The associations of personality and self-report emotional intelligence (EI) with attitudes to exercise and self-reported exercise behaviour were investigated in a sample of 497 Canadian undergraduates. A positive attitude to exercise was negatively associated with Neuroticism and uncorrelated with other personality traits and EI. Exercise behaviour was positively associated with Extraversion and EI and negatively associated with Neuroticism. Structural equation modelling indicated that EI mediated the relationship between personality and exercise behaviour. The interpretation of this result in terms of EI having some properties of a coping style is discussed.

Group supervision is commonly employed in graduate psychology training but has received insufficient attention in research. Supervisees' own perceptions and experiences in group supervision can provide valuable information in guiding our understanding and exploration of the benefits and uses of this form of training. This paper reviews 11 empirical studies exploring supervisee perceptions of group supervision experiences. Research, to date, appears to be largely in line with conceptual hypotheses regarding the benefits of group supervision experiences, and implications are discussed with regard to current practice. However, this review also points to the need for more in-depth and advanced research efforts in the area that can further explore supervisee experiences and identify means of optimizing this experience as a component of clinical training.

A total of 205 high school students (grades 10.1 1.12) with approximately equal numbers of males (N=104; 50.7 percent) and females (N=101; 49.3 percent) responded to the Learning Process Questionnaire. Theresultingdata were fit toathree-factor model of learning motives and strategies that was theoretically derived from Biggs' learning process model and based on some previous empirical evidence. The resulting fit of the data to the model was very good (comparative fit index = .97; residual mean s q v = .17), thus providing strong support for the proposed model. It is concluded that three +ic motives (surface, deep, achieving) and three basic strategies (surface, deep, achieving) indeed i d e n a the three theoretically proposed endogenous approaches of surface, deep and achieving.The efficacy of student learning is determined, in part, by their motivation and their ability to deal with related contextual demands (Shuell 1986;Snowman, 1986). Students who can clearly identify their learning goals, can successfully achieve them and are able to monitor their progress should be more efficacious learners than students who lack these capacities. The degree to which students can fulfil these conditions depends, in part, upon their approach to learning (Biggs, 1985;Entwistle & Ramsden, 1983;Novak & Gowen, 1984). Biggs (1987) has theorised that there are three primary approaches (surface, deep and achieving) which students tend to employ in organising their learning. Moreover, he has proposed that

The aim of the present study was to conduct a systematic literature review of multisource feedback (MSF) instruments and to summarize the evidence of feasibility, reliability, generalizability, validity, and other psychometric characteristics of the instruments. Accordingly, we conducted a systematic literature review for English-language studies published from 1975 to 2012 using the following databases: MEDLINE, EMBASE, CINAHL, PubMed, and PsycINFO. The following terms were used in the search: multisource feedback, 360-degree evaluation, and assessment of medical professionalism. Forty-eight studies conducted in Canada, the United States, the United Kingdom, Netherlands, China, and elsewhere met the inclusion criteria. The results indicate that MSF has adequate evidence of validity, reliability, and feasibility for providing health practitioners with quality improvement data (both formative and summative assessment) as part of an overall strategy of maintaining competence and certification. Professional psychology has not adopted MSF as a systematic competence-based method for evaluating, maintaining, and assuring competent practice of psychology and instead relies on self-assessment as the primary quality assurance approach for its public accountability. We make recommendations to adopt an MSF system of competence-based assessment of practicing psychologists by regulatory and licensing authorities in Canada and the United States.

The current study tests a model that depicts the relationships among coping strategies (active, distraction, avoidance, and support seeking) and anxiety symptoms. SEM is used to test if the relationship between these variables is mediated by coping efficacy. A large sample of Canadian children (N = 506) aged 8 to 11 years (boys = 249, girls = 245, unknown gender = 12) participated in the study. Results showed that coping efficacy is a partial mediator of the relations between active coping strategies and anxiety symptoms, however support was not found for it to be an effective mediator for other coping strategies. This study contributes to the understanding of childhood anxiety by highlighting the importance of the relationship between anxiety and the methods children use to cope with stress and how perceptions of their coping abilities influence this relationship.