Thematische Bibliographien / Explanatory styles

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Auswahl der wissenschaftlichen Literatur zum Thema „Explanatory styles“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 4. Februar 2022

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Zeitschriftenartikel zum Thema "Explanatory styles"

Boyer, Wanda, Paul Jerry, Gwen R. Rempel, and James Sanders. "Explanatory Styles of Counsellors in Training." International Journal for the Advancement of Counselling 43, no. 2 (2021): 227–42. http://dx.doi.org/10.1007/s10447-021-09429-x.

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AbstractExplanatory style is based on how one explains good and bad events according to three dimensions: personalization, permanence, and pervasiveness. With an optimistic explanatory style, good events are explained as personal, permanent, and pervasive, whereas bad events are explained as external, temporary, and specific. For counsellors, an optimistic explanatory style creates positive expectancy judgments about the possibilities and opportunities for successful client outcomes. In this research study, we explored the explanatory styles expressed in 400 events (200 good events and 200 bad events) extracted from 38,013 writing samples of first year and final year graduate level counsellors in training. Across the three optimism dimensions and within good and bad events, there was one occurrence of a positive relationship between counsellor training time and the amount of expressed optimism. The implications of this study include the need to cultivate optimistic explanatory styles of counsellors in training and practicing counsellors.

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Park, Minjeong, and Amery D. Wu. "Item Response Tree Models to Investigate Acquiescence and Extreme Response Styles in Likert-Type Rating Scales." Educational and Psychological Measurement 79, no. 5 (2019): 911–30. http://dx.doi.org/10.1177/0013164419829855.

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Item response tree (IRTree) models are recently introduced as an approach to modeling response data from Likert-type rating scales. IRTree models are particularly useful to capture a variety of individuals’ behaviors involving in item responding. This study employed IRTree models to investigate response styles, which are individuals’ tendencies to prefer or avoid certain response categories in a rating scale. Specifically, we introduced two types of IRTree models, descriptive and explanatory models, perceived under a larger modeling framework, called explanatory item response models, proposed by De Boeck and Wilson. This extends the typical application of IRTree models for studying response styles. As a demonstration, we applied the descriptive and explanatory IRTree models to examine acquiescence and extreme response styles in Rosenberg’s Self-Esteem Scale. Our findings suggested the presence of two distinct extreme response styles and acquiescence response style in the scale.

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Sanjuan, Pilar, and Alejandro Magallares. "Coping strategies as mediator variables between explanatory styles and depressive symptoms." Anales de Psicología 31, no. 2 (2015): 447. http://dx.doi.org/10.6018/analesps.31.2.173391.

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The main goal of this study was to analyze the relationships among explanatory styles, coping strategies and depressive symptoms. Path analyses conducted with data of 234 individuals showed that Negative Explanatory Style (tendency to explain negative outcomes through internal, stable, and global causes) had both a positive direct effect on depressive symptoms, and an indirect effect on them through the use of avoidant strategies. On the contrary, Enhancing Explanatory Style (tendency to explain positive outcomes through internal, stable, and global causes) had negative direct and indirect effects on these symptoms, but in this case, the indirect effect occurs through the use of problem solving and positive cognitive restructuring coping and the non-use of avoidant strategies. As a whole, the results suggest that to prevent the onset of depressive symptoms or to reduce them once they appear, enhancing explanatory style and problem solving and positive cognitive restructuring strategies should be promoted.

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Rossel, J. "Conditions for the Explanatory Power of Life Styles." European Sociological Review 24, no. 2 (2007): 231–41. http://dx.doi.org/10.1093/esr/jcm046.

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Decuypere, Anouk, and Wilmar Schaufeli. "Leadership and work engagement: Exploring explanatory mechanisms." German Journal of Human Resource Management: Zeitschrift für Personalforschung 34, no. 1 (2019): 69–95. http://dx.doi.org/10.1177/2397002219892197.

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Construct proliferation in the leadership field raises questions concerning parsimony and whether we should focus on joint mechanisms of leadership styles, rather than the differences between them. In this theoretical research article, we propose that positive leadership styles translate into similar leader behaviors on the work floor that influence employee work engagement through a number of shared pathways. We take a deductive approach and review several established theories as well as relevant up-to-date empirical work from a bird’s-eye view to generate a general framework. We introduce a model with three processes (one direct process and two indirect processes) and five pathways (practical, motivational, affective, cognitive, and behavioral). With regard to the indirect processes, we propose that work characteristics (material pathway) and psychological need satisfaction (intrapersonal motivational pathway) mediate the relationship between positive leadership styles and engagement. Regarding the direct interpersonal process, we propose that leaders directly influence employee engagement through three pathways: emotional contagion (affective interpersonal pathway), social exchange (cognitive interpersonal pathway), and role modeling (behavioral interpersonal pathway). Our parsimonious research model furthers the integration of different theoretical viewpoints as well as underscores joint mechanisms with regard to the effect of positive leadership styles. Practically speaking, this article also provides insight into which processes leaders can work on to stimulate employee work engagement through progressive policies and work practices.

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Isaacowitz, Derek M., and Martin E. P. Seligman. "Cognitive Style Predictors of Affect Change in Older Adults." International Journal of Aging and Human Development 54, no. 3 (2002): 233–53. http://dx.doi.org/10.2190/j6e5-np5k-2uc4-2f8b.

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Cognitive styles are the lenses through which individuals habitually process information from their environment. In this study, we evaluated whether different cognitive style individual difference variables, such as explanatory style and dispositional optimism, could predict changes in affective state over time in community-dwelling older adults. Based on previous research, we hypothesized that an optimistic explanatory style would be adaptive except when combined with life stressors, but that dispositional optimism would predict positive affective states regardless of life events. We found that older adults with a more optimistic explanatory style for health/cognitive events actually appeared to develop more depressive symptoms over six months of follow-up. However, dispositional optimism and orientation toward the future predicted a better affective profile over time.

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Walsh, Erin I., Ginny M. Sargent, and Will J. Grant. "Not just a pretty picture: Scientific fact visualisation styles, preferences, confidence and recall." Information Visualization 20, no. 2-3 (2021): 138–50. http://dx.doi.org/10.1177/14738716211027587.

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Visuals are often used to enhance learning of scientific information. The recent emergence and popularity of comic-style instruction books for adults, such as the ‘manga guide to …’, shows the possibility of comic style visualisations for the communication of science with adults. This study investigates whether the addition and style of visual accompaniment of scientific information, as used in comic books, influences immediate and short-term fact recall in an adult audience. Participants ( n = 310 aged 18–79, 52% identified as female) were presented 20 general science facts in one of five styles: (1) text alone, (2) photo with text caption, (3) cartoon with text caption, (4) photo with explanatory agent and a speech bubble, (5) cartoon with explanatory agent and a speech bubble. Immediate recall, and confidence in that recall, was tested following a brief distractor. Participants indicated their preferred presentation style, and short-term recall was tested by a final quiz of all 20 facts. Overall, the most preferred presentation style was cartoon with explanatory agent and text in a speech bubble (26% preferred). There was no single most effective presentation style; there was no significant difference in immediate recall, short term recall or confidence in answers depending on whether the fact was presented as text, photo or cartoon, or the presence or absence of an explanatory agent. However, immediate recall was significantly better when preference was met ( p < 0.02). We found that the style of visual accompaniment of scientific information in accordance with the ‘manga guide to…’ format influenced immediate, but not short-term, fact recall in an adult audience when written English literacy, scientific literacy and non-verbal intelligence were taken into account. Short term recall of scientific facts may best be served by presenting facts in multiple styles, or enquiring about and then meeting participant preference for visual accompaniment.

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Potochnik, Angela, and Guilherme Sanches de Oliveira. "Patterns in Cognitive Phenomena and Pluralism of Explanatory Styles." Topics in Cognitive Science 12, no. 4 (2019): 1306–20. http://dx.doi.org/10.1111/tops.12481.

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Shapiro, Lawrence. "A tale of two explanatory styles in cognitive psychology." Theory & Psychology 29, no. 5 (2019): 719–35. http://dx.doi.org/10.1177/0959354319866921.

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The development of a theory of mechanistic explanation has been a welcome advance over previous theories of explanation, such as deductive nomological explanation. However, despite the claims of some supporters of mechanistic explanation, not all explanation in cognitive science is or should be mechanistic. I defend the claim that functional analysis remains a distinct and legitimate form of explanation within cognitive science.

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Churngchow, Chidchanok, Narongsak Rorbkorb, On-tip Petchurai, and Jirawat Tansakul. "Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand." International Journal of Higher Education 9, no. 2 (2020): 200. http://dx.doi.org/10.5430/ijhe.v9n2p200.

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This research aimed to discover appropriate learning management to suit students’ different learning styles within a multicultural society at state-run universities using mixed methods research of explanatory design. A survey was first conducted followed by focus group discussions. It was found that the students consisted of all four types of learning styles: reflector, activist, theorist and pragmatist, while, reflectors were the majority group. The results also showed that students from different disciplines and types of highschools used different learning styles. However, the participants in the focus groups, especially the Muslim students, stated that they employed the pragmatic style as well as their dominant style. It is suggested that a teaching style incorporating practiced-based learning, such as lab-work, field work or project-based learning would suit all students. Student-centered classes and active leaning are also recommended as being appropriate for all types of student learning styles.

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Dissertationen zum Thema "Explanatory styles"

Skotarczyk, Mitchell A. "The Effect of Culture on the Implementation of International Financial Reporting Standards." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/165.

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As globalization increases at a blistering pace, more and more business entities continue to get involved in cross-border capital investments. A considerable cost can be applied to these types of transaction for the translation of financial statements prepared under dissimilar accounting guidelines into a comparable form. There exist a multiple number of accounting systems that create these dissimilarities, because accounting is a language of business that has been created by society to provide information as to the economic health of an entity. Similar to any other language, varying types of “accounting language” are used across different regions of the globe to convey this information.

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Priester, Nicole. "An Explanatory Study of the Influence of Pastoral Leadership Styles on the Organizational Effectiveness of Baptist Churches." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752433.

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The objective of this study was to investigate leadership in nonprofits. Specifically, the goal was to contribute to the empirical literature on the relationship between pastoral leadership styles and the organizational effectiveness of their churches. This quantitative ex-post facto study investigated the explanatory power leadership styles have upon the overall organizational effectiveness among Baptist pastors in a Southern Baptist Association in a Western state. Leadership styles was measured by Avolio, Bass, and Zhu’s 2004 Multifactor Leadership Questionnaire 5x Short [MLQ] and organizational effectiveness was measured by a Southern Baptist Association in a Western state’s annual church profile, respectively. This explanatory research encompassed the comparative relationship between the variable of pastoral leadership styles and how they influence the variable of organizational effectiveness in churches, as defined by church membership, the number of baptisms, and financial giving. A sample of 28 pastors self-reported their leadership styles in an online survey. This was followed by a comparison of the organizational effectiveness statistical data sets collected from a Southern Baptist Association in a Western state to the pastoral leadership styles. SPSS, v. 22 was used for data analysis. The findings state pastoral leadership styles as transactional and transformational. A t-test was conducted to compare the means of the leadership styles. Based upon the t-test results, it was determined there is a difference between the leadership styles of pastors and the organizational effectiveness measures of their churches. The difference was significant.

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Ward, Charles W. "The Association Between Attributional Styles and Academic Performance of Students in a Program of Religious Studies." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279094/.

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The problem addressed in this study was to determine if a significant association exists between attributions and academic achievement among students in a program of religious training at a Bible college. The research was designed to ascertain if optimistic attributions are more frequently associated with students in programs of religious education than with students in a public state-supported university environment. No significant correlation was found between optimistic explanatory styles and the academic achievement of Bible college students. A significant positive difference was found to exist between the explanatory styles of students at The Criswell College and students at the University of North Texas. Students in religious courses of study tended toward attributions for negative events that were external, unstable, and specific. The University of North Texas students tended toward attributions for negative events that were internal, stable, and global.

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Mou, Dai, and manchurian0@yahoo com. "The Use of Suggestion as a Classroom Learning Strategy in China and Australia: An Assessment Scale with Structural Equation Explanatory Models in Terms of Stress, Depression, Learning Styles and Academic Grades." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070207.152256.

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This study is innovative in that it draws together the concepts of suggestion from several cultural groups and develops an inventory to account for variations the occurrence of scale to studies the relatively new area of the effects of suggestion in classrooms and compares effect on personality and academic variables. As new ideas and knowledge become more widespread and accepted by the community and teaching profession, precision in the applications of suggestion in the classroom is being seen as more important. Although new to education, suggestion and similar variations has always been central to influencing behaviour and learning among pastoral, counseling and hypnotherapy fields. Teachers who had experience or influence from those fields or the ideas of Lozanov (1978) or accelerated learning groups were and are more the exception than the rule. However, as new ideas become more influential, the influence of suggestion in is becoming increasingly important in progressive, modern education. A major goal of the study was to provide a valid instrument to compare Chinese and Australian differences and similarities in use of suggestion in learning. It was hoped that such a comparison would provide increased mutual understanding of values, strategies, practices and preferences by teachers and students. A second goal was to develop a causative model that explained the relationships between the measured variables of personality and learning behaviour and suggestion in teaching and learning.. A third aim was to make a comparison on effects and performance of suggestion in teaching and learning in Australian, Chinese and Australian accelerative learning classes. This study examined differences between Australian and Chinese high school Science classrooms in their use of suggestion in teaching and learning. To ascertain the prevalence and types of suggestion in the classroom the 39-item suggestion in teaching and learning (STL) scale was developed and validated v in Year 7, 9, and 11 high school classes in China and Australia. The STL scale categorized suggestion into the following types or subscales: Selfsuggestion, metaphor, indirect non-verbal suggestion, general spoken suggestion, negative suggestion, intuitive suggestion, direct verbal suggestion, relaxation, and de-suggestion. The study involved surveying 344 participants (n=182 female, n=162 male) from four high schools in Australia and China. A further 374 participants (n=108 teachers, n=266 students) from six high schools were surveyed for selecting a Chinese sample in a pilot study. About 284 participants (China: 200 students; Australia: 84 students [includes 8 adults]) were observed for validation of the STL instrument. All subjects and classes were randomly selected and were surveyed and observed for the purpose of scale and model development. The STL scale was found to be capable of distinguishing different types of suggestion within Chinese, Australian, and Australian Accelerative Learning classes. The STL scale was significant as a first scale to measure suggestion in teaching and learning in Australian and Chinese classrooms. Items in the scale were strongly and significantly correlated with other items within the subscales and with the overall scale. Path analytic techniques were used to explain relationships between the STL scale, its subscales, nation, gender and high school students profiles on stress, depression, learning styles and academic grades. Limitations of the study included problems arising from language and cultural differences as well as newness of the scale and the field of study. Recommendations for further study included strengthening aspects of the scale with new items and further qualitative and quantitative studies on the uses of suggestion in academic learning and other forms of change in childhood and adolescence.

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Shapcott, Erin J. B. "Explanatory style and concussed athletes." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83840.

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Those with an optimistic explanatory style have generally been linked with improved mental and physical health across a variety of chronic and serious conditions. The purpose of the current study was to examine the effects of explanatory style on sport related concussions. University varsity athletes (n = 348) from six interdependent team sports at two universities completed both the Attributional Style Questionnaire and the Sport History Questionnaire to examine personality variables and concussion rehabilitation. Overall, the findings indicated that explanatory style did not influence concussion recovery. However, it did effect concussion prevalence, with pessimists experiencing significantly more concussions. Furthermore, various gender differences were demonstrated for concussion prevalence and recovery. The current results help understand the psychology of concussions, as well as concussion prevention efforts and management strategies.

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Parker, Paula M. "The effects of explanatory style on bowling performance." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3983.

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Cantrell, Kristen F. "An exploratory examination of the effectiveness of explanatory style for positive versus negative events in group cognitive behavioral treatment." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1221722901&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Hirsch, Jameson K., and Jessica K. Rabon. "Optimistic Explanatory Style and Suicide Attempt in Young Adults." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/660.

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Suicidal behavior, including suicide attempt, may result from maladaptive explanatory patterns for past negative life events, in which a person attributes the causes of stressors to internal, stable and global factors. Conversely, an optimistic explanatory style involves perceiving negative life events as external, transient and specific, and may be related to reduced suicide risk. We examined the association between attributional style and lifetime suicide attempts in 135 college students, covarying age, race and ethnicity. Participants provided informed consent and completed an online survey. An optimistic explanatory style was associated with reduced risk of suicide attempt; this effect persisted in a model controlling for hopelessness and depressive symptoms. The manner in which an individual interprets negative life events may buffer against suicidal behavior. Therapeutic strategies to promote an optimistic explanatory style may be successful in the prevention of suicide.

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Larson, Kenneth Allan. "Explanatory style and absolute performance in college male basketball players." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22536.pdf.

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Rozhon, Michele Antoinette. "Effects of explanatory style and situational constraints on goal setting." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09192009-040320/.

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Bücher zum Thema "Explanatory styles"

1949-, Harris Jennifer, Dupont-Auberville M, and Dupont-Auberville M, eds. Classic textile designs: Fifty plates, in gold, silver and colours comprising upwards of 1,000 various styles of ancient, medieval and modern designs of textile fabrics with explanatory descriptions and a general introduction. Bracken Books, 1989.

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Garnowski, Alice. A study in the development of a systemic functional grammar for Biblical Hebrew clauses: A preliminary demonstration of systemic functional grammar's explanatory power in clause level structure and meaning. University of Birmingham, 1999.

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McClellan, Buchanan Gregory, and Seligman Martin E. P, eds. Explanatory style. L. Erlbaum, 1995.

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Seligman, Martin E. P. Explanatory Style. Taylor & Francis Group, 2015.

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Seligman, Martin E. P. Explanatory Style. Taylor & Francis Group, 1995.

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Buchanan, Gregory McClell. Explanatory Style. Routledge, 2013. http://dx.doi.org/10.4324/9781315827537.

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Buchanan, Gregory McClell. Explanatory Style. Routledge, 2014. http://dx.doi.org/10.4324/9781315831497.

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Dasgupta, Bikram. Epistemological reasoning, explanatory style and coping with academic stress. 1990.

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DasGupta, Bikram *. Epistemological reasoning, explanatory style and coping with academic stress. 1990.

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Nassar, Dalia, and Kristin Gjesdal, eds. Women Philosophers in the Long Nineteenth Century. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190868031.001.0001.

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The long nineteenth century spans a host of important philosophical movements: romanticism, idealism, socialism, Nietzscheanism, and phenomenology, to mention a few. Hegel, Schopenhauer, Kierkegaard, Nietzsche, and Marx are well-known names from this period. This, however, was also a transformative period for women philosophers in German-speaking countries and contexts. Their works are less well known yet offer stimulating and pathbreaking contributions to nineteenth-century thought. In this period, women philosophers explored a wide range of philosophical topics and styles. Throughout the movements of romanticism, idealism, socialism, and phenomenology, women philosophers helped shape philosophy’s agenda and provided unique approaches to existential, political, aesthetic, and epistemological questions. While during the nineteenth century women continued to be (largely) excluded from formal education and positions, they developed ways of philosophizing that were accessible, intuitive, and activist in spirit. The present volume makes available to English-language readers––often for the first time––the works of nine significant women philosophers, with the hope of stimulating further interest in and scholarship on their works. The editors’ introductions offer a comprehensive overview of the contributions of women philosophers in the period as well as to individual figures and movements. The translations are furnished with explanatory footnotes and are designed to be accessible to students as well as scholars.

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Buchteile zum Thema "Explanatory styles"

Pinna, Simone, and Marco Giunti. "Model Types and Explanatory Styles in Cognitive Theories." In Model-Based Reasoning in Science and Technology. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32722-4_2.

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Marshall, Ashley Ann, and Patrick Pössel. "Explanatory Style." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_662.

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Marshall, Ashley Ann, and Patrick Pössel. "Explanatory Style." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-28099-8_662-1.

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LaCaille, Lara, Anna Maria Patino-Fernandez, Jane Monaco, et al. "Explanatory Style." In Encyclopedia of Behavioral Medicine. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1401.

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Gidron, Yori. "Explanatory Style." In Encyclopedia of Behavioral Medicine. Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4614-6439-6_1401-2.

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Gidron, Yori. "Explanatory Style." In Encyclopedia of Behavioral Medicine. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_1401.

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Jenkins, Peter S. "Explanatory Style Explained." In War and Happiness. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14078-6_2.

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Peterson, Christopher, and Curie Park. "Learned Helplessness and Explanatory Style." In The Plenum Series in Social/Clinical Psychology. Springer US, 1998. http://dx.doi.org/10.1007/978-1-4419-8580-4_12.

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Oh, Sejin, Jonathan Gratch, and Woontack Woo. "Explanatory Style for Socially Interactive Agents." In Affective Computing and Intelligent Interaction. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-74889-2_47.

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Yates, Shirley M. "Rasch and Attitude Scales: Explanatory Style." In Applied Rasch Measurement: A Book of Exemplars. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3076-2_12.

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Konferenzberichte zum Thema "Explanatory styles"

Johnson, H., and P. Johnson. "Different explanatory dialogue styles and their effects on knowledge acquisition by novices." In Proceedings of the Twenty-Fifth Hawaii International Conference on System Sciences. IEEE, 1992. http://dx.doi.org/10.1109/hicss.1992.183464.

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Lukman, Faradillah Firdaus, and Shaleh Afief Angga Mushawwir. "The Model of Explanatory Style Training for Futsal Athlete." In 3rd International Conference on Education, Science, and Technology (ICEST 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201027.015.

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