Psychology in Russia-State of the Art最新文献

Background: There is an absence of research - in EFL contexts - into the importance of positive psychology, notably the significant role of emotions in teaching. The topic of an instructor's emotional labour and grit is particularly important in this context.

Objective: The central focus of the current investigation was to determine the degree of association (predictive link) between teachers' emotional labour and teacher grit, which represents the perseverance and passion for enduring objectives in the context of second language teaching with teacher success. Specifically, it sought to uncover the unique power of EFL teachers' emotional labour and their grit in predicting the degree of their success in the Iranian context.

Design: For this purpose, a quantitative approach with correlational design was adopted, and three questionnaires namely, Teacher Emotional Labour Strategies Scale (TELSS), Teacher Grit Scale, and EFL Language Teachers' Effectiveness Questionnaire were administered to a sample of 184 English teachers across three different teaching contexts comprising Iranian private language institutes, public high schools, and universities in various provinces of Iran.

Results: Results of regression analysis indicated that teacher grit is a significant and better predictor of teacher success compared to teachers' emotional labour. Furthermore, the results of correlation analysis also confirmed that there was a positive relationship between teacher emotional labour, teacher grit and teacher success.

Conclusion: The findings suggest that the grittier English teachers are, the more effective they are in their professional duties and work environments. Finally, theoretical and pedagogical implications are discussed, and several suggestions for future research are given.

Background: Loving pedagogy is a new concept in the field of applied linguistics and its correlates have not been fully researched.

Objective: To investigate the relations of English as a foreign language EFL) teachers' resilience, mindfulness, and foreign language teaching enjoyment FLTE) in prediction of their attitudes toward loving pedagogy in Iran.

Design: Iranian EFL teachers N = 255) completed four questionnaires online on Google Forms. In order to analyze the data, standard multiple regression analysis was performed using SPSS version 25.

Results: The results of standardized multiple regression revealed that EFL teachers' FLTE, resilience, and mindfulness were significant predictors of their loving pedagogy. FLTE was identified as the strongest predictor.

Conclusion: The findings of this study signified the importance of positive psychological factors in creating a pedagogy of love where EFL teachers show kindness and sympathy toward their learners.

Background: Recent data indicate an increase in speech difficulties and a decline in narrative competence among today's preschool children. Therefore, identifying effective methods to support the development of narrative competence is a pressing and relevant challenge.

Objective: The aim of this study was to evaluate the efficacy of using PlayWorld¹ interventions in fostering narrative competence in preschool children.

Design: The study involved 90 children aged 5-6 years and compared: (1) Play-World- a form of joint child-adult pretend play based on a fairy tale plot, (2) free pretend play, and (3) a control group. The research employed a randomised controlled trial design. Children's narratives were assessed using the "MAIN: Multilingual Assessment Instrument for Narratives", focusing on word count, speech rate, and both macrostructure (semantic level) and microstructure (lexical-grammatical level) of narrative production.

Results: The results revealed that children receiving PlayWorld interventions significantly improved their macro- and microstructure of narratives, whereas in free pretend play children improved only the macrostructure of narratives. Children in the control group showed significant decline of scores for the macrostructure of narratives.

Conclusion: The findings revealed that PlayWorld interventios are an effective approach for developing narrative competence. The use of cultural texts and adult involvement in pretend play are important complementary factors that enhance the developmental impact of pretend play. The findings contribute to a more precise understanding of how pretend play supports narrative development and may have both theoretical and practical implications for future research and educational practice.

Background: Socio-emotional competence (SEC) is essential in language teaching, where classroom interactions, pedagogical choices, and student engagement are deeply shaped by emotional dynamics. While teacher emotions have been studied quantitatively, little is known about how pre-service EFL teachers develop SEC during a practicum. This gap calls for qualitative inquiry into their emotional experiences and professional growth.

Objective: To probe how an SEC-infused practicum course influences EFL pre-service teachers' awareness of the role of emotions in English language teaching during a practicum course lasting for 12 weeks in the Turkish context.

Design: Designed as an exploratory case study, the data come from reflective reports, narratives from weekly mentoring meetings, and lesson plans of practice teaching. The study participants are 12 pre-service EFL teachers enrolled in a practicum course during the 2023/24 academic year fall semester.

Results: Incorporating SEC in the practicum processes significantly enhanced pre-service EFL teachers' ability to recognize, reflect on, and incorporate emotional and social factors into their teaching. This awareness influenced their lesson design, classroom management, and perceptions of English as a global, emotionally charged medium of communication.

Conclusion: Language teacher education programs are advised to emphasize the role of emotions by implementing socio-emotional competency-based principles and practices throughout the curriculum.

Background: It is widely recognized that sports, dance, and other structured extracurricular activities can positively influence children's executive function. However, previous research has not thoroughly examined whether participation in a diverse range of activities aimed at acquiring new skills affects working memory development in children.

Objective: To investigate the impact of the quantity of extracurricular activities on the development of working memory among 5-7-year-old children.

Design: Longitudinal data on working memory development were collected from children aged 5 to 7 years (N = 101). Three assessments of verbal and visual working memory were conducted at ages 5, 6, and 7 years. Information on children's participating in extracurricular activities was obtained through parental surveys.

Results: The findings indicate that the number of extracurricular activities in which children participated has a significant positive effect on verbal working memory, with children engaged in multiple types of activities demonstrating a superior ability to retain and reproduce verbal information. Conversely, visual-spatial working memory did not show statistically significant differences based on the number of extracurricular activities.

Conclusion: These results suggest that increasing access to extracurricular activities may foster verbal working memory, which is an important predictor of subsequent academic success and socialization.

Background: Cyberbullying is an increasing concern among university students, notably in Pakistan, where digital engagement is rising. Personality traits like Machiavellianism- characterized by manipulation, callousness, and strategic exploitation- have been implicated in antisocial online behaviors. However, the mechanisms through which Machiavellianism influences cyberbullying remain underexplored.

Objective: To examine the relationship between Machiavellianism and cyberbullying perpetration among university students. Specifically, to explore the serial mediating roles of perceived social support and Problematic Internet Use in this relationship.

Design: The study utilized a purposive sample of 433 university students aged 18 to 25 years (M = 21.17, SD = 1.89). Participants completed the Machiavellianism Subscale of the Short Dark Triad, the Multidimensional Scale of Perceived Social Support, the Problematic Internet Use Questionnaire, and the Cyberbullying Perpetration Scale to assess the relevant variables.

Results: Machiavellianism and Problematic Internet Use were significant positive predictors of cyberbullying perpetration. Conversely, perceived social support was a significant negative predictor of cyberbullying tendencies. Additionally, both perceived social support and Problematic Internet Use served as serial mediators in the relationship between Machiavellianism and cyberbullying perpetration.

Conclusion: The findings highlight a pathway linking Machiavellianism to cyberbullying through diminished social support and Problematic Internet Use. These results contribute to the understanding of how personality traits can shape online behaviors and offer a framework for future research exploring the psychosocial dynamics of cyberbullying in emerging digital contexts.

Background: Due to its prominence in the professional success of teachers, work engagement has gained increasing attention in educational research, particularly in language studies. While previous studies have investigated the contribution of various factors to language teachers' work engagement, the role of emotional experiences, notably positive emotions, remains under-explored.

Objective: To bridge this gap, the current research sought to examine the interplay between positive emotions and work engagement from the standpoints of Iranian L2 teachers. It was also aimed at pinpointing the particular positive emotions that most significantly contribute to the work engagement of L2 teachers.

Design: Phenomenology as a qualitative research approach was employed to scrutinise the perceptions and lived experiences of participants. With the aid of maximum variation sampling, 37 L2 teachers were selected from diverse educational institutions in Iran. To delve into the participants' perspectives and experiences, an open-ended questionnaire and a semi-structured interview were employed. Participants' answers to the questionnaire and the follow-up interview were analysed through inductive thematic analysis.

Results: The thematic analysis revealed that Iranian L2 teachers perceived a close and dynamic association between positive emotions and work engagement. The analysis further indicated that, according to Iranian L2 teachers, positive emotions such as enjoyment, contentment, passion, pride, and hope can significantly contribute to their work engagement.

Conclusion: The study's findings highlight the importance of positive emotions in promoting the work engagement of L2 teachers and suggest that educational administrators should prioritise creating a supportive working environment that cultivates positive emotional experiences.

Background: The positive role of grit (perseverance and passion for long-term goals even in the face of setbacks) in language learning outcomes is well-documented in the academic literature. However, a significant gap remains in understanding the factors that contribute to the development and enhancement of second language (L2) grit.

Objective: The present study explored the interplay among perceived teacher-student rapport, academic engagement, and L2 grit from the perspective of Iranian EFL learners. More specifically, the predictive role of teacher-student rapport and academic engagement in Iranian EFL learners' grit was probed. Additionally, the mediating role of academic engagement in the relationship between teacher-student rapport and L2 grit was examined.

Design: To this end, 397 Iranian undergraduate and graduate students were selected using snowball sampling from different universities in Iran. Structural equation modelling (SEM) was used to analyse the data.

Results: Both teacher-student rapport and academic engagement were significant predictors of L2 grit, with engagement identified as the strongest predictor. Moreover, academic engagement served as a mediating variable in the relationship between teacher-student rapport and L2 grit, underscoring its pivotal role in cultivating learners' perseverance and passion for second language acquisition.

Conclusion: The findings suggest that positive emotions and supportive social interactions enhance cognitive and behavioural capacities, thereby fostering a more resilient approach to learning. Relevant implications and suggestions for future research are discussed.

Background: Attention to emotions is growing in workplaces. To address this interest, new psychological instruments have been developed to assess the emotional states of individuals at work. The Work-Related Affective Feelings (WORAF) Scale is a new psychological tool for measuring four main emotions: happiness, anxiety, anger, and dejection at work.

Objective: To determine psychometric properties of the Farsi version of the WORAF Scale in Iran.

Design: This research employed a cross-sectional research design. The sample consisted of 514 people (250 females and 264 males). We collected data using the Work-Related Affective Feelings Scale, the Job-Related Affective Well-Being Scale, and the Ten-Item Personality Inventory. Confirmatory Factor Analysis was used to check the factorial structure of this scale. The Pearson correlation coefficient and Cronbach's alpha were analyzed using SPSS version 26 and R software version 4.2.

Results: The model fit indices suggested satisfactory fit for the final models as CFI = .907, TLI = .904, NFI = .907, IFI = .907, X²/_df = 3.809, RMR = .055, and RMSEA = .079. The Cronbach's alpha of the scale was .87 and values ranging from .73 to .92 confirmed the reliability of the WORAF. The Pearson correlation analysis revealed a statistically significant relationship between this scale and similar scales, verifying the convergent validity of this scale and similar scales.

Conclusion: The findings provide empirical support and introduce the WORAF Scale as a valid and reliable scale translated and validated in Iran. The Farsi version of this scale can measure four major emotions of individuals in Iranian workplaces. This scale can be used by Iranian researchers as well as by organizational practitioners to measure, identify, and improve the emotions employees experience in their workplaces. Considering the large number of employees in the private and public sectors in Iran, this scale can be useful.

Background: Visuospatial working memory (VSWM) is critical for academic achievement, particularly in mathematics. The Corsi Block-Tapping Test (CBTT) is one of the most widely used tools to assess VSWM, traditionally relying on span length as the primary performance indicator. However, recent research suggests that additional metrics, such as accuracy and reaction time (RT), may offer complementary insights. Despite this, RT remains underexplored in studies examining VSWM development and its links to academic outcomes such as math performance.

Objective: To investigate age- and sex-related changes in VSWM using CBTT accuracy, span, and RT, and to examine how these metrics relate to math achievement across school grades and sexes.

Design: Data were collected from 2,749 Russian pupils (53% girls), aged 10 to 18 years (M = 13.89, SD = 2.08), enrolled in grades 5 to 11 in two regions (Nizhny Novgorod and Irkutsk). Regression analysis was applied to three indicators of CBTT and math achievement that was measured by average school grades.

Results: CBTT accuracy increased and RT decreased from grades 5 to 8, then both increased post-grade 9, suggesting a developmental shift. Accuracy predicted math grades in grades 5-9 but not later; RT was a stable negative predictor across all grades. Sex did not moderate VSWM-math associations, though girls showed greater RT efficiency in late adolescence.

Conclusion: VSWM develops along non-linear trajectories that differ by metric. Multi-indicator assessment is essential, and school grades should be interpreted with caution as proxies for math ability.