EXAMINING EXPLANATORY STYLE's RELATIONSHIP to EFFICACY and BURNOUT in TEACHERS by AMY CHEEK FINEBURG a DISSERTATION Submitte

Total Page:16

File Type:pdf, Size:1020Kb

EXAMINING EXPLANATORY STYLE's RELATIONSHIP to EFFICACY and BURNOUT in TEACHERS by AMY CHEEK FINEBURG a DISSERTATION Submitte EXAMINING EXPLANATORY STYLE’S RELATIONSHIP TO EFFICACY AND BURNOUT IN TEACHERS by AMY CHEEK FINEBURG A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Studies in Psychology, Research, Methodology, and Counseling in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2010 Copyright Amy Cheek Fineburg 2010 ALL RIGHTS RESERVED ABSTRACT Explanatory style, the ways in which people explain both good and bad events (Seligman, 1998), shares theoretical components with teachers’ sense of efficacy (Tshannon-Moran & Woolfolk-Hoy, 2001), which is how capable teachers feel about teaching. According to Bandura (1994), efficacy informs explanatory style, but this assertion does not explain how hard-fought classroom mastery experiences are overcome with little or no efficacy. The three studies presented here suggest that explanatory style mediates teachers’ sense of efficacy in predicting burnout in teachers, providing a way to develop efficacy using positive and negative events. Study one provides a conceptual overview of teacher self-efficacy, explanatory style and teacher burnout research and examines the theoretical relationships among these constructs. This study provides the theoretical foundation for studies two and three. In study two, the Educator Attributional Style Questionnaire (EdASQ), based on the more general Attributrional Style Questionnaire (ASQ), was developed to measure teachers’ explanatory style. Study two surveyed 350 teachers from three school districts, two of which were used as a cross-validation group for comparison with the other district. The items of EdASQ have high internal reliability and convergent validity, for it correlates with the Rosenberg Self-Esteem Scale (RSES) in a similar fashion as the ASQ. Confirmatory factor analysis supports two distinct measurement models for the EdASQ, one for positive event items and one for negative event items. Study three tests the relationships among explanatory style, teachers’ sense of efficacy and teacher burnout. The responses from all the teachers from study two were used for this study. ii Structural models where explanatory style is a mediator for teachers’ sense of efficacy in predicting burnout, as measured by the Oldenburg Burnout Inventory (OLBI) and the number of upcoming professional development hours teachers expect to participate in, were superior to the alternative models. The models suggest that pessimists’ explanations of good events mediate their efficacy in predicting burnout while optimists’ explanations of bad events mediate their efficacy in predicting burnout. Future research is discussed, including the development of teacher training that capitalizes on explanatory style’s role in building efficacy to avoid burnout in teachers. iii DEDICATION This dissertation is dedicated to my family, who loved and supported me throughout this process. I am a better person for their being in my life. Thanks to them for letting me in theirs. iv LIST OF ABBREVIATIONS AND SYMBOLS a Cronbach’s index of internal consistency χ2 Chi-square: a goodness-of-fit statistic that shows the difference between the observed covariance matrix and the model covariance matrix. CFI Comparative Fit Index: also known as the Bentler Comparative Fit Index, which compares the existing model with an independent model. CI Confidence interval: the range of numbers which is likely to contain the true parameter value. df Degrees of freedom: number of values free to vary after certain restrictions have been placed on the data e.g. exempli gratia (meaning “for example”) et al et alia (meaning “and others”) F Fisher’s F ratio: A ratio of two variances i.e. id est (meaning “that is”) M Mean: the sum of a set of measurements divided by the number of measurements in the set p Probability associated with the occurrence under the null hypothesis of a value as extreme as or more extreme than the observed value r Pearson product-moment correlation v RMSEA Root Mean Square Error of Approximation: discrepancy per degree of freedom t Computed value of t test > Less than = Equal to % percent vi ACKNOWLEDGMENTS I actively thank my family for their support of me throughout this entire dissertation process. My husband Ben and son Micah have graciously allowed me to pursue this work, and without my husband’s tireless support, I would not have accomplished this feat. My appreciation extends also to Cecil Robinson, PhD, my advisor at the University of Alabama, who indulged me in this line of research. I also am thankful for the other members of my committee – Steven Thoma, PhD, Randall Schumacker, PhD, Douglas McKnight, PhD, and Christopher Peterson, PhD – for graciously agreeing to work with me on this effort. I especially thank the superintendents of Hoover City Schools (AL), Elmore County Schools (AL), and Lincoln Public Schools (NE) for supporting this research. I appreciate the faculty of these districts for taking the time to participate and promote research in education. I was inspired to pursue this research after reading Learned Optimism by Martin E.P. Seligman. Reading how an optimistic explanatory style helped people facing challenges in multiple venues made me wonder whether this type of style influences the lives of teachers and students. I appreciate the extensive research literature in explanatory style that continues to reinforce my belief that a teacher with an optimistic explanatory style is a good thing indeed. vii CONTENTS ABSTRACT ............................................................................................ ii-iii DEDICATION ........................................................................................... iv LIST OF ABBREVIATIONS AND SYMBOLS ................................... v-vi ACKNOWLEDGMENTS ........................................................................ vii LIST OF TABLES ................................................................................. ix-xi LIST OF FIGURES ............................................................................ xii-xiii 1. INTRODUCTION ...................................................................................1 2. How Explanatory Style and Teachers’ Sense of Efficacy Work Together to Reduce Burnout in Teachers ..............................................11 3. Development and Validation of an Educator-Specific Attributional Style Questionnaire (EdASQ) ................................................................35 4. Clarifying the Relationship Between Explanatory Style and Efficacy: A Model of Teacher Burnout .................................................70 5. CONCLUSIONS AND DISCUSSION ...............................................116 REFERENCES ........................................................................................129 APPENDIX A: Measures of Explanatory Style, Self- Esteem, Teachers’ Sense of Efficacy, and Burnout .......................................... 133 APPENDIX B: Means, Standard Deviations, T-values, P-values, Variances, Regression Weights and Factor Score Weights for Educator Attributional Style Questionnaire Items ............................... 142 viii LIST OF TABLES 1.1 Optimistic vs. Pessimistic Explanatory Style ........................................4 2.1 Optimistic vs. Pessimistic Explanatory Style ......................................24 3.1 Demographics for Study 1 and Study 2 ...............................................44 3.2 Descriptive Statistics for Educator Attributional Style Questionnaire, Attributional Style Questionnaire, and Rosenberg Self-Esteem Scale for Study 1 ............................................................48 3.3a Correlation matrix (Pearson’s r) of Educator Attributional Style Questionnaire and Rosenberg Self-Esteem Scale for Study 1 ...........50 3.3b Correlation matrix (Pearson’s r) of Attributional Style Questionnaire and Rosenberg Self-Esteem Scale for Study 1 ...........51 3.4 Confirmatory factor analysis using structural equation modeling for Educator Attributional Style Questionnaire for Study 1 ...............56 3.5 Descriptives for Educator Attributional Style Questionnaire and Rosenberg Self-Esteem Scale for Study 2 ..........................................61 3.6 Correlation matrix (Pearson’s r) of Attributional Style Questionnaire and Rosenberg Self-Esteem Scale for Study 2 ............63 3.7 Confirmatory factor analysis using structural equation modeling for Educator Attributional Style Questionnaire for Study 2 ...............64 ix 4.1 Optimistic vs. Pessimistic Explanatory Style ......................................77 4.2 Demographics for Teachers (N = 350) ................................................81 4.3 Summative descriptive analysis of Educator Attributional Style Questionnaire, Teachers’ Sense of Efficacy Scale-Long Form, and Burnout .........................................................................................89 4.4 Correlation matrix (Pearson’s r) of Educator Attributional Style Questionnaire, Teachers’ Sense of Efficacy Scale-Long Form, and Burnout .........................................................................................90 4.5 Fit Statistics for Teachers’ Sense of Efficacy Scale-Long Form preceding Burnout ...............................................................................92 4.6 Fit Statistics for Teachers’ Sense of Efficacy Scale-Long Form Preceding Educator Attributional Style Questionnaire Predicting Burnout ...............................................................................................94
Recommended publications
  • Conscientiousness and Grit Associated with Depressive Symptoms: Phenotypic and Heritability Analyses of a Twin Sample by Joyce
    Conscientiousness and Grit associated with Depressive Symptoms: Phenotypic and Heritability Analyses of a Twin Sample By Joyce Y. Zhu Thesis Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in Psychology December, 2015 Nashville, Tennessee Approved: David H. Zald Steven D. Hollon Bunmi O. Olatunji Leslie D. Kirby TABLE OF CONTENTS Page LIST OF TABLES ......................................................................................................................... iv LIST OF FIGURES .........................................................................................................................v ABSTRACT ................................................................................................................................... vi Chapter I. BACKGROUND .........................................................................................................................1 Conscientiousness and grit in relation to depression ...................................................................3 Attribution theory of achievement motivation ............................................................................7 Attribution theory and self-efficacy ..........................................................................................12 Attribution theory in depression ................................................................................................15 Attribution styles may have trait-like characteristics
    [Show full text]
  • Optimism/Pessimism and Locus of Control Among Children and Adolescents
    Research Article World Journal of Psychiatry and Mental Health Research Published: 29 Jan, 2018 Optimism/Pessimism and Locus of Control among Children and Adolescents Mohammad Qassim Abdullah* Department of Counseling Psychology, University of Aleppo, Syria Abstract The aim of this study was to examine the gender and developmental period differences in optimism- pessimism and locus of control. Additionally, it aimed to assess the correlation between optimism- pessimism and subscale of locus of control (internal, external, and unknown). The sample consisted (340) participants of school students (165 boys and 125 girls) enrolled randomly, from primary and preparatory schools located in Aleppo city. The participants aged between 10 years to 15 years (M =12.4 male, 12.8 female).The participants completed two measures: 1-Optimism-Pessimism Scale (OPS) 2- Connell's locus of Control Scale for Children (CLCS-C). Findings of the study revealed that, the external locus of control were higher among girls than among boys, while no significant differences had been found in internal and unknown locus of control. Aon the other hand, finding showed that, there were significant gender differences for optimism. Boys were found to be more optimistic than girls were. Regarding the correlation between optimism-pessimism and subscale of locus of control, there was significant and positive correlation between optimism and Internal control. Additionally between pessimism and external control on one hand, and between pessimism and unknown locus control on the other hand. Furthermore, it has been found a negative and significant correlation between pessimism and internal control and between optimism and unknown locus of control.
    [Show full text]
  • EXPLANATORY STYLE AS a MECHANISM of DISAPPOINTING ATHLETIC PERFORMANCE Martin E.P
    PSYCHOLOGICAL SCIENCE Research Report EXPLANATORY STYLE AS A MECHANISM OF DISAPPOINTING ATHLETIC PERFORMANCE Martin E.P. Seligman, 1 Susan Nolen-Hoeksema,2 Nort Thornton,3 and Karen Moe Thornton3 1University ofPennsylvania, 2Stanford University, and 3 University ofCalifornia at Berkeley Abstract-Two university varsity swim- study to date has tested the mechanism reviews see Peterson & Seligman, 1984; ming teams took the Attributional Style by which pessimistic style impairs Sweeney, Anderson, & Bailey, 1986.) Questionnaire (ASQ) at the start of the achievement. season. Swimmers with a pessimistic ex- We asked if pessimistic explanatory Coaches' judgments. The coaches planatory style wellt on to show more un- style predicts poorer than expected ath- rated each of their swimmers in the be- expected poor performances during letic performance and if it works by the ginning of the season on a I to 7 scalb, competition titan optimistic swimmers. mechanism of lowered response initia- judging how the swimmers would per- We then testedthe purported mechanism tion specifically following defeat. form after a defeat, where I was much ofthis effect by experimentally simulat- worse than average and 7 was much bet- ing defeat, giving each swimmer falsely ter than average. There was one coach negative' times. Performance deterio- STUDY 1 per swimmer: Nort Thornton for the rated for tllOse swimmers with a pessi- men, and Karen Thornton for the mistic explanatory style for bad events .Method women. Throughout the studies the on their next swim, whereas perfor- coaches remained blind to explanatory mance for those swimmers with an opti- Subjects style scores. mistic style did not. The subjects were members of the varsity men's and women's swim teams at the University of California at Berke- Swim season ratings.
    [Show full text]
  • Exploring the Role of Optimism As a Protective Factor for Adolescent Quality of Life
    Exploring the role of optimism as a protective factor for adolescent quality of life Katrin Häggström Westerberg1, Marie Wilhsson1, Petra Svedberg1, Jens M Nygren1, Antony Morgan1,2, Maria Nyholm1 2 1School of Social and Health Sciences, Halmstad University, Halmstad, Sweden. Glasgow Caledonian University. Abstract This study attempts to understand the role that optimism could play in the context of a health asset approach to promote (and protect) adolescent health related quality of life (HRQOL). Two hypotheses were formulated, a) there is an association between adolescents’ self-rated optimism and pessimism and their HRQOL, (b) age, gender and socio-demographic characteristics influence this association. We explore optimism and pessimism as a bi- dimensional construct and its impact on HRQOL among adolescents in two age groups (11-13 years and 14-16 years). Adolescents answered a self-report questionnaire consisting of two validated scales for measuring HRQOL and the concepts of optimism and pessimism. This study has shown that optimism is an important protective factor for HRQOL and low levels of pessimism were also seen to be protective of HRQOL in both age groups. This infers the potential of an optimistic orientation about future goals might function as a health asset during adolescence that could be useful in the planning of health promotion strategies. Keywords: Health related quality of life; Transition to adulthood; Adolescence; Optimism; Pessimism; Family structure Introduction Improving the wellbeing of European citizens continues to be a key goal of the European Health 2020 policy (WHO, 2012). WHO (2014) reinforces the importance of wellbeing in the context of young people and argue for positive skills development to secure them a productive healthy and happy life.
    [Show full text]
  • The Relation Between Explanatory Style, Locus of Control and Self-Esteem in a Sample of University Students
    Available online at www.sciencedirect.com Procedia Social and Behavioral Procedia Procedia - Social - Social and and Behavioral Behavioral Sciences Sciences 33 (2012) 00 (2011) 25 – 000–000 29 Sciences www.elsevier.com/locate/procedia PSIWORLD 2011 The relation between explanatory style, locus of control and self-esteem in a sample of university students Irina Macsingaa*, Ioana Nemetib a,b West University of Timisoara, Department of Psychology, 4 Parvan Blvd., 300223, Timisoara Romania Abstract This study proposes to investigate the relations between 3 factors that are related to students’ motivation and performance (Leary, 2007; Lane, Lane, & Kyprianou, 2004): locus of control (LOC), self-esteem and academic attributional style (AAS). We also assess the causes identified for academic failure and the coping strategies. A lot of 80 students completed the AAS Questionnaire, the Self-Esteem Scale, and the LOC Scale. The results show that high self-esteem students have an internal LOC and the internal AAS is associated with active coping strategies activation. These findings can be used for the adjustment of educational strategies and university policies. ©© 20122011 PublishedPublished by by Elsevier Elsevier Ltd. B.V. Selection Selection and peer-reviewand/or peer-review under responsibility under responsibility of PSIWORLD of PSIWORLD2011 2011 Keywords: explanatory style; self-esteem; LOC; university students; academic coping strategies 1. Introduction As a result of the educators and psychologists effort to identify and define the factors that can raise the motivation to succed, it was developed the academic attributional style concept, which refers to the way how the student explains the significant academic events (Peterson & Barrett, 1987).
    [Show full text]
  • Connections Between Women's Glass Ceiling Beliefs, Explanatory Style, Self-Efficacy, Career Levels and Subjective Success Paul Smith University of Wollongong
    University of Wollongong Research Online University of Wollongong Thesis Collection University of Wollongong Thesis Collections 2012 Connections between women's glass ceiling beliefs, explanatory style, self-efficacy, career levels and subjective success Paul Smith University of Wollongong Recommended Citation Smith, Paul, Connections between women's glass ceiling beliefs, explanatory style, self-efficacy, career levels and subjective success, Doctor of Philosophy thesis, School of Psychology, University of Wollongong, 2012. http://ro.uow.edu.au/theses/3813 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] CONNECTIONS BETWEEN WOMEN'S GLASS CEILING BELIEFS, EXPLANATORY STYLE, SELF-EFFICACY, CAREER LEVELS AND SUBJECTIVE SUCCESS A thesis submitted in fulfilment of the requirements for the award of the degree DOCTOR OF PHILOSOPHY from the UNIVERSITY OF WOLLONGONG By PAUL SMITH BSocSc(Hons); BSc(Ed) School of Psychology Faculty of Health and Behavioural Sciences 2012 CERTIFICATION I, Paul Smith, declare that this thesis, submitted in fulfilment of the requirements for the award of Doctor of Philosophy, in the School of Psychology, University of Wollongong, is wholly my own work unless otherwise referenced or acknowledged. The document has not been submitted for qualifications at any other academic institution. Paul Smith 31 October 2012 2 ACKNOWLEDGEMENTS First, I would like to greatly thank my two supervisors, Associate Professor Peter Caputi and Dr Nadia Crittenden. Their knowledge, patient guidance and thoughtful critiques have been invaluable. This research project would not have started without the encouragement of Dr Crittenden. My fellow doctorial candidates, especially Stewart Vella, Kate Williams, April Ash, Sunila Supavadeeprasit and Adrian Gillespie have been regular sources of advice and good humour, as well as invigorating conversation, frequently over cups of coffee.
    [Show full text]
  • The Importance and Application of Explanatory Style, Emotional Control, and Goal Setting for Athletes: a Psychological Skills Program
    University of Pennsylvania ScholarlyCommons Master of Applied Positive Psychology (MAPP) Master of Applied Positive Psychology (MAPP) Capstone Projects Capstones 8-1-2011 The Importance and Application of Explanatory Style, Emotional Control, and Goal Setting for Athletes: A Psychological Skills Program Diana Caramanico University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/mapp_capstone Part of the Other Mental and Social Health Commons, Other Psychology Commons, Psychological Phenomena and Processes Commons, and the Sports Sciences Commons Caramanico, Diana, "The Importance and Application of Explanatory Style, Emotional Control, and Goal Setting for Athletes: A Psychological Skills Program" (2011). Master of Applied Positive Psychology (MAPP) Capstone Projects. 52. https://repository.upenn.edu/mapp_capstone/52 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/mapp_capstone/52 For more information, please contact [email protected]. The Importance and Application of Explanatory Style, Emotional Control, and Goal Setting for Athletes: A Psychological Skills Program Abstract It has been determined that one’s performance as an athlete is determined by both mental and physical skills, both learned and innate. Many psychological skills under the heading of Positive Psychology are of great importance to athletes if they wish to maximize performance and well-being in a sport. This paper illustrates how explanatory style, emotional control, and goal-setting
    [Show full text]
  • The Relationship Between Cognitive Variables in the Context of Depressive Symptoms John C
    UNF Digital Commons UNF Graduate Theses and Dissertations Student Scholarship 2016 Thinking About How You Feel: The Relationship between Cognitive Variables in the Context of Depressive Symptoms John C. Horton University of North Florida Suggested Citation Horton, John C., "Thinking About How You Feel: The Relationship between Cognitive Variables in the Context of Depressive Symptoms" (2016). UNF Graduate Theses and Dissertations. 630. https://digitalcommons.unf.edu/etd/630 This Master's Thesis is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in UNF Graduate Theses and Dissertations by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 2016 All Rights Reserved Running head: THINKING ABOUT HOW YOU FEEL Thinking About How You Feel: The Relationships between Cognitive Variables in the Context of Depressive Symptoms John C Horton University of North Florida THINKING ABOUT HOW YOU FEEL 2 Abstract Major depressive disorder is a mental disorder characterized by multiple symptoms such as psychomotor retardation, sleep disturbances, and cognitive deficits in decision making. The current study explores the relationships between cognitive variables and depressive symptomology and seeks to determine what predictive relationships exist between these constructs and if items from these constructs can accurately classify depressed persons. A normal sample of N = 116 participants were administered the Center for Epidemiologic Studies Depression Scale (CES-D; Radloff, 1977) as well as the Adult Hope Scale (ADH; Snyder et al., 1991), the Index of Autonomous Functioning(IAF; Weinstein, Przybylski, & Ryan, 2012), the Life Orientation Test-Revised(LOT-R; Scheier, Carver, & Bridges, 1994), the Zimbardo Time Perspective Inventory(ZTPI; Zimbardo & Boyd, 1999), the Rumination Reflection Questionnaire(RRQ; Trapnell & Campbell, 1999), and the Automated Working Memory Assessment-II (AWMA; Alloway, 2012b).
    [Show full text]
  • Explanatory Style As a Risk Factor for Illness 1
    Cognitive Therapy and Research, VoL 12, No. 2, 1988, pp. 119-132 Explanatory Style as a Risk Factor for Illness 1 Christopher Peterson 2 University of Michigan Some have speculated that explanatory style puts an individual at risk for illness. Study I supports this hypothesis by showing that college students who believe that stable + global factors caused bad events experienced more days of illness in the following month and visited physicians more frequently in the following year than students who explain bad events with unstable + specific causes. These findings held even when level of previous illness was controlled. Study 2 explores some of the possible links between explanatory style and poor health. College students who believe that stable + global fac- tors caused bad events reported more unhealthy habits, lower efficacy to change these habits, and more stressful occurrences than students who ex- plain bad events with unstable + specific causes. KEY WORDS: explanatory style; health; illness. The germ model is dead. Illness is now viewed in terms of the interaction among biological, psychological, and social factors. Consistent with this ex- panded conception, researchers are currently attempting to identify psycho- logical precursors of health and illness (e.g., Jemmott & Locke, 1984). Various theorists suggest that such psychological states as pessimism, helplessness, hopelessness, and apathy are among the important psychological risk fac- ~Thanks are expressed to Connie Burton for assistance in gathering data, and to Martin Selig- man and Lisa Bossio for advice in preparing this paper. Neil Jacobson and several anony- mous reviewers also made helpful suggestions that are gratefully acknowledged. Some of these data were presented at the 94th Annual Convention of the American Psychological Associa- tion, Washington, D.C., August 1986.
    [Show full text]
  • Association of Positive Age Stereotypes with Lower Prevalence of Alcohol Use Disorder Among Baby Boomer Veterans
    Yale University EliScholar – A Digital Platform for Scholarly Publishing at Yale Public Health Theses School of Public Health 1-1-2016 Saying No To Another Beer: Association Of Positive Age Stereotypes With Lower Prevalence Of Alcohol Use Disorder Among Baby Boomer Veterans Sabrina Louise Consiglio Yale University, [email protected] Follow this and additional works at: https://elischolar.library.yale.edu/ysphtdl Recommended Citation Consiglio, Sabrina Louise, "Saying No To Another Beer: Association Of Positive Age Stereotypes With Lower Prevalence Of Alcohol Use Disorder Among Baby Boomer Veterans" (2016). Public Health Theses. 1049. https://elischolar.library.yale.edu/ysphtdl/1049 This Open Access Thesis is brought to you for free and open access by the School of Public Health at EliScholar – A Digital Platform for Scholarly Publishing at Yale. It has been accepted for inclusion in Public Health Theses by an authorized administrator of EliScholar – A Digital Platform for Scholarly Publishing at Yale. For more information, please contact [email protected]. Saying No to Another Beer: Association of Positive Age Stereotypes with Lower Prevalence of Alcohol Use Disorder among Baby Boomer Veterans Sabrina L. Consiglio Yale School of Public Health M.P.H. Thesis April 25, 2016 Consiglio 2 Abstract Alcohol use disorder (AUD) is a problem for older veterans. This study examines whether positive age stereotypes may be associated with lower prevalence of alcohol use disorder in this group. Prevalence estimates of demographic and military characteristics were analyzed by Alcohol Use Disorder status and age group. The cohort consisted of participants in the National Health and Resilience in Veterans Study.
    [Show full text]
  • Explanatory Styles: How to Boost Optimism and Develop a Balanced Mindset
    Home » Optimism & Mindset » Explanatory Styles: How to Boost Optimism and Develop a Balanced Mindset Explanatory Styles: How to Boost Optimism and Develop a Balanced Mindset 07 Mar 2017 Sharing is caring. Is it more difficult to identify different shades of green or the difference between green and blue? If you chose the second task, I’m betting you weren’t raised in the Himba tribe of northern Namibia. This is because the Himba color naming system differs drastically from that in the English language. According to a 2005 study from the University of Essex, this difference led to drastically different color perceptions between Himba and British children. Himba children greatly excelled at naming similar shades of green when compared to English children of the same age. Conversely, British children found it easier to distinguish between blue and green than their Himba counterparts (Adelson, 2005). In other words, the difference in language changed the way children saw colors. The idea that language and perception influence each other has led to some very interesting findings in the field of positive psychology. This is particularly evident in the research on “explanatory styles” of optimists and pessimists. This article contains: Resilience to Bounce Back Explanatory Styles The Mechanics of Optimistic & Pessimistic Talk How Explanatory Styles Exist in Daily Life Counseling and Coaching Developing a Balanced Mindset References Resilience to Bounce Back Consider this. In most elite sports the number one rankings are determined by points awarded for high placings over the year. With enough high finishes, it is technically possible to reach number one without actually winning a tournament.
    [Show full text]
  • Happy Thoughts Carter, Paul; Hore, Brendan
    Happy thoughts ANGOR UNIVERSITY Carter, Paul; Hore, Brendan; McGarrigle, Leona; Edwards, Manon ; Doeg, Gavin; Oakes, Rachel; Campion, Aisling; Carey, Grace; Vickers, Katie; Parkinson, John Journal of Positive Psychology DOI: 10.1080/17439760.2016.1245770 PRIFYSGOL BANGOR / B Published: 01/02/2018 Peer reviewed version Cyswllt i'r cyhoeddiad / Link to publication Dyfyniad o'r fersiwn a gyhoeddwyd / Citation for published version (APA): Carter, P., Hore, B., McGarrigle, L., Edwards, M., Doeg, G., Oakes, R., Campion, A., Carey, G., Vickers, K., & Parkinson, J. (2018). Happy thoughts: Enhancing well-being in the classroom with a positive events diary. Journal of Positive Psychology, 13(2), 110-121. https://doi.org/10.1080/17439760.2016.1245770 Hawliau Cyffredinol / General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your
    [Show full text]