition to responding to the Sydney Attribution Scale. Once the logistic regression analyses were carried out, it was found that students are more likely to show test anxiety as their tendency to attribute failures in the area of mathematics to ability and effort increases. However, students are less likely to show anxiety in assessment situations when they tend to attribute their successes in the area of mathematics to ability and effort. These results allow us to conclude that mathematics teachers must have the necessary skills to make appropriate comments to the student about their results and thus the students feel motivated to continue learning mathematics without fear of assessment situations.

Newcomers are often referred to as the “new blood” because they represent a source of fresh, unique, task-relevant knowledge that potentially adds value to organizations. In this research, I focus on newcomer proactive knowledge sharing with coworkers and investigate how it impacts the transition of newcomers from outsiders to insiders. Integrating attribution theory and the status characteristics theory, I propose that newcomer proactive knowledge sharing with coworkers triggers coworkers’ ambivalent attributions (i.e., perceiving it to be driven simultaneously by newcomers’ prosocial and status-striving motives). Furthermore, the ambivalent attributions affect the extent to which coworkers provide socialization support and utilize the newcomer’s knowledge, eventually exerting different influences on the newcomer’s inclusion perceptions. The results of a multi-wave (i.e., four waves) and multi-source (i.e., survey data from newcomers and coworkers) longitudinal study based on 336 newcomers in a large technology company support the proposed serial mediating relationships between newcomer proactive knowledge sharing with coworkers and their inclusion perceptions via coworkers’ ambivalent attributions and behavioral reactions. The data also demonstrates that leader encouragement of learning is a viable leader strategy that makes coworkers more likely to interpret newcomer proactive knowledge sharing is driven by prosocial motives. This research has significant implications both theoretically and practically. From a theoretical perspective, it advances our understanding of newcomer socialization, knowledge sharing, and workplace inclusion. From a practical perspective, it helps newcomers better navigate the process of knowledge sharing by illuminating potential social consequences. Practitioners can leverage these insights to create more inclusive onboarding experiences for new employees.

Teachers play an essential role in the early detection and treatment of students with specific learning disabilities, hence the interest in assessing their knowledge and attitude towards this group of students. The aims of the current study were: to analyze differences in knowledge about specific learning disabilities of teachers from different educational profiles (Elementary Schools and Middle School teachers) and of teachers with different levels of experience with students with specific learning disabilities; and to examine teacher’s causal attributions of students with and without specific learning disabilities. Participants were 237 teachers, of whom 78.1% were women. Of the total 118 were elementary school teachers and 119 middle school teachers. All of them filled out the scale of knowledge about specific learning disabilities in Reading (38 items) which includes three dimensions (General Information, Symptoms/Diagnosis, Treatment) and the questionnaire of teachers’ casual attributions for students’ achievement (four items). Middle school teachers and teachers with lack experience with specific learning disabilities students displayed lower levels of knowledge of specific learning disabilities. Teachers substantially attribute students’ (with and without specific learning disabilities) achievement to intrinsic factors. In the case of failure, teacher’s causal attributions to external factors increased with specific learning disabilities students., El profesorado es determinante en la detección e intervención en los casos de alumnado con dificultades específicas del aprendizaje de la lectura, de ahí el interés en valorar su conocimiento y actitud hacia este grupo de estudiantes. Los objetivos del presente estudio fueron: analizar las diferencias en el conocimiento sobre las dificultades específicas del aprendizaje de la lectura en base al nivel educativo del profesorado (Educación Primaria y Educación Secundaria Obligatoria) y su experiencia con alumnado con dificultades específicas del aprendizaje de la lectura; y analizar las atribuciones causales del profesorado sobre el rendimiento del alumnado con y sin dificultades específicas del aprendizaje de la lectura. Participaron 237 docentes, de los cuales el 78.1% eran mujeres. Del total, 118 eran maestros/as de Educación Primaria y 119 profesores/as de Educación Secundaria Obligatoria. Los docentes respondieron a la Escala de Conocimientos sobre las dificultades específicas del aprendizaje de la lectura (38 ítems) que cuenta con tres dimensiones (Información General, Síntomas/Diagnóstico e Intervención) y a un cuestionario de atribuciones causales del profesorado (cuatro ítems). Los resultados reflejaron que el profesorado de Educación Secundaria Obligatoria y aquellos/as con poca experiencia con alumnado con dificultades específicas del aprendizaje de la lectura mostraban un menor conocimiento sobre las dificultades específicas del aprendizaje de la lectura. El profesorado atribuía el éxito de los/las estudiantes con y sin dificultades específicas del aprendizaje de la lectura mayoritariamente a factores intrínsecos. En el caso del fracaso la atribución extrínseca aumentaba ante el alumnado con dificultades específicas del aprendizaje de la lectura.

El objetivo principal de la tesis es analizar cómo afectan en el rendimiento académico de los alumnos varios factores: las causas a las que achacan sus éxitos y fracasos académicos, las emociones que sienten frente a las pruebas de evaluación y el rol que adquieren en relación con el acoso escolar o bullying. Se estudia además la influencia del género y del curso escolar en estos tres factores. En el estudio participaron 562 estudiantes de educación primaria y secundaria de varios colegios de Castilla y León. En él se valida el Cuestionario de Atribución de Éxito y Fracaso Académico (ASFAQ) y se realiza un análisis psicométrico de la Escala de Emociones Relacionadas con los Exámenes (EES) y una validez de constructo. Como resultado se obtienen herramientas que permitirán el desarrollo de iniciativas educativas para evitar el abandono escolar y mejorar nivel de salud mental, autoconfianza y calidad de vida de los niños y adolescentes., The main objective of the thesis is to analyze how students' academic performance is affected by several factors: the causes to which they attribute their academic successes and failures, the emotions they feel when faced with assessment tests and the role they acquire in relation to bullying. The influence of gender and school year on these three factors is also studied. The study involved 562 primary and secondary school students from several schools in Castilla y León. It validated the Academic Success and Failure Attribution Questionnaire (ASFAQ) and carried out a psychometric analysis of the Exam-Related Emotions Scale (EES) and construct validity. As a result, tools are obtained that will allow the development of educational initiatives to prevent school dropout and improve the level of mental health, self-confidence and quality of life of children and adolescents.

Titel: Ligger ledarskapet i medarbetarens händer? - En studie om ledarskap ur ledarens perspektiv Nivå: Examensarbete på grundnivå (kandidatexamen) i ämnet företagsekonomi Författare: Josefin Aronsson och Anton Lindström Handledare: Monika Wallmon Datum: 2023 – januari Syfte: Studiens syfte är att ur ledarens perspektiv undersöka hur ledarskapet påverkas av relationen mellan en ledare och en medarbetare. Mer specifikt, vilka konsekvenser det får i form av eventuell diskriminering av medarbetare eller för vilken utsträckning som ledaren delegerar egenmakt till medarbetaren. Studiens grund utgörs av LMX-teorin (leader-member exchange), där relationerna mellan en ledare och de enskilda medarbetarna står i fokus. Ledarens perspektiv är inte studerat i en tillräcklig utsträckning, och flertalet forskare efterlyser en större förståelse för ledarens sida av relationen. Metod: En kvalitativ metod har använts och det empiriska materialet har samlats in genom intervjuer med tio olika ledare från åtskilda organisationer. Respondenternas svar har behandlats mot sin unika kontext, men också jämförts mot varandra. Mönster och teman i materialet har lyfts fram i studiens resultat, och sedan granskats och analyserats med den teoretiska referensramen som bakgrund. Resultat och slutsats: Huvudsakliga slutsatser är att relationen till medarbetaren till en viss del påverkar hur kontrollerande ledaren är, vilka arbetsuppgifter som ledaren tilldelar medarbetaren och hur mycket frihet som delegeras gällande arbetsuppgiftens utförande. Medarbetaren påverkar starkt hur personlig relationen mellan parterna är. Starka relationer kan innebära en fördel genom att medarbetares prestation gynnas, men det kan också vara så att ledaren bygger starka relationer till medarbetare som är mer engagerade och högpresterande. Ledaren diskriminerar inte vissa medarbetare på grund av godtyckligt gillande från ledarens sida, men däremot är det samma faktorer som ligger bakom att en relation blir stark som oc, Title: Is leadership in the hands of the employee? - A study about leadership from the leader’s perspective Level: Student thesis, final assignment for Bachelor Degree in Business Administration Authors: Josefin Aronsson and Anton Lindström Supervisor: Monika Wallmon Date: 2023 - January Aim: The aim of the study is to, from the leader’s perspective, examine how the relationships between the leader and his or her followers affects the leadership. More specifically, which consequences it brings on the matters of discrimination of some employers or to what extent the leader is willing to empower the employer. The foundation of the study consists of the LMX-theory (leader-member exchange), where the focus is on the relations between a leader and follower. The perspective of the leader has not been sufficiently studied before, and several authors enquire for a greater understanding of the leader's view of the relationship. Method: A qualitative method has been used, and the empirical material has been collected through interviews with 10 different leaders from diverse organizations. The result from each interview has been processed with the unique context in concern, but the different results has also been compared to each other. Identified patterns are presented in the result of the study, which then has been reviewed and analysed against the theoretical framework. Results and conclusions: The main conclusions from the study is that relationships with employees do have an impact on how much control the leader urges, which tasks the leader assigns to an employee, and how much freedom that the employer gets regarding the execution of a task. The followers affect largely how private the relationship between the parties are. Highly valued relations can benefit the performance of the employers, but it could also be that the leader chooses those employees who are dedicated and perform well when buildin

Public officials use blame avoidance strategies when communicating performance information. While such strategies typically involve shifting blame to political opponents or other governments, we examine how they might direct blame to ethnic groups. We focus on the COVID-19 pandemic, where the Trump administration sought to shift blame by scapegoating (using the term "Chinese virus") and mitigate blame by positively framing performance information on COVID-19 testing. Using a novel experimental design that leverages machine learning techniques, we find scapegoating outgroups backfired, leading to greater blame of political leadership for the poor administrative response, especially among conservatives. Backlash was strongest for negatively framed performance data, demonstrating that performance framing shapes blame avoidance outcomes. We discuss how divisive blame avoidance strategies may alienate even supporters.

Public officials use blame avoidance strategies when communicating performance information. While such strategies typically involve shifting blame to political opponents or other governments, we examine how they might direct blame to ethnic groups. We focus on the COVID-19 pandemic, where the Trump administration sought to shift blame by scapegoating (using the term "Chinese virus") and mitigate blame by positively framing performance information on COVID-19 testing. Using a novel experimental design that leverages machine learning techniques, we find scapegoating outgroups backfired, leading to greater blame of political leadership for the poor administrative response, especially among conservatives. Backlash was strongest for negatively framed performance data, demonstrating that performance framing shapes blame avoidance outcomes. We discuss how divisive blame avoidance strategies may alienate even supporters.

Aggressive behaviour is often displayed by people with intellectual disabilities (ID) in forensic healthcare settings. Research on the causal beliefs (i.e. attributions) of aggressive behaviour are commonly studied from the perspective of support staff. As aggressive behaviour is mostly a product of interaction between the person showing it and their environment, it is valuable to include the perspective of people with ID as well. Four group interviews, consisting of a total of 20 people with mild ID or borderline intellectual functioning and forensic and/or psychiatric problems, were held to explore incidents of aggressive behaviour. The attributions were analysed using the Leeds Attributional Coding System. Clients almost equally distributed the causes of aggressive behaviour to themselves (intrapersonal domain; 48.0%) and to other persons (interpersonal domain; 45.7%). There is a distinction related to the attributions given between the client as agent (intrapersonal domain), being uncontrollable (72.1%) and global (68.9%), versus other persons as agent (interpersonal domain), being controllable (86.2%) and specific (56.9%). This analysis of attributions regarding aggressive behaviour given by clients resulted in information on causal beliefs of aggressive behaviour from the perspective of clients. Incorporating their views will possibly increase involvement and commitment in support and treatment.

Using both correlational and experimental designs across four studies (N = 1251 working individuals), the current project aimed to contribute to the understanding of workplace ostracism by studying two research questions. First, we tested whether the subjective experience of targets reflects the current theorizing of ostracism. Second, drawing from the transactional theory of stress and coping, we investigated whether this subjective experience impacts targets' coping responses. Findings based on exploratory and confirmatory factor analyses supported the current theorizing of workplace ostracism such that perceived intensity, intent, and ambiguity were reflected in how targets appraised being ostracized at work. The appraisals were also related to coping responses. Perceived intensity predicted more approach-oriented (e.g., confrontation) and less avoidance-oriented coping responses (e.g., minimization). While attributions of intent also predicted some coping responses (e.g., instrumental support seeking), the explanatory power of perceived ambiguity was lower than the other two appraisals. Although these researcher-defined dimensions may be reflective of targets' experience, we propose that predictions made based on these dimensions need further refinement. The theoretical and practical significance of these findings are discussed in relation to how workplace ostracism is typically studied in the literature.

Racial and ethnic disparities permeate juvenile justice processing. Research attempting to explain these disparities has superficially considered the role of family measures in the differential treatment of youth of color. In particular, research has given little attention to the role of family supervision, despite its relevance to the mission of the juvenile court. Using attribution theory as a framework and data from three Arizona jurisdictions, we examine the effect of race/ethnicity on probation officers’ attributions of family supervision; the effect of family characteristics, such as financial strain, parental incarceration, and family risk as measured by a risk assessment instrument, in shaping attributions of family supervision; and the effect of race/ethnicity, family characteristics, and attributions of family supervision on recommendations to formally or informally process youth. We find that attributions of family supervision are informed by race/ethnicity and family characteristics and that attributions of family supervision overwhelmingly drive probation officers’ processing recommendations. Suggestions for improving policy and practice are discussed.

Un dels cançoners més importants de poesia catalana del segle XVII era un que portava per títol Curiositat Catalana. Malauradament, el llibre va ser mutilat per un posseïdor i només en van quedar els índexs i dues obres de teatre de Francesc Fontanella (i una d’aquestes, incompleta). Malgrat la pèrdua dels textos, el fet que els índexs fessin constar l’autoria de moltes de les composicions preservava l’interés del cançoner com a inventari de poetes del Barroc català i com a testimoni de la vitalitat de la poesia en llengua catalana, cosa especialment útil en tractar-se d’una època tradicionalment mal coneguda. Però després de la primera notícia que tenim d’aquest manuscrit, de 1859, el llibre va desaparèixer i no ha estat retrobat fins fa pocs anys. La troballa permet reconstruir de manera aproximada per primera vegada l’ordre i les característiques del còdex. En aquest treball, a més, examinem la pertinència de les atribucions que fa, que sovint no són exactes., One of the most important songbooks of Catalan poetry of the seventeenth century was one entitled Curiositat Catalana. Unfortunately, the book was mutilated by an owner and only the indexes and two plays by Francesc Fontanella remained (one of the plays being incomplete). Despite the loss of the texts, the fact that the indexes record the authorship of many of the compositions adds significance to songbook because it serves as an inventory of Catalan Baroque poets and as a witness to the vitality of poetry in the Catalan language, something especially useful as it is a generally less known epoch. But after the first mention we have of this manuscript, 1859, the book disappeared and was not recovered until a few years ago. Finding it allows us to reconstruct for the first time the order and characteristics of the codex. In this article, an examination is also made of the attributions the codex makes, which are often not exact.

To decide whether an act was discriminatory, perceivers often take the status of the victim’s group into account: the same act is more likely to be seen as discrimination when the perpetrator is from a high-status group and the victim is from a low-status group (Major et al., 2002). However, such models fail to account for the fact that many people belong to groups that do not occupy one clear position on the status hierarchy (herein referred to as intermediate identities). For example, biracial people, bicultural people, and bisexual people may share some characteristics with a prototypical minority group and other characteristics with a majority group. Where do these targets fall in reference to their prototypicality as a victim (and therefore, their likelihood of being seen as facing discrimination)? Across three experiments (Ntotal = 1765), we investigated situations in which perceivers did or did not see bisexual individuals as targets of discrimination. In Study 1, participants found it plausible for both gay/lesbian and bisexual targets to face discrimination based on their sexual orientation. However, when evaluating scenarios that directly compared a bisexual target to a lesbian target (Studies 2 & 3a), participants were more likely to say that the lesbian target had faced discrimination. Interestingly, even in cases with direct comparison, participants expected a bisexual man and a gay man to be equally likely to have faced discrimination (Study 3b). Overall, results indicate that whether a bisexual target is perceived as a victim of discrimination depends on context cues that may reflect the target’s relative status.

The irruption of social and technological innovations that directly and indi-rectly affect most disciplines, where architecture is no exception, requires a review of the training processes of its future professionals due to the changing dynamics of the different work models and its liability. Considering that most study plans are still based on the divi-sion of labor proposed by Alberti in his Libro Re aedificatoria and consolidated with the training model of the Academies and L’École des Beaux Arts, it is necessary to adapt the existing academics curriculums., A irrupção de inovações sociais e tecnológicas que afetam direta e indireta-mente a maioria das disciplinas, onde a arquitetura não é exceção, exige uma revisão dos processos de formação de seus futuros profissionais devido à dinâmica de mudança dos diferentes modelos de trabalho e sua responsabilidade. Considerando que a maioria dos planos de estudo ainda se baseia na divisão do trabalho proposta por Alberti em seu Libro Re aedificatoria e consolidada com o modelo de formação das Academias e da L’École des Beaux Arts, é necessário adequar os currículos acadêmicos existentes., La irrupción de innovaciones sociales y tecnológicas que inciden directa e indirectamente en la mayoría de las disciplinas, donde la arquitectura no es la excepción, requiere una revisión de los procesos de formación de sus futuros profesionales debido a la dinámica cambiante de los diferentes modelos de trabajo y sus incumbencias. Atentos a que la mayoría de los planes de estudio aún se basan en la división del trabajo planteada por Alberti en su Libro Re aedificatoria y consolidado con el modelo de formación de las Academias y de ĹÉcole des Beaux Arts, es necesario adecuar los actuales planes académicos.

Perhaps the most central tenet of attachment theory is that individual differences in attachment quality relate to social functioning (Bowlby, 1969/82, 1973, 1980). Indeed, abundant research demonstrates that early insecurity toward caregivers relates to poor functioning in later peer and romantic relationships (Englund et al., 2011; McElwain et al., 2008), and individuals’ attachment orientations relate to their concurrent functioning with peers and romantic partners (Collins et al, 2006; Groh et al., 2014). For decades, researchers have been trying to understand why these connections exist. The aim of this dissertation is to help answer this question with a collection of three empirical studies testing social information processing (SIP) as a mechanism through which attachment predicts individual differences in social functioning. The present studies focus on two critical components of SIP—expectations and attributions. Study 1 (N = 2100) examined the indirect effects of adolescents’ attachment style dimensions on their acceptance by peers—assessed with sociometric peer ratings—through negative expectations of peers’ behaviors. Findings revealed that adolescents with greater attachment anxiety (fears of rejection and abandonment) and avoidance (discomfort with closeness) held negative expectations for how their peers would behave, and negative expectations in turn related to low acceptance by peers. Study 2 (N = 347) examined the role of attribution biases and friendship quality on pathways from early attachment to young adolescent romantic relationship quality. Longitudinal latent variable structural equation modeling analyses did not yield evidence for attribution biases or friendship quality as mediators on such pathways. Further, no direct links between early attachment to mothers and romantic relationship quality emerged. Findings did, however, show relations between early attachment to mothers and negative attribution biases about peers, as well as between f

Un dels cançoners més importants de poesia catalana del segle XVII era un que portava per títol Curiositat Catalana. Malauradament, el llibre va ser mutilat per un posseïdor i només en van quedar els índexs i dues obres de teatre de Francesc Fontanella (i una d’aquestes, incompleta). Malgrat la pèrdua dels textos, el fet que els índexs fessin constar l’autoria de moltes de les composicions preservava l’interés del cançoner com a inventari de poetes del Barroc català i com a testimoni de la vitalitat de la poesia en llengua catalana, cosa especialment útil en tractar-se d’una època tradicionalment mal coneguda. Però després de la primera notícia que tenim d’aquest manuscrit, de 1859, el llibre va desaparèixer i no ha estat retrobat fins fa pocs anys. La troballa permet reconstruir de manera aproximada per primera vegada l’ordre i les característiques del còdex. En aquest treball, a més, examinem la pertinència de les atribucions que fa, que sovint no són exactes., One of the most important songbooks of Catalan poetry of the seventeenth century was one entitled Curiositat Catalana. Unfortunately, the book was mutilated by an owner and only the indexes and two plays by Francesc Fontanella remained (one of the plays being incomplete). Despite the loss of the texts, the fact that the indexes record the authorship of many of the compositions adds significance to songbook because it serves as an inventory of Catalan Baroque poets and as a witness to the vitality of poetry in the Catalan language, something especially useful as it is a generally less known epoch. But after the first mention we have of this manuscript, 1859, the book disappeared and was not recovered until a few years ago. Finding it allows us to reconstruct for the first time the order and characteristics of the codex. In this article, an examination is also made of the attributions the codex makes, which are often not exact.

Parent–child estrangement is a relational phenomenon associated with significant distress for adult children and especially their estranged parents. Understanding parents’ attributions for estrangement is critical—parents’ willingness to make necessary changes to facilitate reconciliation may depend on how they make sense of their adult children’s reasons for estrangement. This study used quantitative data from an online survey conducted in 2019 and completed by 1,035 mothers currently estranged from one or more of their adult children. We explored mothers’ endorsement of attributions for estrangement, the demographic correlates of their endorsement of attributions, and the relations of their endorsement of attributions to current levels of contact with estranged children. Results indicated that about half of mothers reported no contact at all since the estrangement began, and over half reported that it had been at least 1 year since they had any contact with their adult children. These mothers tended to endorse external attributions for estrangement, including family members’ turning the child against them (e.g., child’s other biological parent or adult child’s romantic partner) or children’s struggles with mental illness and/or addiction. Mothers were less likely to endorse internal attributions for estrangement compared with external attributions or to validate their children’s complaints about abuse or neglect. Results are discussed in the context of changes in parent–child relationships across generations; implications for future research and clinical work with estranged parents are also discussed. © 2021 American Psychological Association

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient's words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person's own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

BackgroundOnly 8-23% of advanced epithelial ovarian cancer patients survive for 10 years or longer. Given the need for targeted interventions to improve survival, we interviewed this relatively rare survivor population to gain personalized insights into the reasons for their survival. The aim of this study was to characterize subjective attributions of survival and specific coping mechanisms long-term survivors of ovarian cancer.MethodsTwenty-two semi-structured, qualitative interviews assessing survival attributions and coping strategies were conducted from April to November 2014. Data were analyzed in a multistep process using ATLAS.ti.8: codes were identified during review of the transcripts and refined with literature review; the frequency of codes and code co-occurrence was calculated, and codes were grouped into themes. Resulting themes were checked by a national leader of an ovarian cancer advocacy organization and compared against available literature.ResultsThematic analysis found that participants credited their long-term survival to a variety of factors including medical, social, religious/spiritual, and lifestyle/personal characteristics. Some participants rejected these same attributions, concluding that the reason for survival was due to luck or unknowable. Several of Carver et al.'s theoretical dimensions of coping were evident in our sample: planning, positive reinterpretation, social support, religion and acceptance whereas three relatively new strategies were uncovered: conserving emotional energy, value-based activity coping, and self-care.ConclusionsLong-term survivors' perspectives were largely consistent with those of newly diagnosed ovarian cancer patients and ovarian cancer survivors of shorter duration. However, the long-term survivors were also willing to reject conventional attributions for survival and recognized the importance of disciplined self-preservational coping strategies.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

We are aware of more than half a thousand of preserved comedias attributed to Lope de Vega, and all have been subject to stylometric analysis as part of the ETSO project. In order to perform that analysis, R-based Stylo package developed by Eder, Rybicki and Kestemont has been used. On this occasion, the results of the 342 plays most likely to be authentic, according to the Morley and Bruerton Chronology classification, are being presented. The above-mentioned results confirm the authorship of 333, meaning 97.36%, a super high percentage that ratifies the success of that monumental study of pre-digital stylometry that took place half a century ago. At the same time, it demonstrates the effectiveness of digital stylometry in this kind of tasks about enquiring or confirming authorship, of which the Spanish theatre of the Golden Century is so much in need. Regarding the nine cases that ETSO has not been able to confirm, separate sections have been dedicated where, from bibliography and philology, it is being attempted to find explanations for these discrepancies and, in some cases, possible alternative authorships towards which research can be directed have been pointed out., Las comedias conservadas atribuidas a Lope de Vega de las que tenemos noticia sobrepasan el medio millar y han sido todas ellas objeto de análisis estilométricos dentro del proyecto ETSO. Se ha utilizado para ello el paquete Stylo basado en R, desarrollado por Eder, Rybicki y Kestemont. En esta ocasión se ofrecen los resultados de las 342 obras con mayores garantías de ser auténticas, según la clasificación de la Cronología de Morley y Bruerton. Los resultados confirman la autoría de 333, es decir del 97,36%, una cifra altísima que ratifica el acierto de ese monumental estudio de estilometría predigital de hace medio siglo, al tiempo que, de alguna manera, pone de manifiesto la eficacia de la estilometría digital en las tareas de averiguación o confirmación de autorías, de las que tan necesitado está el teatro español del Siglo de Oro. A los nueve casos que ETSO no ha podido confirmar se dedican sendos apartados, donde desde la bibliografía y la filología se intenta buscar explicaciones a esas disidencias y, en algunos de los casos, se señalan posibles autorías alternativas hacia las que dirigir la investigación.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

BackgroundOnly 8-23% of advanced epithelial ovarian cancer patients survive for 10 years or longer. Given the need for targeted interventions to improve survival, we interviewed this relatively rare survivor population to gain personalized insights into the reasons for their survival. The aim of this study was to characterize subjective attributions of survival and specific coping mechanisms long-term survivors of ovarian cancer.MethodsTwenty-two semi-structured, qualitative interviews assessing survival attributions and coping strategies were conducted from April to November 2014. Data were analyzed in a multistep process using ATLAS.ti.8: codes were identified during review of the transcripts and refined with literature review; the frequency of codes and code co-occurrence was calculated, and codes were grouped into themes. Resulting themes were checked by a national leader of an ovarian cancer advocacy organization and compared against available literature.ResultsThematic analysis found that participants credited their long-term survival to a variety of factors including medical, social, religious/spiritual, and lifestyle/personal characteristics. Some participants rejected these same attributions, concluding that the reason for survival was due to luck or unknowable. Several of Carver et al.'s theoretical dimensions of coping were evident in our sample: planning, positive reinterpretation, social support, religion and acceptance whereas three relatively new strategies were uncovered: conserving emotional energy, value-based activity coping, and self-care.ConclusionsLong-term survivors' perspectives were largely consistent with those of newly diagnosed ovarian cancer patients and ovarian cancer survivors of shorter duration. However, the long-term survivors were also willing to reject conventional attributions for survival and recognized the importance of disciplined self-preservational coping strategies.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

BackgroundTheoretical and clinical perspectives argue that couples' maladaptive attributions for marital problems lead to marital distress, and that these attributions will detract from couples' relationships regardless of their external circumstances. However, emerging work in cognitive psychology indicates that stress simplifies individuals' information processing, suggesting that the demands faced by couples may strengthen the link between maladaptive attributions and relationship satisfaction.MethodsWith a sample of 462 ethnically diverse newlywed spouses living with low incomes (231 couples, with >30% Black and >50% Latinx), we assessed attributions and relationship satisfaction, along with three hypothesized moderators: couples' financial strain, perceived financial capital within couples' social networks, and the proportion of married couples within couples' social networks.ResultsAfter replicating the robust association between maladaptive attributions and relationship satisfaction, we demonstrate that the association between maladaptive attributions and satisfaction is stronger to the extent that spouses' social networks are characterized by fewer financial resources and lower proportions of married couples.ConclusionContextual factors may alter the effects that partners' cognitions have on relationship satisfaction, suggesting that influences far removed from the dyad itself can affect basic processes arising between partners.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

Hallucinations and delusions, in keeping with the distress accompanying them, are major features in the diagnosis of psychosis in international classifications. In spite of their human and clinical importance, the concepts are unclear. The distinction between hallucinations and delusions in terms of perception-thought is not precise enough, causing problems in analyzing the patient’s words. Nor are the differentiations or variations within each precise enough. Continuing the long clinical tradition discussing the distinction between hallucinations and delusions while assuming their similarities, this study poses a concept integrating the two phenomena as attributions people make about themselves and their settings. Then the elements of any attribution can be used as guides for structuring significant literature on both, and reduce analytical ambiguity. Such attributions make more sense within the structure of two-way relationships with factors in a person’s own framework and setting. This structure is described with its variables and relationships as a guide to assessment, follow-up, and intervention. Two checklists are provided for orientation.

We are aware of more than half a thousand of preserved comedias attributed to Lope de Vega, and all have been subject to stylometric analysis as part of the ETSO project. In order to perform that analysis, R-based Stylo package developed by Eder, Rybicki and Kestemont has been used. On this occasion, the results of the 342 plays most likely to be authentic, according to the Morley and Bruerton Chronology classification, are being presented. The above-mentioned results confirm the authorship of 333, meaning 97.36%, a super high percentage that ratifies the success of that monumental study of pre-digital stylometry that took place half a century ago. At the same time, it demonstrates the effectiveness of digital stylometry in this kind of tasks about enquiring or confirming authorship, of which the Spanish theatre of the Golden Century is so much in need. Regarding the nine cases that ETSO has not been able to confirm, separate sections have been dedicated where, from bibliography and philology, it is being attempted to find explanations for these discrepancies and, in some cases, possible alternative authorships towards which research can be directed have been pointed out., Las comedias conservadas atribuidas a Lope de Vega de las que tenemos noticia sobrepasan el medio millar y han sido todas ellas objeto de análisis estilométricos dentro del proyecto ETSO. Se ha utilizado para ello el paquete Stylo basado en R, desarrollado por Eder, Rybicki y Kestemont. En esta ocasión se ofrecen los resultados de las 342 obras con mayores garantías de ser auténticas, según la clasificación de la Cronología de Morley y Bruerton. Los resultados confirman la autoría de 333, es decir del 97,36%, una cifra altísima que ratifica el acierto de ese monumental estudio de estilometría predigital de hace medio siglo, al tiempo que, de alguna manera, pone de manifiesto la eficacia de la estilometría digital en las tareas de averiguación o confirmación de autorías, de las que tan necesitado está el teatro español del Siglo de Oro. A los nueve casos que ETSO no ha podido confirmar se dedican sendos apartados, donde desde la bibliografía y la filología se intenta buscar explicaciones a esas disidencias y, en algunos de los casos, se señalan posibles autorías alternativas hacia las que dirigir la investigación.

Prolonged grief disorder's (PGD's) recent recognition as a psychiatric diagnosis has elicited concerns about stigmatization. Although prior research demonstrated that PGD elicits public stigma, moderators of this effect are unclear, and the effect requires replication in an English-speaking population. Therefore, we investigated the effects of PGD, sex of the bereaved, and death expectedness on public stigma toward bereaved persons. We randomly assigned 195 Australian adults (77% female; mean age, 35.7 years) to read one of eight vignettes describing a bereaved male or female subject, with or without PGD, after an expected or unexpected death. Participants reported their emotional reactions and negative attributions toward, and desired social distance from, the bereaved person. A person with PGD (vs. without) elicited stronger emotional reactions, negative attributions, and desired social distance. No robust moderator effects emerged. Results validate concerns that PGD causes stigma. Stigmatization may be targeted by information campaigns or psychological treatment.

This article contributes to research on older workers' sustainable employment by investigating the relation between training and expected retirement age. Past research has produced inconsistent findings, partly because studies rarely distinguish between the effects of training opportunities and actual training participation. To address this limitation, we examine the incremental effect of training opportunities over and above actual training participation. Grounded in social exchange theory, we argue that the effect of training opportunities on expected retirement age depends on employees' positive reciprocity orientation. Using matched employer–employee data (880 employees matched to 284 employers) our findings show that training opportunities associate with expected retirement age over and above employees' actual training participation, but only for employees with strong positive reciprocity beliefs. Moreover, a supplementary analysis showed that the strengthening effect of positive reciprocity only holds for organizations that are financially healthy. These findings are consistent with the idea that positive reciprocators will only avoid early retirement as a response to training opportunities when it is seen as a credible gesture to facilitate employees' future employability.

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

The beneficial nature of self-compassion is well-established, but the mechanism by which it exerts its benefits has received little attention. This study sought to address this gap in the literature by evaluating the effect of self-compassion on responses to failure using the framework of attribution theory. Participants were randomly assigned to either a self-compassion (SC; N=413) or expressive writing task (EW; N=416), in order to experimentally manipulate state self-compassion, measured pre- and post-writing using the State Self-Compassion Scale (SSC). It was expected that SSC would increase post-writing for the SC group and would decrease for the EW group. All participants were then exposed to a failure manipulation (test failure) and causal attributions were assessed by asking participants to rate the perceived cause of their test performance on four causal dimensions: locus, stability, globality, and controllability. Measures of state shame (State Shame & Guilt Scale; Experiential Shame Scale) and affect (positive and negative) were administered pre- and post-failure to capture failure-induced distress (i.e., post-failure state shame and affect, controlling for pre-failure levels). Serial mediation regression analyses were conducted to evaluate whether the group effect (SC vs. EW) on failure-induced distress would be mediated by post-writing SSC and failure attributions. It was hypothesized that those in the SC group would have higher SSC than those in the EW group, and that this would lead to more adaptive attributions for failure (i.e., less internal, less stable, less global, and more controllable), which would in turn be associated with less failure-induced distress. Results supported all study hypotheses. The SC group increased, and the EW group decreased in SSC, and there was a significant group difference post-writing. This group effect on SSC predicted more adaptive attributions for failure, which in turn predicted better emotional responses to failur

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

This article contributes to research on older workers' sustainable employment by investigating the relation between training and expected retirement age. Past research has produced inconsistent findings, partly because studies rarely distinguish between the effects of training opportunities and actual training participation. To address this limitation, we examine the incremental effect of training opportunities over and above actual training participation. Grounded in social exchange theory, we argue that the effect of training opportunities on expected retirement age depends on employees' positive reciprocity orientation. Using matched employer–employee data (880 employees matched to 284 employers) our findings show that training opportunities associate with expected retirement age over and above employees' actual training participation, but only for employees with strong positive reciprocity beliefs. Moreover, a supplementary analysis showed that the strengthening effect of positive reciprocity only holds for organizations that are financially healthy. These findings are consistent with the idea that positive reciprocators will only avoid early retirement as a response to training opportunities when it is seen as a credible gesture to facilitate employees' future employability.

Attachment theory states that experiences with primary caregivers influence other close relationships throughout the lifespan (Bowlby, 1969/1982). The quality of early caregiving experiences influences children’s mental representations of how others will treat them. These representations guide social information processing, the way that individuals remember, perceive, hold expectations, and make attributions about their social world. The present study is the first to examine how young adolescents’ attachment to parents influences their attribution biases about future romantic relationships. Attachment insecurity with mothers and fathers predicted negative attribution biases about hypothetical future romantic partners. Insecurity to fathers marginally predicted negative attributions above those predicted by insecurity to mothers. Negative attributions, in turn, predicted adolescents’ forecasting their own negative behaviors in a future relationship. Further, adolescents’ attachment avoidance (discomfort with closeness) across both parents predicted negative attributions. Results suggest that attribution biases could explain relations between attachment to caregivers and later romantic relationship functioning.

Background: Attributions are cognitive variables that influence a person's behaviour. Although a large volume of research has been conducted on the attributions of support staff with regard to challenging behaviour (CB) exhibited by people with intellectual disabilities (ID), studies on patterns of attributional dimensions (i.e. attributional styles) are scarce. Method: Using semi‐structured interviews, 19 support staff members were asked to describe incidents of aggressive, self‐injurious and sexualized challenging behaviour. Data on attributions were analysed using the Leeds Attributional Coding System. Results: Four attributional styles differed significantly for aggressive, self‐injurious and sexualized challenging behaviour. In addition, support staff members largely attributed these three types of CB to characteristics and behaviour of clients with ID. Conclusions: The results indicate that it is important to train support staff to recognize and understand the ways in which their attributions and behaviour influence the existence and maintenance of CB.

Persons with mental health problems and/or substance addictions (MHPSA) are stigmatised more than persons with physical conditions. This includes stigmatisation by care professionals. Stigma is considered one of the most important barriers for recovery from these conditions. There is an ongoing debate that use of language can exacerbate or diminish stigmatisation. Therefore, we conducted an experiment examining how four different ways of referring to a person with (a) alcohol addiction, (b) drug addiction, (c) depression and (d) schizophrenia are related to stigmatising attitudes by care professionals in the Netherlands. We partially replicated two studies performed in the United States and used surveys with vignettes containing either ‘disorder‐first’, ‘person‐first’, ‘victim’ and ‘recovery’ language, which were randomly assigned to participants (n = 361). No significant differences between language conditions were found for any of the vignettes. Our findings suggest that subtle differences in language to refer to persons with mental health problems or substance addictions have no effect on stigmatising attitudes by care professionals in the Netherlands. However, more research is needed to determine the effect of language use on other groups, such as individuals with MHPSA.

The beneficial nature of self-compassion is well-established, but the mechanism by which it exerts its benefits has received little attention. This study sought to address this gap in the literature by evaluating the effect of self-compassion on responses to failure using the framework of attribution theory. Participants were randomly assigned to either a self-compassion (SC; N=413) or expressive writing task (EW; N=416), in order to experimentally manipulate state self-compassion, measured pre- and post-writing using the State Self-Compassion Scale (SSC). It was expected that SSC would increase post-writing for the SC group and would decrease for the EW group. All participants were then exposed to a failure manipulation (test failure) and causal attributions were assessed by asking participants to rate the perceived cause of their test performance on four causal dimensions: locus, stability, globality, and controllability. Measures of state shame (State Shame & Guilt Scale; Experiential Shame Scale) and affect (positive and negative) were administered pre- and post-failure to capture failure-induced distress (i.e., post-failure state shame and affect, controlling for pre-failure levels). Serial mediation regression analyses were conducted to evaluate whether the group effect (SC vs. EW) on failure-induced distress would be mediated by post-writing SSC and failure attributions. It was hypothesized that those in the SC group would have higher SSC than those in the EW group, and that this would lead to more adaptive attributions for failure (i.e., less internal, less stable, less global, and more controllable), which would in turn be associated with less failure-induced distress. Results supported all study hypotheses. The SC group increased, and the EW group decreased in SSC, and there was a significant group difference post-writing. This group effect on SSC predicted more adaptive attributions for failure, which in turn predicted better emotional responses to failur

This study employed an intersectional approach (operationalized as the combination of more than one social identity) to examine the relationship between aspects of social identity (i.e., race, gender, age, SES), self-reported level of mistreatment, and attributions for discrimination. Self-reported discrimination has been researched extensively and there is substantial evidence of its association with adverse physical and psychological health outcomes. Few studies, however, have examined the relationship of multiple demographic variables (including social identities) to overall levels self-reported mistreatment as well the selection of attributions for discrimination. A diverse community sample (N = 292; 42.12% Black; 47.26% male) reported on experiences of discrimination using the Everyday Discrimination Scale. General linear models were used to test the effect of sociodemographic characteristics (i.e., race, gender, age, SES) on total discrimination score and on attributions for discrimination. To test for intersectional relationships, we tested the effect of two-way interactions of sociodemographic characteristics on total discrimination score and attributions for discrimination. We found preliminary support for intersectional effects, as indicated by a significant race by age interaction on the selection of the race attribution for discrimination; gender by SES on the age attribution; age by gender on the education attribution; and race by SES on the economic situation attribution. Our study extends prior work by highlighting the importance of testing more than one factor as contributing to discrimination, particularly when examining to what sources individuals attribute discrimination.

This study employed an intersectional approach (operationalized as the combination of more than one social identity) to examine the relationship between aspects of social identity (i.e., race, gender, age, SES), self-reported level of mistreatment, and attributions for discrimination. Self-reported discrimination has been researched extensively and there is substantial evidence of its association with adverse physical and psychological health outcomes. Few studies, however, have examined the relationship of multiple demographic variables (including social identities) to overall levels self-reported mistreatment as well the selection of attributions for discrimination. A diverse community sample (N = 292; 42.12% Black; 47.26% male) reported on experiences of discrimination using the Everyday Discrimination Scale. General linear models were used to test the effect of sociodemographic characteristics (i.e., race, gender, age, SES) on total discrimination score and on attributions for discrimination. To test for intersectional relationships, we tested the effect of two-way interactions of sociodemographic characteristics on total discrimination score and attributions for discrimination. We found preliminary support for intersectional effects, as indicated by a significant race by age interaction on the selection of the race attribution for discrimination; gender by SES on the age attribution; age by gender on the education attribution; and race by SES on the economic situation attribution. Our study extends prior work by highlighting the importance of testing more than one factor as contributing to discrimination, particularly when examining to what sources individuals attribute discrimination.

Mentalizing is an aspect of social cognition that is garnering increased interest. Although a wide variety of experimental tasks are available to measure mentalizing abilities in adults, the most widely used tasks typically focus on specific aspects of mentalizing, and mentalizing judgments are performed based on a limited set of information about the agent and the context. Here, we present the Eight Sources of Information Framework (8-SIF), a model that describes the sources of information that can contribute to mentalizing judgments both in real life and in the context of mentalizing tasks. This model is then used to systematically review and analyze the most classical mentalizing tasks, with a particular focus on the sources of information provided as a basis for mentalizing judgments in these tasks. Next, mentalizing tasks with improved ecological validity are also examined, highlighting the greater richness and diversity of the sources of information provided in such tasks relative to the most classical tasks. We believe that the 8-SIF is an important first step to increase awareness of the sources of information that can contribute to mentalizing judgments and to favor investigations of the potential impact of these sources of information on mentalizing performance in different populations.