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Sökning: WFRF:(Cazan Ana Maria)

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1.
  • Ruggeri, Kai, et al. (författare)
  • The globalizability of temporal discounting
  • 2022
  • Ingår i: Nature Human Behaviour. - : Springer Nature. - 2397-3374. ; 6:10, s. 1386-1397
  • Tidskriftsartikel (refereegranskat)abstract
    • Economic inequality is associated with preferences for smaller, immediate gains over larger, delayed ones. Such temporal discounting may feed into rising global inequality, yet it is unclear whether it is a function of choice preferences or norms, or rather the absence of sufficient resources for immediate needs. It is also not clear whether these reflect true differences in choice patterns between income groups. We tested temporal discounting and five intertemporal choice anomalies using local currencies and value standards in 61 countries (N = 13,629). Across a diverse sample, we found consistent, robust rates of choice anomalies. Lower-income groups were not significantly different, but economic inequality and broader financial circumstances were clearly correlated with population choice patterns. Ruggeri et al. find in a study of 61 countries that temporal discounting patterns are globally generalizable. Worse financial environments, greater inequality and high inflation are associated with extreme or inconsistent long-term decisions.
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2.
  • Schad, Elinor, et al. (författare)
  • School Psychologists’ Assessment of the Use of Psychological Knowledge in Schools: Development of the Use of Psychological Constructs in Schools
  • 2022
  • Konferensbidrag (refereegranskat)abstract
    • Teaching and learning could be guided by psychological knowledge to a larger extent. The aims of this study were to examine school psychologists’ (N = 117) assessments of how psychological constructs related to learning are being used by teachers in Swedish schools. In addition, we aimed to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study where we used as a base the theoretical framework suggested by the APA Coalition for Psychology in Schools and Education. In this framework divided into five domains: thinking and learning, motivation, social emotional factors, classroom Management, and assessment, twenty central principles from psychology important for learning are constructed constituting a foundation for the survey design. The results, as measured with the instrument Use of Psychological Constructs in Schools (UPCS), revealed three main findings: (a) social and emotional factors were rated as less practiced than other investigated areas, with the principle of social context being especially low, (b) traditional teaching techniques were seen as being more present than psychological concepts such as emotion regulation and positive reinforcement, and (c) school psychologists perceived themselves as having a fair insight into teachers’ educational practice. The study contributes to the literature by providing a school psychologist perspective on the use of psychological knowledge in schools.
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