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AbstractIn recent years, there has been a growing interest in collective psychology ownership in different disciplines. However, and in contrast to a feeling of personal ownership (“mine”), the theoretical thinking about a sense of collective ownership (“ours”) is limited. This article proposes that the social identity perspective (social identity theory and self-categorization theory) provides a coherent framework for understanding and examining collective psychological ownership toward various targets of ownership and in a range of settings. It is argued that research on collective ownership will be enhanced by more fully considering the implications of this perspective, which include (a) the importance of the group self and self-stereotyping, (b) developing ingroup consensus and shared understandings, (c) the role of sociotropic threat and group identification, and (d) the importance of the sociocultural context. These implications have not been fully considered in the literature but indicate that the social identity perspective offers the possibility for theoretically integrating and empirically examining collective psychological ownership. [ABSTRACT FROM AUTHOR]

Background: Increasing students' ability to think critically allows them to engage more fully with psychology material. Objective: The current study used a critical thinking assignment called PsychBusters to examine critical thinking and interest in psychology in two sections of introductory psychology designated for first-year psychology majors. Method: The experimental section completed two PsychBusters presentations including a poster presentation. The control course section also completed poster presentations but did not do the PsychBusters assignment. For both sections, critical thinking skills and levels of interest in psychology were measured at the start and end of the semester. Results: Students in both sections maintained a high interest in psychology across the semester. The section that worked on the PsychBusters misconception assignment had similar critical thinking skills as the control at the start of the semester but had higher scores at the posttest. Conclusion: Assignments that direct students to focus on critical thinking may not improve one's interest in psychology. However, class assignments that hone critical thinking skills should be integrated into psychology courses with the aim of improving students' reasoning. Teaching Implications: The development of critical thinking skills in psychology majors should start early in the curriculum. [ABSTRACT FROM AUTHOR]

The notion of the ethnographer as participant observer, as an active agent rather than passive observer, is well established within conversations about method and methodology. Less well explored is the extent to which the inherent curiosity and inquisitiveness of the ethnographer might be reciprocated: how might this be established and how might it contribute to the construction of knowledge? Through a focus on the ways in which one of the most visible aspects of ethnographic field work – writing field notes – was made sense of and then interrogated by research respondents during an eight-month ethnography of workplace learning, this article argues that reciprocal field relations characterised by a willingness for the researcher to be interrogated about their work in a manner akin to the ways in which the researched are, here described as relational curiosity, both sustains good ethical engagement in the field and enhances the empirical warrant of the ethnography. [ABSTRACT FROM AUTHOR]

Personality, as a crucial foundation for assessing human psychology and behavior, stands as a significant subject of interest among psychology researchers. Tailoring education to the needs of the student is likewise an important topic in the field of education, where the personality traits of students play a crucial role in their future professional and personal development. Presently, experts in the field predominantly employ questionnaires to evaluate personality traits. However, this approach has limitations, particularly for younger students, whose developing cognitive abilities might lead to inaccuracies in conveying information, thus impacting their performance in predictive assessments. Moreover, the questionnaire's quantitative nature could inadvertently affect the respondents' psychological responses. To address these challenges, we incorporate VR technology. Leveraging immersive and highly controllable features of VR, this study introduces a personality assessment framework tailored for students and develops a VR prototype system based on this framework for future performance evaluation. In our experimental evaluation, we engaged 96 students, ranging in age from 10 to 22, to participate in the testing process. The results of this evaluation indicate that our personality assessment framework performs effectively across four dimensions of personality evaluation. However, there remains a need for further analysis and enhancement in areas such as classification accuracy and the logical structure of scenario design. Additionally, it is essential to continue seeking more objective methods for personality assessment. [ABSTRACT FROM AUTHOR]

Recommender systems on online platforms are often accused of polarizing user attention and consumption. The authors examine this phenomenon using a quasi-experiment conducted by Zhihu, the largest online knowledge-sharing platform (or Q&A community) in China. Zhihu originally used a content-based filtering algorithm, which recommends content to users on the basis of the topics to which each user has subscribed. After more than a year, Zhihu moved to a social filtering algorithm, which recommends content with which users' social connections are already engaged. The authors find that this algorithm change increased the creation of social ties by approximately 15% but decreased question subscriptions by 20% and answer contributions by 23%. The authors show that users' increased social interests mainly involved following popular users, leading to a greater concentration of social interests on the platform. However, users' topical interests became less concentrated, as popular topics received significantly fewer subscribers than unpopular topics. The authors explain these findings by exploring the underlying mechanism. They show that compared with content-based filtering algorithms, social filtering algorithms are more likely to expose general users to content consumed by their followees, who are more interested in niche topics than general users are. [ABSTRACT FROM AUTHOR]

The advances in information and communications technology and the digitization of services offer new ways to reach, engage with, and provide services to consumers. Recent advances in technology have fueled the rapid growth of digitization in education, and the education industry has witnessed radical changes in the provision and delivery of its products and services. Digital textbooks, which are equipped with various learning resources including multimedia aids, assessment questions, and hyperlinks to external resources, can be an important channel for harnessing technologies in classrooms. Korea's digital textbook experiment provides a unique empirical setting to examine the effects of digital textbooks on students' academic outcomes. The authors employ a panel regression model with teacher fixed effects, propensity score weighting, and an instrumental variable strategy to find that greater usage of digital textbooks in class improves students' academic performance, academic interest, and learning skills. The authors explore the heterogeneity in the utilization effect across student levels and find greater improvements in academic performance for low-achieving students. The findings have important managerial and policy implications for major stakeholders in the education sector, including teachers, school administrators, students, and policy makers. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A substantial amount of research, resources, and effort has been invested in the search for a 'holy grail' of twenty-first century leadership competencies. Ironically, despite the increasing significance of leadership and the substantial investments in uncovering the attributes of successful leaders, concerns persist regarding the quality of leadership worldwide. While the literature extensively outlines 'what' twenty-first century-ready leaders should embody, there remains a gap in outlining 'how' to nurture such leaders. We contrast existing practices that have focused on teaching functional content and relying on retrospective and deficit-based competency models by advocating for a strengths-based perspective. While there has been an increasing interest in positive psychology, which promotes a shift away from prevalent deficit correction approaches towards a framework that emphasises social-emotional and meta-cognitive strengths, character strengths have received little attention in corporate leader development programmes. We argue that nurturing character strengths offers a more sustainable, self-reinforcing process for twenty-first century leader development to overcome the limitations of short-lived leadership training results that fade over time. The Values in Action Classification of Character Strengths and Virtues provides a robust framework for identifying and nurturing these strengths. However, character strengths have traditionally been viewed as personal attributes, rather than leadership competencies. We challenge traditional views on leader development by arguing that character strengths reflect the competencies required of twenty-first century-ready leaders, as these more 'humane' characteristics remain relevant over time and valued across cultures because they represent qualities that are universally appreciated in defining 'what makes a good person'. [ABSTRACT FROM AUTHOR]

Is it carelessness regarding climate change knowledge or self-interested ignorance? With the consequences of climate change becoming a global issue, socio-psychological analysis becomes imperative to bring a change in attitude. The study maps the relationship between information sources, self-concern and the concern for climate change. The effect of denial as a mediating variable is investigated between information sources, self-concerns, and the perception of climate change. For this investigation, positivism was used. An exploratory descriptive study examined how information sources, self-concerns, denial, age, gender, qualification, and occupation affect climate change perspective. In July and August 2021, Google Forms were used to acquire a non-probability sample of 474 Indians. Convenience, judgement, and snowballing were employed to get the sample size. Smart PLS 3.3.2 (Smart PLS-SEM) employed partial least square–structural equation modelling. PLS-SEM confirmed the model's factors. According to the results denial completely mediates the association between self-concern and climate change perception, but not between information sources and perception of climate change. The research provides evidence that it is the care less attitude towards the environment and especially climate change that is hindering the change in behaviour of individuals. The research gives an interesting insight into the psychology of individuals. This emerging literature is particularly beneficial to understanding the reason behind failed attempts by environmentalists and scientists to bring a change in the behaviour of people. The research provides a crucial base for the direction of future efforts. As the denial of climate change is a defence strategy, the study suggests that awareness programmes should focus on this fact in order to devise approaches to bring about the desired shift in attitude and behaviour. Moreover, because self-concern increases climate change denial, narratives of policy efforts may emphasize the benefits to individuals. [ABSTRACT FROM AUTHOR]

The broad relationship between students' self-efficacy and interest has been highlighted for decades. This, along with the inherently developmental nature of learning, calls for a more thorough examination of the way fluctuations in students' self-efficacy influence their interest in learning within a single course over an academic year and beyond. The present study investigated how the latent growth of students' self-efficacy beliefs over time influenced their interest in a particular subject area, both short-term (3 weeks) and long-term (47 weeks). Data were collected at eight intervals: four times for self-efficacy within one academic year and three times for domain interest during the following academic year, primarily through weekly e-learning activities at a Japanese university. Attendance over three academic semesters, standardised achievement over one academic year (with prior knowledge control), and domain interest were modelled as outcomes in a latent structural equation model that encompassed a latent curve for self-efficacy beliefs throughout the course of study. The distinct contributions of both the baseline and the growth rate of self-efficacy beliefs to the variance in students' domain interest over the short and longer term were confirmed by the study. Over the course of two academic years, it was found that the growth rate of self-efficacy, relative to its baseline, became increasingly more important for key learning outcomes such as students' domain interest. [ABSTRACT FROM AUTHOR]

In recent years, some sport psychology professionals have called for research and praxis embracing social justice, intersectionality, and inclusion. This special issue in the Journal of Clinical Sport Psychology also points toward the importance of embracing social justice work within the field. In the following article, I share my journey and reflections about my experience with social justice and sport psychology. The story is deeply personal and provides examples I have found integral in my journey. Recommendations from my personal journey will be provided for sport psychology professionals interested in social justice work. [ABSTRACT FROM AUTHOR]

This study aims to explore the interplay between environmental psychology, architecture, and cinema in shaping cinematic spaces through spatial analysis. It also endeavors to provide insight into dystopian urban and spatial designs influenced by environmental psychology concepts, ultimately impacting the quality of these fictional environments. Examining the pivotal era of heightened interest in environmental psychology studies, particularly in understanding the reciprocal dynamics between physical surroundings and human behavior, the 1973 dystopian film "Soylent Green" was scrutinized using deductive methodology. The analysis focused on key elements such as personal space and its role in shaping self-esteem experiences, the diverse and intense activities within the behavioral environment, as well as obligations and privacy concerns in densely populated, spatially-defined settings. The findings indicate that cinema and architecture extend beyond their temporal and spatial dimensions, revealing a profound integration with living spaces and a diverse array of life experiences. Furthermore, it underscores how spatial behavior and environmental information exchange in cinematic environments are intricately linked to emotional responses and societal advancements. [ABSTRACT FROM AUTHOR]

The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School 1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students. [ABSTRACT FROM AUTHOR]

Copyright of Central European Public Administration Review is the property of University of Ljubljana, Faculty of Public Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Kazuo Ishiguro's penchant for affectless, stilted or robotic narrators, along with his tendency to return across his oeuvre to the same concerns and motifs, has led to a growing critical tendency to identify his writing as (interestingly) uninteresting. His most recent novel Klara and the Sun (2021) (swiftly condemned as boring by many online opiners) seems to address this question head on, by thematising interestingness itself. This article reads Klara and the Sun in light of recent work (by Sianne Ngai and others) which theorises interestingness as one of our contemporary aesthetic categories. Exploring Ishiguro's iterated fictional concerns, in particular via a comparison with Never Let Me Go, it tests out a number of ways in which the uninterestingness of Ishiguro's narratives has been turned to critical account, but argues that Klara and the Sun withstands these critical manoeuvres. Instead, it demonstrates – via engaging with John Frow's formalist work on literary interest – that Klara offers a phenomenological investigation of how fictional interest is made. This account serves as a quiet manifesto for the interest of fiction tout court, and for the interest of Ishiguro's ongoing fictional project. [ABSTRACT FROM AUTHOR]

Bidirectional relations have long been of interest in psychology and other social behavioral sciences. In recent years, the widespread use of intensive longitudinal data has provided new opportunities to examine dynamic bidirectional relations between variables. However, most previous studies have focused on the effect of one variable on the other (i.e., cross-lagged effects) rather than the overall effect representing the dynamic interplay between two variables (i.e., feedback effects), which we believe may be due to a lack of relevant methodological guidance. To quantify bidirectional relations as a whole, this study attempted to provide guidance for the estimation and interpretation of feedback effects based on dynamic structural equation models. First, we illustrated the estimation procedure for the average and person-specific feedback effects. Then, to facilitate the interpretation of feedback effects, we established an empirical benchmark by quantitatively synthesizing the results of relevant empirical studies. Finally, we used a set of empirical data to demonstrate how feedback effects can help (a) test theories based on bidirectional relations and (b) reveal correlates of individual differences in bidirectional relations. We also discussed the broad application prospects of feedback effects from a dynamic systems perspective. This study provides guidance for applied researchers interested in further examining feedback effects in bidirectional relations, and the shift from focusing on cross-lagged effects only to a comprehensive consideration of feedback effects may provide new insights into the study of bidirectional relations. [ABSTRACT FROM AUTHOR]

Interest in the psychology of misinformation has exploded in recent years. Despite ample research, to date there is no validated framework to measure misinformation susceptibility. Therefore, we introduce Verificationdone, a nuanced interpretation schema and assessment tool that simultaneously considers Veracity discernment, and its distinct, measurable abilities (real/fake news detection), and biases (distrust/naïvité—negative/positive judgment bias). We then conduct three studies with seven independent samples (Ntotal = 8504) to show how to develop, validate, and apply the Misinformation Susceptibility Test (MIST). In Study 1 (N = 409) we use a neural network language model to generate items, and use three psychometric methods—factor analysis, item response theory, and exploratory graph analysis—to create the MIST-20 (20 items; completion time < 2 minutes), the MIST-16 (16 items; < 2 minutes), and the MIST-8 (8 items; < 1 minute). In Study 2 (N = 7674) we confirm the internal and predictive validity of the MIST in five national quota samples (US, UK), across 2 years, from three different sampling platforms—Respondi, CloudResearch, and Prolific. We also explore the MIST's nomological net and generate age-, region-, and country-specific norm tables. In Study 3 (N = 421) we demonstrate how the MIST—in conjunction with Verificationdone—can provide novel insights on existing psychological interventions, thereby advancing theory development. Finally, we outline the versatile implementations of the MIST as a screening tool, covariate, and intervention evaluation framework. As all methods are transparently reported and detailed, this work will allow other researchers to create similar scales or adapt them for any population of interest. [ABSTRACT FROM AUTHOR]

This reflective essay describes one fourth-grade class's efforts to engage in place-based inquiry regarding food access in response to COVID-19 pandemic recovery efforts. Through this reporting, the author presents the following set of orientations that recognize the inescapable role that place has in teaching and learning and that positions educational settings as sites of resistance, hope, and transformation: (1) building upon diversity of experiences and interests; (2) bridging past to present realities and local to global forces; and (3) encouraging pausing and sense of uncomfortabilty as precursors for action. In such a way, these orientations for place-based study support ongoing calls of utilizing this pivotal moment – the transition and recovery of the COVID-19 pandemic – to reimagine teaching, learning, and schooling in ways that resist matrices of oppression and create possible, liberatory futures in society. [ABSTRACT FROM AUTHOR]

To what extent do we value future generations? It may seem from our behavior that we don't value future generations much at all, at least in relation to how much we value present generations. However, in his book Death and the Afterlife, Samuel Scheffler argues that we value the future even more than we value the present, even though this is not immediately apparent to us. If Scheffler's argument is sound, then it has important ramifications: It would give us a strong motivation to put more energy into abating environmental crises like climate change, and it supports at least a limited form of ethical longtermism. However, in this paper, I show that Scheffler's argument is fallacious. Scheffler claims that we do not regard the fact that we in the present generation will all die relatively soon as a catastrophe, but we do regard the non-existence of future generations as a catastrophe. But the particular scenario used by Scheffler to illustrate this point—the plot of the book The Children of Men—is one in which both the present generation will perish and there will be no future generations, and it is this conjunction that is catastrophic, thus giving no information about which is worse. I suggest other ways to compare our valuations of present and future generations, and recommend that philosophers who are interested in the moral psychology of how we value future generations ought to engage with social science, as it is an empirical issue. [ABSTRACT FROM AUTHOR]

This article, titled "HAPPINESS AND ELT," discusses principles and activities from the field of Positive Psychology that can be applied in English Language Teaching (ELT). Positive Psychology is a relatively new discipline that focuses on helping individuals without serious mental problems. The article highlights five principles from Positive Psychology that can increase happiness and motivation in students: doing things for others, present refocus, a sense of achievement, a sense of purpose, and humor. The author provides practical activities that teachers can use in the classroom to implement these principles. [Extracted from the article]

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Evolutionary Developmental Biology (in abbreviation Evo-Devo) gains in popularity among psychologists. It would be a "synthesis of development and evolution" which would finally allow a rapprochement of psychology and biology. The Evo-Devo redefines epigenetics and opposes it to the (alleged) genetic determinism, genetic reductionism and preformationism of the Modern Synthesis (MS), proposes the concept of the extended inheritance and a mechanism of inheritance of acquired characters, which are claimed to be (neo-) Lamarckian, fuses the three questions separated by the MS: the origin of variation, fate of variation and inheritance of variation. These points of the Evo-Devo's programme particularly resonate with psychologists' expectations: genes alone do not explain the question of transgenerationality, the ontogeny of the attachment, e.g. early experience with caregivers (e.g. separation and loss) have a long-term effects on adult development can span a person's lifetime, can even span generations. However, in the paper I show that the inheritance of acquired characters is indeed impossible, that Lamarck never proposed a theory of the inheritance of acquired characters and that it is a confusion rather than fusion to link the question of the origin of variation, the question of development and the one of inheritance. If the Evo-Devo is so appealing to psychologists, it is not because there is "a new biology for psychology." I show that psychologists' attitude towards monism was ambivalent and such was the relationship between psychology and biology. The paper is a standpoint of a philosopher of biology interested in psychology. [ABSTRACT FROM AUTHOR]

Static depiction of motion, particularly lines trailing behind a mover, has long been of interest in the psychology literature. Empirical research has demonstrated that these "motion lines" benefited motion comprehension in static images by disambiguating the direction of movement. Yet, there is no consensus on how those lines derive their meaning. In this article, we review three accounts suggesting different interpretations of what motion lines represent. While a perceptual account considers motion lines originating from motion streaks in the primary visual cortex, metaphorical and lexical accounts propose them as graphical conventions that should be learned—either through resemblance to sensory experiences (e.g., natural path marks) or directly being mapped to a conceptual category of paths. To contrast these three accounts, we integrate empirical research on motion lines and their understanding. Overall, developmental, proficiency, and cross‐cultural variances indicate that the understanding of motion lines is neither innate nor universal, thus providing less support for lines having a purely perceptual origin. Rather, we argue the empirical findings suggest that motion lines are not iconic depictions of visual percepts but are graphical conventions indexing conceptual path information, which need to be learned and encoded in a visual lexicon. [ABSTRACT FROM AUTHOR]

Interest is the basic driver of a person is doing something to achieve his goals, and in action-reaction theory, the measure that is widely used is attitude. Through behavioral intention to adopt, we examined its effect on online learning interest using perceived usefulness (PU), perceived ease of use (PEOU) and self-efficacy (SE). In addition, the moderation of family social background and perceived parental involvement influence the initial construction of adoption intentions towards interest. We tested the proposed test on high school students, and the results showed that perceived usefulness was found to be the most prominent factor in shaping adoption intentions followed by ease of use, but not self-efficacy. Adoption of technology makes students study hard because they feel that learning applications are important for their education, besides that, social background has a medium effect, and parental involvement has a small/medium effect. The implications and framework of future research are also discussed in this study. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This short article presents an overview of coaching psychology in education with a focus on the educational value of coaching psychology practice. The article calls for actions to institutionalise coaching psychology education, to acknowledge the value of coaching psychology knowledge for learning and development, and to celebrate the positive influence of coaching psychology intervention for enhancing performance, as well as promoting health and well-being. The discussion is framed by three key questions to generate further interests in coaching psychology in an educational context. [ABSTRACT FROM AUTHOR]

In this paper, the findings and conclusions from a previous study concerning Danish psychology students' Master thesis projects are discussed. By conducting eight qualitative semi-structured interviews with nine psychology students, shortly after they had handed in their Master's theses, we attempted to uncover and challenge some of our previous findings. We set out to deepen our previous conclusions concerning (1) why there is a seeming discrepancy between the use of certain methods and theories amongst the students and psychology as a discipline writ large, (2) whether their use of qualitative methods indicated a routine-like relationship to methods, and (3) whether a unification of methods and theories can be identified. Based on the interviews conducted for this commentary, we conclude that the students do indeed take an active stance when it comes to choosing their methods and topics, and that they are fully aware of the discrepancy between their interests and psychology as a discipline. [ABSTRACT FROM AUTHOR]

Concerning the ethical effects of literature, the work coming from literary studies, both in its traditional theoretical bent as well as in its attempt at empirical validation, has privileged the processes of reception on the readers side, making it a focal point of its interest, and has concentrated less on the consequences that the act of writing itself has on its actors. It is worth stating that the pole of production has been an object of inquiry of special interest to the subgenre of poetics, autobiographical writings and authorial roles and has been overlooked as a space of individual ethical transformation. This space has instead been the object of interest of disciplines such as psychology, pedagogy and memory studies. The present methodological article aims to offer elements of theoretical rumination and information compiled with qualitative research tools that allows a deepening in the comprehension of the nexus between creative writing and the increase of empathy. Strictly speaking, it corroborates the thesis that creative writing can in fact contribute to the development of empathy of its actors, at least in what pertains to (with its limitation, of course) their self-perception; and it postulates that in the vast catalog of writing tools that stimulate its practice, there are a kind of exercises that are more effective than others. This article also ventures in a model of critical implementation of the aforementioned writing exercises that may be used as a didactic sequence in formative spaces. [ABSTRACT FROM AUTHOR]

Introduction: Although resistance to persuasion has been of interest in psychology, relatively little research has examined how different resistance strategies can affect the strength-related features of attitudes. The current research presents a metacognitive account of two resistance strategies and their effect on attitude certainty and intentions. Specifically, we examine how the strategies of counterarguing and bolstering can differentially affect attitude certainty and intentions to act on the attitude under attack. Methods: In two experiments, we implemented a 2(Perceived Thought Type: bolster vs. counterargue) x 2(Perceived Argument Quality: weak vs. strong) between-participants design. Participants read weak or strong arguments about a counterattitudinal topic. After reporting their thoughts in response to the message topic, participants received bogus feedback regarding the nature of their thoughts (i.e., bolstering or counterarguing). Following the feedback, participants reported their attitudes and attitude certainty. Results: In Experiment 1 (N =241), participants' thoughts perceived as counterarguments elicited attitude certainty that was more sensitive to the quality of the attacking information than when thoughts were perceived as bolstering one's opinion. Experiment 2 (N = 287) replicated the effect with a different topic and demonstrated a similar pattern on intentions to act on the attacked attitude. Discussion: The research demonstrates that two relatively thoughtful strategies, bolstering and counterarguing, can play an important role in attitude certainty and intentions following a persuasion attempt. [ABSTRACT FROM AUTHOR]

The increased interest in school psychology has been accompanied with an expansion of in‐house psychological and rehabilitation services worldwide and in Lebanon. This study aims to explore current practices of school‐based psychologists in Lebanese schools in an attempt to understand their role and inform the design of national strategies. A mixed methods design was used including a review of existing academic curricula, laws and regulations and published local research studies; interviews with stakeholders, and a survey filled by school‐based psychologists. In addition, 7 university curricula, 7 theses, and 3 dissertations were reviewed, 14 stakeholders were interviewed and 49 school‐based psychologists filled the survey. Conclusions suggest that there is no consensus about the title of this profession and its scope of practice, and the required knowledge and training to practice. This study highlighted the need to further make strategic decisions and establish this professional profile, in addition to making the needed amendments to the university curricula and the legal framework of the rules and regulations. Practitioner points: School‐based psychologists in Lebanon are not performing their roles based on international standards.School‐based psychologists lack qualifications and resources.There is a lack of proper training particularly in screening and assessing students with difficulties. [ABSTRACT FROM AUTHOR]

The problems of studying the relationship between manifestations of perfectionism and emotional burnout are of considerable interest to modern psychology. Prospective participants in such a study are representatives of various professional communities and students as future specialists. The purpose of this work is to consider the manifestations and relationships of emotional burnout, self-esteem, mental states and perfectionism among Russian and Chinese students. A total of 80 people took part in the study (40 Russian and 40 Chinese students). Research Methods applied: 1) multidimensional scale of perfectionism by P. Hewitt and G. Flett, adapted by I.I. Grachev; 2) the burnout questionnaire by K. Maslach adapted by N.E. Vodopyanov; 3) a technique for diagnosing self-assessment of mental states by G. Eysenck. As a result of the use of comparative and correlation types of analysis, intercultural differences and interrelations between the characteristics of perfectionism, self-assessment of the emotional state and characteristics of emotional burnout were found. Respondents from China showed lower results on the "aggressiveness" scale compared to Russian respondents. Russian students showed higher scores on the "anxiety" scale than Chinese students. Meanwhile, Chinese students, compared to Russian respondents, showed higher results in self-confidence and their future. In the course of the study, both groups showed average indicators of rigidity, but the level of rigidity in Russian students was higher than in Chinese students. In conclusion of this scientific study, the main recommendations for the correction of emotional burnout and self-regulation of perfectionism and mental states among students are proposed. [ABSTRACT FROM AUTHOR]

For ages analytics were dealing with the data which represent the financial processes of large groups of agents and the whole population. The crisis behavioural strategies were in the area of interests of psychology and social science which first put forward the idea to distinguish some groups of the customers with certain types of consumption behaviour during the unstable periods. Nowadays technologies that help to handle big data allow us to come closer to every customer and explore their personal behaviour, so we possess a tool for detailed investigation of these matters. In our research we try to recognize some behavioural patterns in sequences of transactional data of bank card holders in the pandemic situation of 2020 and apply them to the forecast of unsteadiness of February-March 2022 caused by customers' anxious expectations. It may be useful for more precise analysis of consumers' activity, and moreover, if we could recognize some definite strategies for the periods of critical transitions, we could cardinally improve the forecasting quality for the time of instability. [ABSTRACT FROM AUTHOR]

Mental imagery refers to the representation of stimuli that are not physically present and has long been a subject of interest in psychology. However, most research on mental imagery has been limited to visual images, with other types of imagery, such as sound and smell, receiving little attention. A possible reason for this is the lack of appropriate scales to measure the vividness of multisensory imagery. The Plymouth Sensory Imagery Scale (Psi-Q) has been developed to address this issue and has been used in several studies to measure the vividness of seven imageries: vision, sound, smell, taste, touch, body, and feeling. In this study of 400 participants in Japan, the Psi-Q was translated into Japanese and tested for reliability and validity. The results showed good internal reliability and retest reliability and moderate to high correlations with other measures of construct validity, including mindfulness, Big Five, and life satisfaction. Additionally, there is no significant difference in total Psi-Q scores between the Japanese and British samples, although some differences are found in individual sensory imagery abilities. This study provides valuable insights into multisensory mental imagery, and it is expected that research dealing simultaneously with the responses of multisensory modalities will further accumulate. [ABSTRACT FROM AUTHOR]

Students considering career options are often advised to identify their interests. Yet how much do people weigh the importance of interest when making hiring decisions, particularly as compared to performance? In two preregistered studies we examined how samples of US adults in the workforce weighed interest and performance when making hiring decisions about a hypothetical job candidate. Participants (total N = 740) were told that the candidate was applying for a position where they had previously interned, and were presented an ostensible Intern Evaluation Form in which he interest and performance ratings were independently varied to be below or above average. Participants then indicated their job offer and starting salary recommendations. Across two domains (Marketing and Sales, Study 1; Software Development, Study 2), participants weighed interest and performance equally in job offer recommendations, but weighed performance more in salary recommendations. Thus, job candidates who demonstrated higher interest but below average performance had an equal chance of receiving a job offer as candidates who demonstrated above average performance but lower interest. However, the former group would be offered a lower starting salary. Exploratory analyses examined participants' inferences about the candidate's future motivation and performance as potential explanations. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

This conference attempts to address the personal conditions that led the author to take an - early- interest in political psychology. From there, a certain contemporary development of the discipline is made, analyzing the agendas of the same and other characteristics that are imbricated. One of these characteristics refers to the great strength of the discipline and the fact that it is an interdisciplinary field. That is to say, political psychology is linked to transdisciplinary or interdisciplinary readings that contribute to its complexity. Not only because it is enriched by other disciplines, but also because it provides contributions to the field of other disciplines. It also analyzes the fact that political psychology, being a space of confluence of two complex fields of knowledge - psychology and politics - confers power. And to what power it refers: to being able to develop categories to think and to be able to analyze reality from different perspectives and try to catch it. And why catch it? To modify it and work towards a better society, from a discipline that marks territorialities and that these territorialities are spaces of confluence of opportunities and justice. Because knowledge is considered as a social good, as a human right and as a strategic tool in the virtuous transformation of this region. This discipline must be more critical and reflective and must be oriented towards social inclusion and produce knowledge with territorial and historical relevance. Political psychology allows us to analyze reality from certain perspectives: the subjects in politics; the subjects as political subjects; politics analyzed from the perspective of psychology, among the most recurrent ones. And all this, which seems very complex, which it is, but only from that complexity can we think reality, which is another complexity. And there is no way of approaching some truth about reality, even if it is transitory and unstable, that is not from a complexity. And that complexity is always in movement and always different, and in that it resembles itself: reality is constituted by multiple realities in movement, in construction and in deconstruction. [ABSTRACT FROM AUTHOR]

Copyright of Family Upbringing / Wychowanie w Rodzinie is the property of Family Upbringing Editorial Board / Redakcja czasopisma Wychowanie w Rodzinie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study of enjoyment, defined as a positive affective state that occurs when a person engages in an experience or activity that satisfies a desire, goal, or need, is a topic of growing interest in Psychology. The objective of this work is to delve into theoretical aspects of this phenomenon and explore how it is expressed in the execution of musical instruments. Method. Musical instrument performers (n=210) participated (18.8% women and 81.2% men). Instruments. Sociodemographic questionnaire and Inventory of Enjoyment in Musical Performance (IDEM). An analysis of descriptive statistics, correlation and a confirmatory factor analysis (CFA) were carried out. The results allow to conclude that the enjoyment of musical instrument performers, unlike what happens with other activities, includes emotional, cognitive, motivational and contextual aspects related to each other. Likewise, this experience is expressed as a state, but also as a process and as a result. Given the conceptual and empirical developments, it is important to consider enjoyment as relational and in the context of vital meanings of the person. Finally, knowing how this experience is expressed in specific activities as well as the factors that determine it, allows promoting it to contribute to a better quality of life for the subjects. [ABSTRACT FROM AUTHOR]

Understanding how people think is a key interest in psychology, and recent advances in automated text analysis have used a verbal analytic thinking index to approximate Kahneman's System 2 (e.g., deliberate, rational thinking). That is, prior work used a style word index to assess university student admissions essays and observed that those who used more articles and prepositions relative to storytelling words (e.g., pronouns) had higher grades at the end of college. This work presumed that verbal analytic thinking represented one's cognitive ability or intellectual potential, but this presumption has remained untested. The current research evaluated if verbal analytic thinking is indeed a reflection of cognitive ability or one's interest and motivation to engage in thinking, called need for cognition. Across 500 participants and two writing samples, the most reliable link to verbal analytic thinking was need for cognition, addressing an unexamined empirical question in psychology of language research. [ABSTRACT FROM AUTHOR]

In a 2019 paper, Hausmann raised a new and interesting problem for Kripke's account of negative existentials. He argued that Kripke's account leads to the absurd consequence that anybody who has good reasons to believe that there are no propositions also has good reasons to believe that he or she does not exist. In this paper I propose a modified Kripkean theory, which is invulnerable to a Hausmann-like argument. As will be seen, the modified theory can be squarely justified in light of the key observations behind Kripke's original proposal. [ABSTRACT FROM AUTHOR]

Very often, when a person's doxastic activity is morally wrong "think of racist beliefs, unfounded suspicions, and unfair dismissals of testimony" it also wrongs someone in particular. This suggests that we have something at stake in how others reason about us. But what, exactly? According to a natural and fairly common view, whenever you have a doxastic duty towards someone in particular, this is partly because she has a personal interest in your having (or not having) a certain belief. I will argue that this cannot be right. This result is important for several reasons, not least of which is that it helps us get a better grip on what our directed doxastic duties are and what it takes to fulfill them. [ABSTRACT FROM AUTHOR]

Recent studies point to an embodied representation of numbers. We reconcile these ideas with traditional influential accounts of numerical cognition. We identify symbolic number representations of visual, verbal, and sensorimotor form. Number symbols evoke three distinct semantic concepts: magnitude, ordinality, and cardinality. We propose a sensorimotor perspective of numerical cognition in which number meaning emerges from differently grounding these concepts in sensorimotor experiences. Numbers are present in every part of modern society and the human capacity to use numbers is unparalleled in other species. Understanding the mental and neural representations supporting this capacity is of central interest to cognitive psychology, neuroscience, and education. Embodied numerical cognition theory suggests that beyond the seemingly abstract symbols used to refer to numbers, their underlying meaning is deeply grounded in sensorimotor experiences, and that our specific understanding of numerical information is shaped by actions related to our fingers, egocentric space, and experiences with magnitudes in everyday life. We propose a sensorimotor perspective on numerical cognition in which number comprehension and numerical proficiency emerge from grounding three distinct numerical core concepts: magnitude, ordinality, and cardinality. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For years, creativity has been a topic of interest for scholars in psychology, human development, and the arts. Research on creativity has produced a growing body of literature in the art and science of music production. Correspondingly, the entertainment sector has undergone what business and entrepreneurship scholars refer to as disintermediation or a reduction of skilled labor affecting the roles and responsibilities of those working in music production. Research on creativity with independent music production (IMP) is less common. Little is known about creativity by those without access to particular domains. As the music and recording industries remain untethered, an increase in autodidactic and incremental learning processes seems likely along with the growth of new models of independent music production. Using a Bourdieusian theoretical framework, the article analyzes two skill areas in IMP, experimentation, and critical listening, and calls for a more equitable and imaginative analysis of creativity. [ABSTRACT FROM AUTHOR]