Motivation in Person Perception: Role of the Other's Perspective

Steins, Gisela

doi:10.1080/00224540009600510

Cited by 13 publications

(10 citation statements)

References 20 publications

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“…This variable represents a respondent's perception of partnering success by assessing how satisfied the other parties are with the partnering arrangement. The dependent variable could be formulated by an egocentric or a perspective-taking model, as defined by Steins (2000). According to Steins (2000), the main motivation for a perspective-taking model is the intensity of the relationship between the perceiver and the perceived persons.…”

Section: Regression Analysis Resultsmentioning

confidence: 99%

“…The dependent variable could be formulated by an egocentric or a perspective-taking model, as defined by Steins (2000). According to Steins (2000), the main motivation for a perspective-taking model is the intensity of the relationship between the perceiver and the perceived persons. The respondents in the study were challenged to give nonegocentric responses to the question because the many parties involved in the design process have great impact on the work of designers, the designers' ego and prestige and the expectation of further contracts.…”

Section: Regression Analysis Resultsmentioning

confidence: 99%

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Critical Success Factors Of Partnering In The Building Design Process

Doğan¹,

Çalğici²,

Arditi³

et al. 2015

METU JFA

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The construction industry is vertically fragmented because of the inherent nature of construction projects, which require planning, design, letting, construction, and operation in distinct phases (Fellows and Liu, 2012;Fong and Lung, 2007). The construction industry is also horizontally fragmented because of the general tendency of participants to work independently in all phases of the project (Fellows and Liu, 2012;Saram and Ahmed, 2001). Given the increasing number of construction projects in the current global environment, geographical fragmentation is caused by project participants that are frequently geographically separated. The construction industry is also temporally fragmented, as the phases of construction projects diverge over an estimated time period (Luck, 1996). According to Evbuomwan and Anumba (1998), the fragmentation in the industry results in costly engineering changes and design iterations, time and cost increases, poor communication between project participants, neglect of the application of sustainability principles throughout the life cycle of the building, and inadequate coordination and integration of the various participants. The root cause of much of these problems encountered in the management of building projects can be traced back to the design phase.The building design process typically involves the participation of architects, engineers (structural, mechanical, electrical, and environmental engineers) and material suppliers. In some project delivery systems, contractors are also involved in the design process. The lack of effective coordination among different disciplines in the building design process may affect not only the design but also the construction processes and the final product, creating problems related to schedule, quality, manpower, materials used, and cost. The interaction of the project participants is vital for the success of the project. Architects and engineers must recognize the collaborative nature of the building design process and support

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Section: Regression Analysis Resultsmentioning

confidence: 99%

Section: Regression Analysis Resultsmentioning

confidence: 99%

Critical Success Factors Of Partnering In The Building Design Process

Doğan¹,

Çalğici²,

Arditi³

et al. 2015

METU JFA

View full text Add to dashboard Cite

show abstract

“…• toma de perspectiva: aquí se diferencia la capacidad del niño para tener en cuenta la opinión, el sentir o el pensamiento del otro personaje para la resolución del conflicto, sin necesidad de descuidar el propio criterio (steins & Wicklund, 1998).…”

Section: Instrumentosunclassified

Funcionamiento cognitivo de niños entre 4 y 6 años para la resolución de conflictos interpersonales

Afanador

González

2011

Divers.: Perspect. Psicol.

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Esta investigación se centra en el estudio de aspectos del funcionamiento cognitivo de los niños en el dominio del conocimiento social, partiendo del uso de Situaciones de Resolución de Problemas (SRP). Se busca indagar la forma en la cual los niños resuelvan conflictos interpersonales y utilicen la toma de perspectiva como habilidad social. El objetivo general del proyecto es describir los funcionamientos cognitivos de 20 niñas y niños entre cuatro y seis años de edad, para la resolución de conflictos interpersonales, a través de los desempeños obtenidos en una tarea, que simula tres escenarios con situaciones de disputa entre varios personajes. Los resultados demuestran que los niños en edad escolar son capaces de incorporar habilidades sociales desde edades tempranas. Este hecho sustenta la idea de que el desarrollo cognitivo, especialmente en el dominio social, no requiere de un funcionamiento general, sino que presenta variabilidad en periodos cortos de tiempo respecto a la resolución de conflictos interpersonales, e incluso en micro momentos dentro de la misma tarea.Palabras clave: funcionamiento cognitivo, resolución de conflictos interpersonales, toma de perspectiva, cognición social

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“…What does empathy concretely mean in terms of behavior toward a student? Rightly so, empathy was criticized as a morally loaded concept (Steins, 2000), under which also false empathy (Warren & Hotchkins, 2015) can be hidden. At least, empathy is a controversially defined term that is not suitable to use without further context in teacher education.…”

Section: Confusing Terms Associated With Supportive Teacher-student-rmentioning

confidence: 99%

Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

Steins¹,

Behravan²

2017

PSYCH

Self Cite

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How teachers are best educated is a question that has been discussed for a long time. One perspective to this debate focuses particularly on dovetailing theoretical knowledge with practice. The present research is devoted to the specific exploration of this dovetailing: Three projects are presented that allow a direct transfer of knowledge into practice. The critical knowledge in the projects focuses explicitly on creating a supportive teacher-student-relationship. In the theoretical part of this contribution, the relevance of a supportive teacherstudent-relationship is discussed according to the background of teacher students' apprenticeship of observation. The research question is if the projects deliver strategies, ways and solutions to challenge the contents of apprenticeship of observation and accordingly to transfer empirically-based knowledge into action of teachers with regard to creating a supportive teacher-studentrelationship. Project 1 refers to accompanied sponsorships between teacher students and pupils (N = 15), project 2 combines classroom management knowledge with teaching social learning in a class (N = 13) and project 3 refers to the reintegration of mentally ill students back to school (N = 10). Qualitative analysis of knowledge transfer grounds on self-reports of teacher students and partly observation of teacher educators. The results hint to the value of action in academic education and are discussed in relation to their effects of gaining competencies and their feasibility.

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Motivation in Person Perception: Role of the Other's Perspective

Cited by 13 publications

References 20 publications

Critical Success Factors Of Partnering In The Building Design Process

Critical Success Factors Of Partnering In The Building Design Process

Funcionamiento cognitivo de niños entre 4 y 6 años para la resolución de conflictos interpersonales

Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

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