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"Resistance (Psychology)"
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Shattered
\"Sporting a new identity and desperate to fill in the blank spaces of her life pre-Slating, Kyla heads to a remote mountain town to try to reunite with the birth mother she was kidnapped from as a child. There she is hoping all the pieces of her life will come together and she can finally take charge of her own future\"-- Provided by publisher.
Book
Emotion Regulation Strategies in Depressive and Anxiety Symptoms in Youth: A Meta-Analytic Review
The role of emotion regulation in subclinical symptoms of mental disorders in adolescence is not yet well understood. This meta-analytic review examines the relationship between the habitual use of prominent adaptive emotion regulation strategies (cognitive reappraisal, problem solving, and acceptance) and maladaptive emotion regulation strategies (avoidance, suppression, and rumination) with depressive and anxiety symptoms in adolescence. Analyzing 68 effect sizes from 35 studies, we calculated overall outcomes across depressive and anxiety symptoms as well as psychopathology-specific outcomes. Age was examined as a continuous moderator via meta-regression models. The results from random effects analyses revealed that the habitual use of all emotion regulation strategies was significantly related to depressive and anxiety symptoms overall, with the adaptive emotion regulation strategies showing negative associations (i.e., less symptoms) with depressive and anxiety symptoms whereas the maladaptive emotion regulation strategies showed positive associations (i.e., more symptoms). A less frequent use of adaptive and a more frequent use of maladaptive emotion regulation strategies were associated with depressive and anxiety symptoms comparably in the respective directions. Regarding the psychopathology-specific outcomes, depressive and anxiety symptoms displayed similar patterns across emotion regulation strategies showing the strongest negative associations with acceptance, and strongest positive associations with avoidance and rumination. The findings underscore the relevance of adaptive and also maladaptive emotion regulation strategies in depressive and anxiety symptoms in youth, and highlight the need to further investigate the patterns of emotion regulation as a potential transdiagnostic factor.
Journal Article
No is not enough : resisting Trump's shock politics and winning the world we need
\"Donald Trump's ascent to the White House is a dangerous escalation in a world of cascading crises. His reckless agenda--including a corporate takeover of government, aggressive scapegoating and warmongering, and sweeping aside climate science to set off a fossil fuel frenzy --will generate waves of disasters and shocks to the economy, national security, and the environment. Acclaimed journalist, activist, and bestselling author Naomi Klein has spent two decades studying political shocks, climate change, and 'brand bullies.' From this unique perspective, she argues that Trump is not an aberration but a logial extension of the worst, most dangerous trends of the past half-century--the very conditions that have unleased a rising tide of white nationalism the world over. It is not enough, she tells us, to merely resist, to say 'no.' Our historical moment demands more: a credible and inspiring 'yes, ' a roadmap to reclaiming the populist ground from those who would divide us--one that sets a bold course for winning the fair and caring world we want and need. This timely, urgent book from one of our most influential thinkers offers a bracing positive shock of its own, helping us understand just how we got here, and how we can, collectively, come together and heal\"--Publisher's description.
Book
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions
Notwithstanding its crucial role in facilitating desired outcomes of schooling, educational psychology researchers have recognized the conceptual haziness of student engagement as a multidimensional construct. With the main purpose of refining its conceptual definition, this paper aims to attain the following four goals. First, we seek to highlight theoretical, conceptual, and operational concerns about the student engagement construct, and synthesize these concerns into four related areas: overgeneralization, jingle-jangle fallacies, object ambiguity, and under-theorization. Second, we conduct a comprehensive review of prevailing perspectives on student engagement and critically examine their strengths and limitations. Building upon such extant models, third, we offer the Dual Component Framework of Student Engagement, which differentiates learning engagement from school engagement, and articulates the conceptual definition and scope, as well as the objects and dimensions, of the two engagement constructs. Lastly, we underscore the theoretical, research, and applied implications of the proposed framework in advancing the field of student engagement.
Journal Article
The Past, Present, and Future of the Cognitive Theory of Multimedia Learning
The cognitive theory of multimedia learning (Mayer, 2021, 2022), which seeks to explain how people learn academic material from words and graphics, has developed over the past four decades. Although the name and graphical representation of the theory have evolved over the years, the core ideas have been constant—dual channels (i.e., humans have separate information processing channels for verbal and visual information), limited capacity (i.e., processing capacity is severely limited), and active processing (i.e., meaningful learning involves selecting relevant material to be processed in working memory, mentally organizing the material into coherent verbal and visual structures, and integrating them with each other and with relevant knowledge activated from long-term memory). This review describes how the theory has developed (i.e., the past), the current state of the theory (i.e., the present), and new directions for future development (i.e., the future). In addition, the review includes examples of the events and findings that led to changes in the theory. Implications for educational psychology are discussed, including 15 evidence-based principles of multimedia design.
Journal Article
Effects of School-based Multicomponent Positive Psychology Interventions on Well-being and Distress in Adolescents: A Systematic Review and Meta-analysis
Multicomponent positive psychology interventions are increasing in the general population but the study of its effectiveness in adolescents is still scarce, especially in the school context. Previous meta-analyses have reported that multicomponent positive psychology interventions increase well-being and reduce distress outcomes. However, the results on these outcomes limit their samples to adult populations. The aim of the current systematic review and meta-analysis is to evaluate and compare the immediate but also long-lasting effects of school-based multicomponent positive psychology interventions aimed at increasing well-being indicators of mental health (i.e., subjective and psychological well-being) and reducing the most common psychological distress indicators (i.e., depression, anxiety, and stress) in adolescents. A total of 9 randomized and non-randomized controlled trials from the searched literature met inclusion criteria for the meta-analysis. The results showed small effects for subjective well-being (g = 0.24), psychological well-being (g = 0.25), and depression symptoms (g = 0.28). Removing low-quality studies led to a slight decrease in the effect sizes for subjective well-being and a considerable increase for psychological well-being and depression symptoms. The relevant moderation analyses had an effect on subjective well-being and depression symptoms. The present systematic review and meta-analysis found evidence for the efficacy of school-based multicomponent positive psychology interventions in improving mental health in the short and long-term. Small effects for subjective well-being, psychological well-being, and depression symptoms were identified. Effects for psychological well-being and depression symptoms remained significant over time. In light of our results, education policy-makers and practitioners are encouraged to include positive practices within the schools’ curriculum as effective and easily implemented tools that help to enhance adolescents’ mental health. Further research is needed in order to strengthen the findings about school-based multicomponent positive psychology interventions in adolescents.
Journal Article
How to inhibit a distractor location? Statistical learning versus active, top-down suppression
Recently, Wang and Theeuwes (
Journal of Experimental Psychology: Human Perception and Performance
,
44
(1), 13–17,
2018a
) demonstrated the role of lingering selection biases in an additional singleton search task in which the distractor singleton appeared much more often in one location than in all other locations. For this location, there was less capture and selection efficiency was reduced. It was argued that statistical learning induces plasticity within the spatial priority map such that particular locations that are high likely to contain a distractor are suppressed relative to all other locations. The current study replicated these findings regarding statistical learning (Experiment
1
) and investigated whether similar effects can be obtained by cueing the distractor location in a top-down way on a trial-by-trial basis. The results show that top-down cueing of the distractor location with long (1,500 ms; Experiment
2
) and short stimulus-onset symmetries (SOAs) (600 ms; Experiment
3
) does not result in suppression: The amount of capture nor the efficiency of selection was affected by the cue. If anything, we found an attentional benefit (instead of the suppression) for the short SOA. We argue that through statistical learning, weights within the attentional priority map are changed such that one location containing a salient distractor is suppressed relative to all other locations. Our cueing experiments show that this effect cannot be accomplished by active, top-down suppression. Consequences for recent theories of distractor suppression are discussed.
Journal Article
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load
Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.
Journal Article