Sozialpsychologische Beiträge zur Diskussion um die Zukunft der Schulen in Deutschland

At present, there is an intensive debate on the development of the German school system. Main topics concern teaching methods and how to deal with individual differences, but there are also questions about the need to pursue other aims than cognitive learning and how to cooperate with parents. Last but not least, it has become obvious that schools and teachers need support. The article argues that concepts and results of research in social psychology may be important to manage tasks in the current situation. Important topics of future research are pointed out.     

Uniformly best estimation in linear regression when prior information is fuzzy

Modeling prior information as a fuzzy set and using Zadeh’s extension principle, a general approach is presented how to rate linear affine estimators in linear regression. This general approach is applied to fuzzy prior information sets given by ellipsoidal α-cuts. Here, in an important and meaningful subclass, a uniformly best linear affine estimator can be determined explicitly. Surprisingly, such a uniformly best linear affine estimator is optimal with respect to a corresponding relative squared error approach. Two illustrative special cases are discussed, where a generalized least squares estimator on the one hand and a general ridge or Kuks–Olman estimator on the other hand turn out to be uniformly best.     

Sample size requirements for rare or abundant attribute sampling

Two approximation procedures to determine required sample size for a Fixed width binomial confidence interval are given and compared to exact calculations as well as the normal and Poisson approximations. The approximation procedures are found to be quite simple but very accurate for estimating sample sizes for either rare or abundant attributes.     

The influence of job and parental strain on typically and atypically developing children: a vicious circle?

This theoretical article tries to answer the question how job and parental strain influence the development of children. We propose a conceptual model with possible mediators and moderators of the relationship between job strain and child development. Research shows that parents experiencing strain are less involved with their children. Several propositions are developed regarding the consequences of reduced involvement for the child. It is proposed that children with stressed parents are more likely to become insecurely attached and have fewer modelling opportunities. These relationships should not be as severe for children with an Autism Spectrum Disorder, and more severe for children with an Attention Deficit Hyperactivity Disorder. However, it is also proposed that maladaptive child development leads to more parental strain. Implications for future research are discussed.     

Bringing Carl Rogers Back In: Exploring the Power of Positive Regard at Work

We draw on Carl Rogers’ client‐centred therapy theory and the theoretical lens of positive work relationships to explain why and how positive regard can be a powerful source for the development of employees’ sense of vitality, job performance and organizational citizenship behaviours (OCBs). We theorize that when employees experience relationships characterized by a high level of regard with their co‐workers they are likely to develop a sense of vitality, which in turn results in enhanced job performance and OCBs. These relationships are examined in both experimental and field studies. The results of these multiple studies provide general support for the power of positive regard in augmenting a sense of vitality and enhancing both job performance and citizenship behaviours.     

Redefining Critical Autism Studies: a more inclusive interpretation

This article explores the definition of Critical Autism Studies and its inclusion in autistic scholarship. There has been critique of recent non-autistic literature for lacking autistic authorship, leading to doubts about its epistemological integrity due to misrepresentations of autistic culture and the neurodiversity movement. This article utilises the work of Arnold, Milton and O’Dell et al. to introduce an emancipatory definition to ensure the discipline is autistic led. In the process, we discuss the nature of autism studies and what constitutes critical literature. We propose Waltz’s interpretation of Critical Autism Studies as a working definition.     

Defining Social Listening: Recognizing an Emerging Dimension of Listening

Social listening occurs in a variety of mediated contexts, but it has yet to be clearly defined in the realm of communication and listening studies. This report explores social listening as a developing listening type extending from the existing taxonomy of listening, posits a definition of its meaning, evaluates its role in organizational and interpersonal communication, and discusses its value as an additional listening dimension. Based on a review and synthesis of literature across multiple fields of study, we describe social listening as a dimension of listening comprising a blend of purposes complementary to the existing appreciative, comprehensive, critical, discriminative, and therapeutic listening types discussed in Wolvin and Coakley’s (1993) listening taxonomy. As mediated communication continuously evolves within the communication landscape, the urgency to understand social listening will surely increase. With this in mind, we introduce and define social listening as an emerging type of listening and as a means of attaining interpersonal information and social intelligence that can empower relationships and influence the way we listen to and communicate with one another through increasingly popular mediated channels.