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  • 2020-2024  (4)
  • Psychology  (4)
  • 1
    Online Resource
    Online Resource
    Wiley ; 2023
    In:  British Journal of Psychology Vol. 114, No. 3 ( 2023-08), p. 638-661
    In: British Journal of Psychology, Wiley, Vol. 114, No. 3 ( 2023-08), p. 638-661
    Abstract: Poverty impedes children's executive function (EF). Therefore, it is necessary to mitigate the negative effect of poverty by developing efficient interventions to improve poor children's cognitive function. In three studies, we examined whether high‐level construals can improve EF among poor children in China. In Study 1, we observed a positive relationship between family socioeconomic status and children's EF, which was moderated by construal level ( n  = 206; M age  = 9.71; 45.6% girls). In Study 2a, we experimentally induced high‐ versus low‐level construals and found that poor children with high‐level construals exhibited better EF than those with low‐level construals ( n  = 65; M age  = 11.32; 47.7% girls). However, the same intervention did not affect the performance of affluent children in Study 2b ( n  = 63; M age  = 10.54; 54% girls). Moreover, we found that the interventional effects of high‐level construals improved the ability of children living in poverty to make healthy decisions and delayed gratification in Study 3 ( n  = 74; M age  = 11.10; 45.9% girls). These findings may have implications for using high‐level construals as an effective intervention to improve poor children's EF and cognitive capacity.
    Type of Medium: Online Resource
    ISSN: 0007-1269 , 2044-8295
    URL: Issue
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 1493663-X
    SSG: 5,2
    Location Call Number Limitation Availability
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  • 2
    In: Journal of Occupational and Organizational Psychology, Wiley, Vol. 95, No. 3 ( 2022-09), p. 687-717
    Abstract: During the COVID‐19 pandemic, teachers in the United States, an already at‐risk occupation group, experienced new work‐related stressors, safety concerns, and work‐life challenges, magnifying on‐going retention concerns. Integrating the crisis management literature with the unfolding model of turnover, we theorize that leader actions trigger initial employee responses but also set the stage for on‐going crisis response that influence changes in teachers' turnover intentions. We apply latent growth curve modelling to test our hypotheses based on a sample of 617 K‐12 teachers using nine waves of data, including a baseline survey at the start of the 2020–2021 school year and eight follow‐up surveys (2‐week lags) through the Fall 2020 semester. In terms of overall adaptation, teachers on average, experienced an increase in work‐life balance and a decrease in turnover intentions over the course of the semester. Results also suggest that district and school leadership provide unique and complementary resources, but leader behaviours that shape initial crisis responses do not similarly affect employee responses during crisis, contrary to theory. Instead, teachers' adaptive crisis response trajectories were triggered by continued resource provision over the semester; increasing provision of valued resources (i.e., continued refinement of safety practices) and improvements in work‐life balance prevented turnover intentions from spiralling throughout the crisis. Crisis management theory and research should continue to incorporate temporal dynamics and identify factors that contribute to crisis response trajectories, using designs and analyses that allow for examination as crises unfold in real time.
    Type of Medium: Online Resource
    ISSN: 0963-1798 , 2044-8325
    URL: Issue
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 1491917-5
    SSG: 5,2
    Location Call Number Limitation Availability
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  • 3
    In: British Journal of Psychology, Wiley, Vol. 112, No. 3 ( 2021-08), p. 720-740
    Abstract: Family socio‐economic status (SES) is significantly related to disparities in children’s executive function. Children from economically disadvantaged backgrounds perform worse on executive function tasks than their peers from high‐SES families. The protective factors in the relationship between SES and executive function have not been sufficiently investigated, especially from the perspective of parents’ and children’s perceptions and expectations regarding SES. Therefore, this study aimed to examine whether parental subjective SES and children’s subjective social mobility separately moderated the relationship between family SES and children’s executive function among 885 participants aged 9–13 years. The results showed that family SES was positively related to the three components of executive function (cognitive flexibility, inhibitory control, and working memory). Moreover, the relationship between SES and cognitive flexibility was weak among the children with a high level of subjective social mobility or those whose parents had high levels of subjective SES. Among children from families with economic hardship, subjective social mobility is a potential protective factor mitigating the negative effects of low family SES on their cognitive flexibility.
    Type of Medium: Online Resource
    ISSN: 0007-1269 , 2044-8295
    URL: Issue
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 1493663-X
    SSG: 5,2
    Location Call Number Limitation Availability
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  • 4
    Online Resource
    Online Resource
    American Psychological Association (APA) ; 2023
    In:  Journal of Applied Psychology Vol. 108, No. 7 ( 2023-07), p. 1157-1189
    In: Journal of Applied Psychology, American Psychological Association (APA), Vol. 108, No. 7 ( 2023-07), p. 1157-1189
    Type of Medium: Online Resource
    ISSN: 1939-1854 , 0021-9010
    RVK:
    Language: English
    Publisher: American Psychological Association (APA)
    Publication Date: 2023
    detail.hit.zdb_id: 2066529-5
    SSG: 5,2
    Location Call Number Limitation Availability
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