The role of receptivity in the courtship behavior of Podocnemis erythrocephala in captivity

The courtship behavior of Podocnemis erythrocephala (Red-headed Amazon River Turtle) in captivity was studied to examine female receptivity and male response to female rejection. We observed 20 females and 39 males in 150 sessions (3–6 h/day for a total of 450 h). In 36% of the trials, there was no interaction between males and females, and 20% of the trials resulted in copulations. All males introduced into tanks approached females, and eventually there was aggression among the males. In 48% of the experiments, females also searched for or approached males. When males initially approached females, they either accepted the male’s advances (14%), rejected the male passively (38%), or rejected the male aggressively (48%). In 86% of the cases where males were rejected, 4% attempted to approach females again, and in 51% they were ultimately successful

SLE in Kenyan slum communities : development of the concept

A pilot measure of subjective legal empowerment (SLE) based on self-efficacy theory was implemented in two slum areas of Nairobi (Kibera and Kamukunji) to examine the structure of SLE mea- sured, and the discrimination between measures. The measure examined five types of legal problem (domains) in these communities both globally and through investigation of seven tasks that might be needed to solve the problem. Principal component analysis indicates that both the five domains and the seven tasks are accessing different constructs. Respondents clearly distinguished between different problem domains, as well as between tasks both within and between domains. These results support the model of SLE and highlight the need for further investigation of the constructs underlying such SLE evaluations

The Role of Age and Occupational Future Time Perspective in Workers’ Motivation to Learn

The purpose of this paper is to better understand the relationship between employees’ chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with expectancy-value and self-efficacy theories, motivation to learn was operationalized as employees’ learning motivational beliefs (i.e., learning self-efficacy and learning value). To test our model, survey data were obtained from 560 workers between the ages of 21 to 64 years. Results demonstrated the importance of taking workers’ occupational future time perspective into account to explain relationships between age and learning motivational beliefs