Personality antecedents of challenge and threat appraisal

2021 ◽  
Author(s):  
Joe Tomaka ◽  
Dejan Magoc
Keyword(s):  
Threat Appraisal ◽  
Challenge And Threat

scholarly journals Trait attributions and threat appraisals explain why an entity theory of personality predicts greater internalizing symptoms during adolescence

2021 ◽  
pp. 1-11
Author(s):  
Eunjin Seo ◽  
Hae Yeon Lee ◽  
Jeremy P. Jamieson ◽  
Harry Reis ◽  
Robert A. Josephs ◽  
...  
Keyword(s):  
High School ◽  
Internalizing Symptoms ◽  
Implicit Theories ◽  
Integrative Model ◽  
First Year ◽  
Negative Consequences ◽  
Entity Theory ◽  
Multiple Datasets ◽  
Threat Appraisals ◽  
Challenge And Threat

Abstract Adolescents who hold an entity theory of personality – the belief that people cannot change – are more likely to report internalizing symptoms during the socially stressful transition to high school. It has been puzzling, however, why a cognitive belief about the potential for change predicts symptoms of an affective disorder. The present research integrated three models – implicit theories, hopelessness theories of depression, and the biopsychosocial model of challenge and threat – to shed light on this issue. Study 1 replicated the link between an entity theory and internalizing symptoms by synthesizing multiple datasets (N = 6,910). Study 2 examined potential mechanisms underlying this link using 8-month longitudinal data and 10-day diary reports during the stressful first year of high school (N = 533, 3,199 daily reports). The results showed that an entity theory of personality predicted increases in internalizing symptoms through tendencies to make fixed trait causal attributions about the self and maladaptive (i.e., “threat”) stress appraisals. The findings support an integrative model whereby situation-general beliefs accumulate negative consequences for psychopathology via situation-specific attributions and appraisals.

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals Greywater characterization and handling practices among urban households in Ghana: the case of three communities in Kumasi Metropolis

2017 ◽  
Vol 76 (4) ◽  
pp. 813-822 ◽  
Author(s):  
Bismark Dwumfour-Asare ◽  
Philomina Adantey ◽  
Kwabena Biritwum Nyarko ◽  
Eugene Appiah-Effah
Keyword(s):  
Oxygen Demand ◽  
Biological Processes ◽  
Organic Micropollutants ◽  
Salmonella Spp ◽  
Urban Households ◽  
Challenge And Threat ◽  
Average Water ◽  
Per Capita ◽  
Handling Practices ◽  
Greywater Reuse

Greywater management in Ghana receives little or no attention although untreated greywater is associated with environmental and public health risks. This paper assesses greywater characteristics and handling practices among urban households in three selected communities in Kumasi, the second largest city of Ghana. The study involved in-depth surveys (interviews and observations) with 90 households, and collection of 18 greywater samples from nine greywater sources for laboratory analysis. Average greywater generation is 43.36 ± 17 litres per capita per day, equivalent to 36% of average water consumption. Greywater is untreated before disposal (≈99%), and disposal is mainly (89%) into drains and onto streets. Biochemical oxygen demand (BOD) and chemical oxygen demand (COD) levels are high but give very low BOD/COD ratios (0.20 ± 0.07) indicating a very low biodegradability potential. Nutrient levels are high: 12 times (P) and 30 times (N) in excess of standard discharge limits. Other contaminants detected are heavy metals (Fe, Pb, Zn and Cd), microbes (total coliforms, Escherichia coli and Salmonella spp.), and organic micropollutants – benzalkonium chloride, parabens (methyl and propyl), sodium benzoate and hypochlorite – and details of the levels are discussed in the paper. Greywater reuse could be useful for biomass production, but it also presents a challenge and threat to natural biological processes and water sources.

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