Lexical Derivation of the PINT Taxonomy of Goals: Prominence, Inclusiveness, Negativity Prevention, and Tradition

What do people want? Few questions are more fundamental to psychological science than this. Yet, existing taxonomies disagree on both the number and content of goals. We thus adopted a lexical approach and investigated the structure of goal-relevant words from the natural English lexicon. Through an intensive rating process, 1,060 goal-relevant English words were first located. In Studies 1-2, two relatively large and diverse samples (total n = 1,026) rated their commitment to approaching or avoiding these goals. Principal component analyses yielded 4 replicable components: Prominence, Inclusiveness, Negativity prevention, and Tradition (the PINT Taxonomy). Study 3-7 (total n = 1,396) supported the 4-factor structure of an abbreviated scale and found systematic differences in their relationships with past goal-content measures, the Big 5 traits, affect, and need satisfaction. This investigation thus provides a data-driven taxonomy of higher-order goal-content and opens up a wide variety of fascinating lines for future research

Use of behaviour change techniques in lifestyle change interventions for people with intellectual disabilities: A systematic review

Background: People with intellectual disabilities (ID) experience more health problems and have different lifestyle change needs, compared with the general population. Aims: To improve lifestyle change interventions for people with ID, this review examined how behaviour change techniques (BCTs) were applied in interventions aimed at physical activity, nutrition or physical activity and nutrition, and described their quality. Methods and procedures: After a broad search and detailed selection process, 45 studies were included in the review. For coding BCTs, the CALO-RE taxonomy was used. To assess the quality of the interventions, the Physiotherapy Evidence Database (PEDro) scale was used. Extracted data included general study characteristics and intervention characteristics. Outcomes and results: All interventions used BCTs, although theory-driven BCTs were rarely used. The most frequently used BCTs were ‘provide information on consequences of behaviour in general’ and ‘plan social support/social change’. Most studies were of low quality and a theoretical framework was often missing. Conclusion and implications: This review shows that BCTs are frequently applied in lifestyle change interventions. To further improve effectiveness, these lifestyle change interventions could benefit from using a theoretical framework, a detailed intervention description and an appropriate and reliable intervention design which is tailored to people with ID

The Structure of Temperament and Personality Traits: A Developmental Perspective

In this chapter, we articulate a developmental perspective on personality traits from early childhood through adulthood. In the first section, we address two topics that are fundamental in defining the most important traits at each point in the life span: the relationship between temperament and personality and the methods used to ascertain the structure of traits in the temperament and personality research traditions. We argue in this section that temperament and personality are different ways of describing the same basic traits, with temperament research primarily focused on early-emerging individual differences and personality research focused on individual differences that appear later in childhood and continue into adulthood. In the second section, we describe the current status of the most prominent models of temperament, as well as the most widely-accepted personality trait model, the Big Five. In the third section, we articulate a structural model that integrates contemporary findings on temperament and personality traits from early childhood through adulthood. We use the Big Five trait structure, along with the trait of activity level, to organize this taxonomy. In the fourth section, we discuss the current research on the psychological and biological processes that underlie individual differences in the Big Five traits in childhood and adulthood. In the final sections, we offer concluding thoughts on the nature of personality trait development and suggestions for future research. This is an exciting time in the study of personality in part because of the marked progress in uncovering the basic structure of traits across the lifespan.

Personality profiles of young chess players

Although the game of chess has often featured in psychological research, we know very little about people who play chess, especially about children who take up chess as a hobby. This study presents the personality profiles as measured with the Big Five model (BFQ-C; Barbaranelli et al., 2003) of 219 young children who play chess and 50 of their peers who do not. Children who score higher on Intellect/openness and Energy/extraversion are more likely to play chess while children who score higher on Agreeableness are less likely to be attracted to chess. Boys with higher scores on Agreeableness are less likely to take up chess than boys with lower scores. Considering that girls score higher on Agreeableness, this factor may provide one of the possible reasons why more boys are interested in chess. Although none of the Big Five factors were associated with self-reported skill level, a sub-sample of 25 elite players had significantly higher scores on Intellect/openness than their weaker chess playing peers

Connected Learning Journeys in Music Production Education

The field of music production education is a challenging one, exploring multiple creative, technical and entrepreneurial disciplines, including music composition, performance electronics, acoustics, musicology, project management and psychology. As a result, students take multiple ‘learning journeys’ on their pathway towards becoming autonomous learners. This paper uniquely evaluates the journey of climbing Bloom’s cognitive domain in the field of music production and gives specific examples that validate teaching music production in higher education through multiple, connected ascents of the framework. Owing to the practical nature of music production, Kolb’s Experiential Learning Model is also considered as a recurring function that is necessary for climbing Bloom’s domain, in order to ensure that learners are equipped for employability and entrepreneurship on graduation. The authors’ own experiences of higher education course delivery, design and development are also reflected upon with reference to Music Production pathways at both the University of Westminster (London, UK) and York St John University (York, UK)

Inside the classroom door: Perspective on curriculum, teaching and learning.

This paper is in two parts. First, I will survey some of the major international curriculum scholarship and influences upon New Zealand school curriculum. Second, having provided this broad survey, I will move closer to the classroom to consider contemporary developments in research on learning and teaching, which needs to be considered alongside recent curriculum scholarship, and zuhich may open the way for future research activity. Within the constraints of this paper I can touch on just a little of this vast field