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  1. Artikel ; Online: Using Personal-Disclosure Mutual-Sharing (PDMS) with first-year undergraduate students transitioning to higher education.

    Evans, Andrew L / Slater, Matthew J / Turner, Martin J

    The British journal of educational psychology

    2022  Band 92, Heft 4, Seite(n) 1315–1334

    Abstract: Background: Using Personal-Disclosure Mutual-Sharing (PDMS) with students transitioning to Higher Education (HE) has yet to be researched in education.: Aims: In two studies, we aimed to explore the immediate effects of a Coping Oriented Personal- ... ...

    Abstract Background: Using Personal-Disclosure Mutual-Sharing (PDMS) with students transitioning to Higher Education (HE) has yet to be researched in education.
    Aims: In two studies, we aimed to explore the immediate effects of a Coping Oriented Personal-Disclosure Mutual-Sharing (COPDMS) intervention on first-year undergraduate students' relational and organizational identification, perceived social support availability, and self-efficacy for learning and performance. In our second study, we also aimed to examine student-perceptions of participating in a COPDMS intervention.
    Sample and methods: At the beginning of induction week in both studies, first-year undergraduate students on the same degree programme at a HE provider in England received an education session where COPDMS was introduced. Students participated in a COPDMS session a few days later. During COPDMS sessions, students mutually-shared and disclosed personal information and/or stories relating to transitional experiences.
    Results: Across both studies, students' relational identification with staff and perceived emotional, esteemed, and informational support availability from others on the degree programme significantly increased from pre- to post-COPDMS phases. Findings relating to relational identification with other Year 1 students and perceived availability of tangible support were mixed. No significant changes occurred for organizational identification with the university and self-efficacy for learning and performance. In Study 2, five higher-order themes relating to students' perceptions of COPDMS were found: (1) emotionality; (2) personal development; (3) storytelling; (4) enhanced group processes; and (5) task appropriateness and value.
    Conclusions: Study findings provide evidence that COPDMS is a useful psychological intervention to deliver to students transitioning to HE. Practical considerations, limitations, and future research suggestions are provided.
    Mesh-Begriff(e) Humans ; Disclosure ; Students ; Adaptation, Psychological ; Learning ; Self Efficacy
    Sprache Englisch
    Erscheinungsdatum 2022-04-11
    Erscheinungsland England
    Dokumenttyp Journal Article
    ZDB-ID 1501130-6
    ISSN 2044-8279 ; 0007-0998
    ISSN (online) 2044-8279
    ISSN 0007-0998
    DOI 10.1111/bjep.12502
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  2. Artikel ; Online: University makes me angry: Investigating stimulus-response (S-R) and cognitive-mediation (C-M) emotion beliefs in undergraduate students.

    Turner, Martin J / Boatwright, Daniel / Evans, Andrew L / Garip, Gulcan / Chandler, Charlotte / Chadha, Nanaki J / Wood, Andrew G

    PloS one

    2024  Band 19, Heft 2, Seite(n) e0294777

    Abstract: Emotion regulation through cognitive reappraisal is well-studied, but less so are the predispositional and superordinate beliefs that influence reappraisal. Recently, researchers developed the cognitive mediation beliefs questionnaire (CMBQ), which ... ...

    Abstract Emotion regulation through cognitive reappraisal is well-studied, but less so are the predispositional and superordinate beliefs that influence reappraisal. Recently, researchers developed the cognitive mediation beliefs questionnaire (CMBQ), which measures two emotion beliefs, namely stimulus-response (S-R) generation beliefs and cognitive mediation (C-M) change beliefs. In working populations S-R generation beliefs are inversely related to cognitive reappraisal tendencies and positive mental health, and positively related to emotion reactivity. C-M change beliefs are positively related to cognitive reappraisal tendencies, and inversely related to emotion reactivity and positive mental health. As yet, there is no evidence for the validity of the CMBQ within student samples, or for the associations between its subscales and cognitive reappraisal, emotion reactivity, and positive mental health. Therefore, in the present study the CMBQ is tested for factorial, convergent (associations with cognitive reappraisal), and concurrent (associations with emotion reactivity and positive mental health) validity in a cohort of 621 undergraduate students in the United Kingdom (U.K.). Results indicate support for the factorial and convergent validity of the CMBQ, with mixed evidence for the concurrent validity of the CMBQ. A CM-SR discrepancy score appeared to provide a promising variable when associated with emotion reactivity and positive mental health. The findings are discussed in terms of practical and research implications of the findings.
    Mesh-Begriff(e) Humans ; Universities ; Emotions/physiology ; Anger ; Students/psychology ; Cognition/physiology
    Sprache Englisch
    Erscheinungsdatum 2024-02-14
    Erscheinungsland United States
    Dokumenttyp Journal Article
    ZDB-ID 2267670-3
    ISSN 1932-6203 ; 1932-6203
    ISSN (online) 1932-6203
    ISSN 1932-6203
    DOI 10.1371/journal.pone.0294777
    Datenquelle MEDical Literature Analysis and Retrieval System OnLINE

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  3. Artikel: Implementing a social identity approach for effective change management

    Slater, Matthew J / Evans, Andrew L / Turner, Martin J

    Journal of change management : an international journal Vol. 16, No. 1 , p. 18-37

    2016  Band 16, Heft 1, Seite(n) 18–37

    Verfasserangabe Matthew J. Slater, Andrew L. Evans and Martin J. Turner
    Schlagwörter Group dynamics ; leadership ; vision ; cognitive appraisal ; social identity theory
    Sprache Englisch
    Verlag Routledge
    Erscheinungsort Abingdon
    Dokumenttyp Artikel
    ZDB-ID 2229279-2 ; 2039616-8
    ISSN 1479-1811 ; 1469-7017
    ISSN (online) 1479-1811
    ISSN 1469-7017
    Datenquelle ECONomics Information System

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