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"Robbins, Brent Dean"
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Relationships Between Problem Behaviors and Academic Achievement in Adolescents
Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years (M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity—impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.
Journal Article
Joy and the politics of emotion: Toward a cultural therapeutics via phenomenology and critical theory
The investigation of the emotion of joy is indispensable for accomplishing the mission of philosophy and the sciences, and not simply psychology, to articulate and promote the “good life.” Psychology as a cultural therapeutics is a discipline geared precisely to perform such a task. In the investigation of the contemporary literature on the psychology of emotion, one finds an unmistakable thread: a negligible lack of attention to the positive emotions. As a consequence, it is argued, psychology has become caught in the web of instrumental or calculative rationality, which manifests itself in emotion theory as a reduction of all human behavior to the achievement of instrumental goals. As such, psychology perpetuates and legitimates a nihilistic current in Western thought which has been present since antiquity but only fully realized in modernity. The present study puts forth and defends the primary thesis that a critical phenomenology is a method that is prerequisite for overcoming nihilism and for making a place for joy and other positive emotions not only in theory and research but also in our cultural-historical life-world. This thesis is defended both in theory and empirically. In theory, the thesis is defended through the synthesis of critical theory and phenomenology. Empirically, the thesis is defended through the examination of a prior, empirical-phenomenological study of joy. The findings are re-visioned in light of the theoretical arguments. In conclusion, it is found that joy is the pure appreciation of the world-whole's fulfillment-of-happening.
Dissertation
