Volume 56 - Monograph, No. 1, Spring 2019 | Psychology and Education Journal

Preschool Teachers� Subjective Theories about Family Discipline in Eight Public and Private Schools in Chile by Pablo J. Castro, Valentina Jim�nez, Francisca Olivares, Damarys Rivas, Eric Trujillo & David Cuadra-Mart�nez

Abstract

This article presents the main results of a qualitative study intended to describe and interpret preschool teachers� Subjective Theories (STs) about family discipline. Episodic interviews were conducted with 8 preschool teachers from 4 low-SES (socioeconomic status) and 4 high-SES educational centers in the Coquimbo region, who were divided into 2 age groups. The data were analyzed using some grounded theory procedures. The results obtained, based on the STs held by the participating teachers, revealed what they believe about the way in which parents and/or caregivers exert discipline nowadays, along with the main factors that influence this issue. The discussion analyzes the impact of these subjective theories as regulators of their educational practices, considering their explanatory power and orientation towards action.

Moral Credentialing and Ethical Decision-making by Cheryl K. Stenmark, Crystal M. Kreitler, & Robert A. Miller

Abstract

Moral credentialing, affirming one�s prosocial values, has been demonstrated to influence ethical behavior and attitudes, but its effect on ethical cognition is yet unknown. For this study, participants analyzed an ethical dilemma using a cognitive tool, expressive writing, or a control task, and participants either engaged in a moral credentialing task or did not. Responses were analyzed to determine how ethical cognition is impacted by moral credentialing. Participants in the cognitive tool group performed better on indices of ethical decision-making than participants in the other cognitive technique groups. However, moral credentialing did not have significant impact on the cognitive processes examined, despite manipulation checks which revealed that the moral credentialing manipulation had its intended effect. Implications are discussed.

Preschool Teachers� Subjective Theories about Family Discipline in Eight Public and Private Schools in Chile by Pablo J. Castro, Valentina Jim�nez, Francisca Olivares, Damarys Rivas, Eric Trujillo, & David Cuadra-Mart�nez

Abstract

The Neurobiological Basis of Learner�s Attention Dysfunction and its Relationship with Myers Briggs Personality Type by Emad Ata Shahrori

Abstract

The study explored the neurological basis of learners for attention dysfunction and its relationship with the Myers Briggs Personality Type. The study solely focused on university students in United Arab Emirates (UAE). The sample was 75 university students (47 males and 28 females). Distraction level was found to be 52.9% in males, and 47.1% in females associated with student�s personality type and learning. Most of the males (53.1%) and females (46.9%) disagreed when asked about them seeking help from others. Based on different personality indicators, the study concluded that there is a significant relationship of learner�s or individual�s attention dysfunction based on the Myers Briggs Personality Type.

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Urgent Regarding ISSN Update

Announcement Date: April 20, 2021

Dear Authors and Researchers,
We would like to inform you that the U.S. ISSN Center at the Library of Congress has confirmed that the correct ISSN number of the Journal Psychology and Education is ISSN 1553-6939. This ISSN is to be used instead of ISSN 0033-3077 which is the ISSN that belongs to the former title, “Psychology.” Each time a journal undergoes a major change of title a new ISSN is assigned. Psychology and Education also has been assigned a Linking ISSN (ISSN-L). The ISSN-L is available for use when there is a need to identify and link to a continuing resource without regard to format, for example in services such as OpenURL, library catalogues, search engines or knowledge bases. The next issue of Psychology and Education will be published with ISSN 1553-6969. But the previous ISSN will be also available in the ISSN Portal to retrieve the record for Psychology because it remains the identifier for the former title Psychology and the articles published under that title.

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Announcement Date: January 11, 2021

Note: Dear Authors and researchers, We found that some of the organizations or individuals are giving fake acceptance letters on behalf of the journal "PSYCHOLOGY AND EDUCATION" and they are illegally using the logo and signature of the editor. We suggest you to alert from such agents or organizations. We are not responsible for any acceptances provided by any agents regarding journal. Also journal will not take any responsibility for payments made to any such acceptances to third parties, agents or conferences.

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Announcement Date: December 23, 2020

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