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Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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1

Cotton, Kathleen. Affective and social benefits of small-scale schooling. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1996.

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Chen, Dandan. Vocational schooling, labor market outcomes, and college entry. [Washington, D.C: World Bank, 2009.

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Lüdemann, Elke. Schooling and the formation of cognitive and non-cognitive outcomes. München: Ifo Institut, Leibniz-Institut für Wirtschaftsforschung an der Universität München e.V., 2011.

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4

Ziderman, Adrian. Vocational secondary schooling in Israel: A study of labor market outcomes. Washington, DC: Population and Human Resources Dept., the World Bank, 1989.

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Ray, Brian D. A review of home school research: Characteristics of the families and learner outcomes. Salem, Or: National Home Education Institute, Western Baptist College, 1990.

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Brustad, Robert John. Affective outcomes in competitive youth sport: the influence of intrapersonal and socialisation factors. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1989.

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7

Victor, Lavy, i Filmer Deon, red. Schooling and cognitive achievements of children in Morocco: Can the government improve outcomes? Washington, D.C: World Bank, 1994.

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Howley, Craig B. The Impact of rural industries on the outcomes of schooling in rural America. [Charleston, W. Va.] (P.O. Box 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.

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9

1936-, Coombes Phyllida, i Kiddle Cathy 1944-, red. Teaching traveller children: Maximising learning outcomes. Stoke on Trent, UK: Trentham Books, 2007.

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10

Eisemon, Thomas. Benefiting from basic education: A review of research on the outcomes of primary schooling in developing countries. Buffalo: Comparative Education Center, Faculty of Educational Studies, State University of New York at Buffalo, 1987.

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11

Kilbey, Kenneth. A prediction of outcomes?: A psychological investigation into cognitive and affective development within the framework of adult literacy provision. Birmingham: University of Aston. Department of Applied Psychology, 1985.

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12

Walque, Damien de. Parental education and children's schooling outcomes: Is the effect nature, nurture, or both? Evidence from recomposed families in Rwanda. [Washington, D.C: World Bank, 2005.

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13

Kasirye, Ibrahim. The socioeconomic impact of HIV/AIDS on education outcomes in Uganda: School enrollment and the schooling gap in 2002/03. Kampala, Uganda: Economic Policy Research Centre, 2008.

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14

Wong, Eva Yee Wah, Milton D. Cox, Theresa Kwong, Lisa Ying Ngor Law i Mark Andrew Pegrum, red. Technology-Assisted Learning: Honing Students’ Affective Outcomes. Frontiers Media SA, 2022. http://dx.doi.org/10.3389/978-2-83250-017-0.

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15

Chen, Dandan. Vocational Schooling, Labor Market Outcomes, And College Entry: Vocational Schooling, Labor Market Outcomes, And College Entry. The World Bank, 2009. http://dx.doi.org/10.1596/1813-9450-4814.

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16

Daley, Francesca. Effective schooling and pupil outcomes in residential EBD schools. UEL, 1994.

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17

Nielsen, H. Dean. From Schooling Access to Learning Outcomes: An Unfinished Agenda. The World Bank, 2006. http://dx.doi.org/10.1596/978-0-8213-6792-6.

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18

Muller, Noel, i Elizaveta Perova. Why Do Indonesian Adolescent Boys Have Poorer Schooling Outcomes than Girls? World Bank, Washington, DC, 2018. http://dx.doi.org/10.1596/31487.

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19

Affective outcomes in competitive youth sport: The influence of intrapersonal and socialization factors. 1987.

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20

Pawa, Manjit K. Peer dialogue: Cognitive and affective processes and outcomes in an adult EAP classroom. 2007.

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21

Affective outcomes in competitive youth sport: The influence of intrapersonal and socialization factors. 1986.

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22

Watanabe, Yuko. Collaborative dialogue between ESL learners of different proficiency levels: Linguistic and affective outcomes. 2004.

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23

Nogradi, Cindy. Participant perceptions of inviting and disinviting aspects and affective outcomes of an employment program. 1990.

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24

Evers, Colin W. Leadership for Quality Schooling: International Perspectives (Student Outcomes and the Reform of Education). RoutledgeFalmer, 2001.

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25

Perspectives On Educational Quality Illustrative Outcomes On Primary And Secondary Schooling In The Netherlands. Springer, 2011.

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Ravens, Jan van, Jaap Scheerens i Hans Luyten. Perspectives on Educational Quality: Illustrative Outcomes on Primary and Secondary Schooling in the Netherlands. Springer London, Limited, 2011.

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27

Paul, Anisef, i Ontario Ministry of Education, red. Models and methodologies appropriate to the study of outcomes of schooling in Ontario's multicultural society. [Toronto]: Ontario Ministry of Education, 1986.

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28

Engelhard, George. The discovery of educational goals and outcomes: A view of the latent curriculum of schooling. 1985.

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29

1923-, Bethel Dayle M., red. Compulsory schooling and human learning: The moral failure of public education in America and Japan. San Francisco, Calif., U.S.A: Caddo Gap Press, 1994.

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30

Klyce, Daniel W., i James C. Jackson. Affective and mood disorders after critical illness. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0383.

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Survivors of critical illness frequently have significant and persistent mental health problems, which may develop or worsen following intensive care unit (ICU) admission. Chief among these problems is depression, which occurs in approximately a third of all individuals after critical illness and is associated with a wide array of untoward outcomes. Depression is manifest in a diversity of ways and risk factors may contribute to significant depressive symptoms after critical. Questions persist about whether treatment of depression after critical illness is most effective using conventional approaches or whether the depressive symptoms observed in ICU survivors may be clinically distinct and may optimally respond to carefully tailored innovative approaches. One promising strategy for managing the mental health needs of patients after critical illness involves ICU recovery clinics, which target the unique constellation of cognitive, psychiatric, and functional challenges common to survivors of critical illness.
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31

Perot, Josette Anne-Marie. Teachers' beliefs and behaviour, and their relationship to the affective and social outcomes of students in integrated classrooms. 1997.

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32

From Schooling Access to Learning Outcomes, an Unfinished Agenda: An Evaluation of World Bank Support to Primary Education. World Bank Publications, 2006.

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33

William, William Thorn, i Stéphan Vincent-Lancrin Stéphan. Schooling During a Pandemic the Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns. Organization for Economic Cooperation & Development, 2021.

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34

de Walque, Damien. Parental Education and Children’s Schooling Outcomes: Is the Effect Nature, Nurture, or Both? Evidence from Recomposed Families in Rwanda. The World Bank, 2005. http://dx.doi.org/10.1596/1813-9450-3483.

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35

Azevedo, Joao Pedro, Amer Hasan, Diana Goldemberg, Syedah Aroob Iqbal i Koen Geven. Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates. World Bank, Washington, DC, 2020. http://dx.doi.org/10.1596/1813-9450-9284.

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36

Lubbers, Ralph William. Self-efficacy and affective well-being among young workers: Examining job quality as an antecedent of employee health and performance outcomes. 2003.

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37

Lennard, Anna, i Linn Van Dyne. Helping That Hurts Intended Beneficiaries: A New Perspective on the Dark Side of Helping Organizational Citizenship Behavior. Redaktorzy Philip M. Podsakoff, Scott B. Mackenzie i Nathan P. Podsakoff. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.37.

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Organizational citizenship behavior (OCB) is essential for organizations to gain and maintain competitive advantage in environments with constantly evolving demands. Although most of the literature implicitly assumes that OCB predicts positive work attitudes, affective states, cognitions, and behavior for employees and organizations, some work raises the question of when OCB fails to produce positive consequences, and scholars have called for a more balanced perspective that acknowledges possible negative consequences of OCB. In this chapter, we focus on the unintended negative outcomes of helping OCB to recipients. More specifically, we consider factors that paradoxically cause positively intended helping to backfire and have negative effects on recipients. To date, most research on outcomes of OCB has focused on performance outcomes. In contrast, we focus on nonperformance outcomes for recipients of helping because nonperformance outcomes are more proximal and can shed light on processes that influence more distal outcomes, such as performance.
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38

Fertuck, Eric A., Megan S. Chesin i Brian Johnston. Borderline Personality Disorder and Mood Disorders. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199997510.003.0011.

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Borderline personality disorder (BPD) and mood disorder (MD) can be difficult to differentiate from each other due to several overlapping clinical features. Among BPD symptoms, chronic dysphoria can be mistaken for major depression, while affective instability may be confused with the depressed and elevated mood episodes of bipolar disorder (BD). Conversely, in those with BPD, co-occurring MDs can be difficult to rigorously assess and treat. Even though there is moderate to high co-occurrence between these conditions, BPD and MDs have distinct facets of impulsivity, affective instability, and mood symptoms. Furthermore, BPD, MD, and their co-occurrence predict courses of illness, prognosis, treatment outcomes, and suicide risk. Consequently, thorough assessment and differential diagnosis of these conditions should inform treatment planning and clinical management in both BPD and MD.
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39

Merrell, Christine, i Kapil Sayal. ADHD and school. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0044.

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Within the school environment, teachers are well placed to identify children who exhibit ADHD symptoms. Universal school-based screening for ADHD is, however, not recommended. Teachers’ ratings of children’s behaviour at age 5 have been found to predict later academic outcomes. Longitudinal research suggests that inattention is substantively and significantly associated with poor academic outcomes whereas hyperactivity is not significantly related to later academic attainment, and impulsivity might be advantageous. Symptoms of inattention remain largely stable over time but symptoms of hyperactivity and impulsivity change. Whilst the school environment can present significant challenges for children with ADHD, advice and guidance to teachers about how to help children with inattentive, hyperactive, and impulsive behaviour to succeed in the classroom can facilitate more positive behavioural and academic outcomes. There is a need for research that assesses long-term outcomes and cost-effectiveness of school-based interventions as well as the impact of transition into secondary schooling.
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40

Popovici, Ioana, i Michael T. French. Substance Use and School and Occupational Performance. Redaktor Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.003.

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Health economists have been actively investigating the relationships between substance use and educational achievement/labor market performance outcomes. Although researchers agree on the direction and magnitude of the relationships between substance use and some of these outcomes, many questions remain unanswered. For instance, the literature generally indicates that drug use has a negative impact on most academic outcomes. Less evidence exists, however, of a negative impact of alcohol use on education. Although results suggest that drinking is associated with lower grades, and most research shows that drinking negatively impacts the probability of graduating from high school, several studies have been unable to find significant relationships between alcohol consumption and the number of years of schooling completed. Similarly, although most studies find a wage premium for moderate alcohol users, results on the effect of problem drinking or the use of other drugs on the probability of employment are mixed.
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41

Rubin, Kenneth H., Julie C. Bowker, Kristina L. McDonald i Melissa Menzer. Peer Relationships in Childhood. Redaktor Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0011.

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The significance of peers in the lives of children and adolescents is described. The chapter begins with a discussion of theory relevant to the study of peer interactions, relationships, and groups. Next examined are the prevalence, stability, and characteristics of children’s friendships, the psychosocial correlates and consequences of having a mutual friendship and of having friendships with others who are experiencing adjustment difficulties. Thereafter, sections are focused on the assessment of peer acceptance, rejection, and popularity, and the behavioral, social-cognitive, affective, and self-system concomitants and longitudinal outcomes of peer acceptance and rejection. Subsequently, the extant literature pertaining to child and adolescent peer groups, cliques, and crowds is described. In the next section, the growing literature on culture and peer relationships is discussed. Then, in the summary, we present a transactional, developmental framework for understanding individual differences in children’s peer relationships experiences.
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42

Balzafiore, Danielle, Thalia Robakis, Sarah Borish, Vena Budhan i Natalie Rasgon. The treatment of bipolar disorder in women. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198748625.003.0020.

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Sex-specific effects in the clinical presentation and course of bipolar disorder in women have important treatment implications for the management of symptoms across the menstrual cycle and reproductive lifespan. Women with bipolar disorder are particularly vulnerable to premenstrual mood symptoms, menstrual abnormalities, and polycystic ovary syndrome. Special considerations include understanding the interactions between these reproductive issues, oral contraceptives, and mood-stabilizing agents. Additionally, the management of bipolar disorder during the perinatal period requires a careful approach to psychotropic medication to optimize the maintenance of mood stability while minimizing the potential for adverse risk of fetal and neonatal outcomes. Non-pharmaceutical approaches, including electroconvulsive therapy, transcranial magnetic stimulation, selected psychotherapies, and social and behavioural interventions may represent efficacious treatment options to reduce medication burden. Lastly, women with bipolar disorder may be at particular risk for worsening of affective symptoms during the menopausal transition, and strategies to reduce sleep disruption are imperative.
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43

Stawarczyk, David. Phenomenological Properties of Mind-Wandering and Daydreaming. Redaktorzy Kalina Christoff i Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.18.

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Mind-wandering and daydreams (i.e., spontaneous thoughts that are both task-unrelated and decoupled from current sensory perceptions) have recently become the object of increased interest in cognitive psychology and neuroscience. To date, however, there have been relatively few attempts at investigating the form and content of these thoughts, and what individuals are exactly thinking about when they daydream or their minds wander from the here and now. This chapter provides a historical overview of the studies that have investigated the phenomenological properties of mind-wandering and daydreams. It reviews the current state of research, examining how specific phenomenological features of these thoughts are related to beneficial and deleterious aspects of cognitive and affective functioning. It concludes by discussing possible avenues for future investigations, such as how the content and context of occurrence of mind-wandering and daydreams might interact to determine their functional outcomes.
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44

Hagger, Martin S., i Cleo Protogerou. Affect in the Context of Self-Determination Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190499037.003.0007.

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Self-determination theory has been applied to understand the role of affect in motivation and behavior in health contexts. According to self-determination theory, autonomous forms of motivation, reflecting self-endorsed reasons for acting and the satisfaction of psychological needs, are related to participation and persistence in health behavior. Research examining the role of affect in determining health behavior from the perspective of the theory is relatively sparse. Affect has served as both an outcome and process in applications of the theory to health behavior. Positive affect and psychological well-being have been identified as important outcomes of participating in behaviors for autonomous reasons. Affect is inextricably linked to motivational processes through eudaimonic and hedonic well-being, the passionate pursuit of activities, and the regulation of behavior through active management of aversive emotional responses. The chapter outlines how support for autonomous motivation by significant others may lead to adaptive behavioral engagement and affective responses in health behavior.
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45

Carrico, Adam W., i Michael H. Antoni. Psychoneuroimmunology and HIV. Redaktorzy Mary Ann Cohen, Jack M. Gorman, Jeffrey M. Jacobson, Paul Volberding i Scott Letendre. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199392742.003.0021.

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Psychoneuroimmunology (PNI) examines the biological and behavioral pathways whereby psychosocial factors may influence the course of chronic medical conditions, including HIV/AIDS. This chapter summarizes PNI research conducted examining the possible role of negative life events (including bereavement), stress reactivity, personality factors, cognitive appraisals, and affective states (depression) in HIV illness progression. Because much of this research was conducted in the era prior to the advent of effective antiretroviral therapy, important questions remain regarding whether there the associations of psychosocial factors with HIV illness progression are independent of medication adherence and persistence. There is also increasing recognition that chronic viral infections such as HIV have neuropsychiatric effects, and more recent PNI research has focused on studying the bidirectional communication between the immune system and central nervous system in HIV. Future research should focus on obtaining definitive answers to these questions to inform the development of novel approaches for reducing psychiatric symptoms and optimizing health outcomes among persons with HIV.
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46

Nagda, Biren (Ratnesh) A., Patricia Gurin i Jaclyn Rodríguez. Intergroup Dialogue: Education for Social Justice. Redaktor Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.25.

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This chapter focuses on intergroup dialogue (IGD), an educational approach that teaches about and for social justice. Intergroup dialogue addresses one of the central concerns in contemporary research on intergroup contact between groups with distinct social statuses: Do identity salience and positive relationships mobilize or sedate collective action on the part of disadvantaged or advantaged groups? We explicate how IGD addresses the concerns through its theoretical and practice model. IGD pedagogy—content, structured interaction, and facilitation—fosters critical-dialogic communication processes that in turn impact cognitive and affective psychological processes. These two kinds of processes then produce outcomes. Results from a longitudinal, multi-site field experiment of randomly assigned (dialogue and control) students (N = 1437) showed significant treatment effects for dialogue students and strong support for the theoretical model and the centrality of the communication processes. These results support our claim that critical-dialogic intergroup dialogue heightens, not mutes, commitment to action.
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47

Major, Brenda, John F. Dovidio i Bruce G. Link, red. The Oxford Handbook of Stigma, Discrimination, and Health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190243470.001.0001.

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Throughout the world, groups that are socially disadvantaged have poorer health compared to groups that are more advantaged. This book examines the role that stigma and discrimination play in creating and sustaining these group health disparities. Stigma is a social construction in which people who are distinguished by a “mark” are viewed as deviant, socially excluded, and devalued. Stigma and the discrimination it engenders negatively affect health through multiple mechanisms operating at several different levels of influence. Collectively, these shape both the orientations of people toward members of stigmatized groups and the experiences, and often the self-concepts, of members of groups targeted by stigma. Stigma affects individual-level affective, cognitive, behavioral, and physiological responses that increase stress in the lives of stigmatized groups. Stigma also restricts access to social and community-level resources relevant to good health and exposes individuals to more toxic environments. All act to erode the health of people who are stigmatized. This volume provides a cutting edge, multidisciplinary, multilevel analysis of health and health disparities through the integrative lens of stigma. It brings together the research of leading social and health psychologists, sociologists, public health scholars, and medical ethicists who study stigma and health. It integrates independent literatures on the health-related outcomes of stigma and discrimination and the diverse pathways and processes by which stigma and discrimination affect multiple health outcomes. The book is also forward-looking: It discusses the implications of these themes for policy, interventions, and health care, as well as identifies the most important directions for future research.
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48

Myles, John. Three Challenges for the Social Investment Strategy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0032.

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Three challenges are highlighted in this chapter to the realization of the social investment strategy in our twenty-first-century world. The first such challenge—intertemporal politics—lies in the term ‘investment’, a willingness to forego some measure of current consumption in order to realize often uncertain gains in the future that would not occur otherwise, such as better schooling, employment, and wage outcomes for the next generation. Second, the conditions that enabled our post-war predecessors to invest heavily in future-oriented public goods—a sustained period of economic growth and historically exceptional tolerance for high levels of taxation—no longer obtain. Third, the millennial cohorts who will bear the costs of a new, post-industrial, investment strategy are more economically divided than earlier cohorts and face multiple demands raised by issues such as population aging and global warming, among others.
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49

Mullan, Killian. A Child's Day. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529201697.001.0001.

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We routinely judge how well children are doing in their lives by how they spend their time, yet we know remarkably little about it. This rigorous review of four decades of data provides the clearest insights yet into the way children use their time. With analysis of changes in the time spent on family, education, culture and technology, as well as children's own views on their habits, it provides a fascinating perspective on behaviour, well-being, social change and more. This is an indispensable companion to the work of policy makers, academics and researchers, and anyone interested in the daily lives of children. The book begins by tracing some of the major strands of social change thought to have had an impact on different areas of children's daily time use. The past several decades have witnessed rapid social, economic, and technological change, widely thought to have affected many aspects of children's daily lives. It then examines the relationship between children's time use and outcomes relating to their health, development, and well-being, drawing together strands of thought from the sociology of childhood and research on child well-being. The book discusses overall trends in children's time doing homework and study. It examines associations between children's time use and a range of different health outcomes, and moves on to investigate the context of children's daily life linked to family, in particular concentrating on the time children spend at home and with parents. It evaluates children's time using technology, and focuses on the affective component of subjective well-being, specifically in connection with how children feel about how they spend their time. In conclusion, the book identifies areas of expected change as well as other areas of surprising stability. It reveals how change and stability in children's time use blend together to comprise a child's day, uncovering also the multi-layered contexts of a child's day.
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50

Cartwright, Kent. Shakespeare and the Comedy of Enchantment. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198868897.001.0001.

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Shakespeare and the Comedy of Enchantment explores the encounter between comedy’s rationalizing dimensions and those extra-rational aspects that elude demystification and exert affective power, an encounter between what is explicable and what is inexplicable. In the context of modernist disenchantment, Shakespeare’s comedies showcase the play of wonder and doubt, leaving behind a sense of residual re-enchantment. The argument thus broadens the perspective of studies that align early modern comedy with developments in science and jurisprudence. As the comic action advances, elements of mystery accrue—uncanny coincidences; magical sympathies; inexplicable repetitions; psychic influences; and wonders, fears, and doubts about the meaning of events—all of whose effects linger after reason has apparently answered the play’s questions, leaving an aura of wonder and wondering. Comic enchantment works through certain devices, tropes, and motifs explored in the chapters: magical clowns who introduce non-realistic stop-time moments that alter the action; structural repetitions that suggest mysteriously converging destinies and opaque but providential outcomes; places with differing characteristics that frame encounters between the regulatory and the protean drives in human existence; desires, thoughts, and utterances that manifest comically monstrous realities, including objects and individuals; characters who return from the dead, facilitated by the desires of the living; play-endings that traffic in harmony and dissonance, yet which can make possible the irrational action of forgiveness. These matters are discussed with extensive reference to Renaissance and modern theories of comedy, and with comparisons to Italian and Tudor comedy.
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