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Emotional intelligence (EI) correlates highly with Academic Stress (AS). Given the significance of EI in education and the lack of research on Muslim students in Indonesia, this study explored the relationship between emotional intelligence (EI) and academic stress (AS) among STEM (Science, Technology, Engineering, and Mathematics) students in Islamic universities. Wong’s Emotional Intelligence Scale (WEIS) and Educational Stress Scale for Adolescents (ESSA) questionnaires were used to evaluate emotional intelligence and educational stress levels. Demographic characteristics such as gender and year of study were also considered. In this cross-sectional survey, 400 students were invited, and 363 completed it, resulting in a response rate of 90.8%. Of all the participants, 204 (56.2%) were female. According to the findings, female students had higher AS levels than male students, and fourth-year students had the lowest AS. The study also revealed a negative correlation between EI and AS, particularly in the male sample. The study suggested that EI and gender can be reliable predictors of lower AS. Therefore, including EI in the STEM education curriculum is recommended to reduce AS among Muslim students.

Objective While apprehension and uncertainty toward the newly developed COVID-19 vaccines may be natural, it is crucial to encourage vaccination to manage the pandemic effectively. This study aimed to examine how beliefs, attitudes, and changes in the vaccination behavior of close contacts from the beginning of vaccine distribution predict COVID-19 vaccination behavior approximately one year later in a Japanese sample.Method A longitudinal web-based survey was conducted at three points between May 14–16, 2021, and August 12–18, 2022. By the third time point, 1,046 participants (mean age = 48.81, SD = 14.07, range = 20–80) had completed the survey.Results By time 3, 73% of participants had received three or more shots. Ordinal logistic regression revealed that the initial responses to the questions ‘Do you know anyone close to you who got vaccinated for COVID-19?’ and ‘Do you know anyone close to you who is saying they will not get vaccinated for COVID-19?’ were the most significant predictors of later vaccination behavior, even when accounting for other factors such as attitudes toward and knowledge of COVID-19.Conclusions The findings suggest that, irrespective of individual attitudes toward vaccines, the initial vaccination behavior of close contacts strongly influences an individual’s vaccination behavior one year and three months later. These results provide valuable insights into vaccination behavior amidst significant uncertainty.

Transemics is a process that applies widely in psychology and allied disciplines. It is a transactional process of exchange, transformation, and dialectical inter-digitation at the level of globality/ universality, whole vs. individuality, and specificity/ part. The term is novel to psychology, and has been rarely used in scholarship generally. Transemics appears critical to general psychology and extends the concept to indigenous psychologies, aspects of culture work, and humanization. One section of the present work gives greater detail on transemics, including on its domains, processes, terms, and theorizing. An ensuing section gives details on its mechanisms, including on scale, change, scope, quality, levels, and context. The present work shows the similarities and differences with related terms, such as reciprocal causality and circular emergence. Transemics represents a new way of envisioning the constitutive participation of individuals, peoples, cultures, and societal institutions in their transactions and relationships in their growth process, and it could help understand the mechanisms of how that can become entrenched, go awry, regress, and so on. The paper concludes with the concepts of transemification and narrativization in transemics, giving hypothetical examples. [ABSTRACT FROM AUTHOR]

The aims of the present pilot study were two: a) to investigate if learning and exercise in a virtual reality (VR) environment was motivating and emotionally positive for subjects with Rett Syndrome (RTT), and b) to examine if the speed of motor reaction was higher in a virtual or concrete environment. To achieve these aims, specific VR environments were developed to stimulate motor skills. Seven subjects with RTT were tested in three experimental conditions. In the concrete condition, real stimuli were placed on the table and the participants were invited to reach the stimulus. In the 2D and 3D conditions, a computer was placed on the table, and, through the developed software, stimuli were shown in 2D and 3D environments. The virtual system was able to recognize the reaching movements of participants. Thus, the object shown in the virtual environment moved towards the participant when the participant tried to grasp it. Results indicated that in the virtual environment the participants were more motivated and emotionally more involved in the proposed exercises. The motor speed was lower in concrete and 2D conditions than 3D conditions. This pilot study shows preliminary evidence on the usability of VR for RTT in improving learning, motivation and motricity. [ABSTRACT FROM AUTHOR]

This article, titled "Editorial: Computer vision and human behaviour to recognize emotions," explores the intersection of computer vision and human behavior in recognizing emotions. The authors discuss the potential of computer vision to automate tasks related to understanding emotions and human behavior. The article includes studies that compare facial emotion recognition systems, investigate emotion recognition by humans and machines, and explore facial emotion recognition in virtual reality environments. The authors emphasize the importance of responsible development and deployment of emotion recognition systems to ensure reliability, fairness, and privacy. [Extracted from the article]

In this article, we examine the place of culture in the human sciences with specific reference to psychology and the cultural histories of India. Despite the depth of scholarly writing on the intimate and inextricable ties between culture and psychological processes, core advancements and definitive positions in psychology have remained elusive. The privileging of a single culturally specific world-view alongside the exclusion of others has seriously hindered the authentic internationalization of psychology. We propose that linkages between culture and psychology need to be visualized as a dialogue between different cultural traditions. In the dialectics between bheda–abheda (difference and non-difference), structural-developmental, dispositional-relational, and social-collective processes will be invoked to develop our arguments for a human-science approach to the study of persons in culture. We argue that it is through the inclusion, rather than suppression, of diverse ideologies that generalizability can be best achieved. This is a call for an audit and reconstruction of psychology and its practices as an international discipline with a roadmap for theory construction and research informed by a cultural psychological approach toward human phenomena. [ABSTRACT FROM AUTHOR]

We are currently witnessing radical changes in the science of psychology. The author believes that the psychology of the future will not center on culture, history, and society. Psychology used to individualize society. Instead, it will focus on nature, and its main objective will be to individualize an individual. Psychology lost the battle for human development. Psychology was not convincing enough in its mission, i.e. to coordinate different levels and norms of human life, to direct the path of personal development, to reduce the risks of human activity, to support the process of authentic identity formation, etc. The new image of psychology will be based on the legitimization of psychological knowledge on the principle of natural conformity, as psychological phenomena will be embodied on all levels of life.

In the face of psychology's continuing expansion and diversity, Pickren and Teo (2020) call for a re-envisioning of general psychology. They challenge us to reforge psychology's historic links to philosophy and the humanities while also accommodating contemporary critiques arising from the discipline's increasing specializations. In response, Osbeck (2020) explores the idea of general psychology as "common ground" and "point of view," and suggests that the latter makes general psychology itself a specialization. Nevertheless, she anticipates difficulties for resolving psychology's methodological "value conflicts," sees no resolution for its ongoing dilemma of establishing limits to avoid incoherence while also honoring diversity, and wonders how psychology can incorporate the position of critic without sabotaging its own disciplinary progression. In this paper we argue that general psychology neither stands in contrast to psychology's specializations nor is itself a specialization. When realistically re-envisioned in the light of a clarification of thoroughgoing realism, general psychology resolves Osbeck's dilemmas, extends the ways in which philosophy is always "in" psychology, and takes us much further along the "common ground" and "point of view" paths, to where they converge in their roles of infusing and contextualising psychology's numerous specializations. General psychology is thus the sine qua non of all psychological inquiry, no matter how specialized. [ABSTRACT FROM AUTHOR]

Background and Aim of Study: At present, there is a great need to define and substantiate the scientific provisions of a holistic system of training the future specialist for the applied analysis of student’s behavior in primary school’s educational activities. In our view, there are not enough theoretical and practical materials to prepare a future psychologist in elementary school. The aim of the study: to substantiate the system of preparation of future practical psychologists for the applied analysis of behavior in primary school educational activity. Material and Methods: In the study, the following general scientific methods were used: analysis, synthesis, comparison, generalization. Results: Theoretical knowledge in the educational psychology and pedagogical disciplines not only influence the thinking of the future specialist to master a logically organized specific class of ideal objects of psychology, their properties, relationships and changes, but also enable the immanent unfolding of the content, as the starting point of the movement of thought in the practical point of motion. Conclusions: Requirements for the content of education of practical psychologists have been updated. Conceptual bases development of self-design of future practical psychologist’s professional activity, creation and substantiation of his personality and definition of basic characteristics of his activity, development of self-realization of personality of psychologist’s practice in professional activity will allow them to successfully carry out the process of preparation of specialist in applied analysis of problems of behavior of elementary school students.

Background: Many instructors use trivia-style review games to encourage self-testing, increase student engagement, and promote collaboration. However, most published examples of review games include trivia questions only, rather than activities that incorporate kinesthetic learning. Objective: We evaluate a review activity modeled after the game Cranium, which includes charades, pictionary, sculpting, and trivia questions. Method: In Pilot Study 1, general psychology students (n = 25) completed a self-report evaluation of Cranium, and we compared performance on exam items practiced during Cranium versus control items. In Pilot Study 2, students (n = 23) were assigned to review for a mock exam via Cranium, a trivia-only version of Cranium, or a practice question review. Results: Students rated Cranium as enjoyable and useful, though not more so than comparison activities, and Cranium elicited similar exam performance to comparison activities. Conclusion: Cranium is similar, not superior, to trivia-only and practice question review activities in terms of student perceptions and exam performance. Teaching Implications: Cranium provides an additional tool for instructors to engage students in team-based review activities in general psychology. Games that incorporate self-testing are likely useful for student engagement and learning, and the specific choice of activity may depend on instructor and student preference. [ABSTRACT FROM AUTHOR]