A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal 31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management, learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to explain variances among the growth curves.

/pdf/evaluation-of-a-classroom-based-training-to-improve-self-1uznqs440b.pdf

Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders

The sentence completion method of projective testing encompasses a wide variety of tests, all of which share a common format. In each instance, individuals being studied by this method are required to complete a number of sentence stems which are presented to them. Since the origination of this testing technique, a great many stems have been used, various methods of administration have been attempted, and a good deal of diversity has developed in the interpretation of the resulting material. The ease with which a sentence completion test can be constructed has proven to be both one of the strengths and one of the weaknesses of this method. Since the generation of the stems is not complicated, a great many sentence completion tests have been authored. While this often leads to the valid use of a test for the particular question it has been designed to answer, the number of such instruments has precluded the development of an extensive body of literature on a single sentence completion test. Without one dominant test on which to focus, it has been deemed expedient to deal with the method in general for the first part of this chapter. This is then followed by the specifics of a number of the most popular sentence completion tests in clinical use.

The Sentence Completion Method

PitkAnen, L. An aggression machine. II. Interindividual differences in the aggressive defence responses aroused by varying stimulus conditions. Scand. J. Psychol., 1973, 14, 65–74.-The subjects, six aggressive and nonaggressive groups of ten 9-year old boys, selected by rating method, were tested with an “aggression machine” (PAM) constructed by the writer. The varying stimulus conditions included two situations of impulsive aggression and six variations of specified attackers. The results showed that (1) the larger part of the variance of the intensity of aggression in the PAM was accounted for by the situational variations than by interindividual differences in coping with thwarting situations as measured by a rating method. (2) The overtly aggressive boys showed strong discrimination between the situations, while the overtly nonaggressive boys were quite insensitive to situational variations. (3) The intensity of aggressive defence towards a boy of the same age correlated most highly with rated aggressiveness. (4) The latency, duration, and number of aggressive responses did not vary as easily as the intensity according to situations.

An aggression machine. II. Interindividual differences in the aggressive defence responses aroused by varying stimulus conditions.

The projective methods which but a few years ago were greeted with hopeful acceptance, today are so embroiled in controversy that it may be said that they are in crisis. Clinical psychologists and certainly the users of projective methods, have concentrated on intrapsychic dynamics to the exclusion of social and cultural variables. Some psychologists feel that environmental and cultural factors have a differential effect on the responses themselves. The position people take on the relative contribution of personality and environment to the projective responses of individuals with divers social and cultural backgrounds, definitely influences our interpretations and our research with projective data. Most users of projective techniques insist that understanding is basic to all our other goals. As a corollary the projective methods which are often involved in the clinical studies, are termed invalid as tools of prediction. The stimulus attributes of projective material have received much experimental attention.

Projective techniques in crisis.

The interaction of cue relevance and ambiguity was studied. Ss high or low in self-reported hostility were administered 8 T A T cards, half of which were high in hostility cue relevance, half low. Half of each subset, in turn, was high in ambiguity, half low. Highly relevant cards tended to elicit more aggressive content than low relevant cards, and stories to ambiguous cards tended to contain more aggressive themes than unambiguous ones, independent of hostility relevance. Hostile Ss tended to be best discriminated from non-hostile Ss on highly relevant cards, where they responded with more aggressive themes. Results were contrasted with previous findings and it was concluded that consistent with findings where hostility is defined by observation or arousal, highly relevant cues are most sensitive to hostility level. While greater expression of negative content, increments in ambiguity did not add to the sensitivity of the stimuli.

The effect of cue Relevance, Ambiguity, and self-reported hostility on tat responses

An investigation of the relation between aggressive fantasy and aggressive behavior in normal 10- and 13-year-old boys was conducted. A peer-rating technique was used to assess aggressive behavior, and three different projective tests (the Rosenzweig P-F Test, the TAT and the Rorschach) were used to elicit aggressive fantasy. The TAT cards were chosen with particular reference to their aggressive stimulus relevance. The results supported the assumption that stimulus factors affect the relation between fantasy and behavior, showing that of the three projective tests only the Rorschach has a direct relation to overt behavior, and that in the case of the TAT only Card 18BM, classified as having high aggressive stimulus relevance, differentiates significantly between children who are and children who are not behaviorally aggressive with regard to the amount of aggressive fantasy expressed.

Stimulus Factors in the Relation between Fantasy and Behavior

Summary The qualitative aspects of the content of Rorschach responses of normal 10-and 13-year-old boys have been analysed in order to determine whether significant changes occur between the two age levels. The results show that such changes do occur, and an attempt was made to relate the changes in response content to theories of child development. It was argued that the material is of value not only in corroborating present theory, but also in illustrating areas of development which have so far received limited attention.

Rorschach content as a means of studying child development.

Summary The levels-hypothesis appears to be derived from psychoanalytic theory, and in its most popular interpretation is concerned with levels of consciousness. However, it is argued that a gradient of consciousness has no application to projective techniques, essentially because there are no principles of differentiation. It is for this reason that the studies which have been done have concerned themselves with such concepts as pathology, concepts which have a tenuous relation to the original levels-hypothesis. The paper has proposed that consciousness in the sense of awareness can more meaningfully be applied to projective material, and that when it is used in this sense a levels-hypothesis can be derived which is both testable and has an adequate rationale.

The levels hypothesis: a re-examination and reorientation.

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Stimulus Factors in the Relation between Fantasy and Behavior

Rorschach content as a means of studying child development.

The levels hypothesis: a re-examination and reorientation.