Böcker utgivna av Tiwari

Empowerment and demographic outcomes has grown, despite the increase in empowermentresearch, findings on the relationship between empowerment and demographic indicators areinconsistent. Particularly in the health and mortality literature, this inconsistency is due to severalfactors, including differing definitions, measures, and social contexts of empowerment. Theinclusion of social networks and social institutions may better inform the definitions andmeasurement of empowerment. Data for this study comes from the 2004 Malawi Demographicand Health Survey from 5,982 mothers with 8,286 infants and children. Multivariate logistichazard models, conducted separately for infants and children, investigate how demographic,socioeconomic, proximate, and empowerment measures are related to child mortality. Resultsshow that household wealth is an important factor related to both infant and child mortality. Forchildren, this relationship is mediated by other demographic factors. For both infants andchildren, being born to a mother who is divorced increases the odds of death (although this ismediated by birth characteristics for infants). (decision-making about visiting family or friends and control over contact with family) is animportant factor related to mortality. For children, if the final say about health care decisions aremade by the husband (or someone else), the likelihood of mortality increases. However, despitethese significant findings, the majority of empowerment measures are not significantly related toboth infant and child mortality.

The purpose of this study was to provide a new framework of team leadership in sport. More specifically, the aim was to examine a functional leadership paradigm in sport where full range of leadership behaviors by the coach and by the collective athletes influence team cohesion, and thereby increase the likelihood of team goal achievement. Data were utilized from 518 NCAA Division I-III athletes from 36 softball teams and 13 baseball teams. The participants completed the Multifactor Leadership Questionnaire (Avolio & Bass, 2004), the Team Multifactor Leadership Questionnaire (Avolio & Bass, 1996), the Group Environment Questionnaire (Carron, Brawley, & Widmeyer, 1985), and the Team Outcome Questionnaire that was created for this study. Structural equation modeling was used to assess the relationships among the variables in the model. The results indicated that the original hypothesized model did not fit the data, but an acceptable alternative model was found which included transformational leadership and two transactional leadership variables as three separate leadership styles influencing perceptions of cohesion. It was discovered that transformational leadership had a significant positive effect on cohesion, which in turn appeared to have a significant positive effect on goal achievement. The author discusses a potentially fruitful direction in the examination of team leadership, within which the first step would involve a closer examination of measurement of coach leadership, team leadership, and cohesion.

Children's emergent literacy skills have been found to be predictive of concurrent andsubsequent academic achievement. Proponents of a nurture-driven approach to learning posit thatchildren's linguistic competencies are associated with the quantity and richness of language inputthat they receive from primary caregivers. The primary goal of this study was to investigate thelongitudinal relations between the properties of parent language addressed to children when theywere 3 years old and children's emergent literacy skills (vocabulary, grammar, and phonologicalawareness) a year later. This study also examined longitudinal continuity of children's emergentliteracy skills and explored how two different types of parent language input (contextualized anddecontextualized) predict children's outcomes.Participants included 69 parent-child dyads from diverse socio-economic and ethnic backgrounds. Participants were audio-recorded at home during completion of two semi- structured tasks: conversation about past events and free play. Parent and child verbal communication was transcribed, coded and analyzed. About a year later, participating children were assessed using a battery of standardized tests measuring vocabulary, grammatical skill, and phonological awareness skills.

Collegiate athletes experience mental health concerns at similar rates to non-athletestudents, however, the student-athlete population underutilizes professional mental health helpwith only 10% of those in need seeking services. Criticisms of the extant research on studentathletemental health help-seeking include studies that lack theoretical guidance, andconvenience samples who are not experiencing a mental health issue. The aim of this study wasto conduct a theoretically driven investigation assessing factors of help-seeking associated withthe Health Belief Model and Reasoned Action Approach while sampling student-athletes whoidentified as currently experiencing a personal or emotional health concern. More specifically,the purpose of this study was to investigate which factors of help-seeking behavior predict thelikelihood that a student-athlete will seek professional help, and to identify the differences inhelp-seeking factors between student-athletes with a lower likelihood of seeking help comparedto those with a higher likelihood of seeking help. Participants were 269 NCAA student-athleteswho completed an online survey assessing factors related to their help-seeking behavior. Amultiple liner regression reveled that perceived benefits, perceived susceptibility, and perceivedattitudes factors were significant predictors of the likelihood that a student-athlete would seektreatment. Results from a one-way MANOVA showed significant differences between the lowerlikelihood and the higher likelihood of seeking help group on the perceived seriousness,perceived susceptibility, perceived benefits, instrumental barriers, stigma-related barriers, andthe perceived attitudes factors. Additional information gathered in this study suggests the mostfrequently reported factors which prevented student-athletes from seeking help include a beliefthe issues they are experiencing is not that serious, or a desire to seek help from a source otherthan a mental health professional. Findings from this study have implications for athleticdepartments, campus counseling centers, and future interventions designed to enhance mentalhealth help-seeking.

Perceiving our world is an active process. We actively explore and investigate theenvironment rather than passively registering the objects and events we encounter. Ourperception and attention reflect our moods, expectations, and beliefs. Recent evidence supportingthis approach comes from studies that focus on the impact of individual differences on humanperception and attention. Characteristics about the world we live in, such as culture or religion,may drive these differences in perception and attention. One of the ways these differences havebeen looked at is by examining executive functioning. Inhibitory control, the ignoring ofirrelevant information, is an important component of executive functioning. The Simon, Flanker,and Stroop tasks are all common measures of inhibitory control. They all require to some degreethe inhibition of irrelevant information when selecting an appropriate response to stimuli.Previous research has indicated differences in cognitive functioning for those of differentpolitical beliefs. Differences are seen in perception of multi-level stimuli in people of differentcultures and religions and for people with different political leanings. Previous research hasfound similar differences in performance on a measure of executive functioning for people ofdifferent religions. The expected effects for the Simon and Flanker task were found in thissample; however, differences in the size of the Simon and Flanker effect were not found in thissample for those of different religious beliefs or political beliefs.

The coexistence of extraordinary gifts and exceptional impairment residing within the same individual is an inherently curious contradiction. Empirical research on gifted students with one or more disabilities, termed twice-exceptional, is limited. The purpose of this investigation was to explore the role of twice-exceptionality on key constructs related to identity development and self-regulation. This study examined developmental changes in students' self-esteem ratings and locus of control ratings from eighth grade through twelfth grade, and compared students identified as twice-exceptional with their peers who were identified as gifted only, disability only, or non-identified (ie, a group of "typical" students). Participants were sampled from an existing dataset - the National Educational Longitudinal Study. Measures included questionnaire items adapted from the Rosenberg Self-Esteem Scale (1965), and from Rotter's Internality- Externality Scale (1966). Results of a two-way mixed design MANOVA revealed no differences between groups on a combination of self-esteem and locus of control ratings, meaning that developmental patterns over time were similar across all ability classifications. Students in the gifted-only group reported the highest levels of self-esteem and the most internalized locus of control, whereas students in the disability-only group reported the lowest self-esteem and most externalized locus of control. Significant differences were revealed between average ratings of twice-exceptional students and ratings of their peers. This manuscript concludes with a discussion of the study's limitations, implications drawn from the study's findings, and directions for future research.

This research examined the increased tendency towards suicidality in cisgender LGB college students as compared to their cisgender heterosexual counterparts. The responses of 1.503 LGB college students to a survey distributed by the National Research Consortium of Counseling Centers in Higher Education (RC) in 2011 were analyzed. Given the increased propensity toward suicidal distress in LGB college students, this struly sought to elucidate the mechanics by which suicidality evolves in this population. The objective of this project was to determine whether nunority stress factors (sexual orientation concerns, discrimination, victimization, and campus. climate) have a relationship with suicidal ideation in LGB college students as mediated by the interpersonal factors of thwarted belongingness, perceived burdensomeness, and sense of coherence. This project rested relationships drawn from the minority stress model, the interpersonal theory of suicide, as well as sense of coherence to understand their impact on the intensity of suicidal ideation in LGB college students. It was found that the stressors of sexual orientation concerns, victimization, and discrimination acted directly on thwarted belongingness and perceived burdensomeness. In addition, the stressors indirectly influenced suicidality through thwarted belongingness and perceived burdensomeness. Campus climate was found to be a protective factor for LGB students. Sense of coherence was not only a mediator of the stress factors, but also had a direct negative effect on thwarted belongingness and perceived burdensomeness. Implications for higher education administrators and campus mental health professionals, as well as directions for future research are also discussed.

Participation in elite level sport requires being subjected to considerably stressful trainingand competition environments. Psychological skills and mindfulness have been demonstrated toenhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aidpractitioners in developing holistic, more psychologically well-adjusted student-athletes. Tomeet this end, 222 current NCAA Division I fall and winter sport athletes representing sixdifferent sports completed the Mental Health Continuum -Short Form (Keyes et al., 2008), SportMental Health Continuum -Short Form (Foster & Chow, 2016), Ottawa Mental SkillsAssessment Tool-3 (Durand-Bush et al., 2001), Mindfulness Inventory for Sport (Thienot et al.,2014), and the Athletic Identity Measurement Scale (Brewer et al., 1993). Path analysis indicatedthat both psychological skills and mindfulness had significant moderate direct effects on sportwell-being; however, only mindfulness was shown to have a significant moderate direct effect onglobal well-being. Correlational data indicated foundational skills and somatic skills, specificallyself-confidence, relaxation, and activation, to be the most salient psychological skills for sportwell-being and global-well. Nonjudgmental acceptance was the most salient mindfulness skill, asit had a moderate causal path to sport well-being and a strong causal path to global well-being.The practical implications of the findings include evidence for the importance of developingthese skills in college athletes to enhance their sport well-being and global well-being.