The Positive and Negative Effects of Jealousy on Relationship Quality: A Meta-Analysis

Several theories have been posited regarding the role of jealousy on romantic relationships. However, they differ in terms of predictions which when confirmed has resulted in conflicting results. One way to sort out mixed results is to conduct a meta-analysis. Thus, the current investigations conformed to a meta-analysis of studies wherein the association between jealousy and relationship quality had been examined. In the present investigation jealousy had a negative relationship with relationship quality. Type of jealousy experienced moderated the effect on relationships, with anxious jealousy having a stronger negative relationship. Future directions for research in the field of jealousy and relationships are addressed

Teacher Perceptions of Student Developmental Needs: It’s all Emotional

Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers’ perspectives of students’ needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through attending to personal relationships, creating safe learning spaces, and showing care for students. Teachers’ sources of emotional awareness varied through personal histories and experiences in the profession. Implications for teacher preparation programs are discussed, including the need for greater focus to prepare teachers for the emotion needs of their students

Triad Relationships and Member Satisfaction with Paired Placement of Student Teachers

Abstract: This study determined triad (a mentor teacher and two student teachers) members’ level of satisfaction (LOS) with paired-placement student teaching, focusing on mutuality and homophily to explore how triad relationships were linked to LOS. The constant comparative method was used to code interview transcripts and field notes. Results showed that of the six satisfied triads, five had mutuality, homophily, strong triad cohesion, and collaborative student teachers. Partially satisfied (four) and dissatisfied (two) triads experienced lack of mutuality and homophily, weak triad cohesion, and uncollaborative student teachers. Recommendations include providing formal training about triad relationships, considering mutuality and homophily when making placements, and placing weaker students in a solo experience

A Single Acidic Residue Can Guide Binding Site Selection but Does Not Govern QacR Cationic-Drug Affinity

Structures of the multidrug-binding repressor protein QacR with monovalent and bivalent cationic drugs revealed that the carboxylate side-chains of E90 and E120 were proximal to the positively charged nitrogens of the ligands ethidium, malachite green and rhodamine 6G, and therefore may contribute to drug neutralization and binding affinity. Here, we report structural, biochemical and in vivo effects of substituting these glutamate residues. Unexpectedly, substitutions had little impact on ligand affinity or in vivo induction capabilities. Structures of QacR(E90Q) and QacR(E120Q) with ethidium or malachite green took similar global conformations that differed significantly from all previously described QacR-drug complexes but still prohibited binding to cognate DNA. Strikingly, the QacR(E90Q)-rhodamine 6G complex revealed two mutually exclusive rhodamine 6G binding sites. Despite multiple structural changes, all drug binding was essentially isoenergetic. Thus, these data strongly suggest that rather than contributing significantly to ligand binding affinity, the role of acidic residues lining the QacR multidrug-binding pocket is primarily to attract and guide cationic drugs to the “best available” positions within the pocket that elicit QacR induction

The Effects of Partner Implementation Intentions on Fruit and Vegetable Eating

Rates of obesity and lifestyle related diseases have increased in the last decade, adding strain to the health care system. While research mounts for the protective benefit of a diet rich in fruits and vegetables, the majority of Americans do not consume the recommended amounts. Successful strategies to improve healthy eating have utilized planning and goal setting to increase awareness of opportunities to eat healthy foods. Implementation intentions utilize if-then statements which describe potential situations to perform one\u27s goal behaviors. In order to extend the research on implementation intentions and health behaviors, the role of romantic relationships will be investigated. Eating behavior is often part of a social environment allowing influence from close others to affect our eating choices. Romantic partners play an important role in eating behaviors due to the frequency of eating together and meal planning. Incorporating a partner\u27s presence into implementation intentions to eat healthier was expected to improve the effect of implementation intention interventions. The first study investigated these hypotheses on individuals in relationships in an experimental laboratory-based design. The second experimental study aimed to determine if the benefit of the partner implementation intention intervention on couples requires both partners. Conclusions in each study were limited by methodological and sampling issues that occurred. Study 1 was unable to support the hypotheses due to the sample collected having low intentions to increase their fruit and vegetable eating. Study 2 suffered from unequal means in fruit and vegetable eating at the first session indicating issues with the measure or random assignment. These methodological concerns are discussed and areas for future research are explored

Various Forms of Student Engagement and Student Learning

Previous research indicates that student engagement is multi-dimensional. Numerous engaged or active learning strategies (e.g., think-pair-share, problem-based learning, interactive games) emphasize some dimensions of student engagement but not others. The current project assesses the learning impact of a diversity of active learning strategies employing various dimensions of student engagement within three sections of a course in Social Psychology. Direct assessment of student performance on multiple-choice exams as well as indirect assessment of student preferences for learning activities will be addressed. In this session, participants will review original research on student engagement, receive examples of course activities, evaluate these activities on dimensions of engagement, and review the results of a research project that evaluates the effectiveness of these strategies on student learning