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Ruggeri, K., Panin, A., Vdovic, M., Većkalov, B., Abdul-Salaam, N., Achterberg, J., Akil, C., Amatya, J., Amatya, K., Andersen, T. L., Aquino, S. D., Arunasalam, A., Ashcroft-Jones, S., Askelund, A. D., Ayacaxli, N., Bagheri Sheshdeh, A., Bailey, A., Barea Arroyo, P., Basulto Mejía, G., Benvenuti, M. and 151 moreRuggeri, K., Panin, A., Vdovic, M., Većkalov, B., Abdul-Salaam, N., Achterberg, J., Akil, C., Amatya, J., Amatya, K., Andersen, T. L., Aquino, S. D., Arunasalam, A., Ashcroft-Jones, S., Askelund, A. D., Ayacaxli, N., Bagheri Sheshdeh, A., Bailey, A., Barea Arroyo, P., Basulto Mejía, G., Benvenuti, M., Berge, M. L., Bermaganbet, A., Bibilouri, K., Bjørndal, L. D., Black, S., Blomster Lyshol, J. K., Brik, T., Buabang, E. K., Burghart, M., Bursalıoğlu, A., Buzayu, N. M., Čadek, M., De Carvalho, N. M., Cazan, A.-M., Çetinçelik, M., Chai, V. E., Chen, P., Chen, S., Clay, G., D’Ambrogio, S., Damnjanović, K., Duffy, G., Dugue, T., Dwarkanath, T., Envuladu, E. A., Erceg, N., Esteban-Serna, C., Farahat, E., Farrokhnia, R. A., Fawad, M., Fedryansyah, M., Feng, D., Filippi, S., Fonollá, M. A., Freichel, R., Freira, L., Friedemann, M., Gao, Z., Ge, S., Geiger, S. J., George, L., Grabovski, I., Gracheva, A., Gracheva, A., Hajian, A., Hasan, N., Hecht, M., Hong, X., Hubená, B., Ikonomeas, A. G. F., Ilić, S., Izydorczyk, D., Jakob, L., Janssens, M., Jarke, H., Kácha, O., Kalinova, K. N., Kapingura, F. M., Karakasheva, R., Kasdan, D. O., Kemel, E., Khorrami, P., Krawiec, J. M., Lagidze, N., Lazarević, A., Lazić, A., Lee, H. S., Lep, Ž., Lins, S., Lofthus, I. S., Macchia, L., Mamede, S., Mamo, M. A., Maratkyzy, L., Mareva, S., Marwaha, S., McGill, L., McParland, S., Melnic, A., Meyer, S. A., Mizak, S., Mohammed, A., Mukhyshbayeva, A., Navajas, J., Neshevska, D., Niazi, S. J., Nieves, A. E. N., Nippold, F., Oberschulte, J., Otto, T., Pae, R., Panchelieva, T., Park, S. Y., Pascu, D. S., Pavlović, I., Petrović, M. B., Popović, D., Prinz, G. M., Rachev, N. R., Ranc, P., Razum, J., Rho, C. E., Riitsalu, L., Rocca, F., Rosenbaum, R. S., Rujimora, J., Rusyidi, B., Rutherford, C., Said, R., Sanguino, I., Sarikaya, A. K., Say, N., Schuck, J., Shiels, M., Shir, Y., Sievert, E. D. C., Soboleva, I., Solomonia, T., Soni, S., Soysal, I., Stablum, F., Sundström, F. T. A., Tang, X., Tavera, F., Taylor, J., Tebbe, A.-L., Thommesen, K. K., Tobias-Webb, J., Todsen, A. L., Toscano, F., Tran, T., Trinh, J., Turati, A., Ueda, K., Vacondio, M., Vakhitov, V., Valencia, A. J., Van Reyn, C., Venema, T. A. G., Verra, S. E., Vintr, J., Vranka, M. A., Wagner, L., Wu, X., Xing, K. Y., Xu, K., Xu, S., Yamada, Y., Yosifova, A., Zupan, Z., & García-Garzon, E. (2022). The globalizability of temporal discounting. Nature Human Behaviour, 6, 1386-1397. doi:10.1038/s41562-022-01392-w.
Abstract
Economic inequality is associated with preferences for smaller, immediate gains over larger, delayed ones. Such temporal discounting may feed into rising global inequality, yet it is unclear whether it is a function of choice preferences or norms, or rather the absence of sufficient resources for immediate needs. It is also not clear whether these reflect true differences in choice patterns between income groups. We tested temporal discounting and five intertemporal choice anomalies using local currencies and value standards in 61 countries (N = 13,629). Across a diverse sample, we found consistent, robust rates of choice anomalies. Lower-income groups were not significantly different, but economic inequality and broader financial circumstances were clearly correlated with population choice patterns. -
Hogekamp, Z., Blomster, J. B., Bursalioglu, A., Calin, M. C., Çetinçelik, M., Haastrup, L., & Van den Berg, Y. H. M. (2016). Examining the Importance of the Teachers' Emotional Support for Students' Social Inclusion Using the One-with-Many Design. Frontiers in Psychology, 7: 1014. doi:10.3389/fpsyg.2016.01014.
Abstract
The importance of high quality teacher–student relationships for students' well-being has been long documented. Nonetheless, most studies focus either on teachers' perceptions of provided support or on students' perceptions of support. The degree to which teachers and students agree is often neither measured nor taken into account. In the current study, we will therefore use a dyadic analysis strategy called the one-with-many design. This design takes into account the nestedness of the data and looks at the importance of reciprocity when examining the influence of teacher support for students' academic and social functioning. Two samples of teachers and their students from Grade 4 (age 9–10 years) have been recruited in primary schools, located in Turkey and Romania. By using the one-with-many design we can first measure to what degree teachers' perceptions of support are in line with students' experiences. Second, this level of consensus is taken into account when examining the influence of teacher support for students' social well-being and academic functioning.
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