The capacity to exercise control over the nature and quality of one's life is the essence of humanness. Human agency is characterized by a number of core features that operate through phenomenal and functional consciousness. These include the temporal extension of agency through intentionality and forethought, self-regulation by self-reactive influence, and self-reflectiveness about one's capabilities, quality of functioning, and the meaning and purpose of one's life pursuits. Personal agency operates within a broad network of sociostructural influences. In these agentic transactions, people are producers as well as products of social systems. Social cognitive theory distinguishes among three modes of agency: direct personal agency, proxy agency that relies on others to act on one's behest to secure desired outcomes, and collective agency exercised through socially coordinative and interdependent effort. Growing transnational embeddedness and interdependence are placing a premium on collective efficacy to exercise control over personal destinies and national life.

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Social cognitive theory: An agentic perspective

Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced selfawareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress. Many philosophical, spiritual, and psychological traditions emphasize the importance of the quality of consciousness for the maintenance and enhancement of well-being (Wilber, 2000). Despite this, it is easy to overlook the importance of consciousness in human well-being because almost everyone exercises its primary capacities, that is, attention and awareness. Indeed, the relation between qualities of consciousness and well-being has received little empirical attention. One attribute of consciousness that has been much-discussed in relation to well-being is mindfulness. The concept of mindfulness has roots in Buddhist and other contemplative traditions where conscious attention and awareness are actively cultivated. It is most commonly defined as the state of being attentive to and aware of what is taking place in the present. For example, Nyanaponika Thera (1972) called mindfulness “the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception” (p. 5). Hanh (1976) similarly defined mindfulness as “keeping one’s consciousness alive to the present reality” (p. 11). Recent research has shown that the enhancement of mindfulness through training facilitates a variety of well-being outcomes (e.g., Kabat-Zinn, 1990). To date, however, there has been little work examining this attribute as a naturally occurring characteristic. Recognizing that most everyone has the capacity to attend and to be aware, we nonetheless assume (a) that individuals differ in their propensity or willingness to be aware and to sustain attention to what is occurring in the present and (b) that this mindful capacity varies within persons, because it can be sharpened or dulled by a variety of factors. The intent of the present research is to reliably identify these inter- and intrapersonal variations in mindfulness, establish their relations to other relevant psychological constructs, and demonstrate their importance to a variety of forms of psychological well-being.

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The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

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Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

The MOS social support survey.

Publisher Summary The ability to understand multivariate statistics and mathematical modeling procedures and to use them effectively is an essential skill that scholars and practitioners in the sciences and humanities must master. Today multivariate statistics and mathematical modeling procedures are applied regularly to problems arising in the physical sciences, biological sciences, social sciences, and humanities. This chapter introduces five topics in roughly the order users encounter them in the data analysis process. It begins with a discussion on aspects of the critical, but often overlooked process of preparing data for analysis. Then it considers some preliminary steps needed to begin the interpretation of data prior to starting formal statistical analysis. Next, it discusses some of the factors to consider in selecting the best statistical technique to accomplish research objective. However, in selecting a statistical technique, it is essential that users take into account any properties of the data that may limit the applicability of the alternative statistical procedures. The chapter concludes with a discussion of critical issues to consider in interpreting the results of statistical analyses.

Multivariate Statistics and Mathematical Modeling

Two studies were designed to explore whether a meta-analytically derived four-factor model of career indecision (Brown & Rector, 2008) could be replicated at the primary and secondary data levels. In the first study, an initial pool of 167 items was written based on 35 different instruments whose scores had loaded saliently on at least one factor in the Brown and Rector meta-analysis. These items were then administered to a sample of undergraduate college students and the resultant inter-item correlation matrix was subjected to principal axis factoring with oblique rotations. A four-factor solution was uncovered that resembled the four-factor meta-analytically derived solution but with a few theoretically and practically interesting exceptions. A second study used two existing correlation matrices derived from Gati and colleagues’ cognitive and personality/emotional models of career indecision. Exploratory factor analyses of these matrices revealed that the current four-factor model could, in part, be unc...

Validation of a Four-Factor Model of Career Indecision

Social cognitive variables in the prediction of client motivation and attrition.

Recent research has found that both research training environments and self-efficacy beliefs relate to graduate students' research productivity. Although important, this research has not yet fully explored hypotheses suggesting the specific manner in which the training environment and students' self-efficacy beliefs jointly function in promoting scholarly achievements. Social cognitive formulations suggest a mediating relationship whereby effects of the research training environment on productivity operate at least partly through the intervening mechanism of students' self-efficacy beliefs. A reanalysis of data published earlier in this journal (Phillips & Russell, 1994)found support for the social cognitive mediational hypothesis and also suggested that the training environment may have a more potent influence on women's than on men's research self-efficacy and we productivity. Theoretically, these findings highlight the importance of structuring research training environments to promote greater research...

Self-Efficacy as an Intervening Mechanism between Research Training Environments and Scholarly Productivity A Theoretical and Methodological Extension

Prior research using a 167-item measure of career indecision (Career Indecision Profile-167 [CIP-167]) has suggested that career choice difficulties may be associated with four major sources of career indecision: neuroticism/negative affectivity, choice/commitment anxiety, lack of readiness, and interpersonal conflicts. The purpose of this study was to develop a shorter and more efficient measure of these four major sources of indecision for future use in research and counseling. The development of the measure (CIP-65) is described and the results of a confirmatory factor analytic study of its structure are presented along with initial reliability and validity data. We conclude by discussing implications for future research on the CIP-65 and its potential use in counseling individuals with choice-making difficulties.

Steven D. Brown

Papers

Multivariate Statistics and Mathematical Modeling

Validation of a Four-Factor Model of Career Indecision

Social cognitive variables in the prediction of client motivation and attrition.

Self-Efficacy as an Intervening Mechanism between Research Training Environments and Scholarly Productivity A Theoretical and Methodological Extension

Development of the Career Indecision Profile: Factor Structure, Reliability, and Validity