Fostering Community

Miller, Aaron David; Nash, Trisha; Fetty, Danielle Grace

doi:10.1177/0022167813516795

Cited by 7 publications

(3 citation statements)

References 46 publications

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“…The new-found interrelations and the indirect effect among SPT, MCSs, and RE with books support even more than our hypotheses the humanistic psychological approaches (e.g., DeRobertis, 2006;Miller et al, 2014;Stern, 1985), and diverse further directions (e.g., Mullis et al, 2015;Park, 2010) mentioned in the first sections above.…”

Section: Coordinating Perspectives On Social and Metacognitive Situatsupporting

confidence: 71%

“…This representation is connected to an existing network of vocabulary, related knowledge, strategies, and skills (e.g., Baker & Beall, 2009;Cunningham & Stanovich, 1997;Schneider, 2015). This definition of RE coheres with the phenomenal tradition of human experiences understood in a self-constructed world as direct experience, in writing, or in reading (e.g., Heidegger, 1962, Merleau-Ponty, 1962, Miller, Nash & Fetty, 2014. Thus, RE is a phenomenon with multiple definitions in diverse traditions (e.g., Habermas, 1984;Heidegger, 1962, Merleau-Ponty, 1962.…”

Section: Social Perspective Taking and Metacognition Of Childrenmentioning

confidence: 86%

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Social perspective taking and metacognition of children: A longitudinal view across the fifth grade of school.

Wolgast

Barnes‐Holmes

2018

The Humanistic Psychologist

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Social perspective taking (SPT) is understanding the social situation of another person. SPT helps us to communicate effectively and to foster social bonds, both of which are skill sets that youths need to succeed at school and in life. SPT has been associated with reading experience (RE), but there has been little research on the factors that support SPT at school. SPT involves understanding the fictional characters described in a text. Metacognitive strategies (MCSs) taught in class help students comprehend a text. Our aims were, therefore, to investigate the interrelations between these concepts and to test whether variance in SPT is indirectly explained by RE with books via using MCSs during in-class reading activities.In the current study, N ϭ 2,105 fifth-grade students' SPT, RE and MCSs were measured 3 times over 1 year of school. The sample consisted of students at all-day schools with a focus on social learning and reading from a nationally representative study. The results indicate interrelations between these concepts over time and the postulated indirect effect. Variance in SPT was partially explained by the MCSs, variance in that was in turn explained by RE assessed 5 months before. This suggests that teaching MCSs provides a way to support students' SPT when reading texts with fictional characters and when students have experience in reading.

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Section: Coordinating Perspectives On Social and Metacognitive Situatsupporting

confidence: 71%

Section: Social Perspective Taking and Metacognition Of Childrenmentioning

confidence: 86%

Social perspective taking and metacognition of children: A longitudinal view across the fifth grade of school.

Wolgast

Barnes‐Holmes

2018

The Humanistic Psychologist

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show abstract

“…Finally, changes in life philosophies includes individuals being more appreciative of their very existence and gaining a new perspective on life (Calhoun & Tedeschi, 1998). The construct of PTG is directly in line with humanistic counseling, which relies on strengths-based approaches and promotes the belief that individuals can overcome adversity (Miller, Nash, & Fetty, 2014). From this perspective, Abraham Maslow and Carl Rogers suggested that the human impetus toward self-actualization motivates growth following trauma (Bray, 2014).…”

mentioning

confidence: 99%