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About the conference
The 5th ESRAD Symposium in The Hague, Netherlands was for scholars and practitioners of different disciplines who are engaging in current research that is advancing our understanding of positive adult development. Positive adult development refers to development through late adolescence and adulthood that enhances human capacities or wellbeing in an enduring way. In this fifth symposium ESRAD wished to emphasise the breadth of the field it covers by formulating a range of areas of interests. Our key areas of interest for the symposium were:
- Dialectical thinking and adult cognitive development
- Wisdom – its nature and assessment
- Ego and identity development
- Major transitions during adult life
Keynote speaker >>>
- Prof. Michael Basseches (Suffolk University, USA) - Questions I’ve Asked about Dialectical Thinking.
Conference chairs
- Eeva Kallio, University of Jyväskylä and Tampere
- Oliver Robinson, University of Greenwich
Organizing committee
- Erik J. van Rossum, Twente University
- Rebecca Hamer, International Baccalaureate, The Hague
- Eeva Kallio, University of Jyväskylä and Tampere
- Oliver Robinson, University of Greenwich
- Kristian Stålne, Malmö University
- Liisa Myyry, University of Helsinki
Venue
Hotelschool, The Hague
Brusselselaan 2, 2587 AH Den Haag >>>
Presentations
"I am back to school!" - integrating work, family and student roles: a qualitative study.
Andrade, C.
Matias, M.
Following the trends of other European countries, increasing numbers of female professionals are returning to higher education, both for undergraduate and graduate studies. There are many contributing factors to this decision: some want to invest in or to add value to their careers with an additional graduation, while others take this as an opportunity to acquire a qualification that allows the access to certain types of jobs. Others want to fulfill a “dream” that was put away due to either professional or familiar responsibilities. Research showed that adaptation of professional workers to higher education is associated with an appropriate management of different life roles, namely work, family and school roles (Adams & Corbett, 2010; Chartrand, 1990, 1992; Hammer, Grigsby, & Woods, 1998; Metzner & Bean, 1987; Ogren, 2003; Tinto, 1975, 2002). Because some of these women, who work full-time and study also have family responsibilities (e.g. are mothers), enrolling in higher education forces them to negotiate their occupational, familiar and professional demands. Research suggests that female student parents have been found to experience increased role strain and conflict to manage multiple roles when compared to male students (Sweet & Moen, 2007).
Andrade, C.
Matias, M.
Following the trends of other European countries, increasing numbers of female professionals are returning to higher education, both for undergraduate and graduate studies. There are many contributing factors to this decision: some want to invest in or to add value to their careers with an additional graduation, while others take this as an opportunity to acquire a qualification that allows the access to certain types of jobs. Others want to fulfill a “dream” that was put away due to either professional or familiar responsibilities. Research showed that adaptation of professional workers to higher education is associated with an appropriate management of different life roles, namely work, family and school roles (Adams & Corbett, 2010; Chartrand, 1990, 1992; Hammer, Grigsby, & Woods, 1998; Metzner & Bean, 1987; Ogren, 2003; Tinto, 1975, 2002). Because some of these women, who work full-time and study also have family responsibilities (e.g. are mothers), enrolling in higher education forces them to negotiate their occupational, familiar and professional demands. Research suggests that female student parents have been found to experience increased role strain and conflict to manage multiple roles when compared to male students (Sweet & Moen, 2007).
Now what? On how business leaders make sense of their ego development test results.
Bongaardt, R.
Herdman-Barker, E
Ego development tests are used in research and clinical practice as well as in business consulting settings. While much attention is paid to test outcomes and their predictive value for behavior or performance, research seldom addresses how the tested person responds to the test itself. Our research aims to explore how business leaders experience getting to know their ego development test results. What sense do they make of the results? And how?
Bongaardt, R.
Herdman-Barker, E
Ego development tests are used in research and clinical practice as well as in business consulting settings. While much attention is paid to test outcomes and their predictive value for behavior or performance, research seldom addresses how the tested person responds to the test itself. Our research aims to explore how business leaders experience getting to know their ego development test results. What sense do they make of the results? And how?
The story of change at Pfizer health
Brandt, E.,
Kjellstrom, S.
Andersson, A.
Hallencreutz, J.
A successful organizational and cultural change has been done in a biotech plant in Sweden during a 10 year period. The leadership has been “post-conventional” at the last part of this period, and the change process is a mix between bottom-up and top-down. The aim of this study is to analyze the conceptions of leadership, change, and organizational culture in the change journey. >>>
Brandt, E.,
Kjellstrom, S.
Andersson, A.
Hallencreutz, J.
A successful organizational and cultural change has been done in a biotech plant in Sweden during a 10 year period. The leadership has been “post-conventional” at the last part of this period, and the change process is a mix between bottom-up and top-down. The aim of this study is to analyze the conceptions of leadership, change, and organizational culture in the change journey. >>>
Understanding attachment, stages of adult development and terrorism to promote peace.
Commons, M.L
Adhikari, D.
The model of hierarchical complexity (MHC) measures a general, unidimensional behavioral developmental set of tasks that measure difficulty across different domains. MHC proposes that 17 stages of development can be measured. There is no difference in the stage sequence across cultures. One of the many domains to which the MHC can be applied is to address terrorism. Terrorism is “a) the use of force or violence, v) by individuals or groups c) that is directed toward civilian populations d) and intended to instill fear e) as a means of coercing individual’s to change their social or political positions (as cited in Marsella, 2003). The multiple reasons why our present policies fail in terms of terrorism are because of: a) the assumption that government are just organization that may be set up by anyone, b) it is culture that determines what happens in countries, c) the attitudes of people determine everything d) western ideas are either considered better or imperialistic d) people want and understand democracy. In the paper, it is asserted that societies have to go through each development stage. The higher stages depend on achieving the lower stage skills and understandings. There can be no stage skipping. Further, with increase in stage, there is decrease in violence and corruption. >>>
Commons, M.L
Adhikari, D.
The model of hierarchical complexity (MHC) measures a general, unidimensional behavioral developmental set of tasks that measure difficulty across different domains. MHC proposes that 17 stages of development can be measured. There is no difference in the stage sequence across cultures. One of the many domains to which the MHC can be applied is to address terrorism. Terrorism is “a) the use of force or violence, v) by individuals or groups c) that is directed toward civilian populations d) and intended to instill fear e) as a means of coercing individual’s to change their social or political positions (as cited in Marsella, 2003). The multiple reasons why our present policies fail in terms of terrorism are because of: a) the assumption that government are just organization that may be set up by anyone, b) it is culture that determines what happens in countries, c) the attitudes of people determine everything d) western ideas are either considered better or imperialistic d) people want and understand democracy. In the paper, it is asserted that societies have to go through each development stage. The higher stages depend on achieving the lower stage skills and understandings. There can be no stage skipping. Further, with increase in stage, there is decrease in violence and corruption. >>>
Fostering young adult growth toward self-authorships: analysis of a weekend retreat experience.
Dugas, D.
Growth toward self-authorship—reliance on internal resources for intra- and interpersonal growth and understanding (Baxter Magolda, Abes, & Torres, 2009)—is typically minimal during college and attained only by a small percentage of the adult population (Kegan, 1994). This is consistent with findings that the transition to adulthood in industrialized countries has become delayed in recent decades (Arnett, 2004). This proposal describes the impact of a retreat experience developed to support college students’ growth toward self-authorship. >>>
Dugas, D.
Growth toward self-authorship—reliance on internal resources for intra- and interpersonal growth and understanding (Baxter Magolda, Abes, & Torres, 2009)—is typically minimal during college and attained only by a small percentage of the adult population (Kegan, 1994). This is consistent with findings that the transition to adulthood in industrialized countries has become delayed in recent decades (Arnett, 2004). This proposal describes the impact of a retreat experience developed to support college students’ growth toward self-authorship. >>>
The relationship between MHC stage and WAIS-IV IQ scores
Featherstone, K.G.
While Intelligence Quotient (IQ) tests are the most common and largely accepted measurement of how “smart” a person is, whether they are the best measure of this construct is up for debate. This paper will discuss the relationship between IQ tests and their corresponding order of hierarchical complexity developmental stage scores based on the Model of Hierarchical Complexity (MHC). >>>
Featherstone, K.G.
While Intelligence Quotient (IQ) tests are the most common and largely accepted measurement of how “smart” a person is, whether they are the best measure of this construct is up for debate. This paper will discuss the relationship between IQ tests and their corresponding order of hierarchical complexity developmental stage scores based on the Model of Hierarchical Complexity (MHC). >>>
Vladimir Putin as a political leader - challenges to an AD-informed analysis of political culture
Fein, E.
Wagner, A.
Political Science, Cultural and Leadership Studies have competing hypothesis as to the degree to which the personalities of leading political actors determine the making of politics and political decisions making. The paper discusses to what extent and which adult development (AD) models can be useful tools, which contribute to a more adequate, developmentally informed understanding of political leadership at the example of Russia’s president Vladimir Putin and the political identity concept promoted by him. >>>
Fein, E.
Wagner, A.
Political Science, Cultural and Leadership Studies have competing hypothesis as to the degree to which the personalities of leading political actors determine the making of politics and political decisions making. The paper discusses to what extent and which adult development (AD) models can be useful tools, which contribute to a more adequate, developmentally informed understanding of political leadership at the example of Russia’s president Vladimir Putin and the political identity concept promoted by him. >>>
The ego development stage of school leaders in England and its implication for practice
Kilbride, N.
James, C.
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Kilbride, N.
James, C.
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The dialectics of hard stage development: 'Duality' structures and spaces of action
Hagström, T.
Stålne, K.
Dialectical thinking and adult stage development constitute only partly overlapping fields of knowledge. General common features of both fields appear to concern development as related to basic opposing forces or contradictions. In hard stage development theory such overlapping features are recognizable in Piaget’s theory of logical reasoning, the Model of Hierarchical Complexity (Commons and colleagues) and the Subject-Object Theory (Kegan and colleagues), (Hagström & Stålne). In dialectical thinking the overlapping features can be traced among different world-outlooks elaborated in terms of dialectical schemata or thought forms (Basseches, Laske). >>>
Hagström, T.
Stålne, K.
Dialectical thinking and adult stage development constitute only partly overlapping fields of knowledge. General common features of both fields appear to concern development as related to basic opposing forces or contradictions. In hard stage development theory such overlapping features are recognizable in Piaget’s theory of logical reasoning, the Model of Hierarchical Complexity (Commons and colleagues) and the Subject-Object Theory (Kegan and colleagues), (Hagström & Stålne). In dialectical thinking the overlapping features can be traced among different world-outlooks elaborated in terms of dialectical schemata or thought forms (Basseches, Laske). >>>
Multifaceted wisdom: Different research traditions, same phenomena?
Kallio, E.
The study of wisdom overlaps with adult cognitive developmental research. Originally philosophical concept, it has raised strong interest during late decades in sciences. Currently there exist many research traditions in the field. Major question is how these various approaches can be understood in broader scope and if some major component(s) can be separated.
Kallio, E.
The study of wisdom overlaps with adult cognitive developmental research. Originally philosophical concept, it has raised strong interest during late decades in sciences. Currently there exist many research traditions in the field. Major question is how these various approaches can be understood in broader scope and if some major component(s) can be separated.
Psychometric properties of the epistemological
Kjellström S.
Golino, H.
Hamer, R.
Rossum, E.J.
Almers, E.
Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ), based on Van Rossum and Hamer’s (2010) six stage developmental model of learning-teaching conceptions. Scales included statements regarding good teaching, classroom discussion, understanding, application, a good textbook (Van Rossum & Hamer, 2010, 2012, 2013) and responsibility for learning. The aim is to investigate the psychometric properties of EDTLQ.
Kjellström S.
Golino, H.
Hamer, R.
Rossum, E.J.
Almers, E.
Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ), based on Van Rossum and Hamer’s (2010) six stage developmental model of learning-teaching conceptions. Scales included statements regarding good teaching, classroom discussion, understanding, application, a good textbook (Van Rossum & Hamer, 2010, 2012, 2013) and responsibility for learning. The aim is to investigate the psychometric properties of EDTLQ.
University of the third age: seminars for adult development and professional learning
Kovács, Z.
Kereszty, O.
Along the very successful lectures on University of the Third Age hold by Eötvös Loránd University (Budapest), we have decided to develop a series of seminars that provide more active and participatory learning opportunities for elderly people. The seminars took place every second week in four groups. Two dimensions of adult learning emerged in this pilot programme: (1) the continuous support of positive adult development through engaging elderly people in active learning, and (2) also the professional learning processes of young, early stage university students and teachers who instruct these seminars. As a basis of the seminars we started to research the whole process based on the following research questions:
Kovács, Z.
Kereszty, O.
Along the very successful lectures on University of the Third Age hold by Eötvös Loránd University (Budapest), we have decided to develop a series of seminars that provide more active and participatory learning opportunities for elderly people. The seminars took place every second week in four groups. Two dimensions of adult learning emerged in this pilot programme: (1) the continuous support of positive adult development through engaging elderly people in active learning, and (2) also the professional learning processes of young, early stage university students and teachers who instruct these seminars. As a basis of the seminars we started to research the whole process based on the following research questions:
- a. How can we describe the learning processes of educators and participants?
- b. What are the experiences and findings from the seminars which could be used later as efficient methodological standpoints for supporting positive adult development?
University students "with" and "without" ADHD: Where is the deficit?
Miller, P.M.
Crone-Todd, D.
Most often, research on ADHD has focused primarily on deficits. This is despite that fact that, anecdotally at least, we know of several highly successful individuals who report “having” ADHD (e.g. Richard Branson; Michael Phelps). One of the general issues that individuals with ADHD seem to have is that they are less successful in school than other students. The purpose of the current study was to investigate this issue in college students. We were specifically interested in whether they had difficulties in general with their studies, or only in certain circumstances. >>>
Miller, P.M.
Crone-Todd, D.
Most often, research on ADHD has focused primarily on deficits. This is despite that fact that, anecdotally at least, we know of several highly successful individuals who report “having” ADHD (e.g. Richard Branson; Michael Phelps). One of the general issues that individuals with ADHD seem to have is that they are less successful in school than other students. The purpose of the current study was to investigate this issue in college students. We were specifically interested in whether they had difficulties in general with their studies, or only in certain circumstances. >>>
Wisdom, ethnic identetity, and percieved life satisfaction among immigrant emerging adults
Munroe, M.
Ferrari M.
Sharma, D.
The current study examined the relationship between culture, identity, and wisdom in immigrant emerging adults. It aims to assess whether ethnic identity might play a role in one’s understanding of wisdom. In addition, this study aims to assess the relationship between wisdom and perceived life satisfaction across two different cultures (i.e., Canadian and Indian). >>>
Munroe, M.
Ferrari M.
Sharma, D.
The current study examined the relationship between culture, identity, and wisdom in immigrant emerging adults. It aims to assess whether ethnic identity might play a role in one’s understanding of wisdom. In addition, this study aims to assess the relationship between wisdom and perceived life satisfaction across two different cultures (i.e., Canadian and Indian). >>>
Relationships between real-life moral conflicts
Myyry, K.
Silfver-Kuhalampi
Informal caregiving is often regarded as a moral duty in society, and it is a crucial element of societal life (Vilkko, 2014). Caregiving is typically very biding. To provide care to a chronically ill family member increases the risk of caregiver burden, stress and decline in health (vonKänel et al., 2008). A study carried out in Finland examined what type of care-related moral conflicts caregivers have experienced, and are the dilemma types, caregiver burden and age related.
Myyry, K.
Silfver-Kuhalampi
Informal caregiving is often regarded as a moral duty in society, and it is a crucial element of societal life (Vilkko, 2014). Caregiving is typically very biding. To provide care to a chronically ill family member increases the risk of caregiver burden, stress and decline in health (vonKänel et al., 2008). A study carried out in Finland examined what type of care-related moral conflicts caregivers have experienced, and are the dilemma types, caregiver burden and age related.
Grandparenthood from adult grandchildren's perspectives
Prada, A.
Novo, R.
Demographic changes have prompted opportunities for longer bonds (Connidis, 2010) and lasting intergerational relationships (Matos & Neves, 2012; Timoten & Arber, 2012). Based on the intergenerational solidarity model (Bengston, 2001) this study analysis adult grandchildren´s perceptions of their relationship with grandparents. >>>
Prada, A.
Novo, R.
Demographic changes have prompted opportunities for longer bonds (Connidis, 2010) and lasting intergerational relationships (Matos & Neves, 2012; Timoten & Arber, 2012). Based on the intergenerational solidarity model (Bengston, 2001) this study analysis adult grandchildren´s perceptions of their relationship with grandparents. >>>
An overview of adult development research and application in the field of leadership studies
Reams, J.
Proponents of theories of positive adult development, while making progress in being applied to the field of leadership and management studies, as a whole still find themselves on the margins of research and application in the field. This presentation will first provide an overview of how research and literature in the field has progressed, both in terms of how such research has contributed to the field of adult development and some discussion of how it appears in relation to the larger field of leadership and management discourse. This will be followed by a brief survey of some of the more well-known approaches to applying adult development models to leadership development. To illustrate this, examples from client work done from this approach will be highlighted in terms of some preliminary research on the impacts on leaders sense of identity as well as leadership skills from utilizing an adult developmental model for leadership development programs. >>>
Reams, J.
Proponents of theories of positive adult development, while making progress in being applied to the field of leadership and management studies, as a whole still find themselves on the margins of research and application in the field. This presentation will first provide an overview of how research and literature in the field has progressed, both in terms of how such research has contributed to the field of adult development and some discussion of how it appears in relation to the larger field of leadership and management discourse. This will be followed by a brief survey of some of the more well-known approaches to applying adult development models to leadership development. To illustrate this, examples from client work done from this approach will be highlighted in terms of some preliminary research on the impacts on leaders sense of identity as well as leadership skills from utilizing an adult developmental model for leadership development programs. >>>
Yin yang philosophy, wisdom and dialectics
Robinson, O.C.
The theory of yin and yang, which is embedded in the philosophy of Taoism, has defined the Chinese worldview for thousands of years. It encapsulates dialectical thinking in many ways, and so provides an important historical precursor to dialectical thinking in relation to adult development. It also defines wisdom in terms of dialectical balance, and so makes an important conceptual link between dialectics and wisdom. The aim of this talk is to describe the dialectical tenets of yin-yang philosophy, and how it relates to findings from a recent cross-cultural research study on the subject of admiration.
Robinson, O.C.
The theory of yin and yang, which is embedded in the philosophy of Taoism, has defined the Chinese worldview for thousands of years. It encapsulates dialectical thinking in many ways, and so provides an important historical precursor to dialectical thinking in relation to adult development. It also defines wisdom in terms of dialectical balance, and so makes an important conceptual link between dialectics and wisdom. The aim of this talk is to describe the dialectical tenets of yin-yang philosophy, and how it relates to findings from a recent cross-cultural research study on the subject of admiration.
Curiosity and crisis: A Piagetian driver of development
Robinson, O.C.
Piaget hypothesised that curiosity – a search for new information about self and world – was stimulated by cognitive incongruity and imbalance. Also, Erikson found that during periods of personal crisis, feelings of incongruity were heightened relative to stable periods of development. Based on these theoretical postulates, the aim of this study was to investigate whether four forms of curiosity – intrapersonal (curiosity about self), interpersonal (curiosity about others), perceptual (curiosity about sensory world), and epistemic (curiosity about knowledge) – are elevated during times of adult crisis.
Robinson, O.C.
Piaget hypothesised that curiosity – a search for new information about self and world – was stimulated by cognitive incongruity and imbalance. Also, Erikson found that during periods of personal crisis, feelings of incongruity were heightened relative to stable periods of development. Based on these theoretical postulates, the aim of this study was to investigate whether four forms of curiosity – intrapersonal (curiosity about self), interpersonal (curiosity about others), perceptual (curiosity about sensory world), and epistemic (curiosity about knowledge) – are elevated during times of adult crisis.
Training in dialectical thinking to support adult development
Shannon N.
Frischherz, B.
We work with business students and managers to help them expand their exploration of complex problems by giving them “tools for thinking”. The conscious application of tools for thinking is a form of “meta-thinking” which involves individual reflection on a person’s own thinking processes and modification of such processes. >>>
Shannon N.
Frischherz, B.
We work with business students and managers to help them expand their exploration of complex problems by giving them “tools for thinking”. The conscious application of tools for thinking is a form of “meta-thinking” which involves individual reflection on a person’s own thinking processes and modification of such processes. >>>
Dialectical thinking of university students and the possibilities of it's development through positional method of teaching
Shiyan, O.
Shiyan I.
Vorobyova, I.
The methodological base of our work is a cultural-historical theory of Lev Vygotsky. Central concept of this research is “dialectical thinking” (N.Veraksa) - a special type of thinking that allows to operate productively with opposites. We consider the dialectical thinking as a mechanism for creativity. Our study is devoted to the role of dialectical thinking for understanding of scientific texts, and to the possibilities of development of the dialectical thinking. The goal of this presentation is to demonstrate some empirical data related to interconnection of dialectical thinking and understanding of scientific texts, as well as to efficiency of the positional method of teaching for students for development of dialectical thinking. >>>
Shiyan, O.
Shiyan I.
Vorobyova, I.
The methodological base of our work is a cultural-historical theory of Lev Vygotsky. Central concept of this research is “dialectical thinking” (N.Veraksa) - a special type of thinking that allows to operate productively with opposites. We consider the dialectical thinking as a mechanism for creativity. Our study is devoted to the role of dialectical thinking for understanding of scientific texts, and to the possibilities of development of the dialectical thinking. The goal of this presentation is to demonstrate some empirical data related to interconnection of dialectical thinking and understanding of scientific texts, as well as to efficiency of the positional method of teaching for students for development of dialectical thinking. >>>
The development of value systems
Stålne, K.
Lucas, M.
The recent development of the refugee crisis and the debate around it has uncovered a conflict and shift in value systems within European cultures, most notably in Germany and Sweden. Hence, there is a need for reliable and validated models in order to understand the dynamics of the cultural, societal and individual development. Spiral dynamics is a developmental model for value systems that has been widely applied in analysing cultural, political, organisational and economic development and conflicts (Beck and Cowan, 2001; Dawlabani, 2013). In addition to the few own and weakly validated empirical methods (Stein and Heikkinen, 2009), a critical analysis using more established adult development theories and theoretical framing within a renewed meta modelling are warranted.
Stålne, K.
Lucas, M.
The recent development of the refugee crisis and the debate around it has uncovered a conflict and shift in value systems within European cultures, most notably in Germany and Sweden. Hence, there is a need for reliable and validated models in order to understand the dynamics of the cultural, societal and individual development. Spiral dynamics is a developmental model for value systems that has been widely applied in analysing cultural, political, organisational and economic development and conflicts (Beck and Cowan, 2001; Dawlabani, 2013). In addition to the few own and weakly validated empirical methods (Stein and Heikkinen, 2009), a critical analysis using more established adult development theories and theoretical framing within a renewed meta modelling are warranted.
Organizations as adaptive hierarchical complex systems
Törnblom, O.
Organizations can be seen as adaptive hierarchical complex systems and adult development theory shows that individuals' abilities, attitudes, values and leadership capability both differ and evolve over time. Thereby, there is a need for a framework for organizational design in which theories of adult development is integrated with theories of structuring organizations. One model in this field is stratified systems theory (SST). The aim of this analysis is to explore SST from the model of hierarchical complexity (MHC) and the ego development theory (EDT) and current organizations.
Törnblom, O.
Organizations can be seen as adaptive hierarchical complex systems and adult development theory shows that individuals' abilities, attitudes, values and leadership capability both differ and evolve over time. Thereby, there is a need for a framework for organizational design in which theories of adult development is integrated with theories of structuring organizations. One model in this field is stratified systems theory (SST). The aim of this analysis is to explore SST from the model of hierarchical complexity (MHC) and the ego development theory (EDT) and current organizations.
Development of university students' critical thinking
Utriainen
Kallio
Teaching in university should cultivate the growth of students' personal understanding (McCune & Entwistle, 2011), but achieving the key educational goal, such as critical thinking, during university education is challenging (e.g., Arum & Roksa 2011; Pascarella & Terenzini 2005). This study investigates the change in university students’ self-assessed development of general thinking and learning of critical thinking skills, from third to fifth study year. Moreover, it explores how students’ evaluations of teaching in third study year are associated with their perceived critical thinking skills and academic achievement in fifth study year.
Utriainen
Kallio
Teaching in university should cultivate the growth of students' personal understanding (McCune & Entwistle, 2011), but achieving the key educational goal, such as critical thinking, during university education is challenging (e.g., Arum & Roksa 2011; Pascarella & Terenzini 2005). This study investigates the change in university students’ self-assessed development of general thinking and learning of critical thinking skills, from third to fifth study year. Moreover, it explores how students’ evaluations of teaching in third study year are associated with their perceived critical thinking skills and academic achievement in fifth study year.
Posters
The association between identity, intimacy and early generativity
Astrologo, L.
Ramey & Linden-Andersen
Generativity, defined as concern for future generations as a legacy of the self, is a priority in midlife following a focus on intimacy (Erikson, 1963). In contrast to a focus on intimacy, McAdams and colleagues have done extensive research linking generativity to identity process (McAdams et al., 1997). Moreover, recent research points to generativity as a meaningful construct in a younger population (Lawford & Ramey, 2015) though little has been established regarding predictive factors of early generativity. Thus, the purpose of this study is to examine the association of identity and intimacy with early generative concern in adolescence and young adulthood since few studies have considered these concepts simultaneously.
Astrologo, L.
Ramey & Linden-Andersen
Generativity, defined as concern for future generations as a legacy of the self, is a priority in midlife following a focus on intimacy (Erikson, 1963). In contrast to a focus on intimacy, McAdams and colleagues have done extensive research linking generativity to identity process (McAdams et al., 1997). Moreover, recent research points to generativity as a meaningful construct in a younger population (Lawford & Ramey, 2015) though little has been established regarding predictive factors of early generativity. Thus, the purpose of this study is to examine the association of identity and intimacy with early generative concern in adolescence and young adulthood since few studies have considered these concepts simultaneously.
The multidimensionality of thinking in the context of creativity studies: structural-dialectical approach
Belolutskaya, A.
Veraksa, N.
The methodological base of our work is a structural-dialectical approach elaborated in Russia since 1970-s (N. Veraksa, L.Bayanova, A.Belolutskaya, I.Shiyan, O.Shiyan and others) and introduced at all levels of educational process (preschool, school, university). We are going to present the main points of this research methodology in comparison with American and European studies. The aim of our presentation is to introduce the concept of the multidimensionality of thinking as a characteristic that provides the variability of problem qualitative transformations. Besides, we are going to present empirical results concerning the correlations between the multidimensionality and such mental characteristics, as thinking flexibility, coping strategies, tolerance to ambiguity. >>>
Belolutskaya, A.
Veraksa, N.
The methodological base of our work is a structural-dialectical approach elaborated in Russia since 1970-s (N. Veraksa, L.Bayanova, A.Belolutskaya, I.Shiyan, O.Shiyan and others) and introduced at all levels of educational process (preschool, school, university). We are going to present the main points of this research methodology in comparison with American and European studies. The aim of our presentation is to introduce the concept of the multidimensionality of thinking as a characteristic that provides the variability of problem qualitative transformations. Besides, we are going to present empirical results concerning the correlations between the multidimensionality and such mental characteristics, as thinking flexibility, coping strategies, tolerance to ambiguity. >>>
Home representation among Russian youth and adults
Braginetc, E.
Bochaver, A., et al
Existing research within environmental, everyday life and developmental psychology shows that home environment is an important source of the person’s identity, well-being, and positive functioningi. The attachment to home changes with person’s maturity and personal home images as well. The goals of this paper are 1) to specify the components that form personal home concept, and 2) to find out the main psychological needs linked with this conceptualization among youth and adults.
Braginetc, E.
Bochaver, A., et al
Existing research within environmental, everyday life and developmental psychology shows that home environment is an important source of the person’s identity, well-being, and positive functioningi. The attachment to home changes with person’s maturity and personal home images as well. The goals of this paper are 1) to specify the components that form personal home concept, and 2) to find out the main psychological needs linked with this conceptualization among youth and adults.
How the home attachment contributes to the mental well-being in youth and adults
Braginetc, E.
Resnichenko, et al.
Home attachment is defined as 1) an experience of person’s deep emotional closeness to their home community, history, nature factors and 2) a perceivable signification of home as fateful and saturated with personal meanings placei. The goal of this paper is to study relations between home attachment and well-being in youth and adults. We assumed that 1) home attachment is positively connected with mental well-being, and 2) this connection is moderated by age.
Braginetc, E.
Resnichenko, et al.
Home attachment is defined as 1) an experience of person’s deep emotional closeness to their home community, history, nature factors and 2) a perceivable signification of home as fateful and saturated with personal meanings placei. The goal of this paper is to study relations between home attachment and well-being in youth and adults. We assumed that 1) home attachment is positively connected with mental well-being, and 2) this connection is moderated by age.
Differentiating non-psychotic delusion from illusions using model of hierarchical complexity
Commons, M. L.
Giri, S.
Whereas psychotic delusions are scrutinized by the medical community, there are non-psychotic delusions which affect people at all stages. The stage range from Automatic Stage 1 to Cross Paradigmatic Stage 15. Unlike DSM, this paper asserts that delusion fall on a spectrum of seriousness. It looks at delusions and illusions from the behavioral stage of development perspective. This paper differentiates between: 1) Delusions which are described as fixed forms of false beliefs to which the person is not aware; 2) Illusions which are misrepresentations of sensory stimulus that compensate for and simplify the world around us. Two primary causes of delusions are stage limitations and abuse. An example of delusion caused by stage limitation would be people believing that they can pick stocks and beat the market. Such people are arrested at the systematic stage. Non-psychotic delusions often materially affect the lives of Individuals. It is possible for a person to learn of their delusions. However, individuals who have grandiose delusions are more resistant to change and less likely to realize their delusions than people with persecutory delusions. The paper might help in treating psychotic and non-psychotic delusions by taking into account the limitations of people arrested at their present stage of development in which the delusion occurs.
Commons, M. L.
Giri, S.
Whereas psychotic delusions are scrutinized by the medical community, there are non-psychotic delusions which affect people at all stages. The stage range from Automatic Stage 1 to Cross Paradigmatic Stage 15. Unlike DSM, this paper asserts that delusion fall on a spectrum of seriousness. It looks at delusions and illusions from the behavioral stage of development perspective. This paper differentiates between: 1) Delusions which are described as fixed forms of false beliefs to which the person is not aware; 2) Illusions which are misrepresentations of sensory stimulus that compensate for and simplify the world around us. Two primary causes of delusions are stage limitations and abuse. An example of delusion caused by stage limitation would be people believing that they can pick stocks and beat the market. Such people are arrested at the systematic stage. Non-psychotic delusions often materially affect the lives of Individuals. It is possible for a person to learn of their delusions. However, individuals who have grandiose delusions are more resistant to change and less likely to realize their delusions than people with persecutory delusions. The paper might help in treating psychotic and non-psychotic delusions by taking into account the limitations of people arrested at their present stage of development in which the delusion occurs.
Taming the turbulence
Korhonen J.
Turbulence is a relative condition. When enterprise transformation capability is operationalized as the viscous force of the organization to absorb environmental complexity, the ability to gauge environmental complexity and ETC is purported to enable predictions when information flow through an organization is orderly and when it is at risk of becoming turbulent.
Korhonen J.
Turbulence is a relative condition. When enterprise transformation capability is operationalized as the viscous force of the organization to absorb environmental complexity, the ability to gauge environmental complexity and ETC is purported to enable predictions when information flow through an organization is orderly and when it is at risk of becoming turbulent.
Intelligence development and the Process of Initiation – Two different developmental principles which overlap to the cognitive developmental process we observe
Kress, O.
Around the year 1990 Vienna was one of the centres of the rising international debate on evolution and cognition. The debate focused on Piaget as an empirical epistemologist and a biologist interested in human cognition but not on Piaget as father of stage theory and test methods as common in psychology. During this debate a model was developed called Process of Initiation (Kress 1993), which might be still helpful for today’s debate on Positive Adult Development. >>>
Kress, O.
Around the year 1990 Vienna was one of the centres of the rising international debate on evolution and cognition. The debate focused on Piaget as an empirical epistemologist and a biologist interested in human cognition but not on Piaget as father of stage theory and test methods as common in psychology. During this debate a model was developed called Process of Initiation (Kress 1993), which might be still helpful for today’s debate on Positive Adult Development. >>>
Method of testing the dialectical thinking from preschool age to adolescence
Shiyan
Veraksa
Belolutskaya
The methodological base of our work is structural-dialectical method in psychology and theory of dialectical thinking (Veraksa, Belolutskaya, Vorobyeva, Krasheninnikov, Rachkova, Shiyan O., Shiyan I.). We understand dialectical thinking – as a system of special dialectical mental actions that allow to operate productively with opposites. We consider the dialectical thinking as a mechanism for creativity. First signs of dialectical thinking can be noticed already in the pre-school age. At that moment dialectical structures are on the stage of active development and therefore are extremely sensitive to the pedagogical influence during all period of education from kindergarten to University. So the important research aim is to construct the testing procedure acceptable for measuring dialectical thinking in different ages. The goal of this presentation is to demonstrate some methods of testing of dialectical thinking in different ages - from preschool to adolescence. >>>
Shiyan
Veraksa
Belolutskaya
The methodological base of our work is structural-dialectical method in psychology and theory of dialectical thinking (Veraksa, Belolutskaya, Vorobyeva, Krasheninnikov, Rachkova, Shiyan O., Shiyan I.). We understand dialectical thinking – as a system of special dialectical mental actions that allow to operate productively with opposites. We consider the dialectical thinking as a mechanism for creativity. First signs of dialectical thinking can be noticed already in the pre-school age. At that moment dialectical structures are on the stage of active development and therefore are extremely sensitive to the pedagogical influence during all period of education from kindergarten to University. So the important research aim is to construct the testing procedure acceptable for measuring dialectical thinking in different ages. The goal of this presentation is to demonstrate some methods of testing of dialectical thinking in different ages - from preschool to adolescence. >>>
The influence of relationships within family of origing and identity processes on the emerging adults' well-being
Srogente, A.
Lanz, M.
Tagliabue, S.
Utano, S.
Nowadays is well-recognized the impact that family relationships (Amato, 1994) and identity (e.g., Berzonsky, 2003) have on emerging adults’ well-being. At the best of our knowledge, no study has simultaneously tested the impact of both relationships and identity on well-being during emerging adulthood.
Srogente, A.
Lanz, M.
Tagliabue, S.
Utano, S.
Nowadays is well-recognized the impact that family relationships (Amato, 1994) and identity (e.g., Berzonsky, 2003) have on emerging adults’ well-being. At the best of our knowledge, no study has simultaneously tested the impact of both relationships and identity on well-being during emerging adulthood.