Specialization and the Survival of Self‐Help Organizations

This article examines the survival rates of 589 self‐help organizations in order to understand how self‐help niches, organizations specializing in biomedical, human services, and behavioral health, differentially impact longevity. Drawing on a study of the self‐help movement, we examine how the various mechanisms by which specialization impacts self‐help movement organizations' chances of survival. Extending the concepts of embeddedness, countervailing powers, and organizational specialization to self‐help organizations, we investigate how formal structures and professional alliances differentially promote longevity. Results show how formalization enhances self‐help organizations' longevity, and serves as a mechanism by which specialization impacts organizational viability. While formalization has a robust and beneficial impact on longevity, some professional linkages are negatively associated with survival and others are positively associated with it.     

‘Back to our Roots?’ Re-visiting psychoanalytically-informed baby and young child observation in the education of student social workers

While there is a well-established literature on psychoanalytically-informed baby and young child observation in social work education, little has been published recently. This paper reviews the rationale for its use, evaluating its impact on students’ learning in the light of contemporary policy and practice contexts facing social work education. Analysis of feedback gained from a recent cohort, identifies three ways in which learning through baby and young child observation contributes: firstly, students encounter and learn about the complexity of child development from the direct experience of observing and secondly, observing facilitates the development of important skills for practice; students’ ‘use of self’. Thirdly, through observing, students describe how they develop the capacity to take-up and sustain a professional role. Well-structured teaching and learning through observation is therefore shown to provide a rigorous, theoretically-grounded contribution to the training of university-based social work students entering this complex and challenging professional field.     

Older sibling contribution to younger children's working memory and cognitive flexibility

We used structural equation modeling in the Early Childhood Longitudinal Study—Kindergarten Cohort (N = 17,020) to explore the influence of having an older sibling on kindergarten‐age focal children's cognitive self‐regulation. In model 1, we tested how having a sibling who is generally older than the focal child contributes to the focal child's working memory (WM) and cognitive flexibility (CF) upon entering kindergarten. In model 2, we assessed the contribution to the focal child's kindergarten WM and CF of having an older sibling in a non‐proximal age range (age 12–18) or not having siblings relative to having an older sibling in a proximal age range to the focal child (up to age 11). In model 3, we considered the contribution of having an older sister, an older brother, or both an older sister and an older brother of any age. Having an older sibling in general was associated with increased kindergarten WM, whereas having an older sister was related to increased WM and CF. Compared to having a proximal older sibling, having no siblings and having a non‐proximal older sibling were related to decreased WM and CF. Findings have implications for involving siblings in family interventions in early childhood.     

From Adaptivity to Adaptation: Examining the Career Construction Model of Adaptation

The author examined a multiple mediation model and a moderation model for the relationships among adaptivity (in terms of future work self and proactivity), career adaptability, adapting responses (in terms of career decision self-efficacy [CDSE] and career engagement), and adaptation (in the form of academic satisfaction) among 282 university students. Results showed that career adaptability, CDSE, and career engagement fully mediated the relations of future work self and proactivity with academic satisfaction. Career adaptability also had a mediation role in the relationships of future work self and proactivity with CDSE and career engagement. The relationship between career adaptability and academic satisfaction was fully mediated by CDSE and career engagement. Career adaptability did not moderate the relationships between adaptivity indices and adapting indices. These results support the serial multiple mediation model, which is introduced in the adaptation model. Career education and career coaching could improve clients' agency through working on their self-regulation resources, self-efficacy beliefs, and overt career behaviors.     

The self as the locus of morality: A comparison between Charles Taylor and George Herbert Mead's theories of the moral constitution of the self

This paper provides a critical comparison of two leading exponents of the relationship between morality and selfhood: Charles Taylor and George Herbert Mead. Specifically, it seeks to provide an assessment of the contribution each approach is able to make to a social theory of morality that has the self at its heart. Ultimately, it is argued that Taylor's phenomenological account neglects the significance of interaction and social relations in his conceptualisation of the relationship between morality and self, which undermines the capacity of his framework to explain how moral understandings and dialogic moral subjectivity develop in a world of shared meaning. I then argue that Mead's pragmatist interactionist approach overcomes many of the flaws in Taylor's framework, and offers a grounded conceptualisation of the relationship between self and morality that is able to provide a basis for a properly social account of moral subjectivity.     

What you say,and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation

The idea that language skills support school readiness, predicting later self‐regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or social communication skills, may also be critical. This article examined longitudinal contributions of children's vocabulary and social communication skills, from preschool to kindergarten, to kindergarten academic achievement (reading and math) and self‐regulation (executive functions and learning behaviors). Participants were 164 children (14% Latinx, 30% Black, 56% White; 57% girls) enrolled in Head Start programs. Results revealed that initial levels and growth in vocabulary and communication skills predicted better academic achievement. Social communication skills uniquely predicted self‐regulation, after accounting for vocabulary. We discuss potential mechanisms for these links and recommend that strategies to build social communication skills be incorporated in preschool interventions promoting school readiness.     

Communicating Conservation Status: How Different Statistical Assessment Criteria Affect Perceptions of Extinction Risk

Although alternative forms of statistical and verbal information are routinely used to convey species’ extinction risk to policymakers and the public, little is known about their effects on audience information processing and risk perceptions. To address this gap in literature, we report on an experiment that was designed to explore how perceptions of extinction risk differ as a function of five different assessment benchmarks (Criteria A–E) used by scientists to classify species within IUCN Red List risk levels (e.g., Critically Endangered, Vulnerable), as well as the role of key individual differences in these effects (e.g., rational and experiential thinking styles, environmental concern). Despite their normative equivalence within the IUCN classification system, results revealed divergent effects of specific assessment criteria: on average, describing extinction risk in terms of proportional population decline over time (Criterion A) and number of remaining individuals (Criterion D) evoked the highest level of perceived risk, whereas the single‐event probability of a species becoming extinct (Criterion E) engendered the least perceived risk. Furthermore, participants scoring high in rationality (analytic thinking) were less prone to exhibit these biases compared to those low in rationality. Our findings suggest that despite their equivalence in the eyes of scientific experts, IUCN criteria are indeed capable of engendering different levels of risk perception among lay audiences, effects that carry direct and important implications for those tasked with communicating about conservation status to diverse publics.     

Temptation and Taxation

We study optimal taxation when consumers have temptation and self‐control problems. Embedding the class of preferences developed by Gul and Pesendorfer into a standard macroeconomic setting, we first prove, in a two‐period model, that the optimal policy is to subsidize savings when consumers are tempted by “excessive” impatience. The savings subsidy improves welfare because it makes succumbing to temptation less attractive. We then study an economy with a long but finite horizon which nests, as a special case, the Phelps–Pollak–Laibson multiple‐selves model (thereby providing guidance on how to evaluate welfare in this model). We prove that when period utility is logarithmic, the optimal savings subsidies increase over time for any finite horizon. Moreover, as the horizon grows large, the optimal policy prescribes a constant subsidy, in contrast to the well known Chamley–Judd result.     

转型背景下雇佣关系模式对员工助人行为的影响

通过对我国264对上下级的问卷调查发现,员工基于组织的自尊在互相投入和过度投入雇佣关系模式与助人行为之间发挥完全中介作用。相比过度投入而言,互相投入模式对员工基于组织的自尊有更大的正向影响。同时,研究还发现,个体的传统性文化价值观会调节这2种雇佣关系模式与基于组织自尊的关系。具体而言,对于传统性较高的员工,这2种雇佣模式对基于组织自尊的影响变弱;对于传统性较低的员工,2种雇佣模式对基于组织自尊的影响增强。     

英语学术语篇的对话性分析

对话性是话语或语篇中存在两个以上相互作用的声音．它们形成同意和反对、肯定和补充、提问和回答等关系。学术语篇中不仅包含了作者,而且体现了作者之外其他人的声音。英语学术语篇的对话性可以通过间接转述、直接引用、评注词语、名物化、修辞和其它语法手段表达出来。以对话性作为一种阅读指导思想,语篇将得到更加全面而透彻的理解。