Статті в журналах: "Mediational Processes"

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Lee, Tae Kyoung, Kandauda A. S. Wickrama, and Catherine Walker O’Neal. "Health continuity over mid-later years in enduring marriages: Economic pressure as couple- and individual-level mediator." Journal of Social and Personal Relationships 37, no. 2 (August 1, 2019): 377–92. http://dx.doi.org/10.1177/0265407519865971.

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Health problems in midlife have been shown to continue into later adulthood. This continuity may be attributed to social selection and social causation, with longitudinal sequential associations between health problems and economic pressure (EP) over the life course creating mediational effects (health → EP → health). Moreover, in enduring marriages, this potential mediation may operate as a dyadic process over time. Yet this mediational process involving health problems and economic pressure has not been adequately investigated in couple contexts. Using a sample of 257 husbands and wives in enduring marriages, we investigated multilevel mediation processes between health problems and EP from midlife to later adulthood. The results indicate unique couple- and individual-level (only for husbands) mediation processes of health problems in the couple context, emphasizing the value of considering both couple- and individual-level health processes when developing health interventions.

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Poehner, Matthew E., and Dmitri Leontjev. "To correct or to cooperate: Mediational processes and L2 development." Language Teaching Research 24, no. 3 (July 16, 2018): 295–316. http://dx.doi.org/10.1177/1362168818783212.

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The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT) posits that humans are always and everywhere mediated, as individuals draw upon meanings and ways of thinking they have already internalized as well as those that are available in their immediate environment to regulate their actions. With regard to second language (L2) education, rather than exclusively focusing on learner independent performance or whether learners improve following application of a particular corrective feedback strategy, a view of learner performance as a mediated process draws attention to changes – either over the course of an activity or from one activity to the next – to the degree of guidance learners require and the ways in which they respond to or negotiate that support. This mediation process, the changes that may be observed, and how these may be interpreted vis-à-vis learner development is illustrated with examples taken from two recent Dynamic Assessment (DA) studies involving Estonian learners of L2 English. The first study focuses upon one-to-one dialogic interaction in an individualized DA program while the second study reports the implementation of a computerized DA procedure ( n = 25). Together, they underscore how the goal of promoting learner L2 development through instruction may be advanced when mediational processes are taken into account and learner developmental trajectories are identified. Implications of mediational processes for future work interested in corrective feedback are discussed.

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Jo, Booil. "Causal inference in randomized experiments with mediational processes." Psychological Methods 13, no. 4 (2008): 314–36. http://dx.doi.org/10.1037/a0014207.

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Wittek, Anne Line. "Processes of Writing as Mediational Tool in Higher Education." Scandinavian Journal of Educational Research 62, no. 3 (December 20, 2016): 444–60. http://dx.doi.org/10.1080/00313831.2016.1258664.

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Sebastian, James, and Elaine Allensworth. "Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis." Teachers College Record: The Voice of Scholarship in Education 121, no. 9 (September 2019): 1–32. http://dx.doi.org/10.1177/016146811912100903.

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Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.

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VanderWeele, Tyler J. "Comments: Should Principal Stratification Be Used to Study Mediational Processes?" Journal of Research on Educational Effectiveness 5, no. 3 (July 2012): 245–49. http://dx.doi.org/10.1080/19345747.2012.688412.

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Clarà, Marc. "Meaning and the mediation of emotional experience: Placing mediational meaning at the center of psychological processes." New Ideas in Psychology 58 (August 2020): 100776. http://dx.doi.org/10.1016/j.newideapsych.2019.100776.

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Hahn, Heidi Ann, and Dennis L. Price. "An Integrated Investigation into the Relative Effects of Alcohol on Various Human Behavioral Processes." Proceedings of the Human Factors Society Annual Meeting 31, no. 7 (September 1987): 830–33. http://dx.doi.org/10.1177/154193128703100732.

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A comprehensive study of the relative effects of alcohol on various behavioral processes was conducted. The results indicated the following descending hierarchy of impairment: (1) mediational processes; (2) motor processes; (3) communication processes; and (4) perceptual processes. These findings were compared to a literature-based hierarchy developed by other authors and discrepancies were explored.

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Delamater, Andrew R. "Associative mediational processes in the acquired equivalence and distinctiveness of cues." Journal of Experimental Psychology: Animal Behavior Processes 24, no. 4 (1998): 467–82. http://dx.doi.org/10.1037/0097-7403.24.4.467.

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Cheong, JeeWon, David P. MacKinnon, and Siek Toon Khoo. "Investigation of Mediational Processes Using Parallel Process Latent Growth Curve Modeling." Structural Equation Modeling: A Multidisciplinary Journal 10, no. 2 (April 2003): 238–62. http://dx.doi.org/10.1207/s15328007sem1002_5.

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Ηλιόπουλος, Παναγιώτης. "Νευρωτισμός και Ψυχική Ανθεκτικότητα: Ο διαμεσολαβητικός ρόλος της Συναισθηματικής Νοημοσύνης". Psychology: the Journal of the Hellenic Psychological Society 24, № 2 (15 жовтня 2020): 182. http://dx.doi.org/10.12681/psy_hps.24925.

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Psychological resilience refers to the capacity of individuals to cope with and successfully manage adversities. Given the links between Neuroticism as a personality dimension, Emotional Intelligence (EI) and Resilience, the present study examined the mediating role of EI in the relationship between Neuroticism and Resilience. The sampleconsisted mostly of undergraduate students (mean age = 20,55). The Big Five Inventory (BFI) (Benet- Martinez, 1998), the Greek Scale of Emotional Intelligence (GEIS) (Tsaousis, 2008) and the Resilience Scale(RS) (Wagnlid & Young, 1993) were administered to the participants (n = 123). Correlation analyses showed a significant negative correlation between Neuroticism and Resilience, as well as between Neuroticism and EI. Conversely, EI correlated positively with Resilience. As shown by the mediation analysis, ΕΙ constitutes a significant mediational factor in the relationship between Neuroticism and Resilience, suggesting that theaforementioned link is mainly due to the mediating effect of EI. In conclusion, the results demonstrate the crucial mediational role of emotion-related processes in the effect of personality on psychosocial adjustment, expanding pre-existing findings. However, further research is needed by using alternative methods and considering additional mediators and moderators.

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Page, Lindsay C. "Principal Stratification as a Framework for Investigating Mediational Processes in Experimental Settings." Journal of Research on Educational Effectiveness 5, no. 3 (July 2012): 215–44. http://dx.doi.org/10.1080/19345747.2012.688410.

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Mossholder, Kevin W., Nathan Bennett, Edward R. Kemery, and Mark A. Wesolowski. "Relationships between Bases of Power and Work Reactions: The Mediational Role of Procedural Justice." Journal of Management 24, no. 4 (August 1998): 533–52. http://dx.doi.org/10.1177/014920639802400404.

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Though research has addressed relationships between social power bases and several work-related variables, processes that may underlie such relationships have generally not been examined. The present study considered relationships between bases of social power and subordinates’ affective work reactions, hypothesizing that procedural justice would mediate such relationships. Two samples, one drawn from two service-oriented companies and one collected from a hospital, were used to test a mediational model reflecting this hypothesis. Using theoretically grounded measures of social power and procedural justice, support was found for full mediation effects in connection with subordinates’ affective work reactions. Implications regarding the development of social power bases are discussed.

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Leal Ordóñez, Linoel De Jesús, and Antonio Carlos Do Nascimento Osorio. "The thinking styles of the university teacher." CULTURA EDUCACIÓN Y SOCIEDAD 10, no. 1 (August 15, 2019): 125–48. http://dx.doi.org/10.17981/cultedusoc.10.1.2019.09.

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This research is framed in the teachers’ thinking paradigm, oriented to understand the thinking styles of the university teacher from two out of the five cognitive and behavioral expressions in Sternberg’s thinking styles theory: the function inside the classroom and the level of classroom performance. The epistemological approach was the empirical-inductive, framed in the logic positivism tradition, with the case study as methodology. A 24-reactives likert-based scale was applied to 40 teachers of the Education career from Francisco de Miranda University (UNEFM). The results evidenced a mediational thinking style, based on cognitive and constructivism-based teaching procedures, democratic patterns for classroom organization, as well as a permanent process of reflection that informs teachers about what and how to improve while teaching. These results can help to optimize teaching performance, as well as to design pedagogical training processes more focused and based on mediational pedagogies that lead to better learning. KEY WORDS: Thinking styles, university teachers, pedagogy, mediational pedagogies, university education.

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Bernat, Debra H., Gerald J. August, Joel M. Hektner, and Michael L. Bloomquist. "The Early Risers Preventive Intervention: Testing for Six-year Outcomes and Mediational Processes." Journal of Abnormal Child Psychology 35, no. 4 (February 27, 2007): 605–17. http://dx.doi.org/10.1007/s10802-007-9116-5.

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Wittek, Line. "The Activity of “Writing for Learning” in a Nursing Program." Outlines. Critical Practice Studies 14, no. 1 (January 29, 2013): 73–94. http://dx.doi.org/10.7146/ocps.v14i1.5170.

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This article explores the activity of writing in higher education as a mediational means for student meaning making. From a dialogic perspective, writing is not about learning and applying formulas and making fixed kinds of texts, but about ways of working and ways of acting that brings writers, readers, resources and contexts into trajectories. The argument is that processes of writing enhance student meaning making and that these processes are formed by complex interaction. Contextual interpretation and use of mediational means is constituted in social systems of activities that depend on and promote particular kinds of texts. We need insights in contextual trajectories to understand the relationship between writing and student meaning making. Empirically, I draw on a study investigating portfolio writing as a pedagogical tool in a nursing program in Norway. The rationale of the study was an identified need for information about how processes of writing develop, how texts come into being and how institutional tasks of writing are being unpacked. The aim of the paper is to explore a dialogical approach to the activity of writing and to discuss possible methodological implications from the theoretical framework. The empirical study is used as an illustration

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Wood, M. D., J. P. Read, T. P. Palfai, and J. F. Stevenson. "Social influence processes and college student drinking: the mediational role of alcohol outcome expectancies." Journal of Studies on Alcohol 62, no. 1 (January 2001): 32–43. http://dx.doi.org/10.15288/jsa.2001.62.32.

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Poehner, Matthew E., Paolo Infante, and Yumi Takamiya. "Mediational Processes in Support of Learner L2 Writing Development: Individual, Peer, and Group Contexts." Journal of Cognitive Education and Psychology 17, no. 1 (December 2018): 112–32. http://dx.doi.org/10.1891/1945-8959.17.1.112.

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The present article reports on a study that extends Dynamic Assessment (DA) to the domain of second language (L2) writing instruction. As in general education, the L2 field has increasingly moved toward a process approach to writing that emphasizes the importance of multiple drafts, opportunities for feedback, and attempts at revision. The present study, undertaken collaboratively with an experienced classroom teacher of L2 Japanese, reformulated this process as three interrelated stages of mediated activity: an initial DA session in which the teacher prompted learners to identify and correct errors in order to identify knowledge and abilities that were in the process of emerging; a peer mediation session to collaboratively review, discuss, and correct exemplar sentences containing representative problematic constructions; and a whole-class discussion of the language constructions. Analysis of recorded and transcribed sessions indicates the value to learners of collaboratively discussing and correcting similar error types in their peers’ writing.

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Mendes, A. L., C. Ferreira, and J. Marta-Simões. "Childhood Emotional Experiences and Eating Psychopathology: The Mediational Role of Different Emotion Regulation Processes." European Psychiatry 41, S1 (April 2017): S286. http://dx.doi.org/10.1016/j.eurpsy.2017.02.143.

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Positive experiences from childhood have been consistently associated with well-being and with feelings of social safeness and connectedness. On the other hand, the lack of early experiences characterized by warmth, soothing and care may lead to the later experience of fearing to receive compassion from others, to the engagement in self-judgment, and may be associated with a large spectrum of psychopathology. The present study tested a model which hypothesized that the impact of early positive memories with family figures on the engagement in disordered eating is carried by the mechanisms of social safeness and connectedness with others, fears of receiving compassion from others, and self-judgment. The sample comprised 399 women, aged between 18 and 55 years old. The path model accounted for 33% of eating psychopathology's variance and showed excellent model fit indices. Results revealed that the impact of early affiliative memories with family figures on eating psychopathology was totally mediated by the mechanisms of social safeness, fears of compassion from others, and self-judgment. In fact, women who reported a lack of early memories of warmth and safeness with family figures seemed to present lower feelings of safeness and connectedness within social relationships, higher tendency to fear receiving kindness and compassion from others, and more self-judgmental attitudes. These findings support the importance of developing intervention programs in the community, which target maladaptive emotion regulation processes (such as compassionate-based interventions) to promote mental health, especially in a context of early adverse experiences.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Skjulstad, Synne. "‘My favourite meme page’: Balenciaga’s Instagram account and audience fashion labour online." International Journal of Fashion Studies 8, no. 2 (October 1, 2021): 237–56. http://dx.doi.org/10.1386/infs_00052_1.

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As fashion ‘goes viral’, adapting to digital popular cultural flows, streams, image aggregations and memes, there is a need for better grasping how these platforms feed into the aesthetics of mediations of fashion. Contemporary digitally mediated fashion is conditioned by what van Dijck and Poell refer to as a new media logic, one that permeates the ‘strategies, mechanisms, and economics underpinning these platforms’ dynamics’. This logic includes audience labour. This article focuses on how the audience is put to work and how such work becomes integral to the mediational aesthetic by using the Instagram account of Paris-based fashion brand Balenciaga as a heuristic device. In connecting perspectives from fashion and media studies, this article discusses how fashion mediation is entangled in processes that harness audience labour on Instagram. Balenciaga takes on communication strategies that expose the aesthetics of user engagement. On Instagram, the brand presents its take on fashion photography in the digital age as part of its visual identity on this platform. Furthermore, in feeding the comments section, users participate in ‘boundary maintenance’, separating Balenciaga insiders from outsiders who lack knowledge of the perpetually changing aesthetic codes of fashion imagery. Online audiences thus find themselves at the crossroads of consumption, production and gatekeeping.

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García-Martínez, Inmaculada, José María Augusto Landa, and Samuel P. León. "The Mediating Role of Engagement on the Achievement and Quality of Life of University Students." International Journal of Environmental Research and Public Health 18, no. 12 (June 18, 2021): 6586. http://dx.doi.org/10.3390/ijerph18126586.

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(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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Kroó, Katalin. "The cultural mediational dynamics of literary intertexts: An approach to the problem of generative and transformational dynamics." Sign Systems Studies 40, no. 3/4 (December 1, 2012): 385–404. http://dx.doi.org/10.12697/sss.2012.3-4.07.

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The paper raises the theoretical question of the cultural mediational nature of literary intertexts from the point of view of generic and transformational dynamics. The intertextual complex as mediational operator is examined at two levels – (1) in the context of cultural diachrony by observing how the literary work establishes its place in the history of literature closely connected to the metapoiesis of the text; (2) at various kinds of intratextual interlevel movements regulating the evolution of a whole intertextual system within the work. Differentiating the ontological, generative and transformational conceptualization of intertextual poetics, an attempt is made to define the basic textual modes of the pretext, the intext and the intertext by describing their functionality in the building of an intersemiotic literary system. The relevant functions are grasped by shedding light upon the types of the sign of which the given signifying structures consist (here a terminological clarification and re-evaluation are added) and their textual semantics in terms of referential and relational quality (cf. the different versions of referential and relational semantics). In the first place, however, the paper aims at outlining the structure and content of the generic-transformational semiotic processes in which the dynamic aspects of intertextual semiosis are revealed. Within this framework, the processuality of the development of the intertextual signifying structure is elucidated, shown as a chain of reciprocal sign activities resulting in constantly evolving semantic shifts within the intra- and intertextual semiosis processes, all relying on mediational operations. Text examples are taken from and references made to works by A. S. Pushkin, I. S. Turgenev, F. M. Dostoevsky and J. M. Coetzee.

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Vitaro, Frank, Mara Brendgen, and Richard E. Tremblay. "Preventive Intervention: Assessing its Effects on the Trajectories of Delinquency and Testing for Mediational Processes." Applied Developmental Science 5, no. 4 (October 2001): 201–13. http://dx.doi.org/10.1207/s1532480xads0504_02.

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Mancinelli, Elisa, Jian-Bin Li, Adriana Lis, and Silvia Salcuni. "Adolescents’ Attachment to Parents and Reactive–Proactive Aggression: The Mediating Role of Alexithymia." International Journal of Environmental Research and Public Health 18, no. 24 (December 18, 2021): 13363. http://dx.doi.org/10.3390/ijerph182413363.

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Aggressive behaviors can serve different functions, which might be understood by distinguishing between reactive (RA) and proactive (PA) aggression. Few studies were conducted on adolescents’ family precursors and emotional processes associated with RA or PA. Accordingly, the current study compared RA and PA by evaluating their association with adolescents’ attachment to parents and alexithymia. N = 453 Italian adolescents aged 15–19 years (Mage = 16.48; SD = 0.69; 33.6% males) participated in the study filling in self-report measures. Results showed that PA and RA are significantly associated and that PA was higher among males. Moreover, four mediational models were performed to assess the influence of adolescents’ attachment to mothers vs. fathers on RA or PA, considering the mediating role of alexithymia. Gender was included as a covariate. Mediational models’ results showed a direct and indirect effect, through lower alexithymia, of adolescents’ attachment to mothers and fathers on RA. Differently, only attachment to mothers showed a direct effect on PA, while attachment to fathers only an indirect effect, mediated by lower alexithymia, on PA was shown. Findings support the greater relevance of emotional processes for RA while highlighting the differential contribution of adolescents’ attachment to mothers vs. fathers upon PA. Implications are discussed, and suggestions for future research are provided.

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del Río, Pablo, and Amelia Álvarez. "Cultural Historical Psychology and the Reset of History." Integrative Psychological and Behavioral Science 55, no. 4 (October 9, 2021): 708–18. http://dx.doi.org/10.1007/s12124-021-09649-1.

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AbstractThe authors argue that, in the research trajectory of cultural historical psychology, there are nuclear aspects of Vygotsky’s theory that have been insufficiently considered. Three of these aspects are herein discussed: the intense and rapid changes to mediational processes and their influence on human psyche; meaningful findings on neuroplasticity that require a neuropsychological approach; and, perhaps most importantly, the need for cultural historical approach, and for psychology at large, to return to the study of the direction and meaning of human life.

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Spencer, Steven J., Mark P. Zanna, and Geoffrey T. Fong. "Establishing a causal chain: Why experiments are often more effective than mediational analyses in examining psychological processes." Journal of Personality and Social Psychology 89, no. 6 (2005): 845–51. http://dx.doi.org/10.1037/0022-3514.89.6.845.

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Bhat, Suhail A., Mushtaq A. Darzi, and Shakir H. Parrey. "Antecedents of Customer Loyalty in Banking Sector: A Mediational Study." Vikalpa: The Journal for Decision Makers 43, no. 2 (June 2018): 92–105. http://dx.doi.org/10.1177/0256090918774697.

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Executive Summary The competition among the organizations is increasing continuously and there has been a rapid shift in the business process deliverance. Financial service firms are striving to improve their business processes by liaising with customers to survive and compete successfully. The literature has obstinately emphasized on the utmost importance of trust and loyalty to survive in the financial sector. This study aims to explore the role of customer knowledge management (CKM) and satisfaction as antecedents of customer trust in the retail banking sector. The causal relationships existing between CKM, satisfaction, trust, and loyalty are explored. The mediating role of customer trust in the knowledge–loyalty and satisfaction–loyalty relationships is also explored. The data has been collected randomly from 412 customers of a private bank through survey by questionnaire. The research instrument has been developed and purified through factor analysis (confirmatory factor analysis). Structural equation modelling (SEM) has been employed to examine the causal relationship and fitness of the proposed model. The findings of the study reveal that CKM and satisfaction positively impact customer trust, and customer trust has a significant impact on loyalty. Besides, trust partially mediates the effect of knowledge and satisfaction on loyalty. The findings of the study are valuable to managers and strategists in understanding customer need in order to formulate the relevant customer loyalty programmes. However, the study focused on retail banking sector and uses data from a single bank only. Future research may evaluate the generalizability of findings across other banks as well as other nationalities. The main contribution of this study is to the loyalty literature by empirically validating the identified antecedents and demonstrating their role in managing loyalty. Furthermore, the study provides some valuable insights into the relational exchanges between variables wherein some inferences are derived from results regarding trust and loyalty.

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Kim, Tae Yon. "The Evolution and Characteristics of the Ukrainian Oligarchs’ Political Influence." East and West Studies 34, no. 3 (August 31, 2022): 37–70. http://dx.doi.org/10.29274/ews.2022.34.3.37.

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The aim of this article is to analyze the processes in which the Ukrainian oligarchs have come to gain political influence and the characteristics that the Ukrainian oligarchs’ political influence has exhibited in these processes. The Ukrainian oligarchs’ political influence began to evolve since the late Soviet era and at first it was defensive against and dependent upon state power, but from the late 1990s it began to convert into powerful one that was exercised behind the scenes in formal politics. The Ukrainian oligarchs’ political influence reveals the following characteristics: initially its development was affected by the Soviet heritage; it has mediational, indirect and informal characters since the late 1990s; and it is based upon the oligarchs’ flexible coalition or connections formation.

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Kumar, Sunil. "Individual personal values as mediators during behavioral perception and transference." Interpersona: An International Journal on Personal Relationships 12, no. 1 (July 6, 2018): 122–32. http://dx.doi.org/10.5964/ijpr.v12i1.221.

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Perception and transference are two behavioral processes affecting human existence and survival. This study focuses on the concept of interpersonal relationships of university students during transference and perceived behavioral processes. Information was gathered from 234 university students. Three factors, i.e., perceived behavior, personal values, and transference behavior were explored. Confirmatory factor analysis was used to validate the proposed conceptual model and hypotheses were tested with structure equation modeling. The findings support the mediational role of personal values in perceived and transferred behavior and also the role of personal values in passing of activated schema from an interpersonal relationship to another. This study will provide a rational ground to behavior scientists that it’s the ‘Eigenwelt’ responsible for achieving full individual potential in case of ‘Mitwelt’.

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Gaffey, Allison E., John W. Burns, Frances Aranda, Yanina A. Purim-Shem-Tov, Helen J. Burgess, Jean C. Beckham, Stephen Bruehl, and Stevan E. Hobfoll. "Social support, social undermining, and acute clinical pain in women: Mediational pathways of negative cognitive appraisal and emotion." Journal of Health Psychology 25, no. 13-14 (August 27, 2018): 2328–39. http://dx.doi.org/10.1177/1359105318796189.

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Women may be disproportionately vulnerable to acute pain, potentially due to their social landscape. We examined whether positive and negative social processes (social support and social undermining) are associated with acute pain and if the processes are linked to pain via negative cognitive appraisal and emotion (pain catastrophizing, hyperarousal, anger). Psychosocial variables were assessed in inner-city women ( N = 375) presenting to an Emergency Department with acute pain. The latent cognitive-emotion variable fully mediated social undermining and support effects on pain, with undermining showing greater impact. Pain may be alleviated by limiting negative social interactions, mitigating risks of alternative pharmacological interventions.

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Pavšič Mrevlje, Tinkara. "Police Trauma and Rorschach Indicators." Rorschachiana 39, no. 1 (March 1, 2018): 1–19. http://dx.doi.org/10.1027/1192-5604/a000097.

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Abstract. This study is the first to our knowledge to focus on posttraumatic symptomatology among crime scene investigators (CSIs) and explore its relationship with their personality functioning as measured by Rorschach. Considering that posttraumatic symptomatology can affect decision-making, which is of crucial importance in police work, police officers’ evaluations should include an assessment of trauma-related impairments. The study was carried out on a sample of 64 male CSIs (85% of all Slovene CSIs). Posttraumatic symptomatology was found to be more frequent among CSIs than among the general population. Avoidance appears to be a predominant personality characteristic defending CSIs from emotionally overwhelming work situations. CSIs show less conventional, but still appropriate, cognitive mediation; however, a more detailed analysis indicates that the group with the highest posttraumatic symptomatology exhibits severely disrupted mediational processes, presumably because of negative affect. Rorschach was found to be a suitable method for such assessments, particularly because it unfolds psychological functioning related to traumatic experience but not necessarily linked to symptoms of posttraumatic stress disorder and not necessarily recognized by the traumatized individual.

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P, Armistead-Jehle, Mattson E, Nelson N, and Disner S. "A-101 PTSD and Personality Traits Influence the Relationship Between Memory Complaints and Memory Performance." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 894. http://dx.doi.org/10.1093/arclin/acaa068.101.

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Abstract Objective Previous research has shown that post-traumatic stress disorder (PTSD) symptomatology may mediate the association between subjective cognitive complaints and objective cognitive performance, however, the precise nature of this mediation is not well understood. The present study aims to expand on these findings by focusing on memory processes and exploring the influence that personality variables may have on the mediational role of PTSD symptoms. Methods In a sample of 196 U.S. military service members and veterans, we administered the PTSD checklist (PCL), Personality Assessment Inventory (PAI), Memory Complaints Inventory (MCI), and Repeatable Battery for the Assessment of Neuropsychological Status (RBANS). Results Overall MCI score (reflecting subjective memory complaints) was associated with both RBANS immediate (β= −0.15, SE = 0.06, p = 0.01) and delayed memory performance (β= −0.13, SE = 0.06, p = 0.02), but PTSD severity mediated both of these relationships (95% CI -0.14, −0.01; 95% CI -0.14, −0.02, respectively). Trait depression moderated the mediation path between subjective memory complaints and PTSD severity (β= −0.02, SE = 0.004, p < .001), but not the path between PTSD and either immediate or delayed memory performance (all p > .05). Conclusion Results suggest that targeting PTSD and depressive symptoms may be a promising treatment for those with subjective memory complaints.

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Haywood, H. Carl. "Dynamic Assessment: A History of Fundamental Ideas." Journal of Cognitive Education and Psychology 11, no. 3 (2012): 217–29. http://dx.doi.org/10.1891/1945-8959.11.3.217.

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The development of dynamic assessment rests on the prior and successive appearance of a small number of fundamental ideas that are seen as essential and compelling. These include the concept of individual differences as a vital aspect of psychology and human development; the importance of assessing the very processes of systematic thinking, learning, and problem solving (rather than merely the products of these processes); the concepts of learning potential, educability, and the zone of proximal development; and the mediational nature of the intervention in dynamic assessment. These essential ideas are discussed in historical context as a cumulative enterprise. Prominent unsolved problems remain, including precise procedures for process assessment, bridging the gap between assessment of potential and subsequent classroom instruction, the relation of dynamic to static assessment, and the accompanying problems of reliability and validity.

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Kawabata, Yoshito, Wan-Ling Tseng, and Nicki R. Crick. "Adaptive, maladaptive, mediational, and bidirectional processes of relational and physical aggression, relational and physical victimization, and peer liking." Aggressive Behavior 40, no. 3 (December 7, 2013): 273–87. http://dx.doi.org/10.1002/ab.21517.

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HINSHAW, STEPHEN P. "Intervention research, theoretical mechanisms, and causal processes related to externalizing behavior patterns." Development and Psychopathology 14, no. 4 (November 27, 2002): 789–818. http://dx.doi.org/10.1017/s0954579402004078.

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Intervention research with children and adolescents has suffered from a dearth of relevant theoretical grounding and from the lack of a reciprocal “feedback” mechanism by which clinical trials can inform relevant theorizing and conceptualization. There are hopeful signs, however, of increasing confluence between clinical efforts and theoretical models. Indeed, the key issue I discuss is how intervention studies can yield information about developmental and clinical theory as well as mechanisms related to psychopathology. Specific research examples in the field, particularly those emanating from the Multimodal Treatment Study of Children with attention deficit/hyperactivity disorder (MTA study), reveal that probes of moderator and mediator variables can clearly enhance our knowledge of relevant processes and mechanisms. In fact, recent MTA findings have relevance for models of genetic and epigenetic influence on symptomatology related to attentional deficits and hyperactivity. It would be overzealous, however, to make premature claims regarding etiologic variables from intervention research, as treatment studies typically address variables that are causally far “downstream” from primary causal factors and most clinical trials have statistical power that is barely sufficient for main outcome questions, much less mediational linkages. Overall, the field has severely underutilized experimental intervention research to subserve the dual ends of improving the lives of youth and advancing theoretical conceptualization regarding development and psychopathology.

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Wittek, Anne Line, Tone Dyrdal Solbrekke, and Kristin Helstad. "“You Learn How to Write from Doing the Writing, But You Also Learn the Subject and the Ways of Reasoning”." Outlines. Critical Practice Studies 18, no. 1 (April 20, 2017): 81–108. http://dx.doi.org/10.7146/ocps.v18i1.26263.

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The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning? To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. First, the writing process should in- clude responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers.

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Morgan, Amy A., Joyce A. Arditti, Susan Dennison, and Signe Frederiksen. "Against the Odds: A Structural Equation Analysis of Family Resilience Processes during Paternal Incarceration." International Journal of Environmental Research and Public Health 18, no. 21 (November 4, 2021): 11592. http://dx.doi.org/10.3390/ijerph182111592.

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On any given day, approximately 2.1 million children in Europe have an incarcerated parent. Although research indicates that material hardship is associated with parental incarceration, and particularly paternal incarceration, little is known about family processes that may mitigate the harmful effects of such hardship on children with an incarcerated parent. Guided by a resilience framework, this study examined how family processes mediate the effects of material hardship on youth academic adjustment within the context of paternal incarceration. Using Danish data that assessed key family constructs, structural equation modeling was used to perform a mediational within-group analysis of primary caregivers (n = 727) to children with an incarcerated father. Results indicate that although social support and parenting skills did not yield mediating effects, caregiver mental health strongly mediated the effects of material hardship on youth academic adjustment during paternal incarceration. Findings suggest that economic conditions, as well as caregiver mental health symptoms, are important areas of intervention that may promote family-level resilience for youth of an imprisoned father. We conclude with research and practice recommendations to advance our understanding of resilience among families with an incarcerated parent.

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Igartua, Juan-José, and Laura Rodríguez-Contreras. "Narrative Voice Matters! Improving Smoking Prevention with Testimonial Messages through Identification and Cognitive Processes." International Journal of Environmental Research and Public Health 17, no. 19 (October 5, 2020): 7281. http://dx.doi.org/10.3390/ijerph17197281.

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Narrative messages are increasingly being used in the field of tobacco prevention. Our study is based on narrative persuasion and aims to analyze the psychological mechanisms that explain why the narrative voice is relevant to promote persuasive impact. An online experiment with a 2 (narrative voice) × 2 (message) factorial design was carried out. Participants (525 adult smokers) were randomly assigned to two experimental conditions (first-person versus third-person narrative message). To increase the external validity of the study, two different messages were used within each condition. After reading the narrative message the mediating and dependent variables were evaluated. Participants who read the narrative in the first person experienced greater identification. Moreover, mediational analysis showed that both counterarguing and cognitive elaboration played a significant role in the relationship between narrative voice, identification, and persuasive impact. This study confirm that narrative voice is not only an anecdotal formal choice but that it indirectly affects variables related to tobacco prevention, due to the fact that first-person messages activate a mechanism of affective connection with the message (increasing the identification with the protagonist) that decreases resistance to prevention (the counterarguing process) while simultaneously stimulating reflection or cognitive elaboration.

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Mittal, Banwari. "An Integrated Framework for Relating Diverse Consumer Characteristics to Supermarket Coupon Redemption." Journal of Marketing Research 31, no. 4 (November 1994): 533–44. http://dx.doi.org/10.1177/002224379403100407.

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The author proposes a model of consumer redemption of grocery coupons, integrating the separate literatures on consumer demographics, nondemographic consumer characteristics, and cost/benefit perceptions. The model posits that demographics are poor predictors of coupon-use behavior, because they are the farthest in the causal chain. The effects of demographics are mediated by three layers of mediating variables, each successively closer to coupon attitudes and use. Data from a sample of grocery shoppers show most of the hypothesized mediational paths to be significant. The research cautions against arbitrary use of demographics for targeting promotional efforts and offers an approach to constructing an understanding of the psychological processes that mediate between consumers’ demographics and their marketplace behaviors.

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Meyer, Sara, H. Abigail Raikes, Elita A. Virmani, Sara Waters, and Ross A. Thompson. "Parent emotion representations and the socialization of emotion regulation in the family." International Journal of Behavioral Development 38, no. 2 (February 3, 2014): 164–73. http://dx.doi.org/10.1177/0165025413519014.

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There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children’s emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents’ socialization approaches. This study examined multiple aspects of parents’ self-reported emotion representations and their associations with parents’ strategies for managing children’s negative emotions and children’s emotion self-regulatory behaviors. The sample consisted of 73 mothers of 4–5-year-old children; the sample was ethnically diverse. Two aspects of parents’ beliefs about emotion – the importance of attention to/acceptance of emotional reactions, and the value of emotion self-regulation – were associated with both socialization strategies and children’s self-regulation. Furthermore, in mediational models, the association of parental representations with children’s emotion regulation was mediated by constructive socialization strategies. These findings are among the first to highlight the specific kinds of emotion representations that are associated with parents’ emotion socialization, and their importance to family processes shaping children’s emotional development.

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Mathieu, John E., M. Travis Maynard, Scott R. Taylor, Lucy L. Gilson, and Thomas M. Ruddy. "An examination of the effects of organizational district and team contexts on team processes and performance: a meso-mediational model." Journal of Organizational Behavior 28, no. 7 (2007): 891–910. http://dx.doi.org/10.1002/job.480.

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Toh, Wei Xing, Hwajin Yang, and Andree Hartanto. "Executive Function and Subjective Well-being in Middle and Late Adulthood." Journals of Gerontology: Series B 75, no. 6 (January 18, 2019): e69-e77. http://dx.doi.org/10.1093/geronb/gbz006.

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Abstract Objectives A growing body of research has investigated psychosocial predictors of subjective well-being (SWB), a key component of healthy aging, which comprises life satisfaction and affective well-being. However, few studies have examined how executive function (EF)—a collection of adaptive, goal-directed control processes—could affect SWB in middle and late adulthood. Methods By analyzing a nationally representative adult cohort ranging from the early 30s to early 80s from the Midlife Development in the United States 2 study, we examined two potential mediators (i.e., sense of control vs positive reappraisal) that could underlie the relation between EF and SWB. Further, we assessed how these mediational pathways would differ across midlife and older adulthood. Results Our results revealed that sense of control, but not positive reappraisal, significantly mediated the relation between EF and life satisfaction and affective well-being. Moreover, these mediation effects were significantly moderated by age, with more pronounced effects among older adults. Discussion We found that EF in later adulthood facilitates a sense of control over obstacles that interfere with the attainment of goals, which in turn is associated with greater life satisfaction and positive affect. This underscores the role of EF as an increasingly valuable resource that buffers against declines in sense of control and SWB in late adulthood.

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Rosborough, Alessandro (Alex). "Gesture, meaning-making, and embodiment: Second language learning in an elementary classroom." Journal of Pedagogy 5, no. 2 (December 1, 2014): 227–50. http://dx.doi.org/10.2478/jped-2014-0011.

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Abstract The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault’s (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed for their role as mediational tools for meaning making during a math assignment. Analysis of the teacher-student dyad provides insight as to how they moved from simply exchanging answers to using positions and gestures to embody meaning and feelings, thus establishing strategic ways to solve communication problems in the future. A shift to embodying the communication task provided new meanings not previously afforded while sitting at a desk. Combining a Gibsonian (1979) ecological perspective with Vygotskian (1978, 1986) sociocultural theory provides a way to view the role of embodiment in the social practice of second language learning (van Lier, 2004). Findings provide evidence that gesture along with bodily positions and [inter]actions play a central role in this dyadic meaning- making experience. The data demonstrate the interactive nature of the semiotic resources of the activity (i.e., speech, gesture/hands, math graph, whiteboard), with their materialized bodily/speech-voiced acts coinciding with Thibault’s (2004, 2011) explanation of human meaning-making activity as a hybrid phenomenon that includes a cross-coupled relationship between semiotic affordances and physical-material body activity. This perspective embraces Vygotsky’s (1978, 1997a) view of dialectical development including the importance of psychological and materialized-physical tools such as gesture in dealing with language learning processes (McNeill, 2012).

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Extremera, Natalio, Sergio Mérida-López, Nicolás Sánchez-Álvarez, and Cirenia Quintana-Orts. "How Does Emotional Intelligence Make One Feel Better at Work? The Mediational Role of Work Engagement." International Journal of Environmental Research and Public Health 15, no. 9 (September 2, 2018): 1909. http://dx.doi.org/10.3390/ijerph15091909.

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Although previous research has highlighted the association between emotional intelligence (EI) and job satisfaction, the underlying mechanisms remain relatively unexplored. To address this gap, this study examined employee engagement as a potential mediator of the association. A multi-occupational sample of 405 Spanish professionals completed the Wong Law Emotional Intelligence Scale, the Utrecht Work Engagement Scale and an Overall Job Satisfaction Scale as well as providing socio-demographic data. As expected, employees’ EI was positively related to engagement dimensions (vigour, dedication and absorption) as well as overall job satisfaction. Bootstrap estimates from multiple mediation analysis confirmed that employees’ perceived EI was indirectly associated with job satisfaction via vigour and dedication scores, even when controlling for the effects of socio-demographic variables. Similarly, the same pattern was found when multiple mediation was conducted for each EI dimension. Our study contributes to understanding of the processes involved in maintaining and enhancing positive attitudes at work, providing the first, encouraging evidence that work engagement play a role in the EI-job satisfaction link. Our results extend the EI literature by elucidating the pathways through which EI is linked to positive employee attitudes and suggests that intervention programs designed to bolster EI might prove effective at increasing job satisfaction.

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Hartley, Roger, and Glen Varley. "Design and Evaluation of Simulations for the Development of Complex Decision-Making Skills." Industry and Higher Education 16, no. 4 (August 2002): 239–48. http://dx.doi.org/10.5367/000000002101296351.

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The management of large-scale incidents, such as demonstrations that can affect public order, requires complex decision making. In association with the London Metropolitan Police a computer-based simulation (CACTUS) was designed for improving the strategic and tactical management of public order events by senior police officers. It incorporates a digitized map with active (iconized) police, crowd and hostile agents able to navigate the map and interact autonomously in ways that simulate aggression and disorder if the police resources and their instructions are not managed with some skill. Adaptive training scenarios were designed in CACTUS by the trainer/facilitators covering planning, event management and debriefing. An evaluation study collected audio and video records of the training sessions and these data gave useful insights into the decision-making processes and how the CACTUS simulation, through its design features, became a dynamic mediational tool in developing such skills.

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Roisman, Glenn I., R. Chris Fraley, John D. Haltigan, Elizabeth Cauffman, and Cathryn Booth-Laforce. "Strategic considerations in the search for transactional processes: Methods for detecting and quantifying transactional signals in longitudinal data." Development and Psychopathology 28, no. 3 (July 18, 2016): 791–800. http://dx.doi.org/10.1017/s0954579416000316.

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AbstractOver the last four decades the transactional model has emerged as a central fixture of modern developmental science. Despite this, we are aware of no principled approach for determining (a) whether it is actually necessary to invoke transactional mechanisms to explain observed patterns of stability in a given domain of adaptive functioning and (b) the extent to which transactional processes, once identified in aggregate, are accounted for by measured domains with which an aspect of adaptive functioning is theoretically in transaction. Leveraging the fact that transactional mechanisms produce excess stability in an outcome domain above and beyond autoregressive processes, along with the basic logic of mediational analysis, we introduce two novel indexes for studying transactional processes strategically. We apply these metrics to data from the NICHD Study of Early Child Care and Youth Development cohort on mother- and teacher-reported externalizing problems and social competence along with teacher-reported and objective assessments of academic skills acquired in Grades 1, 3, and 5. During this developmental period we find that (a) transactional contributions to stability are strongest for teacher-reported outcomes, next strongest for mother-reported outcomes, and relatively weak for objective assessments of academic skills and (b) observed maternal sensitivity (but not child-reported friendship quality) accounts for a modest proportion of the total transactional effects operative in most of the domains of adaptive functioning we studied. Discussion focuses on extending the logic of our approach to additional waves of measurement.

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Emanuel, Federica, Lara Colombo, Stefania Santoro, Claudio G. Cortese, and Chiara Ghislieri. "Emotional labour and work-family conflict in voice-to-voice and face-to-face customer relations: A multi-group study in service workers." Europe’s Journal of Psychology 16, no. 4 (November 27, 2020): 542–60. http://dx.doi.org/10.5964/ejop.v16i4.1838.

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Professions that involve interaction with customers entail great emotional effort: workers are required to show emotions different from their true feeling and they experienced emotional dissonance and verbal aggression from customers. These job demands can generate discomfort and the effects of emotional labour can “expand” in other life domains. The study investigated the relationship among emotional dissonance, customer verbal aggression, affective discomfort at work and work-family conflict, considering differences between two groups of service workers: call centre agents (CA; N = 507, voice-to-voice relation with customers) and supermarket cashiers (SC; N = 444, face-to-face relation with customers). Results showed that emotional dissonance and customer verbal aggression had a positive relationship with work-family conflict, the mediational role of affective discomfort emerged in both groups; different effects of job demands in subsamples appeared. Suggestions for organisations and work processes emerged in order to identify practical implications useful to support employees in coping with emotional labour and to promote well-being and work-family balance.

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Snow, Catherine E. "The Regrettable Neglect of Affect: Comment on Karin Junefelt's paper." Nordic Journal of Linguistics 13, no. 2 (December 1990): 149–51. http://dx.doi.org/10.1017/s0332586500002213.

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The recent upsurge of attention to Vygotsky's writings in developmental psychology, with their welcome focus on the role of the adult, on interaction and on the connection between communication and cognition constitutes a healthy redress to the Piagetian focus on the autonomous child operating in a world of things and actions rather than a world of people and relationships. In light of the corrective potential of Vygotskian ideas, it is not surprising that they have been embraced widely. Unfortunately, despite the initial appeal of central Vygotskian notions like the zone of proximal development, the intraindividual recapitulation of interindividual processes and the use of language as mediational means, it is very hard to take these notions beyond the status of slogan to the status of explanatory concept. A valuable contribution made by Junefelt in her article “The zone of proximal development and communicative development” is to give concrete examples of how these Vygotskian notions can help us understand a particular domain of development — communication.

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Mathews, Jose. "Entrepreneurial Process: A Personalistic-Cognitive Platform Model." Vikalpa: The Journal for Decision Makers 33, no. 3 (July 2008): 17–34. http://dx.doi.org/10.1177/0256090920080302.

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Entrepreneurship theories and research deal with a variety of behavioural and non-behavioural processes and issues that explain the nature of entrepreneurship in different ways. The advances made in entrepreneurship research now centre on entrepreneurial cognitions, entrepreneurial personality, and motivation even though the other areas of research are not without significance, considering the importance of the field. The personalistic-cognitive platform model proposed accounts for the composite dynamics of the entrepreneurial behaviour that focus on the behavioural dynamics of the entrepreneur. The superimposition of the behavioural processes on the economic/social attributes of the environment gives rise to a platform of personality and cognition that overarches itself to the generalization, prediction, and dynamics of entrepreneurship. The platform is constructed based on the �bricks and mortars� of entrepreneurial syndrome, entrepreneurial motivational dynamics, environmental scanning, decisional processes, and cognitive mediation circumscribed in the entrepreneurial mental model. Entrepreneurial syndrome is formed by the cluster of an array of entrepreneurial traits of venture significance. The syndrome gets manifested as a stable dynamic formation of personality that seeks new ventures and produces goods and services of economic value. Entrepreneurial motivational dynamics unravels the nature of entrepreneurial drive that has push and pull forces that direct the person to different economic realms. The performance motivation of the person is characterized by goal setting, expectancy, and selfefficacy motivation. Together they explain the motivational dynamics of entrepreneurial behaviour that aims to derive something of lasting value. Scanning the environment enables the entrepreneur to distill the trends and the significant attributes that will lay the base of his entire business ventures. The scanned attributes are transformed in the person. As the decisional activity involves the identification of a specific alternative, the complexity that surrounds the selection of an alternative has special place in the entrepreneurial context. In the highly uncertain and novel situation, an entrepreneur is to take causal or effectual decisions. The cognitive mediational activity exemplified in the entrepreneur�s mental model transforms the environmental complexity into useable forms of entrepreneurial outcomes. The cognitive strategies of differing natures help the entrepreneur in bringing about entrepreneurial ventures that are ultimately the products of entrepreneurial cognitions and related personal variables.

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Neves, Regina Da Silva Pina, and Leonardo Gomes Pires. "A Formação para a Docência no Contexto do PIBID1 de Matemática da Universidade de Brasília." Jornal Internacional de Estudos em Educação Matemática 12, no. 2 (September 5, 2019): 191. http://dx.doi.org/10.17921/2176-5634.2019v12n2p191-198.

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Este estudo analisa as produções escritas de escolares da educação básica, elaboradas a partir das atividades desenvolvidas no contexto do PIBID de matemática da Universidade de Brasília, com os seguintes objetivos: 1) compreender os processos de conceituação matemática de escolares da educação básica, revelados em suas produções escritas e, 2) compreender como a análise da produção escrita de escolares da educação básica desenvolve licenciandos para a mediação em processos de conceituação matemática. Participaram do estudo 13 escolares do 3º ano do Ensino Médio (17 anos) de Escola Pública e 1 licenciando de Matemática da UnB (21 anos). Os escolares tiveram encontros semanais de duas horas com o referido licenciando, totalizando 26 horas, em atividades que abordam conceitos de simetria, noções de probabilidade e funções. Os resultados mostraram que os escolares apresentaram escrita matemática e em língua portuguesa incoerentes com o ano escolar em questão e dificuldades conceituais relacionadas aos conceitos abordados. Diante disso, o licenciando desenvolveu novas estratégias metodológicas e o discurso mediacional a fim de auxiliar os escolares na superação das dificuldades, por meio da análise constante da produção escrita revelada nos encontros. Desse modo, a análise da produção escrita de escolares mostrou-se fundamental para o processo de formação inicial em curso.Palavras-chave: Produção Escrita. Formação Inicial. Docência. Matemática.AbstractThis study analyzes the written productions of elementary school students, based on the activities developed in the context of PIBID of Mathematics at the University of Brasilia, with the following objectives: 1) to understand the processes of mathematical conceptualization of primary school students revealed in their written productions e, 2) to understand how the analysis of written production of elementary school students develops the licenciando for mediation in processes of mathematical conceptualization. The study included 13 students from the 3rd year of high school (17 years) of public school and 1 bachelor of mathematics from UnB (21 years). The students had weekly meetings of two hours with the mentioned licenciando, totalizing 26 hours, in activities that approach concepts of symmetry, notions of probability and functions. The results showed that the students presented in mathematical and in Portuguese language incoherent writing with the school year in question and conceptual difficulties related to the concepts addressed. Thus, the licenciando developed new methodological strategies and the mediational discourse in order to help the students in overcoming the difficulties, through the constant analysis of the written production revealed in the meetings. Thus, the analysis of the written production of schoolchildren has proved to be fundamental to the process of initial formation in progress.Keywords: Written production. Inicial formation. Teaching Mathematics.

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