Relevant bibliographies by topics / Secondary Psychology

Academic literature on the topic 'Secondary Psychology'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Secondary Psychology"

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Read, Martyn, David Galloway, and Anne Edwards. "Secondary School Teaching and Educational Psychology." British Journal of Educational Studies 41, no. 3 (September 1993): 321. http://dx.doi.org/10.2307/3122302.

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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
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Mitterer, John O. "Ask not what post-secondary education can do for psychology; ask what psychology can do for post-secondary education." Canadian Psychology/Psychologie canadienne 47, no. 1 (2006): 57–62. http://dx.doi.org/10.1037/h0087045.

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Fan, Cynthia, and Bernadette Hood. "Brief Research Report - An Analysis of the Relationship Between Secondary and Tertiary Psychology Performance." Australian Educational and Developmental Psychologist 12, no. 1 (May 1995): 25–29. http://dx.doi.org/10.1017/s0816512200027140.

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ABSTRACTThis study aimed to evaluate the effectiveness of the Victorian Certificate of Education (VCE) secondary psychology course in preparing students for studying psychology at a tertiary level. First semester results of 228 first year psychology students at Victoria University of Technology were analysed. Of these students 60 had completed VCE Psychology in 1992. No significant differences were observed in overall semester one psychology performance between students who had completed VCE Psychology and those who had not. Regression analysis suggested that VCE aggregate score was a better predictor than the VCE Psychology score of overall performance in the first year psychology course. Subsequent correlation analyses demonstrated that VCE Psychology scores correlated significantly with tertiary psychology examination results but not with coursework requirements. VCE aggregate scores correlated with both examination and coursework requirements. These results suggest that completion of VCE Psychology does not advantage students entering tertiary psychology courses and educators need to analyse both the content and process of both secondary and tertiary psychology courses to facilitate more effective articulations for students.
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Khomenko, Y. "The research of students’ psychology climate at secondary schools." Science and Education a New Dimension VII(208), no. 85 (November 25, 2019): 57–61. http://dx.doi.org/10.31174/send-pp2019-208vii85-14.

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Dieker, Lisa A., and Mary Little. "Secondary Reading." Intervention in School and Clinic 40, no. 5 (May 2005): 276–83. http://dx.doi.org/10.1177/10534512050400050401.

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Van Ryzin, Mark. "Secondary school advisors as mentors and secondary attachment figures." Journal of Community Psychology 38, no. 2 (March 2010): 131–54. http://dx.doi.org/10.1002/jcop.20356.

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Liu, Lin. "Analysis of the Practice of Positive Psychology in China's Middle School Education." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 53–58. http://dx.doi.org/10.54691/fhss.v2i11.2775.

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Mental health education plays a very important role in the future development of secondary school students. Integrating the concept of positive psychology in secondary school students' mental health education helps secondary school students learn to use their own positive psychological factors to stimulate and cultivate their own potential, mobilize the initiative of learning, and promote the progress of learning and the improvement of comprehensive literacy. Starting from the current situation of secondary school mental health education, we analyze the guiding significance of the positive psychology concept to secondary school mental health education and propose the integration path in light of the current practical problems.
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Ernst, Randy, and Peter Petrossian. "Teachers of psychology in secondary schools (TOPSS): Aiming for excellence in high school psychology instruction." American Psychologist 51, no. 3 (March 1996): 256–58. http://dx.doi.org/10.1037/0003-066x.51.3.256.

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Wijnia, Lisette. "Students’ motivation in secondary and post-secondary education." Educational Psychology 40, no. 8 (September 13, 2020): 913–16. http://dx.doi.org/10.1080/01443410.2020.1813404.

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Dissertations / Theses on the topic "Secondary Psychology"

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Bannister, Benjamin. "Secondary victims' perceptions of justice : implications for forensic psychology." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/559.

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An emerging area of study has begun to look at the perceptions of justice of the family and friends of crime victims – or, secondary victims. It is important to improve understanding of secondary victims’ experiences of justice, partly because knowledge about how they perceive justice may help forensic psychologists assist them more effectively. This research attempted to assess how well existing justice theories could account for secondary victims’ perceptions of justice, and also help determine what is important to them. Using the largely ignored group of secondary victims of non-sexual violent crime, the research consisted of two interrelated stages. In Stage One, qualitative analysis was used to determine the justice perceptions of 22 secondary victims. The findings revealed that a combination of principles from various theories of justice were present in secondary victims’ views. However, participants also endorsed unique aspects of victimisation that did not link directly to existing theories. Importantly, many participants made primary victim and offender outcome comparisons using seven variables. Three related to the primary victim and four related to the offender. A second stage of research involved 156 potential secondary victim participants drawn from the community. They responded to a scenario involving a victim of crime, in order to determine whether they considered the same seven variables identified in Stage One in deciding whether justice had been achieved for that victim. The results showed that participants considered these variables when making comparisons of outcomes, and did so irrespective of whether they felt justice had been achieved in the given scenario. Overall, the findings of the two stages of this research represented an important step towards a more comprehensive understanding of the justice experiences and perceptions of secondary victims of violent crime, and therefore have important implications for forensic psychologists working with this group.
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Furey, Colleen A. "Risk Factors of Vicarious Traumatization in Psychology Graduate Students." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396344984.

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Griffin, Gerard Francis. "Aspects of the psychology of second language vocabulary list learning." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/36070/.

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The learning of second language vocabulary in lists of word-pairs is a widespread practice despite the disapproval of many in the second language learning domain. There is an acknowledged mismatch between psychological theories on the one hand and techniques of vocabulary learning on the other. Psychology does not address the relevant issues directly and second language learning practice is often atheoretical and unprincipled. This thesis reviews aspects of psychology which appear to be relevant to second language vocabulary learning and their applicability. A series of experiments is conducted with comprehensive school students learning French, aged 11-13. The first part of the study deals with the presentation of vocabulary items to be learned. Presenting items in the order First Language - Second Language is the more versatile form of presentation if both generation and comprehension are required on the part of the learner. The transferability of list learning to testing in a sentential context depends on the ability of the learner and the task involved. Higher-ability list learners are inhibited in a generation task but not in a comprehension task; the opposite is true for lower-ability learners. Learning in a context improves the performance of higher-ability learners in generation but makes little difference to lower-ability learners. An explanation is suggested in terms of transfer-appropriate processing. The position of items in the list is not a reliable indicator of learnability. Primacy, recency, and serial effects may be obtained but none of them is consistent. The same conclusion applies to different ways of presenting wordpairs. The second part of the study examines aspects of word learnability. Objective word frequency is not a reliable indicator of learnability in this context. Word category and the presence of an English word embedded in a French word are promising indicators of leamability.
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Lolliot, Simon Dominic. "The secondary transfer effect of contact." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:8304ba90-58df-420d-9878-2393577976ca.

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This thesis aims to investigate the secondary transfer effect of contact, a phenomenon whereby contact with one outgroup leads to improved attitudes towards other, non-contacted outgroups. While evidence mounts for the existence of secondary transfer effects, its underlying mediation processes remain poorly conceptualised and thus, poorly understood. Thus, in this thesis, I aimed to clarify the conditions under and the processes by which the secondary transfer effect works. Chapter 1 introduces intergroup contact theory and traces its development from the contact hypothesis (Allport, 1954) to the uncovering of the secondary transfer effect. Based on theory from all aspects of intergroup contact research, Chapter 1 proposes a theoretically reformulated approach to understanding the deprovincialization hypothesis by way of (1) diversity beliefs, (2) the development of a multicultural outlook on intergroup relations, and (3) a more nuanced understanding of when ingroup identity is likely to relate ethnocentrically to outgroup attitudes. Point three more specifically looks at the role of social dominance orientation as a moderator of the relationship between ingroup identification and outgroup attitude. Chapter 1 also provides an extension to the attitude generalization hypothesis by considering the role that similarity gradients play. Chapter 2 discusses methodological considerations important to the analysis strategy used throughout the thesis. Six empirical investigations across three contexts—England (Studies 1 and 2), Northern Ireland (Studies 3 and 4) and South Africa (Studies 5 and 6) set out to test the secondary transfer effect and the hypotheses offered in Chapter 1. Across three cross-sectional studies (Studies 1, 2, 3, and 4), a three-wave longitudinal study (Study 5) and an experimental study (Study 6), I was able to show the following: (a) that attitude generalization is a robust mediator of the secondary transfer effect (Studies 1, 2, 3, 4, and 5); (b) similarity gradients qualify the attitude generalization process such that attitudes generalize more strongly between outgroups that are perceived to be similar (Studies 3, 4, and 5); (c) that diversity beliefs (Study 2) and multiculturalism (Study 4), as alternative interpretations of the deprovincialization effect, mediate the secondary transfer effect; (d) social dominance orientation moderates the relationship between ingroup identification and outgroup attitude (Study 3); (e) that the deprovincialization and attitude generalization hypotheses are not independent, but rather interrelated processes of the secondary transfer effect (Studies 2, 3, and 4); (f) that experimentally manipulated forms of extended contact can lead to the secondary transfer effect because group categories and membership are made salient during the extended contact experience (Study 6); and (g) that it is contact that leads to wider attitude generalization rather than less prejudiced people seeking contact from a wider pool of social groups (Study 5). Furthermore, owing to their three-wave longitudinal (Study 5) and experimental (Study 6) designs, these two studies provide the most convincing evidence of the causal nature—from contact to reduced prejudice—of the secondary transfer effect to date. Taken together, these six studies provide a wealth of critical support for the secondary transfer effect as well as for the reformulated deprovincialization and the extended attitude generalization hypotheses.
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Gardner, Kimberly D. "Investigating secondary school students' experience of learning statistics." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-12032007-153308/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Christine Thomas, committee chair; Stephen Harmon, Pier Junor-Clark, Lynn Stallings, committee members. Electronic text (122 p.) : digital, PDF file. Description based on contents viewed August 11, 2008. Includes bibliographical references (p. 109-115).
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Denham, Florence S. "School Building Blight and Teacher Secondary Traumatic Stress| A Quantitative Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974259.

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The problem that was addressed by the study is whether teachers working in blighted schools experience higher levels of secondary traumatic stress due to indirect exposure to students’ trauma and higher rates of anxiety due to direct exposure to a blighted school building than teachers working in non-blighted schools. The purely quantitative study that utilized two validated instruments and an objective checklist was conducted via Qualtrics on the internet. Study results were based on an internet survey of 172 high school teachers who work directly with students. Scores on the SDI, the STSS and the STAI-AD were analyzed. Teachers were assigned to a group, blighted or un-blighted, based on his or her qualifying scores on the SDI. Those with scores of 4 or higher were assigned to the blighted group whereas those teachers with a score of less than 4 on the SDI were assigned to the non-blighted group. Final numbers of participants for each group were 84 for the un-blighted group and 88 for the blighted group. Composite scores for the STSS and the STAI-AD were calculated. Hypothesis 1 results indicated there is a significant difference in STS, as measured by the STSS, between high school teachers who work in blighted school buildings and a control group of high school teachers who work in non-blighted school buildings (t = -6.340, p < .001, df = 170). Hypothesis 2 results also indicated there is a significant difference in state symptoms of anxiety occurring during exposure to school building disrepair, as measured by the State subscale of the STAI-AD, between high school teachers who work in blighted school buildings and a control group of high school teachers who work in non-blighted school buildings (t = -4.233, p < .001, df = 132.757). The findings of the study are consistent with previous studies on the negative effects of community blight and STSS in the helping professions.

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Shi, Enchao. "Second language grammar and secondary predication." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289919.

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This study aims to formulate a theory of L2 grammar adequate enough to account for the final L2 state. We argued that L 2 I-language was free of L1 properties, the basis of the CHL2 Uniformity Hypothesis (CUH), and that L1-related performance data were effects of the Relativized Transfer Condition (RTC), constituting the L2 performance systems. The English resultatives (Mary painted the house red), available in Mandarin and depictives (John ate the meat raw), unavailable in Mandarin, were used to examine the hypotheses. Nineteen Mandarin speakers of English and nineteen native speakers of English participated in the study. The L2 subjects had lived in the United States for an average of ten years and 5 months at the time of the experiments. The subjects were tested in four experiments: the Guided Production (GP) test, the Clause-combining (CC) test, the Grammaticality Judgment (GJ) test, and the Interpretation (IT) test. Results were processed through t-tests, one-way ANOVA, and factorial ANOVA procedures. Important findings emerged. First, L 2 subjects showed knowledge of both English resultatives and depictives, indistinct from that of the controls in some, but not all, tests. Second, while their knowledge of the canonical constructions resembled that of the controls, L2 subjects were more reluctant to construct resultatives and depictives than the native counterparts in some tests. We attribute such irregularities to the modality of measurements, which affected the L 2 subjects' performance, but not their grammatical knowledge. This speculation was confirmed in experiments (i.e., the CC, GJ, and IT tests), where L 2 subjects, when specifically directed to produce resultatives and depictives, performed just like the controls. We therefore conclude that the final L 2 state coincides with the final state attained by the native speakers. We further claim that it is logical to speculate that the linguistic and acquisitional mechanisms that led to the final L2 state must constitute exactly the same set as the one employed by the native speakers. Therefore, we conclude that the CUH (CHL2 Uniformity Hypothesis) is true of late L 2 speakers. By the same token, we also conclude that the RTC (Relativized Transfer Condition) consists of adult L2 development.
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Maillard, Annie. "Beliefs held in counselling psychology regarding secondary mental health care provision : reflections from 1998." Thesis, City University London, 2006. http://openaccess.city.ac.uk/8463/.

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The thesis is an historical record of the beliefs held within the division of counselling psychology at the time of the data collection in November 1998. The broad area of interest is the provision of psychological services by counselling psychologists to individuals who have enduring mental health problems. This research topic was chosen for its personal relevance to the researcher, who at the time was employed as the sole psychologist within a CMHT. The researcher provided psychological therapy to individuals with enduring mental health problems as well as indirect psychological services to other members of the CMHT - supervision, training and liaison with other professionals providing care to service users. The following sections, and the items within them were included because of their relevance to, and association with, the research topic. They also provide the context for understanding the social, political and professional dimensions of the research findings.
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Seibert, Ashley C. "Identification of Secondary Attachment Figures in Middle Childhood." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1176408753.

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Currie, Shawn R. "Cognitive-behavioural treatment of insomnia secondary to chronic pain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0010/NQ38779.pdf.

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Books on the topic "Secondary Psychology"

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David, Galloway. Secondary school teaching and educational psychology. London: Longman, 1992.

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Minter, Katherine P. Psychology. Boston: Prentice Hall, 2012.

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Noland, White J., ed. Psychology. 2nd ed. Upper Saddle River, N.J: Pearson Education, 2011.

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Gormly, Anne V. Understanding psychology. 4th ed. Mission Hills, Calif: Glencoe/McGraw-Hill, 1986.

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OCR A2 psychology. Oxford: Heineman Educational, 2008.

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Rathus, Spencer A. Psychology. 4th ed. Fort Worth, TX: Holt, Rinehart, and Winston, 1990.

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Rathus, Spencer A. Psychology. 3rd ed. New York: Holt, Rinehart, and Winston, 1987.

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Rathus, Spencer A. Psychology. 5th ed. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1993.

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Rathus, Spencer A. Psychology. 4th ed. Fort Worth: Holt, Rinehart, and Winston, 1990.

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Concept development in the secondary school. London: Croom Helm, 1987.

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Book chapters on the topic "Secondary Psychology"

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Pollard, Diane S. "Secondary education." In Encyclopedia of psychology, Vol. 7., 202–6. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-089.

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McGinty, Jock. "Using Psychology to Teach Psychology." In Learning to Teach Psychology in the Secondary School, 13–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162223-3.

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McEntarffer, Rob, and Kristin Whitlock. "Teaching Psychology in Secondary Education." In International Handbook of Psychology Learning and Teaching, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_39-1.

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McEntarffer, Rob, and Kristin Whitlock. "Teaching Psychology in Secondary Education." In International Handbook of Psychology Learning and Teaching, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_39-2.

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McEntarffer, Rob, and Kristin Whitlock. "Teaching Psychology in Secondary Education." In International Handbook of Psychology Learning and Teaching, 847–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_39.

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Fineburg, Amy C., Catherine Brinckerhoff Jenni, Shuki J. Cohen, Robert W. Rieber, Stephanie A. Shields, Matthew J. Zawadzki, David J. Murray, et al. "Teachers of Psychology in Secondary Schools." In Encyclopedia of the History of Psychological Theories, 1051–56. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_396.

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Ballan, Joseph. "Harvie Ferguson, Melancholy and the Critique of Modernity: Søren Kierkegaard's Religious Psychology,." In Kierkegaard Secondary Literature, 197–201. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315234670-40.

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Powell, Lucinda. "Inclusion in Teaching Psychology." In Learning to Teach Psychology in the Secondary School, 125–39. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162223-11.

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Gajic, Deborah. "Teaching Areas of Psychology." In Learning to Teach Psychology in the Secondary School, 26–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162223-4.

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Firth, Jonathan. "Ethics in Psychology Teaching." In Learning to Teach Psychology in the Secondary School, 55–68. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003162223-6.

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Conference papers on the topic "Secondary Psychology"

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Rickels, Austin, and Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.

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"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
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Moiseeva, N. D. "Communicatively-oriented approach to teaching a foreign language speaking in secondary school." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-06.

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Zachova, Alena. "The Interpretation Of Literary Texts At Secondary Schools." In 12th International Conference on Education and Educational Psychology. European Publisher, 2021. http://dx.doi.org/10.15405/epiceepsy.21101.16.

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Mesárošová, Margita. "Secondary Trauma And Burnout On Relationship Satisfaction In Helping Professions." In 6th International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.10.4.

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Lisovskaya, Natalia B. "Psychological features of professional self-determination in secondary school age." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-52.

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Mikolasikova, Michala. "Literary Lessons At Czech Higher Secondary Schools In Gender Perspective." In 12th International Conference on Education and Educational Psychology. European Publisher, 2021. http://dx.doi.org/10.15405/epiceepsy.21101.17.

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Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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Tereschenko, Vladimir V. "Maturity: Case study of Smolensk secondary vocational school and university students." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-81.

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Opletalová, Alena. "Financing Of Regional Education From The Perspective Of Secondary Schools." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.63.

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Petrova, Svetlana. "Perceptions Of Classroom Climate By Secondary School Students: Grade And Gender Features." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.60.

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Reports on the topic "Secondary Psychology"

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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Driving Confidence in a Connected Vehicle Environment: A Case Study of Expressway Work Zone. SAE International, December 2020. http://dx.doi.org/10.4271/2020-01-5210.

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At present, how the application of connected vehicle technology will affect drivers’ driving psychology needs to be explored. As an important part of driving psychology, driving confidence can guide drivers to operate calmly when facing a complex traffic environment, which has an important impact on reducing accident rates and improving traffic efficiency. Based on the driving behavior data in the expressway work zone under a connected vehicle environment, this study mainly analyzed the difference between the psychological characteristics of drivers with warning information or without warning information when facing the work zone ahead. Firstly, based on driving simulation technology, the expressway work zone scene in a connected vehicle environment was designed, and the on-board human-machine interface was used to provide warning information of the work zone ahead. Secondly, the difference of drivers’ driving confidence in psychology when driving with or without warning information was analyzed by using the characteristics of average vehicle spatiotemporal diagram and gas pedal angle. Finally, a method of quantifying driving confidence was proposed, which used a kind of objective weighting method to get the weights between different indicators. Based on this method, drivers’ degree of driving confidence under two conditions was calculated. The results showed that connected vehicle technology could affect drivers’ driving confidence in psychology when facing the work zone ahead. In the connected vehicle environment, 82.9% of drivers’ degree of driving confidence would increase, and the average degree of driving confidence with warning information was 10.9% higher than that without warning information.
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