Sarah M. Jouganatos, Wicondra T. Stovall, Rose Borunda
Disconnections and distrust between the United States educational system and Black communities have existed for generations. Innovative approaches to dismantle this cyclical injustice are needed. For this reason, we sought to examine three tenets of Black othermothering; advocacy, relatedness, care and concern, and how they served as a bridge to engage Black students and families with educators through cultural brokering. Othermothering is critical to the pedagogy of Black teaching and contributed to the success of African American students prior to the 1954 ruling of Brown v. Board of Education. Following desegregation, Black students began performing disproportionately lower than their White counterparts. Additionally, 40,000 Black teachers and administrators lost their jobs and, to date, have not rebounded from this travesty in education (Farinde et al., 2016). While efforts are made to attract and retain qualified candidates who reflect the demographics of the student population, attention must be directed to ensure that ALL educators, regardless of cultural/racial match, are responsive and invested in optimal education delivery which includes increasing their relational capacity. To this end, white teachers in this study explained that othermothering improved their connection to Black students and families through advocacy, relatedness, and care and concern. Black parents/guardians equally expressed their desire for this essential support. These findings suggest the need for increased cultural representation within our schools, a greater understanding of the importance of holistic and equitable methods of inclusion for Black students and their families, and the need for Transformative school leaders to establish cultural connectedness in their school systems. This work focuses on fostering individual evolvement that collaboratively moves educators from a state of racialized submersion to a transcendent identity. Through this individual growth, schools can bridge connections with Black students and families. One strategy to innovatively strengthen this connection is through the inclusion of an othermother.
{"title":"Repairing the Fractures: Steps Forward in Building Bridges Across the Racial Divide","authors":"Sarah M. Jouganatos, Wicondra T. Stovall, Rose Borunda","doi":"10.5539/ijps.v14n3p24","DOIUrl":"https://doi.org/10.5539/ijps.v14n3p24","url":null,"abstract":"Disconnections and distrust between the United States educational system and Black communities have existed for generations. Innovative approaches to dismantle this cyclical injustice are needed. For this reason, we sought to examine three tenets of Black othermothering; advocacy, relatedness, care and concern, and how they served as a bridge to engage Black students and families with educators through cultural brokering. \u0000Othermothering is critical to the pedagogy of Black teaching and contributed to the success of African American students prior to the 1954 ruling of Brown v. Board of Education. Following desegregation, Black students began performing disproportionately lower than their White counterparts. Additionally, 40,000 Black teachers and administrators lost their jobs and, to date, have not rebounded from this travesty in education (Farinde et al., 2016). While efforts are made to attract and retain qualified candidates who reflect the demographics of the student population, attention must be directed to ensure that ALL educators, regardless of cultural/racial match, are responsive and invested in optimal education delivery which includes increasing their relational capacity. To this end, white teachers in this study explained that othermothering improved their connection to Black students and families through advocacy, relatedness, and care and concern. Black parents/guardians equally expressed their desire for this essential support. \u0000These findings suggest the need for increased cultural representation within our schools, a greater understanding of the importance of holistic and equitable methods of inclusion for Black students and their families, and the need for Transformative school leaders to establish cultural connectedness in their school systems. This work focuses on fostering individual evolvement that collaboratively moves educators from a state of racialized submersion to a transcendent identity. Through this individual growth, schools can bridge connections with Black students and families. One strategy to innovatively strengthen this connection is through the inclusion of an othermother.","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42016450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The cognitive judgment of satisfaction is suggested to be influenced by self-perceived levels of fear of COVID-19. However, limited research has been conducted as to the effects of fear of COVID-19 on the internal structure of the cognitive judgments of satisfaction. This study aimed to investigate the intercorrelation that existed between fear of COVID-19 and cognitive judgments of satisfaction via taking a sample of the population in the Kurdistan region of Iraq (n = 214). The findings suggested that there was a significant correlation between fear of COVID-19 and cognitive judgments of satisfaction. Accordingly, the results indicated that they share a significant negative association. Furthermore, results revealed that the level of fear that an individual experience during the COVID-19 pandemic significantly impacts on different types of life dissatisfaction. Therefore, individuals with different types of dissatisfaction in life (i.e., extremely dissatisfied, dissatisfied, and slightly dissatisfied) showed significantly higher levels of fear of COVID-19 than individuals with different types of life satisfaction.
{"title":"Human Life during a Pandemic: Exploring Intercorrelation between Fear of COVID-19 and Cognitive Judgments of Satisfaction","authors":"Saeed Bebane","doi":"10.5539/ijps.v14n3p11","DOIUrl":"https://doi.org/10.5539/ijps.v14n3p11","url":null,"abstract":"The cognitive judgment of satisfaction is suggested to be influenced by self-perceived levels of fear of COVID-19. However, limited research has been conducted as to the effects of fear of COVID-19 on the internal structure of the cognitive judgments of satisfaction. This study aimed to investigate the intercorrelation that existed between fear of COVID-19 and cognitive judgments of satisfaction via taking a sample of the population in the Kurdistan region of Iraq (n = 214). The findings suggested that there was a significant correlation between fear of COVID-19 and cognitive judgments of satisfaction. Accordingly, the results indicated that they share a significant negative association. Furthermore, results revealed that the level of fear that an individual experience during the COVID-19 pandemic significantly impacts on different types of life dissatisfaction. Therefore, individuals with different types of dissatisfaction in life (i.e., extremely dissatisfied, dissatisfied, and slightly dissatisfied) showed significantly higher levels of fear of COVID-19 than individuals with different types of life satisfaction.","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47390691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Carpinelli, G. Savarese, V. Pagliara, Valentina Remondelli, Giorgia Bruno, Valentina Pomposelli
Background: Depression and anxiety disorders have a high comorbidity with eating disorders (EDs), especially anorexia nervosa (AN) and obesity. This concomitance may complicate the diagnosis and treatment of these disorders. Aim 1: to study psychological and biological factors having significant roles in anxiety and depression in ED patients. Aim 2: to evaluate differences in ED individuals having anorexia nervosa and obesity. Methods: ED patients (n° 20 with anorexia nervosa; n° 15 with obesity) were enrolled at the Eating Disorder Unit of ASL Napoli 2 (Campania, Italy) and ASL Salerno (Campania, Italy) between January 2019 and January 2020. From all subjects we collected sociodemographic data, body mass index (BMI) and blood samples routinely tested for insulin, aspartate aminotransferase (AST) and alanine aminotransferase (ALT). We administered the State Trait Anxiety Inventory Scale (STAI) and Beck Depression Inventory-II (BDI-II) to assess the severity and chronicity of EDs and the presence of anxious and depressive symptoms. Results: We observed significant differences in the mean values of BMI in the groups of patients with AN (BMI = 16,28) or (BMI = 30,90) have clinical values that meet the diagnostic criteria while having normative values for Control group CRT (BMI = 22,1). Conclusions: The presence of several disorders at the same time can increase the severity and chronicity of EDs and make a favourable outcome of the treatment more problematic. Furthermore, the correlation between biological and psychological factors in our understanding of comorbidity in EDs patients may have implications for the evaluation and treatment of this population.
背景：抑郁症和焦虑症与进食障碍（ED）有很高的共病性，尤其是神经性厌食症（AN）和肥胖。这种伴随可能会使这些疾病的诊断和治疗复杂化。目的1：研究在ED患者焦虑和抑郁中起重要作用的心理和生物学因素。目的2：评估患有神经性厌食症和肥胖的ED患者的差异。方法：在2019年1月至2020年1月期间，ED患者（20例神经性厌食症患者；15例肥胖患者）被纳入ASL Napoli 2（意大利坎帕尼亚）和ASL Salerno（意大利坎帕尼亚）的饮食障碍科。我们从所有受试者中收集了社会人口学数据、体重指数（BMI）和常规检测胰岛素、天冬氨酸转氨酶（AST）和丙氨酸转氨酶（ALT）的血液样本。我们使用状态-特质焦虑量表（STAI）和贝克抑郁量表II（BDI-II）来评估ED的严重性和慢性性以及焦虑和抑郁症状的存在。结果：我们观察到AN患者组（BMI=16,28）或（BMI=30,90）的BMI平均值存在显著差异，其临床值符合诊断标准，而对照组CRT（BMI=22,1）具有标准值。结论：同时存在几种疾病会增加ED的严重性和慢性性，并使治疗的有利结果更加成问题。此外，在我们对ED患者共病的理解中，生物学和心理因素之间的相关性可能对该人群的评估和治疗有影响。
{"title":"Analysis of Psychological and Biological Parameters in Patients Affected by Anorexia Nervosa or Obesity","authors":"L. Carpinelli, G. Savarese, V. Pagliara, Valentina Remondelli, Giorgia Bruno, Valentina Pomposelli","doi":"10.5539/ijps.v14n3p18","DOIUrl":"https://doi.org/10.5539/ijps.v14n3p18","url":null,"abstract":"Background: Depression and anxiety disorders have a high comorbidity with eating disorders (EDs), especially anorexia nervosa (AN) and obesity. This concomitance may complicate the diagnosis and treatment of these disorders. Aim 1: to study psychological and biological factors having significant roles in anxiety and depression in ED patients. Aim 2: to evaluate differences in ED individuals having anorexia nervosa and obesity. Methods: ED patients (n° 20 with anorexia nervosa; n° 15 with obesity) were enrolled at the Eating Disorder Unit of ASL Napoli 2 (Campania, Italy) and ASL Salerno (Campania, Italy) between January 2019 and January 2020. From all subjects we collected sociodemographic data, body mass index (BMI) and blood samples routinely tested for insulin, aspartate aminotransferase (AST) and alanine aminotransferase (ALT). We administered the State Trait Anxiety Inventory Scale (STAI) and Beck Depression Inventory-II (BDI-II) to assess the severity and chronicity of EDs and the presence of anxious and depressive symptoms. Results: We observed significant differences in the mean values of BMI in the groups of patients with AN (BMI = 16,28) or (BMI = 30,90) have clinical values that meet the diagnostic criteria while having normative values for Control group CRT (BMI = 22,1). Conclusions: The presence of several disorders at the same time can increase the severity and chronicity of EDs and make a favourable outcome of the treatment more problematic. Furthermore, the correlation between biological and psychological factors in our understanding of comorbidity in EDs patients may have implications for the evaluation and treatment of this population.","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43243930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The recognition of emotional expressions is essential to achieving emotional regulation and social development. Therefore, stimulating this recognition could benefit children’s cognitive and social levels. The aim of this study was to assess the effects of training in emotional recognition on the recognition of emotional expressions and the social behavior of children. Typically-developing children (8-10 years old) were divided into two groups for either emotional or identity training. Before and after training, the recognition of three emotions (happiness, sadness, anger) and of identity was assessed by matching and memory tasks. In addition, a social skills scale was applied to parents. After training, only participants in the emotion group improved their accuracy (correct responses minus commission errors) in recognizing happiness and sadness, and on the identity tasks. The parents of the children in the emotion group also referred higher scores on the social skills scale. Results suggest that these children improved their recognition of emotional expressions by enhancing the attention paid to specific facial features. This improvement in emotional recognition induced by training may facilitate social interaction.
{"title":"Improved Ability in Emotional Recognition and Social Skills After Emotional Recognition Training in Children","authors":"Yermein Benitez-López, J. Ramos-Loyo","doi":"10.5539/ijps.v14n3p1","DOIUrl":"https://doi.org/10.5539/ijps.v14n3p1","url":null,"abstract":"The recognition of emotional expressions is essential to achieving emotional regulation and social development. Therefore, stimulating this recognition could benefit children’s cognitive and social levels. The aim of this study was to assess the effects of training in emotional recognition on the recognition of emotional expressions and the social behavior of children. Typically-developing children (8-10 years old) were divided into two groups for either emotional or identity training. Before and after training, the recognition of three emotions (happiness, sadness, anger) and of identity was assessed by matching and memory tasks. In addition, a social skills scale was applied to parents. After training, only participants in the emotion group improved their accuracy (correct responses minus commission errors) in recognizing happiness and sadness, and on the identity tasks. The parents of the children in the emotion group also referred higher scores on the social skills scale. Results suggest that these children improved their recognition of emotional expressions by enhancing the attention paid to specific facial features. This improvement in emotional recognition induced by training may facilitate social interaction. ","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer Acknowledgements for International Journal of Psychological Studies, Vol. 14, No. 2
《国际心理研究杂志》第14卷第2期书评人致谢
{"title":"Reviewer Acknowledgements for International Journal of Psychological Studies, Vol. 14, No. 2","authors":"Barbara Sun","doi":"10.5539/ijps.v14n2p79","DOIUrl":"https://doi.org/10.5539/ijps.v14n2p79","url":null,"abstract":"Reviewer Acknowledgements for International Journal of Psychological Studies, Vol. 14, No. 2","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47370382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In real life, there is a relationship between a person’s intention and memory. In addition, both are crucial antecedents of behaviour. This study puts this concept under empirical analysis. Additionally, high loss of training memory (50% after 24 hours) is a critical problem. Therefore, a weak understanding of intention and memory unity (interchangeable relationship) would exaggerate the transfer behaviour problem. It should be noted that billions of dollars are lost because of the low training implications (transfer). In that context, the researchers raise the question of ‘what comes first: intention or memory?’ and conduct a holistic statistical analysis. They apply a quantitative method (self-report survey) to test five hypotheses of this study’s variables: (i) intention to transfer (behaviour), (ii) training retention (memory), (iii) training transfer (behaviour). The study participants are 425 (population = 52,000) governmental (ministries) employees. The researchers derive and adapt the study questionnaire from reliable resources. They apply statistical analysis using PLS-SEM – SmartPLS software 3.0. All five hypotheses are accepted. This shows a highly interchangeable role of intention and memory against behaviour. However, the results analysis reveals that intention comes first, with a prominent presence of memory. Practically, it is suitable to understand intention and memory in combination, especially in the design phase. This would enhance the professionalism of behaviour control and effectiveness. For the theoretical tendency of the current study, the managerial implication is challenging. However, it opens the door for other interested researchers to specify a clear and smart solution for this case. In addition, this study has several values. It reconciles two theories in different fields: transfer model (training) with theory of planned behaviour (psychology). Mainly, it empirically describes the relationship between the most important behaviour antecedents (intention and memory). It helps to solve two practical problems: low training implication and high loss of training memory.
{"title":"Transfer Behaviour: Is Intention or Memory First? A Model of the Nearest Training Transfer Antecedents","authors":"Saeed Khalifa Alshaali, K. Hamid, Ali Ali Al-Ansi","doi":"10.5539/ijps.v14n2p64","DOIUrl":"https://doi.org/10.5539/ijps.v14n2p64","url":null,"abstract":"In real life, there is a relationship between a person’s intention and memory. In addition, both are crucial antecedents of behaviour. This study puts this concept under empirical analysis. Additionally, high loss of training memory (50% after 24 hours) is a critical problem. Therefore, a weak understanding of intention and memory unity (interchangeable relationship) would exaggerate the transfer behaviour problem. It should be noted that billions of dollars are lost because of the low training implications (transfer). In that context, the researchers raise the question of ‘what comes first: intention or memory?’ and conduct a holistic statistical analysis. They apply a quantitative method (self-report survey) to test five hypotheses of this study’s variables: (i) intention to transfer (behaviour), (ii) training retention (memory), (iii) training transfer (behaviour). The study participants are 425 (population = 52,000) governmental (ministries) employees. The researchers derive and adapt the study questionnaire from reliable resources. They apply statistical analysis using PLS-SEM – SmartPLS software 3.0. All five hypotheses are accepted. This shows a highly interchangeable role of intention and memory against behaviour. However, the results analysis reveals that intention comes first, with a prominent presence of memory. Practically, it is suitable to understand intention and memory in combination, especially in the design phase. This would enhance the professionalism of behaviour control and effectiveness. For the theoretical tendency of the current study, the managerial implication is challenging. However, it opens the door for other interested researchers to specify a clear and smart solution for this case. In addition, this study has several values. It reconciles two theories in different fields: transfer model (training) with theory of planned behaviour (psychology). Mainly, it empirically describes the relationship between the most important behaviour antecedents (intention and memory). It helps to solve two practical problems: low training implication and high loss of training memory. \u0000 ","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44348015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Nastiezaie, Anbarkhatun Vahdani, Asma Porki, Zahra Galavi, Masoud Ramroudi
The purpose of this study was to investigate the effect of despotic leadership on work alienation with the mediating of work boredom. This study was a correlation research method based on structural equation modeling. 253 teachers of Konarak (Iran) were studied by stratified random sampling method. To collect information, three questionnaires were used: despotic leadership, work alienation and work boredom. For data analysis the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel software. Based on results the direct effect of despotic leadership on work alienation, despotic leadership on work boredom and direct effect of work boredom on work alienation was positive and significant. The indirect effect of despotic leadership on work alienation was also significant with the mediator role of work boredom. Thus, school principals who use a despotic leadership style lead to the spread of organizational anomie in the school, and this organizational anomie in turn increase the deviant behaviors of teachers.
{"title":"The Effect of Despotic Leadership on Work Alienation with the Mediating of Work Boredom","authors":"N. Nastiezaie, Anbarkhatun Vahdani, Asma Porki, Zahra Galavi, Masoud Ramroudi","doi":"10.5539/ijps.v14n2p54","DOIUrl":"https://doi.org/10.5539/ijps.v14n2p54","url":null,"abstract":"The purpose of this study was to investigate the effect of despotic leadership on work alienation with the mediating of work boredom. This study was a correlation research method based on structural equation modeling. 253 teachers of Konarak (Iran) were studied by stratified random sampling method. To collect information, three questionnaires were used: despotic leadership, work alienation and work boredom. For data analysis the Pearson correlation coefficient and structural equation modeling were used by SPSS and Lisrel software. Based on results the direct effect of despotic leadership on work alienation, despotic leadership on work boredom and direct effect of work boredom on work alienation was positive and significant. The indirect effect of despotic leadership on work alienation was also significant with the mediator role of work boredom. Thus, school principals who use a despotic leadership style lead to the spread of organizational anomie in the school, and this organizational anomie in turn increase the deviant behaviors of teachers.","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43390096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the mediating role of the meaning of work in the relationship between organizational constraints and well-being at work. A selection of two inductors of the work situation was done in the framework of this study because of their explanatory power related to well - being at worknamely: workload and hierarchical support. Our hypothesis postulates that the meaning of work combines with the characteristics of the work situation to determine well-being at work (BET). In other words, we believe that the meaning of work mediates the effects of organizational inductors on well-being at work. In this perspective, 581 teachers from primary and secondary schools all sectors included (public, private, denominational, etc.) of the city of Yaounde (Cameroon) and aged between 21 and 60 years (M = 35.3, σ = 7.9) were interviewed using a self-report questionnaire. Multiple regression analyses following the procedure of Baron and Kenny (1986) confirm the mediating role of the meaning of work in the relationship between workload, hierarchical support and well-being at work.
{"title":"The Mediating Role of the Meaning of Work in the Relationship between Organizational Constraints and Psychological Well-Being at Work","authors":"S. N. Ilouga, A. M. Mouloungui","doi":"10.5539/ijps.v14n2p40","DOIUrl":"https://doi.org/10.5539/ijps.v14n2p40","url":null,"abstract":"This study examines the mediating role of the meaning of work in the relationship between organizational constraints and well-being at work. A selection of two inductors of the work situation was done in the framework of this study because of their explanatory power related to well - being at worknamely: workload and hierarchical support. Our hypothesis postulates that the meaning of work combines with the characteristics of the work situation to determine well-being at work (BET). In other words, we believe that the meaning of work mediates the effects of organizational inductors on well-being at work. In this perspective, 581 teachers from primary and secondary schools all sectors included (public, private, denominational, etc.) of the city of Yaounde (Cameroon) and aged between 21 and 60 years (M = 35.3, σ = 7.9) were interviewed using a self-report questionnaire. Multiple regression analyses following the procedure of Baron and Kenny (1986) confirm the mediating role of the meaning of work in the relationship between workload, hierarchical support and well-being at work. \u0000 ","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49451466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Taking posting of personal events in pictures and text on Facebook as an example, the article discusses some mechanisms of production of the Self in a new form. Using the process of creating a constructed identity on a social media platform, the paper combines Jacques Lacan, Carl Rogers and Karen Horney in explaining psycho-socially how and why people create an imaginative version of themselves online. This digital version of their Self lives beyond the reality principle. The Self is produced in the digital according to specific needs and drives of its owner. The Other(s) (the audience) that consumes it, bring values and sense of worth by consuming it. The main claim the article makes is that as a result of the communication between the Self and its audience (the Other (s) in the digital), personal values about self-worth change. As a result, self-identification with the consuming audience leads to self-actualizing and glorifying. This sets up the process of creating an Ideal Image based on chosen and hidden content. By doing this, the Ego, led by the Ideal, uses the views from the Imaginary that applies in the digital (the Symbolic order) to reproduce and keep personal narrative of identity going. Hence, an Ideal image is produced. Once produced, it starts to be consumed by the Others from distance that creates the illusion of fulfilment, even constructed in parts. The last few years Facebook has become an area of creating digital Selves that are produced in parts, reproduced (with added in pieces) content and consumed by a chosen audience.
{"title":"Being Beyond the Reality Principle Through Production and Consumption of the Self in the Digital Realm. About the Digital Created Self in the Shared Personal Life Online. Being Distantly Social and Distantly Present","authors":"Yana D. Nikolova","doi":"10.5539/ijps.v14n2p25","DOIUrl":"https://doi.org/10.5539/ijps.v14n2p25","url":null,"abstract":"Taking posting of personal events in pictures and text on Facebook as an example, the article discusses some mechanisms of production of the Self in a new form. Using the process of creating a constructed identity on a social media platform, the paper combines Jacques Lacan, Carl Rogers and Karen Horney in explaining psycho-socially how and why people create an imaginative version of themselves online. This digital version of their Self lives beyond the reality principle. The Self is produced in the digital according to specific needs and drives of its owner. The Other(s) (the audience) that consumes it, bring values and sense of worth by consuming it. \u0000The main claim the article makes is that as a result of the communication between the Self and its audience (the Other (s) in the digital), personal values about self-worth change. As a result, self-identification with the consuming audience leads to self-actualizing and glorifying. This sets up the process of creating an Ideal Image based on chosen and hidden content. By doing this, the Ego, led by the Ideal, uses the views from the Imaginary that applies in the digital (the Symbolic order) to reproduce and keep personal narrative of identity going. Hence, an Ideal image is produced. Once produced, it starts to be consumed by the Others from distance that creates the illusion of fulfilment, even constructed in parts. The last few years Facebook has become an area of creating digital Selves that are produced in parts, reproduced (with added in pieces) content and consumed by a chosen audience.","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47184435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many children with Developmental Coordination Disorder (DCD) cannot throw, which often prevents them from taking part in age-appropriate activities. The present research examined the degree to which variable practice, embedded in the Motor Schema Theory (Schmidt, 1975), would positively affect movement effectiveness, and coinciding accuracy, as well and parametrization of spatial and temporal aspects of control. Nine boys diagnosed with DCD (M = 10.7 years, SD = 1.0) participated in a pre-test, ten 30 minute training sessions, post-test, and a transfer test. Only pre- and post-tests involved kinematic data collection and measurement of accuracy. The variable practice involved throwing a tennis ball from a distance of 5 meters at 3 different targets (40 cm vs 35 cm vs 25 cm), positioned in three different locations. The transfer test was presented in a new environment with novel conditions. Results reveled improvement in movement effectiveness, at the group level, however when individual data was examined not all participants benefited to the same degree, especially when the transfer test was considered. All participants improved in regards to their accuracy. The changes in the outcome coincided with changes in spatial parametrization at the elbow, but not the shoulder. Also, higher velocity of the ball and angular velocity at the elbow were evident. From the clinical standpoint, the present study highlighted the importance of introducing context relevant variability in the learning program, however the decline in performance in the transfer test indicates that more research is warranted to understand the lasting effects on motor schema.
{"title":"Effects of Variable Practice on Kinematics and Accuracy of Throwing in Boys with Developmental Coordination Disorder","authors":"Eryk P. Przysucha, Taryn Klarner","doi":"10.5539/ijps.v14n2p15","DOIUrl":"https://doi.org/10.5539/ijps.v14n2p15","url":null,"abstract":"Many children with Developmental Coordination Disorder (DCD) cannot throw, which often prevents them from taking part in age-appropriate activities. The present research examined the degree to which variable practice, embedded in the Motor Schema Theory (Schmidt, 1975), would positively affect movement effectiveness, and coinciding accuracy, as well and parametrization of spatial and temporal aspects of control. Nine boys diagnosed with DCD (M = 10.7 years, SD = 1.0) participated in a pre-test, ten 30 minute training sessions, post-test, and a transfer test. Only pre- and post-tests involved kinematic data collection and measurement of accuracy. The variable practice involved throwing a tennis ball from a distance of 5 meters at 3 different targets (40 cm vs 35 cm vs 25 cm), positioned in three different locations. The transfer test was presented in a new environment with novel conditions. Results reveled improvement in movement effectiveness, at the group level, however when individual data was examined not all participants benefited to the same degree, especially when the transfer test was considered. All participants improved in regards to their accuracy. The changes in the outcome coincided with changes in spatial parametrization at the elbow, but not the shoulder. Also, higher velocity of the ball and angular velocity at the elbow were evident. From the clinical standpoint, the present study highlighted the importance of introducing context relevant variability in the learning program, however the decline in performance in the transfer test indicates that more research is warranted to understand the lasting effects on motor schema. ","PeriodicalId":90867,"journal":{"name":"International journal of psychological studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41815195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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