3MT3: Midterm 1
Validity (predictor vs. criterion) Content-Related Evidence: education; construct underrepresentation (does it test all imp elements) or construct-irrelevant variance (rely on wrong)? How to know?: are there separate factors and own expert judgement? / Criterion-Related Evidence: make a prediction (predictive validity evidence) high school predicts uni gpa? Concurrent validity evidence: 2 things happening at same time; small sample represents overall? / Validity coefficient: tend to not be high
psych pos approach
POSITIVEAPPROACH
A1 – Acknowledgement Of Free Will
The positive acknowledges that we have free will, rather than being determined by internal/external factors
We have the ability to choose, grow, and respond actively to events around us
Since we have control over our own behaviour, happiness is accessible to us all
As humans, we are self-directing and adaptive. So, a good life can be experienced if we use our strengths and virtues to enhance our lives
A2 – Authenticity of goodness and excellence
According
research method
1. | attrition | the loss of participants in the course of a study when they fail to complete it | ||
2. | contamination | occurs when knowledge, services, or other experiences intended for one group are unintentionally received by another group (when future participants learn information from previous participants that they are not supposed to know until after data collected is completed) | ||
3. | efficiency assessment | in program evaluation, the process of weighing the program’s benefits and effectiveness in relation to | ||
psych
Fixed mindsets = people who believe their intelligence is set in time, they think their intelligence is carved in stone and they wonder “if they have enough of it” Growth mindsets = people who believe their knowledge is always expanding and growing as they continue learning throughout their life. Scientific studies show that people with different learning styles perform better on an exam when presented one way or the other. If learning styles are limiting learning at all it’s because we believe/
Read Moreadolescence
OBJECTIVES OF ADOLESCENCE
To develop emotional and cognitive abilities. Young humans have access to abstract thinking and reflexive knowledge.
To build a personal identity, integrating and accepting their body image, have expectations and future projects. This includes accepting puberty’s physical changes, redefining familiar relationships, achieve emotional independence and a sexual identity.
To acquire new social abilities (relations with other classmates and adults), an
Experiencing Positive Emotions
Chapter 7: Experiencing Positive Emotions
> When it comes to flourishing as human beings, what often takes center stage is our ability to feel positive emotions.
¨One of the core elements of flourishing is the study of positive emotions (PERMA).
Positive Emotions: a wide range of pleasant emotions in the past, present, and future; being able to know what it is to be happy and to experience an enduring sense of well-being.
Two ways of smiling:
- Duchenne smile: a full-face
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