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1
Hakim, Lystiana Nurhayat. "SOCIO-AFFECTIVE STRATEGIES IN ENHANCING STUDENTS’ SPEAKING MOTIVATION." JURNAL BASIS 6, no. 1 (April 18, 2019): 125. http://dx.doi.org/10.33884/basisupb.v6i1.1051.
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This study investigated the use of socio-affective strategies to enhance the students’ motivation in speaking. Therefore, the purposes of the study were to find out the teacher’s way of using socio-affective strategies to enhance students’ motivation in speaking and to describe students’ perception toward socio-affective strategies in enhancing their motivation in speaking. A case study was used as a research design of this study. The data were collected through classroom behaviour observation, interview, and questionnaire. Furthermore, the writer used data triangulation technique to make the research result more valid. The finding of this study showed that there are six ways in using socio-affective strategies in teaching speaking; reducing students’ anxiety, encouraging students in speaking, controlling students’ emotion, asking question, cooperating with others, and empathising with others. The data also indicated that students have positive perception on using socio-affective strategies to enhance their motivation in speaking.
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Robiansyah, Maulid, and Pryla Rochmahwati. "SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS." ELTALL: English Language Teaching, Applied Linguistic and Literature 1, no. 1 (September 1, 2020): 9. http://dx.doi.org/10.21154/eltall.v1i1.2097.
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This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.
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Žindžiuvienė, Ingrida Eglė. "DEVELOPMENT OF METACOGNITIVE AND SOCIO-AFFECTIVE STRATEGIES IN EFL CLASSES AT SECONDARY SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 481. http://dx.doi.org/10.17770/sie2019vol2.3808.
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The article focuses on the development of learning strategies during the process of foreign language learning. With the obvious implementation of cognitive learning strategies, the development of other types of strategies, metacognitive and socio-affective, remains an urgent issue. Very often these latter strategies are either disregarded or dismissed during the language learning process. However, recent studies have pointed out the necessity for the development of all types of learning strategies and their implementation at an early stage of learning. Therefore, the aim of this research is to determine the scope of the development of metacognitive and socio-affective learning strategies during the process of foreign language learning. Quantitative and qualitative methods have been used to determine the frequency and mode of the above-mentioned types of learning strategies during the process of teaching and learning English as a foreign language (EFL). Two hypotheses have been raised: (1) Metacognitive strategies are often disregarded in the process of language learning in the classes for adolescents; (2) The potential of implementation of socio-affective strategies in EFL classes is underestimated in the process of language learning in the classes for adolescents. The object of the research consists of 12 selected EFL textbooks and activities included in them. The research results prove the fact that much more attention to metacognitive learning strategy development is needed during EFL classes, as these strategies strongly benefit the overall process of language acquisition. To compare, socio-affective learning strategies are more often implemented during EFL classes; however, their development is rather unsystematic.
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Prayogi, Afrian Reastu, Elfrida ., and Mei Hardiah. "AN INVESTIGATION OF LISTENING COMPREHENSION STRATEGIES USED BY SIXTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU." Journal of English Education and Teaching 2, no. 4 (June 25, 2019): 76–83. http://dx.doi.org/10.33369/jeet.2.4.76-83.
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This research aims to find out the listening comprehension strategies used by sixth semester students of English Education Study Program at University of Bengkulu. The subject of this research is all sixth semester students of English Education Study Program in academic year 2017/2018. This research was using descriptive quantitative as the methodology and the data was collected by using questionnaire as the instrument. The questionnaire consisted of 35 items which represent the use of listening comprehension strategies from cognitive, metacognitive, and socio-affective strategies. This research uses Statistical Package for Social Sciences (SPSS) version 22 to analyze the data. Oxford’s (1990) rating scheme for strategy use was used to determine the category of listening comprehension strategies use. The result of data analysis shows that students use cognitive, metacognitive, and socio-affective strategies in listening comprehension. Cognitive strategy was used as the most highly use of strategies in listening comprehension with the mean score 3.54 (high), followed by socio-affective strategy with the mean score 3.43 (moderate) and metacognitive strategy with the mean score 3.4 (moderate). From the results, it is concluded that students are using strategies mostly when doing a listening task at the classroom, by using the lexical and grammatical competences also background knowledge to understand the listening materials.
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Arroyyani, Risa. "Mapping students' listening problems and strategies." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 15, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.30595/lks.v15i1.9309.
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Listening is crucial to understand spoken language and to support the other language skills mastery; however, some students find several problems related to listening. This study aims to determine students’ listening problems and listening strategies they apply to overcome the difficulties. The research type is qualitative research using questionnaires and interviews as research instruments. This research used descriptive statistics to analyze the data obtained from the questionnaires and an interpretation of coding to analyze the interview transcript data. The respondents were 31 pharmacy students involved in the English for Pharmacy class, and there were three of them engaged in a structured interview session. The findings of this study were: (1) the students were moderate-level in listening problems of perception (M=2.91), parsing (M=3.18), and utilization (M=2.95) phase, (2) the students were high-level strategy users in cognitive, meta-cognitive, and socio-affective strategy, (3) the students mostly experienced difficulty in the parsing phase compared to two other problems and applied cognitive and meta-cognitive strategies than socio-affective strategy.
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Niloofari, Poopak, and Behnam Behfrouz. "General Qualitative Survey on Learning Strategies Employed by Deaf EFL Learners." International Letters of Social and Humanistic Sciences 54 (June 2015): 123–36. http://dx.doi.org/10.18052/www.scipress.com/ilshs.54.123.
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This paper, through using relevant literature, covers issues which are effective in planning a strategy by deaf EFL learners who are using learning strategies like cognitive, meta-cognitive and socio-affective strategies.
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Al Abri, Ahmed, Fawzia Al Seyabi, Salma Al Humaidi, and Abdul Hasan. "Grammar Learning Strategies in Omani EFL Classes: Type and Relation to Student Proficiency." Journal of Studies in Education 7, no. 2 (May 17, 2017): 151. http://dx.doi.org/10.5296/jse.v7i2.10927.
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The current study investigated the types of learning strategies used by Omani grade ten students when learning grammar. It also explored the differences between students of different proficiency levels in using grammar learning strategies. In order to gather data on students' grammar learning strategies, a frequency-based scale was designed and distributed to 170 students from Al Dhakeleya Governorate in Oman. The questionnaire consisted of thirty-eight items covering three types of grammar learning strategies, which were cognitive, metacognitive and socio-affective strategies. The present study revealed that grade ten Omani students used the three types of learning strategies to different extents. The study showed that Omani tenth graders used meta-cognitive strategies more frequently than cognitive and socio-affective strategies. The study also revealed that proficient students used more metacognitive strategies than less proficient students. The study makes a number of recommendations for future practice.
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Muin, Abdul, and Aswati Aswati. "Effects of Socio-Affective Strategies on Students’ Self-Confidence in Classroom Speaking Activities." Loquen: English Studies Journal 12, no. 2 (December 12, 2019): 91. http://dx.doi.org/10.32678/loquen.v12i2.2178.
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This research was to investigate the implementation of socio-affective strategies to improve students’ self-confidence in classroom speaking activities. This research was conducted in two cycles. The subjects of this study were the students of this school grade VIII A. The number of the subjects was thirty-five students. The instruments which are used to collect the data are observation questionnaire and field note. The student who had a strong desire in cycle I was 23 students, in cycle II was 33 students. The student who used visual contact in cycle I was 21 students, in cycle II was 28 students. The student who spoke aloud in cycle I was 22 students, in cycle II was 29 students. The student who used their gestures in cycle I was 24 students, in cycle II was 29 students. The student who comprehended the material in cycle I was 28 students, in cycle II was 32 students. Based on the results of the research, it can be concluded that using Socio-affective strategies can improve students’ self-confidence in speaking English
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Samad, Pratiwi, and Wira Kafryawan. "STRATEGIES IN LEARNING SPEAKING SKILLS USED BY THE ADULT EFL STUDENTS." KARIWARI SMART : Journal of Education Based on Local Wisdom 1, no. 2 (June 30, 2021): 49–57. http://dx.doi.org/10.53491/kariwarismart.v1i2.46.
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This research was conducted to find out and to describe the speaking skills strategies used by the adult EFL students of Pohuwato University and the adults' reason for using those strategies in learning speaking skills. The qualitative descriptive has been employed as the method of the research, and the researcher took the students in the fourth semester of the English department of Pohuwato University as the subject of the research through purposive sampling. To obtain the data, the researcher used the interview and observation as the instrument. The result of the data shows that there are three strategies used by adult EFL students in learning speaking skills. They are cognitive, metacognitive and socio-affective strategies. In cognitive strategy, the students mostly like to apply practicing and analyzing and reasoning. In metacognitive, they used to apply arranging and planning and monitoring, and in socio-affective, they applied to cooperate with others as their strategies to use in learning speaking skills.
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Boakye, Naomi. "The efficacy of socio-affective teaching strategies in a reading intervention: Students’ views and opinions." Language Matters 47, no. 3 (September 2016): 393–414. http://dx.doi.org/10.1080/10228195.2016.1226379.
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Talebi Eskandari, Shabnam, and Farinaz Shirani Bidabadi. "Iranian Female Language Learners' Listening Strategy Preferences in Multimedia Environment." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.66.
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Listening skill has been recently paid great attention comparing with the other three language skills since having communication is the first and most essential need. Language learners have been using the three different listening strategies (Cognitive, Meta-cognitive, and Socio-affective) to improve their listening skills in multimedia environments in particular. The main focus of this study is to determine the most preferable listening strategies employed in improving listening skills in multimedia environment by female Iranian English language learners. To achieve the goals, thirty female English language learners – twenty to twenty five - out of sixty were selected. In order to collect data IELTS test as pre-test and post-test questionnaire and interview were used. The result indicated that these language learners mainly employed meta-cognitive strategies the most in the multimedia environment. Thus, it is implied that the findings would be beneficial to the classroom practice, guide learners and lecturers as well as syllabus planners and material designersKeywords: Multimedia environments, Listening strategy, Meta-cognitive, cognitive, Socio-affective strategy
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Hadijah, Sitti, and Shalawati Shalawati. "LISTENING COMPREHENSION STRATEGIES APPLIED BY ENGLISH LANGUAGE LEARNERS." ELT-Lectura 5, no. 1 (February 20, 2018): 38–47. http://dx.doi.org/10.31849/elt-lectura.v5i1.1074.
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This paper depicts a part of a research project, focused on exploring three listening comprehension strategies applied by the English learners in interpretative listening subject; (a) meta-cognitive strategies consist of directed attention, selective attention, planning, monitoring, and evaluation; (b) cognitive strategies include listening for gist and detail, inference, prediction, visualization, summarizing, and note-taking; (c) Social/affective strategies, such as cooperation. Hence, mixed-method research was employed to describe what listening comprehension strategies used more often by English Students at Universitas Islam Riau. Thirty-seven fresh year learners taking interpretative listening subject were encouraged to participate in this research by filling out questionnaire adopted form Cross (2009). The data collected will both qualitatively and quantitatively analyzed. Thirty-two statements included in the questionnaire were categorized intro three groups; cognitive (15), meta-cognitive (15), and socio-affective (2). The finding reveals that the learners had been familiar will the strategies and frequently apply them based on their needs in listening processes, such as before, while, and after listening.
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Kazemi, Ali, and Soraya Kiamarsi. "An Investigation into Listening Comprehension Strategies and the Relationship between Listening Comprehension Strategies and Overall Proficiency Level of Intermediate and Advanced Learners." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 149. http://dx.doi.org/10.17507/jltr.0801.18.
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Research into the role of listening strategies in acquiring knowledge of language has attracted increasing attention over last decades. The current study sought to determine the strategies used by intermediate and advanced learners. It also attempted to investigate the relationship between learners’ overall language proficiency and their choice of strategy. To this end, two language institutes were randomly selected in Yasouj. A Quick Placement Test was validated and administered. Based on the results, 30 intermediate and 30 advanced EFL learners were selected. Two listening tasks were given to each group. Think-aloud technique was used in order to elicit learners’ listening strategies. The protocols were coded by two raters in order to yield more reliable results. The data analyzed through descriptive statistics showed that advanced learners employed more listening comprehension strategies than intermediate listeners did. It was shown that advanced learners employed meta-cognitive strategies more frequently than cognitive and socio-affective strategies. However, intermediate language learners employed cognitive, and then social/affective strategies more frequently. The findings of the present study indicated that there was a relationship between overall listening proficiency of language learners and listening strategies employed by them.
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Akazaki, Jacqueline Mayumi, Leticia Rocha Machado, Ketia Kellen Araújo da Silva, and Patricia Alejandra Behar. "Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 190–204. http://dx.doi.org/10.31686/ijier.vol8.iss6.2389.
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Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.
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Engel-Yeger, B., G. Serafini, X. Gonda, M. Pompili, and M. Amore. "Sensory processing patterns, coping strategies, and quality of life among patients with major affective disorders." European Psychiatry 33, S1 (March 2016): S126. http://dx.doi.org/10.1016/j.eurpsy.2016.01.172.
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IntroductionSeveral studies suggested the involvement of sensory perception in emotional processes and major affective disorders. Similarly, cognitive capacities and coping strategies are reported to influence quality of life of patients with unipolar and bipolar disorders.ObjectivesThe main objective of this study was to investigate the nature of the association between sensory processing patterns, coping strategies, and quality of life among patients with major affective disorders.AimsThe study aimed to compare unipolar/bipolar patients concerning sensory processing, coping strategies and quality of life (QOL); examine correlations between sensory processing and QOL; investigate the relative contribution of socio-demographic characteristics, sensory processing, and coping strategies to the prediction of QOL.MethodsTwo hundred and sixty-seven participants, aged 16–85 years (mean = 53.6 ± 15.7), 157 diagnosed with unipolar major depressive disorder and 110 with bipolar disorder type I and type II completed the Adolescent/Adult Sensory Profile, Coping Orientations to Problems Experienced, and Short Form 12 Health Survey 2.ResultsThe unipolar and bipolar groups did not differ concerning sensory processing, coping strategies, and QOL. Sensory processing patterns correlated with QOL independently of the mediation by coping strategies. Correlations between low registration, sensory sensitivity, sensation avoidance, and reduced QOL were found more frequently in unipolar patients than bipolar patients. Elevated physical QOL was mainly predicted by lower age and lower sensory sensitivity whereas elevated mental QOL was mainly predicted by coping strategies.ConclusionsFuture studies should further investigate the impact of sensory processing and coping strategies on patients’ QOL to enhance adaptive and functional behaviors related to affective disturbances.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Valverde Zambrana, José María. "Use of Communicative Strategies in L2 Learning." International Journal of English Studies 20, no. 3 (December 30, 2020): 77–107. http://dx.doi.org/10.6018/ijes.399631.
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Our objective is to describe the importance of the learning strategies, especially those of communicative type, in the learning of the second language. We made a comparative study of the use of L2 learning strategies by Spanish students at university and by students from international mobilities coming from the Erasmus+ programme and from The Republic of South Korea. In our study we also found that gender was a significant factor among all students regardless their nationalities. We found that the female students made a greater use and with more frequency of all type of learning strategies, especially those of communicative type, with special relevance in the socio-affective strategies. In our conclusion, we indicate that education or qualification in the strategies of learning for the acquisition of a language can help the student of a foreign language to learn better if his/her awareness of the learning strategies is increased, and if the number of strategies that the students use is enlarged.
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Mañas-Ojeda, Aroa, Francisco Ros-Bernal, Francisco E. Olucha-Bordonau, and Esther Castillo-Gómez. "Becoming Stressed: Does the Age Matter? Reviewing the Neurobiological and Socio-Affective Effects of Stress throughout the Lifespan." International Journal of Molecular Sciences 21, no. 16 (August 13, 2020): 5819. http://dx.doi.org/10.3390/ijms21165819.
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Social and affective relations occur at every stage of our lives. Impairments in the quality of this “social world” can be exceptionally detrimental and lead to psychopathology or pathological behavior, including schizophrenia, autism spectrum disorder, affective disorders, social phobia or violence, among other things. Exposure to highly stressful or traumatic events, depending on the stage of life in which stress exposure occurs, could severely affect limbic structures, including the amygdala, and lead to alterations in social and affective behaviors. This review summarizes recent findings from stress research and provides an overview of its age-dependent effects on the structure and function of the amygdala, which includes molecular and cellular changes, and how they can trigger deviant social and affective behaviors. It is important to highlight that discoveries in this field may represent a breakthrough both for medical science and for society, as they may help in the development of new therapeutic approaches and prevention strategies in neuropsychiatric disorders and pathological behaviors.
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Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.
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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.
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Javid, Choudhary Zahid. "A Proficiency-Based Comparative Investigation of Listening Comprehension Strategies Employed by Saudi EFL Learners." International Journal of English Linguistics 8, no. 6 (November 6, 2018): 315. http://dx.doi.org/10.5539/ijel.v8n6p315.
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The study in hand intends to investigate the comparative analyses of the perceptions of Saudi EFL learners with high grade point average (HGPA) and low-grade point average (LGPA) towards cognitive, metacognitive and socio-affective listening comprehension strategies employed by them to comprehend listening texts. A modified 5-point strongly agree to strongly disagree Likert-scale questionnaire has been administered to Saudi EFL learners with HGPA and LGPA to generate data for this empirical study. The reliability and validity of the questionnaire has been determined. The instrument was translated into Arabic which was administered to the cohort from both levels to identify their responses towards the various questionnaire items. Independent-samples T-test was run to determine descriptive statistics as well as to identify whether any statistically significant difference exist along GPA. The data generated through this comparative analysis were used to test three null hypotheses set for this study. The results have reported that by and large no significant differences exist in the perceptions of the HGPA and LGPA participants of this study and null hypotheses were accepted. It was found that Saudi EFL learners represented by the participants of this study resort to cognitive strategies the most followed by the metacognitive ones to comprehend listening texts. As far socio-affective strategies are concerned, the results indicate their least use by the participants of this study. The findings of this empirical study suggest that Saudi EFL learners like to exploit bottom-up strategies more than the top-down ones. Recommendations have been forwarded at the end based on the findings of this empirical study.
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Clavel, Chloé. "Surprise and human-agent interactions." Expressing and Describing Surprise 13, no. 2 (December 30, 2015): 461–77. http://dx.doi.org/10.1075/rcl.13.2.08cla.
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Affective Computing aims at improving the naturalness of human-computer interactions by integrating the socio-emotional component in the interaction. The use of embodied conversational agents (ECAs) – virtual characters interacting with humans – is a key answer to this issue. On the one hand, the ECA has to take into account the human emotional behaviours and social attitudes. On the other hand, the ECA has to display socio-emotional behaviours with relevance. In this paper, we provide an overview of computational methods used for user’s socio-emotional behaviour analysis and of human-agent interaction strategies by questioning the ambivalent status of surprise. We focus on the computational models and on the methods we use to detect user’s emotion through language and speech processing and present a study investigating the role of surprise in the ECA’s answer.
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Farid, Aisha, Muhammad Ishtiaq, and Muhammad Sabboor Hussain. "A Review of Effective Reading Strategies to Teach Text Comprehension to Adult English Language Learners." Global Language Review V, no. III (September 30, 2020): 77–88. http://dx.doi.org/10.31703/glr.2020(v-iii).09.
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This paper reviews the reading strategies and their theoretical perspectives in reading comprehension inside/outside the classroom. Reading strategies aim to build vocabulary and help integrate the existing knowledge of the readers/learners with the new knowledge through analysis and critical reflection on textual form and content. The study covers four major types of strategies, namely basic differentiated strategies, metacognitive strategies, cognitive strategies, and socio-affective strategies, to highlight their pedagogical value. The study opens up the research area of how these strategies are viewed as significant, which strategies the teachers and the students neglect, and how these strategies are influenced by pedagogical instructions and assessment and shape the participatory and transformative teaching/learning. It is recommended that all these strategies should be given due attention as they collectively involve orthographic recognition and processing through cognitive patterns that engage memory and retention to integrate new knowledge with the previous for possible conceptual change.
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Bidabadi, Farinaz, and Hamidah Yamat. "The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels." English Language Teaching 4, no. 1 (February 28, 2011): 26. http://dx.doi.org/10.5539/elt.v4n1p26.
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The purpose of the current study was to identify Iranian EFL freshman university students’ listening proficiency levels and the listening strategies they employed to investigate the relationship between these two variables. A total of 92 freshmen were involved in this study. The Oxford Placement Test was employed to identify the learners’ listening proficiency levels and a Listening Strategy Questionnaire was used to identify the strategies they employed in listening. The descriptive analysis of the listening strategy questionnaire revealed that Iranian EFL freshman university students at advanced, intermediate, and lower-intermediate levels employed meta-cognitive strategies more frequently and actively; followed by cognitive and socio-affective listening strategies. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the listening strategies employed by advanced, intermediate, and lower-intermediate freshmen and their listening proficiency levels at p<0.01 and p<0.05 levels respectively.
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Hidayah, Taufik. "PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER." ELP (Journal of English Language Pedagogy) 5, no. 1 (January 13, 2020): 61–72. http://dx.doi.org/10.36665/elp.v5i1.238.
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The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths and weaknesses in skills and content courses and self-regulate learning so as to make progress with teachers’ assistance.
Keywords: language learning strategies (LLS); Strategy Inventory of Language Learning (SILL); memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.
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Nurdin, Hisbullah. "Problems and Crisis of Islamic Education Today and in The Future." International Journal of Asian Education 1, no. 1 (June 27, 2020): 21–28. http://dx.doi.org/10.46966/ijae.v1i1.17.
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Islamic strategies and tactics must be more effective and efficient, meaning pedagogical, sociological, and cultural. Therefore, the Islamic breath in the person of a Muslim is essential to be able to move the behavior reinforced with extensive knowledge so that he can provide appropriate and useful answers to the challenges of the development of science and technology, and in Islamic education will not be separated from Islamic principles sourced from the basic principles of the Koran. Planning for future education must include three main characteristics of a society, namely: the future of socio, the future of techno, and the future of bio. Besides, Islamic education strategies in facing future challenges include: (1) Building an actual Islamic Education paradigm; (2) Carry out Affective Education; and (3) Improving the quality of teaching staff.
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Nguyen, Ha Dinh Nhu. "Understanding EFL students’ use of listening strategies in watching English captioned movies." Vietnam Journal of Education 4, no. 2 (September 30, 2020): 37–46. http://dx.doi.org/10.52296/vje.2020.18.
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Through the years, investigation into English captioned movies has been the subject of many studies in language teaching and learning. Most of these studies have found that listening strategies play a crucial part in enhancing students’ listening skills. Focusing on the same subject but with a new perspective, this research aimed at exploring the frequency use of listening strategies in watching English captioned movies in five general English classes at Ho Chi Minh City Industry and Trade College (HITC). One hundred and fifty college freshmen participate in answering the questionnaire and twenty-five students in responding the semi-structured interview questions. The data gained from the questionnaire was analyzed by SPSS in terms of descriptive statistics and ANOVA test. The results of the study indicated that a vast number of students employed listening strategies at different levels of frequency in which the cognitive strategy was used more frequently than meta-cognitive and socio-affective strategies. The results further proved that there was no significant difference of non-English majors’ listening strategies in watching English captioned movies in terms of majors.
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Menegale, Marcella. "Learning Strategies Instruction in CLIL Textbooks and Teacher-Authored Materials: A Qualitative Study." International Journal of Linguistics 12, no. 2 (March 23, 2020): 186. http://dx.doi.org/10.5296/ijl.v12i2.16537.
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The aim of the study here presented was to understand to what extent CLIL materials are oriented towards the development of learning strategies (cognitive, metacognitive and socio-affective strategies). This was done through the analysis of teaching materials of different content subject areas for primary and secondary school levels. A qualitative approach was adopted to compare learning units taken from commercial CLIL textbooks alongside self-authored materials created by CLIL teachers for their classes. A set of informative data was gathered to detect which strategies were most developed, whether any relevant differences between the materials analysed could be spotted, and whether strategy instruction was implicit or explicit. Main findings show that the types of strategies found in CLIL materials are very similar to those applied in second and foreign language learning environments and, although no significant differences have been spotted between textbooks and self-authored materials as to strategy instruction, the data has provided some interesting insights which deserve further exploration. It is hoped that the work will shed some light on practices of effective integration of learning strategies in CLIL teaching.
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Loppies, Hellien. "EXPLORING CAUSES AND ALLEVIATING STRATEGIES OF ENGLISH STUDENT-TEACHERS’ WRITING ANXIETY AT PATTIMURA UNIVERSITY." JURNAL TAHURI 17, no. 1 (February 24, 2020): 16–25. http://dx.doi.org/10.30598/tahurivol17issue1page16-25.
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There have been couples of studies reporting on English students-teachers’ writing anxiety. However, there has been little information on what factors contribute to Indonesian EFL Pre-service teachers’ writing anxiety and how they overcome it. This study aimed at figuring out the facts of related causes of anxiety and alleviating strategies that English student-teachers in English teachers at Pattimura University Ambon employ when they write in English language. The research design is both quantitative and qualitative methods. The data were collected from questionnaires and in-depth interview. The results reveal some contributing factors to participants’ writing anxiety including linguistic difficulties, time pressure, lack of writing practices, instructors’ evaluation and pressure for a perfect work. Furthermore, to overcome their problems, the participants utilize the rethorical, cognitive and socio-affective strategies. The study, then, concludes that by recognizing the causes of writing anxiety, the participants may work better on applying strategies that can reduce their level of writing anxiety.
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Allen Broyles, S., Robert H. Ross, and Thaweephan (Duke) Leingpibul. "Examination of satisfaction in cross‐product group settings." Journal of Product & Brand Management 18, no. 1 (February 27, 2009): 50–59. http://dx.doi.org/10.1108/10610420910933362.
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PurposeThe purpose of this paper is to test a model that examines whether the “meets expectations” and “affective feeling state” perspectives of satisfaction are distinct constructs in a cross‐product group setting with products that have disparate levels of consumer involvement, and to test whether the constructs' influence on (re)purchase behavior are (dis)similar across product groups.Design/methodology/approachNew measures were developed for a survey that was administered to mid‐Western US respondents. Structural equation modeling was used to analyze the data and test hypotheses that were developed from extant literature.FindingsThe study's findings suggest there is external validity that meets expectations and affective feeling state are two distinct constructs, and that while each construct's influence on (re)purchase behavior varies across product groups, the comparative influence differs from what is suggested in extant literature.Research limitations/implicationsOnly three brands, each of which is relatively affordable were used in the study and the survey was completed with university students and with respondents from a broad range of age and socio‐economic backgrounds.Practicable implicationsThis study provides a foundation for future cross‐product group research, and reveals marketers' need to develop strategies with dual goals of meeting consumers' expectations, and developing positive consumer affective feelings.Originality/valueThis study is a benchmark comparative cross‐product group consumer satisfaction study.
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M., Suriyamoorthi, Pakkiyalakshmi N., and Ravishankar J. "A study on coping skills of caregivers of patients with bipolar disorder." International Journal of Research in Medical Sciences 6, no. 11 (October 25, 2018): 3647. http://dx.doi.org/10.18203/2320-6012.ijrms20184423.
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Background: Caregivers of people with bipolar disorder experience a different quality of burden than seen with other illnesses. A better understanding of their concerns is necessary to improve the training of professionals working with this population. The aim of this study was to study the level of family burden, coping skills and psychological wellbeing among caregivers of bipolar affective disorder.Methods: This was a prospective cross-sectional study conducted over a six months period from January 2014 to June 2014. Patients diagnosed as bipolar disorder as ICD-10 and their caregivers were included in the study. Purposive sampling technique was employed. Socio-demographic data were collected in preformed questionnaire. Disease burden was calculated using burden assessment schedule, psychological general well being index and brief COPE scale.Results: Around 63.4% of the caregivers were males, 38.5% were illiterate, 44.2% were unskilled labourers, 57.6% were spouses, mean BAS score was 86.03, mean coping score was 55.77 and BAS was inversely related to PGWBI. Male caregivers used self-distraction and substance use as coping strategies while females used religion and denial.Conclusions: The perceived burden was higher among caregivers of bipolar disorder. Coping strategies varied based on caregiver demographic characteristics. Higher the perceived burden, lower was the psychological wellbeing. Psycho-educational family intervention for caregivers has to be implemented along with pharmacological therapy in patients with bipolar affective disorder.
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Tian, Leimin, and Sharon Oviatt. "A Taxonomy of Social Errors in Human-Robot Interaction." ACM Transactions on Human-Robot Interaction 10, no. 2 (May 2021): 1–32. http://dx.doi.org/10.1145/3439720.
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Robotic applications have entered various aspects of our lives, such as health care and educational services. In such Human-robot Interaction (HRI), trust and mutual adaption are established and maintained through a positive social relationship between a user and a robot. This social relationship relies on the perceived competence of a robot on the social-emotional dimension. However, because of technical limitations and user heterogeneity, current HRI is far from error-free, especially when a system leaves controlled lab environments and is applied to in-the-wild conditions. Errors in HRI may either degrade a user’s perception of a robot’s capability in achieving a task (defined as performance errors in this work) or degrade a user’s perception of a robot’s socio-affective competence (defined as social errors in this work). The impact of these errors and effective strategies to handle such an impact remains an open question. We focus on social errors in HRI in this work. In particular, we identify the major attributes of perceived socio-affective competence by reviewing human social interaction studies and HRI error studies. This motivates us to propose a taxonomy of social errors in HRI. We then discuss the impact of social errors situated in three representative HRI scenarios. This article provides foundations for a systematic analysis of the social-emotional dimension of HRI. The proposed taxonomy of social errors encourages the development of user-centered HRI systems, designed to offer positive and adaptive interaction experiences and improved interaction outcomes.
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Karim, Ismit Hi. "ENHANCING THE SPEAKING SKILL USING METACOGNITIVE STRATEGY (A CASE STUDY ON HIGH-ACHIEVER STUDENTS IN A PRIVATE UNIVERSITY IN NORTH MALUKU) INTRODUCTION." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 1 (June 30, 2019): 12. http://dx.doi.org/10.17977/um046v3i1p12-16.
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This paper reports a qualitative case study which aims to investigate the use of metacognitive strategy in developing the autonomous students’ speaking skill which is based on the participants' metacognitive awareness and kind of metacognitive strategy use. Six autonomous learners are considered as high-achiever students who took part as the participants through purposive sampling. The in-depth interview, based on the Strategy Inventory for Language Learning (SILL), was chosen in order to grasps the data regarding their speaking learning using metacognitive strategies, which then analyzed using a thematic analysis. The findings revealed that most of the High-Achiever students were having difficulties in their speaking learning as they just started to study proper English when they decided to attend the university. Thus, to allow them make the best use of their metacognitive strategy, they applied cognitive knowledge strategies and socio-affective strategies in dealing with their metacognitive processes such planning, monitoring, and evaluation in their speaking learning. Moreover, in developing their metacognitive awareness, the participants were found affected by two factors, self-appraisal and self-management.
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Scheim, Ayden I., Barry D. Adam, and Zack Marshall. "Gay, bisexual, and queer trans men navigating sexual fields." Sexualities 22, no. 4 (November 27, 2017): 566–86. http://dx.doi.org/10.1177/1363460717716426.
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Drawing on interviews with 40 gay, bisexual, and queer trans men in Ontario, Canada, we describe understandings of, and strategies for affective and behavioral negotiation within virtual and physical sexual fields in which they might find male sexual partners. Participants drew sharp distinctions between gay and queer sexual fields. Specific websites for seeking sex also emerged as important fields with their own internal logics. Sexual field choice was heavily impacted by social and medical gender affirmation. Participant narratives highlighted the interplay of personal and socio-historical transitions—including accessing medical transition technologies, the rise of virtual sexual fields, and increasing trans male visibility—in producing rapidly changing sexual opportunity structures. Comfort and success navigating extant sexual fields varied, with many reporting some degree of satisficing to balance the potentials for pleasure and risk.
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Palupi, Risqi Ekanti Ayuningtyas, Lusi Ruspitasari, and Siti Asiyah. "INSTRUCTORS’ STRATEGIES OF SMAGA ENGLISH CLUB (SEC) IN MOTIVATING STUDENTS IN LEARNING SPEAKING AT SMA N 3 PONOROGO IN THE ACADEMIC YEAR OF 2018/2019." At-Tarbawi: Jurnal Kajian Kependidikan Islam 4, no. 1 (June 30, 2019): 26. http://dx.doi.org/10.22515/attarbawi.v4i1.1605.
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This research aimed at investigating the Strategy used by Instructors of SEC (SMAGA English Club) 2018.Teaching English Speaking at Student of EFL is the most difficult thing for the Instructors. Language teaching strategies should be fun and enjoyable because learning language will be easier by using a good method and strategy that help language learners easier to understand. Every student will have different character in understanding a material. Therefore, Instructors have to facilitate them as good as possible.The Instructors strategy will influence to language learners understanding. In conducting the research, the researcher used descriptive qualitative research. observation, interview and documentation were the data collection technique. After data has been collected, the researcher analysed the data. The researcher took step of it started from reducing the data, display the data and the last drawing conclusion. This research took subjects of two Instructors of SMAGA English Club of SMAN 3 of Ponorogo the SEC consist of two divisions, general division and competition division. The data were collected from the observation, interview and documentation that organized based on research problems. Then researcher described the result.The results of that data were analysed to understand what the instructors’ strategy in motivating student’s speaking is. The researcher found that the student of SMAN 3 of Ponorogo have a good motivation in learning speaking and the strategy is used by two instructors are socio affective strategy and cognitive strategy. When applying socio affective strategy instructor used same games, the games are scrabble, tongue twister, who am I? and command games. Instructors also apply cognitive strategies by practice and repetition. In addition, the results of their strategy are for the general division they are getting better in speaking and for the competition division the student got some achievements that reach in some competition.By this research researcher suggested for instructors, students and other researcher. Instructors have to use appropriate strategy in teaching. Students have to more understand about speaking skill by instructor’s strategy. For other researcher can use the result of the research as the references for further research with different discussion domain of instructor’s teaching.
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Hajek, André, and Hans-Helmut König. "Not Getting What You Want? The Impact of Income Comparisons on Subjective Well-Being—Findings of a Population-Based Longitudinal Study in Germany." International Journal of Environmental Research and Public Health 16, no. 15 (July 25, 2019): 2655. http://dx.doi.org/10.3390/ijerph16152655.
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Previous studies have mainly focused on interindividual income comparisons (e.g., comparisons with colleagues or neighbors), whereas intraindividual income comparisons (i.e., difference between factual income and expectations) have rarely been investigated in well-being research. Thus, the aim of this study was to investigate the role of intraindividual income comparisons on subjective well-being (negative/positive emotions and life satisfaction) longitudinally. Data from 2005 to 2013 (biannually) were used from the German Socio-Economic Panel (GSOEP), a nationally representative, longitudinal study. Affective well-being (negative and positive emotions) were quantified by using the affective well-being scale-SOEP. Life satisfaction was quantified using the widely used one-item form. Intraindividual income comparisons were analyzed by using the distance between the own individual income and fair income (“how high would your net income have to be in order to be just”). We tested whether negative (i.e., factual income was lower than their self-rated just income) and positive income comparisons (otherwise) affect the outcome measures differently. Fixed effects regressions showed that positive emotions increased with positive income comparisons in the total sample (β = 0.16, p < 0.05). In contrast, negative income comparisons neither affect negative emotions nor satisfaction with life. Strategies to shift income expectations might be beneficial for increasing positive emotions.
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Shapoval, I. A. "Subjective Quality of Life in the Psychology of Poverty." Psychological-Educational Studies 6, no. 4 (2014): 207–18. http://dx.doi.org/10.17759/psyedu.2014060418.
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The article presents a theoretical introduction to the discussion of the subjective quality of life for carriers of psychology of poverty. We revealed the socio-cultural determinants of subjective quality of life, systematize its psychological components and factors of its high level. We describe a set of characteristics of psychology of poverty, including the sense of displacement from normal life, hopelessness, fatalism, deprivation, social envy, metapathology of personality, lack of subjectivity, responsibility, an outsider position, survivor guilt complex, and so on. On the criterion of the relationship to own life we revealed types of carriers of psychology of poverty: a passive-contemplative, passive-aggressive, pseudocompensatory-devalued, infantile, anomic. We analyzed the specificity of reflection and benchmarking of carriers of psychology of poverty as a cognitive and affective strategies to assess the quality of own lives, focused on the maintenance of self-esteem.
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Sabnani, Robbie Lee, and Willy A. Renandya. "A comprehensive approach to developing L2 speaking competence." English Language Teaching and Research Journal (ELTAR-J) 1, no. 1 (August 31, 2019): 16. http://dx.doi.org/10.33474/eltar-j.v1i1.4769.
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Speaking is important to language learners. The ability to structure talk facilitates effective communication with fellow interlocutors. A strong spoken command positions them to participate actively in interactions with their teachers and peers to hone their academic mastery. This article presents a principled approach to improve the accuracy and fluency of learners’ utterances through the teaching speaking cycle (Goh & Burns, 2012). It comprises seven strategically sequenced stages to increase learners’ knowledge of language and discourse, enhance their core skills and heighten their awareness and use of communication strategies. Based on a methodological framework underpinned by cognitive, metacognitive and socio-affective domains, the model provides for rehearsal, task repetition and focused teaching to strengthen learners’ oral competence in a holistic manner. Complementing explicit instruction with contextualized practice develops learners’ introspective awareness of the elements and processes in speaking to gain greater autonomy over their progress.
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Reshetnikov, M. M., and T. Ulasen. "Psychological Analysis of Aggressive Tendencies in Adolescents Firstly Entered Socio-Protective Institution." Клиническая и специальная психология 7, no. 2 (2018): 111–23. http://dx.doi.org/10.17759/cpse.2018070208.
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The paper presents the results of a comprehensive study of aggressive and hostile tendencies among pupils of socio-protective institutions. In adolescents living in families, but found themselves in a difficult life situation, the prevalence of physical, verbal and indirect aggressiveness, significantly more frequently encountered irritability was revealed. In adolescents, orphans (true and social), on the contrary, the prevalence of negativism and the significantly more frequent suspicion are determined. The conducted research allows us to speak about two different reaction profiles in a collision with a new stressful situation in pupils of social protection institutions, depending on their belonging to the group. In one case, we are talking about the prevalence of the "aggressiveness index" (adolescents from families), in the case of orphanhood, the prevalence of hostile tendencies attracts attention. The data obtained are consistent with the results of the evaluation of traumatic experiences on the PIVIPSD questionnaire and the results of the determination of coping strategies of behavior, which is reflected in the article. It was concluded that there is a need for a differentiated approach in studying the issues of psychotraumatology in pupils of socio-protective institutions, one of the aspects of which should be a detailed study of aggressive and hostile tendencies at the affective, cognitive and behavioral levels. This approach explains the need to develop an appropriate algorithm for clinical, psychological and social assistance, depending on who belongs to the group.
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Hidalgo-Fernández, Amalia, Nelly Moreira Mero, Maria Iliana Loor Alcivar, and Francisco González Santa Cruz. "Analysis of organizational commitment in cooperatives in Ecuador." Journal of Management Development 39, no. 4 (February 26, 2020): 391–406. http://dx.doi.org/10.1108/jmd-05-2019-0180.
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PurposeThe objective of this research is to analyse the affective organizational commitment in cooperatives in Ecuador. This was done by adapting and testing a measurement scale based on the one-dimensional model proposed by Porter.Design/methodology/approachField work was carried out, with a structured questionnaire being given to a significant sample of workers in Ecuadorian cooperatives (2,499 employees and heads of department). The scale was adapted through a structural equation model.FindingsThe results show that the adaptation of the measuring scale for affective organizational commitment using a one-dimensional vision is consistent for the cooperative sector. In addition, the analysis of the socio-demographic variables and the work position show that some of them have a statistically significant relationship with organizational commitment.Practical implicationsThe proposed scale can contribute to the management of human capital in cooperatives in Ecuador. It can also be used as a tool to support the national agency in charge of the cooperative sector in this country (Superintendencia de Economía Popular y Solidaria, “Superintendency of Popular and Solidarity Economy”). By applying this tool, social economy organizations in Ecuador can measure the level of their employees' affective commitment with the institution they work in. Using the results, the people in charge and the leaders of the organization shall be able to introduce strategies to develop this organizational variable that is crucial for the proper management of human resources and, therefore, to help to obtain the institutional purposes.Originality/valueThis research project presents a measuring tool that can discover the unique features of the cooperative sector in a developing country such as Ecuador as it provides a special framework for managing human resources in this sector. Additionally, in a cooperative organization many employees have different roles in the same company. This tool can be adapted for other kinds of cooperatives with different activities (financial and non-financial activities) in different sectors.
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Huang, Hsin-Chou. "Online reading strategies at work: What teachers think and what students do." ReCALL 25, no. 3 (June 28, 2013): 340–58. http://dx.doi.org/10.1017/s0958344013000153.
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AbstractThis study designed and developed a web-based reading strategy training program and investigated students’ use of its features and EFL teachers’ and students’ perceptions of the program. The recent proliferation of online reading materials has made information easily available to L2 readers; however, L2 readers’ ability to deal with them requires the development of specific reading strategies. The researcher therefore constructed a web-based strategy training program on the basis of L2 reading strategy research and pedagogy. The program offers four types of reading strategy functions (Global, Problem-solving, Support, and Socio-affective) through 15 strategy buttons: Keyword, Preview, Prediction, Outline, Summary, Semantic Mapping, Pronunciation, Speed Reading, Dictionary, Translation, Grammar, Highlight, Notebook, Music Box, and My Questions. Forty college teachers and thirty-two EFL students in Taiwan were invited to use and evaluate this program. The researcher tracked students’ use of the functions, and teachers and students completed a survey and written reflections that documented their perceptions of the program. Both groups gave positive feedback on the program's user-friendly interface design and the effectiveness of its strategy function keys for enhancing reading comprehension and motivating learning. They also thought highly of the site's extensive offerings of reading opportunities supported by effective reading aids and a computerized classroom management system, features not available in large traditional classes. There was, however, a gap between what teachers thought and what students did. The teachers thought highly of Global strategies, whereas students regarded Support strategies as more useful. The low-proficiency group's heavy use of Support strategies explained this gap. The high-proficiency group's more frequent use of Global strategies echoed teachers’ preference for teaching Global strategies. This connection suggests that teachers should provide more explicit training to encourage all students to use Global strategies for overall textual understanding.
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Ibarrola-Armendariz, Aitor. "The Effective and the Controversial Uses of Code-Switching: Edwidge Danticat’s 'Claire of the Sea Light' as Case Study." Complutense Journal of English Studies 28 (November 24, 2020): 23–31. http://dx.doi.org/10.5209/cjes.61429.
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This article explores the different uses that Haitian-American author Edwidge Danticat makes of code-switching in her last novel Claire of the Sea Light (2013). It also delves into the effects Danticat seeks to produce on her readers by the introduction of Creole words and expressions. While the incorporation of the mother tongue is not new in Danticat’s fiction, critics have paid little attention to the diverse purposes such a tongue purports to serve in her books and to the kind of responses it has aroused from her audience. Her uses of code-switching are observed to pursue various purposes: some purely mimetic, others more closely related to her stylistic ambitions, and still others out of motivations that may be deemed debatable, as they pertain to the “exoticization” of her homeland. Ultimately, the use of code-switching in Claire of the Sea Light should be viewed as one of the most effective strategies that diasporic writers envisage to satisfy a number of important socio-pragmatic and rhetorical functions that are usually expected in ethnic fiction. These strategies also aim to guide the (mainstream) readers’ affective responses to their work in the way(s) “minority” authors believe best suit their aesthetic and ethical goals.
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Kathiravelu, Laavanya, and Tim Bunnell. "Introduction: Urban friendship networks: Affective negotiations and potentialities of care." Urban Studies 55, no. 3 (November 9, 2017): 491–504. http://dx.doi.org/10.1177/0042098017737281.
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Issues of integration, assimilation and the place of ‘strangers’ within metropolitan contexts have been overwhelmingly conceptualised within the larger structural frames of ethnicity, nationality, immigration status and socio-economic class. This raises and reflects important issues around strategies of differentiation, urban exclusion and the hierarchies inherent in everyday life within contemporary cities. However, in privileging such modes of analysis, other more dynamic, elastic, latent and surreptitious forms of affinity, relatedness and connection within the urban environment are often left unexamined. Friendship is one of these. The articles in this special issue initiate a deeper and more sustained focus on friendship as a relational modality that characterises many urban interactions, and that also takes on particular forms within demographically diverse city spaces. The particular contribution of this special issue is in bringing together the literature from urban studies, research on diversity, understandings of social capital and networks and contemporary discussions of friendship. This introduction to the special issue argues that adopting alternative frameworks of enquiry such as friendship can serve to unsettle a priori assumptions about co-ethnic solidarity, and provide alternative epistemological starting points in understanding social networks. In doing so, this research not only contributes to contemporary readings of diverse cities but extends understandings of the routine affective and material labour that urban dwellers regularly undertake. Calling for a focus on informal bonds like friendship, this article suggests that it is within such unexplored spheres that possibilities of care and convivial city living exist.
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Rodríguez-Mateo, Heriberto, Davinia Saray García Silva, and José Carlos Rodríguez-Trueba. "VARIABLES SOCIO AFECTIVAS Y LA EFICACIA EN LA LABOR DOCENTE." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (October 2, 2017): 137. http://dx.doi.org/10.17060/ijodaep.2017.n1.v1.906.
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Abstract.SOCIO AFFECTIVE VARIABLES AND THE EFFICIENCY IN TEACHINGIt is evident that there is a high rate of discomfort in the teaching profession. Different types of variables (individual, social and organizational) influence teachers, causing them to face many situations with high uncertainty. The consequences are chronic work stress, burnout syndrome, and burnout and mobbing. Maslach and Jackson (1981) establish criteria for the evaluation of this syndrome. In 1996 the MBI-GS Scale was built by Schaufeli, Leiter, Maslach and Jackson to measure burnout in all types of work regardless of the tasks performed in it. It was adapted to the Spanish version by Salanova, Schaufeli, Llorens, Grau and Peiró, in the year 2000. The MBI-GS consists of three dimensions: exhaustion, cynicism and professional efficiency. On the other hand, in the last years many studies are using the theoretical framework of the Mental Molds, as an explanatory factor of the human behavior in different areas. This theory allows to evaluate in an operative way the different ways of understanding the world and the life, and with high predictive validity, being able to predict the adaptation or the subjective well-being, the success or the failure of the general schooling, the mathematics or the chess In greater proportion than CI or other indicator (Hernández, 2005, Hernández-Guanir and Rodríguez-Mateo, 2006). This study aims to explore those socio-affective variables that may be related to the factors that define the wearer’s syndrome. It starts with the idea that in order to be an effective teacher it is necessary that the individual has a series of mental molds that support him in his daily professional work. To this end, this study was carried out in a secondary school with a sample of 40 teachers who have been evaluated with the help of two instruments: the MBI-GS and the Test of Cognitive-Emotional Strategies MOLDS (Hernández-Guanir, 2010). The results support the initial hypotheses that mark a positive correlation between the socio-affective variables of teachers and their effectiveness as teachers. Several linear regressions have also been performed, the results of which show that it is possible to obtain exploratory predictive models of two dimensions of the MBI-GS (cynicism and efficacy) through the most significant models that the model gives, confirming the predictivevalidity Of the theory of Mental Molds.Key words: affective partner variables, teaching effectiveness, supervision, Mental Molding, burnout.Resumen.Es evidente que existe un alto índice de malestar en la profesión docente. Diferentes tipos de variables (individuales, sociales y organizacionales) influyen en el profesorado haciendo que éste se tenga que enfrentar a muchas situaciones con alta incertidumbre. Las consecuencias son el estrés laboral crónico, el síndrome de desgaste profesional, o burnout y el mobbing. Maslach y Jackson (1981) establecen unos criterios de evaluación de dicho síndrome. En el año 1996 se construyó la Escala MBI-GS por Schaufeli, Leiter, Maslach y Jackson para medir burnout en todo tipo de trabajos independientemente de las tareas que en él se realicen. Fue adaptada a la versión española por Salanova, Schaufeli, Llorens, Grau y Peiró, en el año 2000. El MBI-GS se compone por tres dimensiones: agotamiento, cinismo y eficacia profesional. Por otro lado, en los últimos años son muchos los estudios que están utilizando el marco teórico de los Moldes Mentales, como factor explicativo de la conducta humana en distintos ámbitos. Esta teoría permite evaluar de forma operativa las distintas formas de entender el mundo y la vida, y con alta validez predictiva, siendo capaz de predecir la adaptación o el bienestar subjetivo, el éxito o el fracaso de la escolaridad general, las matemáticas o el ajedrez en mayor proporción que el CI u otro indicador (Hernández, 2005; Hernández-Guanir y Rodríguez-Mateo, 2006). Este estudio tiene como finalidad explorar aquellas variables socio afectivas que pueden estar relacionadas con los factores que definen el síndrome de desgaste profesional. Se parte con la idea de que para ser un docente eficaz es necesario que el individuo cuente con una serie de moldes mentales que lo sustenten en su labor profesional diaria. Para ello, se ha llevado a cabo este estudio en un centro educativo de secundaria, con una muestra de 40 docentes a los que se les ha valorado con la ayuda de dos instrumentos: el MBI-GS y el Test de Estrategias Cognitivo-emocionales MOLDES (Hernández-Guanir, 2010). Los resultados apoyan las hipótesis iniciales que marcan una correlación positiva entre las variables socio afectivas del profesorado y su eficacia como docentes. También se han realizado diversas regresiones lineales múltiples cuyos resultados muestran que es posible obtener modelos predictivos exploratorios de dos de las dimensiones del MBI-GS (cinismo y eficacia) a través de los moldes más significativos que arroja el modelo, lo que confirma la validez predictiva de la teoría de los Moldes Mentales.Palabras clave: variables socio afectivas, eficacia docente, supervisión, Moldes Mentales, burnout.
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Anggraini, Merliyani Putri, and Bambang Yudi Cahyono. "Scrutinizing EFL learners' online reading strategy use across proficiency levels." XLinguae 13, no. 4 (October 2020): 190–200. http://dx.doi.org/10.18355/xl.2020.13.04.14.
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This study aimed at investigating the difference in online reading strategy use between EFL students with high and low English proficiency level and knowing the relationship between online strategy use and reading comprehension. Ninety-six university students were involved in this research, and they were distributed into two groups; high and low proficiency levels based on English proficiency test scores. SORS was administered to collect the data after completing three reading sessions. Analyses of the data, using the Chi-square test to see the differences and the Spearman test, to check the relationship between strategy use and reading achievement. The results showed that the reading strategy that was most frequently used by the EFL learners was a problem-solving strategy, and the least frequently used one was a socio-affective strategy. Additionally, there was no significant difference in the online reading strategy use between students in high and low proficiency levels. Therefore, there was a negative relationship between strategy use and reading achievement. The more strategies they used, the lower score they got.
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Sauvé WMoore, R. D., and D. Ellemberg. "The Effect of Concussions on the Emotion Regulation Processes of Martial Arts Athletes." Archives of Clinical Neuropsychology 34, no. 5 (July 2019): 792. http://dx.doi.org/10.1093/arclin/acz026.62.
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Abstract Purpose To identify differences in the use of cognitive emotion regulation strategies between martial artists who sustained concussive injuries and their control teammates. Methods Athletes (9 concussed, 10 controls) from martial arts teams completed the cognitive emotion regulation questionnaire (CERQ) and rated pictures from the International Affective Pictures System (IAPS) using the self-assessment manikin (SAM). Athletes actively participating in martial arts were recruited directly from their team 9 months (280.67±85.59 days) following a concussion. Athletes with a diagnosis of neurologic disorder were excluded form the analysis. Results Athletes with a history of concussion reported catastrophizing (p=.007) significantly less often and reported putting things in perspective (p=.04) more often than controls when faced with a negative event. While viewing neutral (p=.05) and negative (p=.03) pictures, athletes with a history of concussion rated pictures as more positive than controls did. They also felt more in control than non-concussed athletes while viewing positive (p=.008), neutral (p=.01), and negative (p=.05) pictures. Conclusion Martial artists reporting concussive injuries appear to diverge from non-concussed teammates in their emotion regulation processes. This group difference could be explained by greater affect intensity and surgency for the concussed group and greater emotional control and leveling of positive affect for the control group. Altered affective report following concussion may be related to more general impairments in socio-emotional functioning. Additional research is necessary to better understand how those alterations evolve over time and in relation with subsequent concussive injuries.
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Shperlin, A. V., S. G. Plotnikov, and N. V. Mayborodina. "Psychological analysis of the relationship of monetary installations and strategies of a person financial behavior." Professional education in the modern world 10, no. 4 (January 30, 2021): 4369–78. http://dx.doi.org/10.20913/2618-7515-2020-4-20.
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The article presents study results of the relationship between monetary attitudes and strategies of a person's financial behavior. Factor analysis of the questionnaire by L. P. Tang «Money Ethic Scale» (MES) carried out on the Russian sample allowed identifying 5 agreed factors characterizing the respondent monetary attitudes: «Good», «Freedom», «Power», «Evil», «Budget». The structure of attitudes includes affective, cognitive, and behavioral components. The study reveales that Russian respondents are characterized by a contradictory and extremely emotional attitude towards money: along with the predominance of monetary values and attitude towards money as a supreme good and a symbol of freedom, at the same time there is a perception of money as an absolute evil, and a conviction of their harm to human life. The data obtained in the study indicate the prevalence of consumer, savings and debt models of financial behavior among the respondents, which can be explained by the peculiarities of the respondents' monetary attitudes among other things. The study results indicate the presence of a relationship between monetary attitudes and strategies of financial behavior, low efficiency of these strategies determined by the super emotional and irrational attitude towards money dominated in the modern Russian society. Prospects for further research are the analysis of the whole complex of factor, including individual-psychological characteristics influencing people's attitude to the material conditions of their own life and the choice of behavioral strategies in the economic sphere of life. In addition, the authors believe that to develop training and correctional programs contributed to raising the level of financial literacy, forming a rational attitude towards money, constructive strategies for financial behavior and effective economic and psychological adaptation of people in modern socio-economic conditions are promising and of practical importance.
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Aguilar Herrero, Maria Dolores, Cristina Mª García Fernández, and Carmen Gil del Pino. "Efectividad de un programa educativo en Educación Física para fomentar las habilidades socioafectivas y prevenir la violencia en educación primaria (Effectiveness of educational program in physical education to promote socio-affective skills and prevent." Retos, no. 41 (January 24, 2021): 492–501. http://dx.doi.org/10.47197/retos.v0i41.82683.
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Los programas basados en la mejora de las relaciones interpersonales y el ajuste emocional y social de los escolares han demostrado ser efectivos en la prevención de problemas de naturaleza social como el bullying. Sin embargo, el número de programas para promover las competencias socioemocionales es escaso. La Educación Física constituye una materia clave para el desarrollo de las mismas. Este artículo diseña, examina y evalúa una intervención para promoverlas entre los escolares de Educación Primaria. Para ello, se ha diseñado un estudio longitudinal, ex post facto, pre-post con un grupo experimental. Participaron 75 escolares con edades comprendidas entre 10 y 12 años (M =10.81; DT = 0.33). La intervención incluyó elementos comunicativos, expresivos, creativos y estéticos para promover competencias emocionales y sociales, desde el módulo de Expresión Corporal durante las clases de Educación Física. Los resultados mostraron que la práctica de las habilidades socioafectivas mejora las relaciones personales. Las conclusiones subrayan la necesidad de promover programas que desarrollen la competencia social del alumnado.
Abstract. Programs based on improvement interpersonal relationships and emotional and social adjustment of schoolchildren have been identified as effective strategies in prevention and intervention strategies against social nature problems such as bullying. However, the number of programs to promote these skills is low. Physical Education is a key subject for development of socio-emotional skills in students. This article designs, examines and evaluates an intervention to promote social and emotional skills among primary school children. For this, a longitudinal study, ex post facto, pre-post with the experimental group has been designed. 75 schoolchildren aged between 10 and 12 participated (M = 10.81; SD = 0.33). The intervention included communicative, expressive, creative and aesthetic elements to promote emotional and social competencies, from the Body Expression module during Physical Education classes. The results showed that the practice of socio-affective skills improves personal relationships. The conclusions highlight the need to promote programs that develop students' social competence.
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Ibrahim, Hodan, Fadi Khraim, and Atef Al-Tawafsheh. "Adult cancer patients’ barriers toward pain management: A literature review." Journal of Nursing Education and Practice 10, no. 12 (August 25, 2020): 38. http://dx.doi.org/10.5430/jnep.v10n12p38.
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Background and objective: Cancer pain is the most common symptom among cancer patients. Despite strategies to control cancer pain, cancer patients’ beliefs and attitudes influence the effectiveness of cancer pain management. The aim of this literature review was to identify and explore adult cancer patients’ barriers toward pain management.Methods: A literature review was conducted. CINAHL, Medline, and PsychINFO databases were searched for relevant articles from 2008 to 2019. Twenty one articles were included in this literature review. Thematic analysis was conducted to identify and explore adult cancer patients’ barriers toward pain management. Results: This literature review revealed several patient barriers toward pain management. These barriers were categorized into cognitive barriers that include poor pain communication, fatalism, and fear of addiction and tolerance; sensory barrier, such as fear of drug side effects; affective barriers, such as anxiety and depression, and socio-demographic barriers that influence cancer pain management.Conclusions: Adult cancer patients’ barriers toward pain management significantly compromise the effectiveness of pain management and affect cancer patients’ quality of life. A better understanding of cancer patients’ barriers toward pain management by the healthcare providers will result in better assessment and management of these barriers and will enhance evidenced-based patient education.
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Maia, Deborah B., Charles R. Marmar, Clare Henn-Haase, Augusta Nóbrega, Adriana Fiszman, Carla Marques-Portella, Mauro V. Mendlowicz, Evandro S. F. Coutinho, and Ivan Figueira. "Predictors of PTSD symptoms in brazilian police officers: the synergy of negative affect and peritraumatic dissociation." Revista Brasileira de Psiquiatria 33, no. 4 (December 2011): 362–66. http://dx.doi.org/10.1590/s1516-44462011000400009.
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BACKGROUND: Exposure to traumatic events is a necessary but not a sufficient condition for the development of posttraumatic stress disorder (PTSD). Pretrauma, peritrauma and posttrauma factors interact to impact on symptom severity. The aim of the present study is to determine risk factors for PTSD symptoms in Brazilian police officers. METHOD: In a cross-sectional sample of active duty officers (n = 212), participants were asked to complete a socio-demographic questionnaire and self-report scales on affective traits, cumulative critical incident exposure, peritraumatic distress and dissociation, PTSD symptoms, and social support. Hierarchical linear regression analysis was conducted to examine predictors of PTSD symptoms. RESULTS: Variables related to negative affect, job duration, frequency of critical incident exposure, peritraumatic dissociation, and lack of social support remained significant in the final model and explained 55% of the variance in PTSD symptoms. When interaction terms were evaluated, a synergistic effect between negative affect and peritraumatic dissociation was found. CONCLUSIONS: The risk factors found in this study provide clues on how to elaborate primary prevention strategies regarding PTSD symptoms in police officers. Such initiatives may lessen the impact of repeated exposure to traumatic events on police officers over the course of their careers.
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Warner, Rachel, Louis Appleby, Anna Whitton, and Brian Faragher. "Demographic and Obstetric Risk Factors for Postnatal Psychiatric Morbidity." British Journal of Psychiatry 168, no. 5 (May 1996): 607–11. http://dx.doi.org/10.1192/bjp.168.5.607.
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BackgroundPostnatal depression follows 10% of live births but there is little consensus on the risk factors associated with its development. Previous smaller studies have been unable to quantify the impact of independent risk factors as relative and attributable risks.MethodThe Edinburgh Postnatal Depression Scale (EPDS) was used to screen a systematic sample of 2375 women, six to eight weeks after delivery. Information on socio-demographic and obstetric variables was collected at the screening interview. The risk factors associated with high EPDS scores (>12) were determined and entered stepwise into a regression model.ResultsFour independent variables were found to be associated with an EPDS score above this threshold. These were an unplanned pregnancy (OR 1.44); not breast-feeding (OR 1.52), and unemployment in either the mother, i.e. no job to return to following maternity leave (OR 1.56), or the head of household (OR 1.50). These four variables appeared to explain the risk associated with other risk factors.ConclusionsAlthough a direct aetiological role for these risk factors is not certain, they may indicate strategies for the prevention of affective morbidity in postnatal women. These may include reducing unwanted pregnancy and employment for women after childbirth.
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Babchishin, Kelly M., Hannah L. Merdian, Ross M. Bartels, and Derek Perkins. "Child Sexual Exploitation Materials Offenders." European Psychologist 23, no. 2 (May 2018): 130–43. http://dx.doi.org/10.1027/1016-9040/a000326.
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Abstract. The downloading and possession of Child Sexual Exploitation Materials (CSEM; also referred to as child pornography and indecent images of children) is a commonly convicted type of Internet sexual offenses. This review summarizes the current state of knowledge on CSEM offenders. We first provide a summary of the key motivations of CSEM offenders, characteristics of CSEM offenders compared to contact sexual offenders against children, and important facilitative factors. We then review the factors related to recidivism among CSEM offenders. Finally, we describe current developments in the risk assessment, police case prioritization, and treatment approaches for CSEM offenders. Generally, CSEM offenders hold a sexual interest in children, are low on antisocial tendencies, and pose a low risk to reoffend (including contact sexual offending). Key facilitative factors for CSEM offending include access to children, offense-supportive cognitions, and sexual arousal. Factors indicative of antisocial tendencies (e.g., criminal history) are associated with an increased risk of reoffending. Lastly, we address atypical sexual interest, socio-affective dysfunctions, and strategies for maintaining an offense-free lifestyle as key treatment targets for CSEM offenders. Lower treatment dosage, however, should be considered given CSEM-exclusive offenders’ lower risk level for contact sexual offenses. We hope that this review will inspire others to explore the current research gaps in future studies.