Educational pschology

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

Pendidikan adalah usaha sadar untuk menyiapkan peserta didik melalui kegiatan bimbingan, pengajaran, dan latihan dalam peranannya di masa yang akan datang (Hasbullah, 2012: 4). Pendidikan merupakan salah satu faktor penentu keberhasilan sebuah negara yang memiliki peranan penting dalam meningkatkan kualitas sebuah bangsa. Kurangnya tenaga pengajar, masalah ekonomi, dan pemerataan alokasi dana yang belum merata tidak henti-hentinya menjadi faktor penyebab yang membuat kualitas pendidikan di Indonesia tidak meningkat. Di negara maju, seperti Finlandia, sistem pendidikan kini sudah mulai menggunakan inovasi-inovasi baru dalam upaya meningkatkan kualitas pendidikan di negaranya. Menurut evaluasi PISA (Programme for International Student Assessment), lembaga yang mengukur kemampuan siswa di seluruh dunia, pada tahun 2013, menempatkan Finlandia sebagai peringkat pertama sedangkan Indonesia masih berada di peringkat ke-60. 1 Indonesia akhir-akhir ini sedang berupaya meningkatkan kualitas pendidikan dalam negeri. Data dari Kementrian Keuangan, Anggaran Pendapatan dan Belanja Negara (APBN) setiap tahunnya dialokasikan hingga 20% untuk meningkatkan kualitas pendidikan. 2 Hal tersebut belum efektif dan belum berhasil dalam upaya pemerataan alokasi dana pendidikan terhadap daerah-daerah terpencil yang sangat jauh dan sulit dijangkau, baik oleh pemerintah pusat maupun pemerintah daerah. Selain itu, fasilitas sekolah, kualitas dan kuantitas tenaga pengajar juga merupakan hal yang sangat penting dalam meningkatkan kualitas pendidikan di Indonesia.

1. Pengertian Remaja Masa remaja, menurut Mappiare (1982), berlangsung antara umur 12 tahun sampai 21 tahun bagi wanita dan 13 tahun sampai dengan 22 tahun bagi pria. Rentang usia remaja inji dapat dibagi menjadi dua bagian, yaitun usia 12/13 sampai dengan 17/18 tahun adalah remaja awal, dan usia 17/18 tahun sampai dengan 21/22 tahun adalah remaja akhir. Menurut hukum di Amerika Serikat saat ini, individu dianggap telah dewasa apanila telah mencapai usia 18 tahun, dan bukan 21 tahun seperti ketentuan sebelumnya (Hurlock, 1991). 1 Remaja dalam bahasa aslinya disebut adolescence, berasal dari bahasa Latin adolescence yang artinya "tumbuh atau tumbuh untuk mencapai kematangan". Perkembangan lebih lanjut, istilah adolescence sesungguhnya memiliki arti yang luas, mencakup kematangan emosional, mental, sosial, dan fisik (Hurlock, 1991). Pandangan ini didukung oleh Piaget (Hurlock, 1991) yang mengatakan bahwa secara psikologis, remaja adalah suatu usia di mana individu menjadi terintegrasi ke dalam masyarakat dewasa, suatu usia di mana anak tidak merasa bahwa dirinya 1 Mohammad Ali, Psikologi Remaja, Jakarta; Bumi Aksara, 2011, h. 9.

Pre-modern, modern, and postmodern frames of reference have all helped shape important contemporary psychological theories and issues.  In this reflection paper, I  attempt to walk through and revisit areas covered in a psychology course, the end aim being to gain a measure of insight into where the field of psychology stands today.

The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.'s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested. Abstract The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.'s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested.

The purpose of this study is to find out student’s perception on learning technology and its
impact on students’ academic achievement. The population of this study comprised of the
entire private and public senior secondary school students of Kano Municipal. A
questionnaire titled “Assessment of Students Perception on Learning Technology” as well as
Academic Achievement Test designed by the Researchers for data collection. Descriptive
statistic and T test were used to analyze the data. The result of the analyses indicated that
there is a significance difference in awareness level of learning technology between private
school and public secondary school students of Kano Municipal. The differences paved the
way for influencing significantly the academic achievement of private students’ compared to
their counterpart in public schools. The study further showed gender variation in the level of
learning technology between male and female students. Based on the findings of the study,
the researchers recommended the strategies to adopt in order to make learning technology
more effective so as to improve the academic achievement of learners more especially in
public schools.

Introduction: This study uses a cross-sectional approach in terms of evaluating attitudes toward the elderly among health sciences students. The aim of this study was to measure attitudes among final year pregraduate students of seven health care careers.Method: A cross-sectional study wwas conducted with final year students of medicine (M), occupational therapy (OT), physiotherapy (P), nursing (N), psychology (Ps), social work (Sw), and dentistry (D). The data was collected using the validated Spanish version of the questionnaire that uses the Aged Semantic Differential (ASD), a scale developed by Rosencrantz and colleagues. Additional information about sociodemographic characteristics of students was collected.Results: A total of 472 valid questionnaires were collected; 54% of the students showed positive attitudes toward the elderly. Female students had more positive attitudes than male ones. The Ps and P students showed a high interest in choosing geriatrics as their speciality (36%), while only 16% of the medical students considered it among their career options.Discussion: Pregraduate health care students' attitudes tend to be less positive concerning older people's capacity for self-determination. Therefore, it would be advisable to enhance continuous interaction among healthy aged people and students of the named specialities during their specific training. The fact that the N students had less positive attitudes toward the elderly, while they were also more likely to take action, and the fact that the Ps and Sw students had more positive attitudes might suggest a need to enhance and combine the approach to the care of the older people in nursing with the psychological and life course approaches.

The present study was meant to discover the impacts of various level of aggression on students' academic performance. The target population of the study was involved all Govt. colleges for Women of city Rawalpindi, Pakistan. The study was delimited to students studying in grade12 and their instructors. Sample students were chosen through simple random sampling technique. For data collection, two questionnaires were utilized. Perry Aggression Questionnaire (1992) was used for measuring the distinctive level of aggression, whereas in order to discover the impacts of aggression on understudy's academic performance "Academic Performance Rating Scale" (APRS) for instructors was administered to take educators' responses about students’ performance and academic record was additionally taken out from concerned institutions. Chisquare was applied for data analysis. Result demonstrated negative impact of aggression on students’ academic performance while there is a centr...

Bu çalışmanın amacı sosyal görünüş kaygısı ve mükemmeliyetçi kişilik özelliklerinin meslek lisesinde öğrenim görmekte olan öğrencilerin sergiledikleri riskli davranışları yordama gücünü araştırmaktır. Çalışmaya seçkisiz olarak belirlenen 183 kız, 186 erkek olmak üzere toplam 369 meslek lisesi öğrencisi katılmıştır. Veri toplama aracı olarak Riskli Davranışlar Ölçeği, Sosyal Görünüş Kaygısı Ölçeği ile Çocuk ve Ergen Mükemmeliyetçilik Ölçeği kullanılmıştır. Araştırma bulguları sosyal görünüş kaygısı, kendine yönelik mükemmeliyetçilik, sosyal kaynaklı mükemmeliyetçilik değişkenlerinin riskli davranışların %14’ünü açıkladığını göstermiştir. Sosyal görünüş kaygısının riskli davranışları yordama gücünün daha yüksek olduğu görülmüştür. Sınıf düzeyi, cinsiyet ve bölüm değişkenlerine göre riskli davranışların alt boyutları üzerinde anlamlı farklılıklar bulunmuştur. Antisosyal davranışlar, alkol kullanımı sigara kullanımı, intihar eğilimi, okul terki alt boyutlarında 12.sınıf öğrencileri 10.sınıf öğrencilerine göre daha yüksek düzeyde riskli davranış sergilemektedir. Bu araştırma, riskli davranışların ortaya çıkmasında etkili olan cinsiyet, sınıf düzeyi, sosyal görünüş kaygısı gibi değişkenlere işaret etmektedir.

It is also unclear what, if any, sort of motive a trustworthy person must have. Trustworthiness is likewise a kind of reliability, although it is not apparent what kind. The exact circumstances for trustworthiness are that the trustworthy person is competent and willing to do what is presumed. It is important to be clear about the reason, in particular the good reasons, why people might invest trust in one another, for a society where people are disposed to be trusting and where their trust is generally well placed (Hardin, 1993). However, this person may also have to be willing for specific reasons or have a particular motive for acting (e.g., they heed the trustor). Trust is one of the essential elements considered at schools. Although it is essential, there is relatively little research on trust in educational perspectives. In this paper, I would like to share some trust tips to make the relationship between teachers and students' lives more accessible, understanding, and objective.

Although perfectionism is a personality disposition that plays an important role in educational contexts, research on perfectionism and school engagement is limited. School engagement is a key process in predicting educational outcomes in students. Consequently, it is important to know how perfectionism relates to school engagement and whether perfectionism predicts relative changes in school engagement over time. Using a sample of 486 students from 6th-12th grade (54% female) and employing a longitudinal design with three waves spaced 4-5 months apart, the present study investigated whether perfectionism (perfectionistic strivings and perfectionistic concerns) predicted relative changes in students’ school engagement (behavioral, emotional, and cognitive engagement). Results showed that both perfectionistic strivings and concerns were related to school engagement, but only perfectionistic strivings predicted relative increases in school engagement. Implications for the understanding of how perfectionistic strivings contribute to school students’ engagement are discussed.

This study aimed to review the Brazilian scientific production on medicalization in the field of education. A systematic search was carried out in the Brazilian literature with the keywords pathologization of life, medicalization of education, learning, teaching and childhood. In all, 40 articles published between 2010 and 2016, indexed in the Scientific Electronic Library Online - SciELO, were selected for analysis. The information was analyzed based on the thematic content analysis proposed by Bardin. The results showed a diversity of understandings about the concept of medicalization. Some articles reported the occurrence of educational practices that produce suffering and the individualization of school complaints, evidencing a disagreement between the production of literature and the daily routine of schools. There has been also a significant increase in diagnoses of ADHD and drug therapies in the treatment of school complaints, thus expanding the pharmaceutical industry by conceiving children as potential consumers of medication. Finally, new studies are indicated to broaden the sources of research, incorporating also theses and dissertations. It is also recommended the realization of research with children, relatives, and the school community so as to analyze the impact of medicalization on the subjectivity and performance of students.

The present study was meant to discover the impacts of various level of aggression on students' academic performance. The target population of the study was involved all Govt. colleges for Women of city Rawalpindi, Pakistan. The study was delimited to students studying in grade 12 and their instructors. Sample students were chosen through simple random sampling technique. For data collection, two questionnaires were utilized. Perry Aggression Questionnaire (1992) was used for measuring the distinctive level of aggression, whereas in order to discover the impacts of aggression on understudy's academic performance "Academic Performance Rating Scale" (APRS) for instructors was administered to take educators' responses about students’ performance and academic record was additionally taken out from concerned institutions. Chi-square was applied for data analysis.  Result demonstrated negative impact of aggression on students’ academic performance while there is a centrality contrast between the academic performance of the students having low, medium and high state aggression on students.

The assertion that economics is the study of how people choose to use scarce resources to satisfy their wants is of great value as all economies face the same challenges of scarcity, choice, and opportunity costs as illustrated by the production probability factor theory. People in the society usually tent to be greatly comfortable with using their hard earned income, usually money to acquire scarce resources in order to quench mostly their wants. This in a nutshell will be the major focus of this discussion though, however, the definition of economics does also encompass people's needs. For the discussion below to be able to hold much water, certain phrases such as 'scarce resources' have to be broken down into chewable bits. Scarce resources refer to aspects such as workers, equipment, raw materials, and organizers used to produce scarce goods. People who are an umbrella term for producers and consumers tend to use these scarce resources in order to satisfy mostly their wants rather than their needs. In an economy scarce resources are never readily available. Again the concept of scarcity adds much light to what scarce resources are and this according to one's understanding is a vital concept that would be useful in the breaking down of the given definition of economics. According to Grant (1967) scarcity refers to resources which are insufficient to satisfy people's wants. Grant agrees with the assertion that sails economics with scarcity and people's wants in one boat. Economic wants are desires that can be satisfied by consuming a good, Albert [2013], service, or leisure activity. People have differing economic wants, this then leads to them purchasing a wide variety of goods and services. According to the given definition of economics, people who in this case are consumers, use their income or resources in most cases as will be discussed, to satisfy their wants. People's wants can be attained from scarce resources due to the failure to obtain the needed resources at the present time. Different economic factors which will be part of the discussion lead to people using scarce resources to obtain their wants rather than needs. Both macro and micro economics is about the satisfaction of peoples wants. Grant (1967) states that it is a necessity that people go to work in order to obtain an income which they use to obtain their wants rather their needs. A typical example can be that of an organization that would use their money (raw material) as drawings. This neglects the present needs of the organization which would include paying salaries. In the present case the scarce resource would be money. By the act of possibly the business owner withdrawing, the money, He/ She is catering for their own

Problem Statement: The resiliency is seen as one of the most imports skills in 21st century since the meaning of resiliency is solving problems, being aware of strengths and assets, while managing emotions.
Research Questions: For that reason, how improving the resiliency skills of the youth by empowering Emotional Intelligence (EI) is investigated by making the comparative study at different Turkish universities.
Purpose of the Study: In this research, the effects of developing EI, particularly the leadership and empathy as interpersonal and intrapersonal skills, on improving resiliency were seriously examined. Since the skills of resilience were solving problems, being aware of strengths and assets while managing emotions, empowering the youth’s EI was directly affecting their achievements habits. Research Methods: In the research, a phenomenological analysis was preferred by collecting the data of the perceptions of the young researchers (43), who were involved in innovation-based activities. After collecting the data according to the concepts of EI, the skills in resiliency were analyzed in NVivo 10. The results were also studied in terms of gender differences and STEM fields. Findings: The results showed the women were more successful in developing the skills of resiliency than those of men since they were much better in empowering EI, particularly in their leadership skills and empathy. Since most of the innovation and research-based activities were directly related to need analyzes of the problems, the EI skills helped the participants in the skills of resiliency. Conclusions: In conclusion, EI played important and crucial roles in developing the skills of resiliency, particularly in controlling emotions and solving any kind of problems. Additionally, while the participants’ interpersonal and intrapersonal intelligence levels had significantly increased, one of the resiliency skills, being aware of strengths and assets, had improved as well. So, the achievement habits of the participants had empowered.

Această lucrare prezintă conceptul de "Deschidere emoțională" care definește capacitatea de a recunoaște compoziția diferitelor emoții în cadrul unui grup. În cadrul grupului se urmărește nivelul de diversitate al emoțiilor (diversitatea afectivă), proporția emoțiilor pozitive sau negative, sau emoția modală (cea mai des întâlnită în cadrul grupului). De asemenea este prezentată teoria conform căreia capacitatea unui profesor de a reacționa intr-o perioada de turbulență sau stres emoțional a unei clase este dată de modul în care acesta poate utiliza deschiderea emoțională. De asemenea este susținută ideea utilizării deschiderii emoționale în colectivitățile de elevi cu deficienți de auz, care sunt mult mai predispuși în a exterioriza emoțiile prin expresiile feței și gesturi. De asemenea este analizat modul în care emoțiile pozitive/negative poate influența bunul mers al orelor.

Problem Statement: The increasing need of the funding and financing has changed the universities mission universities in terms of their commercial activities,particularly those in the best ranking lists of the universities.
Research Questions: What kind of commercial activities is more important in increasing revenues is questioned taking into account the comparative study in the US,UK,and Turkey since they are critically in transition.
Purpose of the Study: This paper focuses carefully on the university commercialization in three different countries(the US,the UK,and Turkey) in which the main activities,which create effective and efficient in increasing funding and financing,are analyzed because right decisions would be taken into account for short and long-term sustainable success of the universities.
Research Methods: By using a phenomenological analysis, the data were collected through 57 semi-structured interviews with technology transfer officers (67) at 6 different universities (2 in the US, 1 in the UK, and 3 in Turkey) in three different countries. As taking into consideration the observations of the researchers,the collected data of were systematically examined in NVivo 10, data analysis software-program.
Findings: The study shows critically that the heterogeneous commercial activities were seen in three different countries. The findings clarified that the university leadership was critical in funding and financing the universities. The American and English universities were really very successful in developing university-industry partnership comparing to Turkey. Their licensing revenues of the university patents were much higher than Turkish universities.
Conclusions: The Technology Transfer Offices(TTOs) played important roles in developing university-industry partnership,particularly in the US and UK:however,in Turkey,the TTOs were so new in developing strong relationship with the industry. Additionally, the revenue through licensing activities was still limited.While the American and English universities were commercialized and funded by means of the industry,the Turkish universities were funded by the government.

One important 21 st century life skill that may be instrumental to the development and growth of higher-order scientific reasoning and proficiency is critical thinking. In Nigeria, few studies investigated the relationship between critical thinking and students' achievement. This correlational research investigated 500 senior secondary school science students' critical thinking as related to their academic achievement in mathematics, being a core and compulsory subject. Two instruments were used for data collection: The California Critical Thinking Skills Test-Form B (CCTST with KR-20=0.76), used to evaluate the science students' critical thinking and the Mathematics Achievement Test (MAT with KR-20=0.88) used as a criterion measure for mathematics proficiency. The three research questions for the study were answered using mean, standard deviation, Pearson product moment correlation coefficient, and multiple regression analysis at 0.05 level of significance. Results showed low level of critical thinking among the science students. The relationships between critical thinking and science students' achievement in mathematics were positive and statistically significant. Based on these findings, it was recommended that science teachers should deploy learner-centred pedagogical practices and strategies capable of improving students' critical thinking skills.

This research explores the experiences of 18 gifted high school students career decision process which took 2 years 8 months. The students were from three different schools in İstanbul, and they had been taking career counseling in order to decide about their majors in their university years. The interactions with the students provided the data to answer the research questions, ''What are the difficulties, if any, to choose the right career path after the high school years, particularly the major that they want to study at the university?'' The data were gathered through in-depth interviews during the therapies including, the preparations of the documents for overseas applications which were recorded, transcribed verbatim, coded, and analyzed for patterns. The patterns became the prevalent themes for discussion in the findings and analysis.

The main aim of this research is to analyze critically the importance of career counseling on metacognitive skills and self-efficacy during the undergraduate studies. According to Herr (1997), career counseling, career guidance, and career interventions are general terms, which mean the process of evolution. In the lifespan development, people face different adjustment problems in different areas, particularly in their career: hence, there is a growing acknowledgement that career and personal counseling are fused in order to help people in terms of coping with different problems. Even though Mastropieri and Scruggs (2000) explain that metacognition is the knowledge about one’s own learning, in the development of metacognitive skills, during the career counseling sessions, people become more aware about their own cognitive skills and abilities. Therefore, cognitive oriented therapies help and develop alternative approaches as learning environment in which people have become active participants in the learning process. Additionally. As Zimmerman (1995) clearly mentions that metacognitive is not enough for people’s self-regulation. Hence, self-efficacy plays an important and crucial role. According to some important researches, Bandura (1993) and Countinho and Neuman (2008), both self-efficacy and metacognitive strategies (Dunning, Johnson, Ehrlinger, Kruger, 2003: Phakiti, 2003; Thiede et al.,2003: Zhang, 2012) work together in terms of better performances. Furthermore, self-efficacy has positive impacts on the development of metacognitive strategies, particularly in motivational aspect (Clause et al., 2001: Klassen, 2006) More importantly, strategy instruction, especially given during the career counseling sessions may improve self-efficacy (Graham, 2011). For that reason, in this study by using a phenomenological analysis, the effects of career counseling have been observed for three months on the metacognitive skills and self-efficcy of the 42 university students. After the career counseling sessions 18 research questions are answered in the semi-structured interviews and the data are analyzed through Atlas.ti 7 to understand deeply the reasons. The results show that since the career counseling sessions have increased self-efficacy of the large number (86%) of the participants, they strongly suggest career counseling sessions which improve their metacognitive skills. More critically, some of the participants (56%), especially  those who are women, have pointed out that career counseling help them to reach their goals related to their business lives. Moreover, a large number of the participants (87%) emphasize that career counseling sessions do not help them only in self-efficacy, but in metacognitive skills: hence, inter- relationship and intra- relationship between self-efficacy and metacognitive skills are significantly powerful. During the sessions, the responsibilities and skills of metacognition and self-efficacy are transferred from the counselor to the participants.

Problem Statement: The universities need good funding and financing in order to have sustainable development and growth for their internal as well as external systems. Hence, they need well-rounded ecosystems.
Research Questions: In this study,which activities of the universities have more return and impact is critically studied since most of the universities have changed and transformed from teaching to research universities.
Purpose of the Study: The purpose of this study is to understand how universities can have the sustainable growth, success, and quality assurance in these global competitive economies by improving the return and the impacts of the research, development, and innovation while decreasing their costs and expenses in their budgets and investments.
Research Methods: The perceptions and the experiences of the managers (38), who were responsible about research, development, and innovation at two state and two private universities, were analyzed in the phenomenological analysis where twenty research questions were answered through the semi-structured interactive interviews. The collected data of this study, which were analyzed in data analysis software-program NVivo 10.
Findings: The results showed clearly that a few number of the participants (18%), who were active in research, development, and innovation had significantly much better results in the return of these activities. However, those (82%), who could not be so successful in research, development, and innovation, had troubles in making long-term strategic investments since they did not see financial security. Conclusions: As a result, the universities,which have made the research, development, and innovation have more benefits, returns, and impacts comparing those who are doing less or teaching rather than research.The universities, which have significantly more innovation opportunities, like technology parks, and technology transfer and licensing offices,can make right investments and improvements that have synergic effects on returns and impacts.

This article investigates the relationship between the personal belief in a just world (BJW) and domain-specific beliefs about justice and examines how justice cognitions impact on adolescents’ development, particularly on their achievement at school and their subjective well-being. A longitudinal questionnaire study with German adolescents aged 14-19 years was conducted over a period of five to eight months. The pattern of results revealed that evaluations of the school climate and of the family climate as being just were two distinct phenomena, both of which impacted on the personal BJW, which in turn affected the domain-specific beliefs about justice. However, the domain-specific beliefs about justice did not impact on each other directly. Moreover, an evaluation of the family climate (but not of the school climate) as being just reduced depressive symptoms, whereas depressive symptoms did not weaken the evaluation of one’s family as being just. The evaluation of the school climate as being just improved the grades received in the next school report, whereas the grades received did not affect the justice evaluation of the school climate. Finally, all relationships persisted when controlling for age and gender. In sum, the pattern of findings supports the notion that justice cognitions impact on the development during adolescence.

In today's uncertain job market, university students who show positive attitudes in their career planning have an advantage. Yet, we know little what personality characteristics are associated with individual differences in career planning attitudes. The present study examined 177 university students to investigate whether perfectionism (self-oriented, other-oriented, and socially prescribed) predicted students' positive career planning attitudes (career adaptability, career optimism, and perceived knowledge of the job market). Results from multiple regressions showed that perfectionism explained 8-12% variance in career planning attitudes with (a) self-oriented perfectionism positively predicting career adaptability and career optimism, (b) other-oriented perfectionism positively predicting perceived knowledge, and (c) socially prescribed perfectionism negatively predicting career adaptability. The findings suggest that perfectionism is a personality characteristic that may both underpin and undermine students' positive attitudes towards career planning.