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Hoon, Teoh Sian, Parmjit Singh, Mazlini Adnan, and Koo Ah Choo. "Students’ Reflections on Dispositions in a Mathematics Classroom." Journal of ASIAN Behavioural Studies 6, no. 18 (April 24, 2021): 61–78. http://dx.doi.org/10.21834/jabs.v6i18.384.
Повний текст джерелаАнотація:
This study investigated students' dispositions. It is a qualitative study that analyzes students' reflective journal entries. It captured students’ dispositions and described how the reflective activities influence their engagement mathematical problem-solving. The findings showed that the students considered the mathematical problems were challenging to them, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first steps in problem-solving. Results from this study provide educators with a wealth of knowledge to develop learning dispositions that will encourage active thinking and engagement among students in mathematics classrooms. Keywords: reflection; disposition; mathematics; engagement eISSN 2514-7528 © 2021 The Authors. Published for AMER ABRA CE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians / Africans / Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v6i18.384
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Deakin Crick, Ruth, and Chris Goldspink. "Learner Dispositions, Self-Theories and Student Engagement." British Journal of Educational Studies 62, no. 1 (January 2, 2014): 19–35. http://dx.doi.org/10.1080/00071005.2014.904038.
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Moran, Joseph M., Eshin Jolly, and Jason P. Mitchell. "Spontaneous Mentalizing Predicts the Fundamental Attribution Error." Journal of Cognitive Neuroscience 26, no. 3 (March 2014): 569–76. http://dx.doi.org/10.1162/jocn_a_00513.
Повний текст джерелаАнотація:
When explaining the reasons for others' behavior, perceivers often overemphasize underlying dispositions and personality traits over the power of the situation, a tendency known as the fundamental attribution error. One possibility is that this bias results from the spontaneous processing of others' mental states, such as their momentary feelings or more enduring personality characteristics. Here, we use fMRI to test this hypothesis. Participants read a series of stories that described a target's ambiguous behavior in response to a specific social situation and later judged whether that act was attributable to the target's internal dispositions or to external situational factors. Neural regions consistently associated with mental state inference—especially, the medial pFC—strongly predicted whether participants later made dispositional attributions. These results suggest that the spontaneous engagement of mentalizing may underlie the biased tendency to attribute behavior to dispositional over situational forces.
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Li, Loic Pengtao, Biljana Juric, and Roderick J. Brodie. "Actor engagement valence." Journal of Service Management 29, no. 3 (May 4, 2018): 491–516. http://dx.doi.org/10.1108/josm-08-2016-0235.
Повний текст джерелаАнотація:
Purpose Valence is one of the key dimensions underlying actor engagement, yet there is limited research to provide a comprehensive understanding of the concept. The purpose of this paper is to conceptualise engagement valence in actor networks and develop an agenda for future research. Design/methodology/approach The exploration of the psychological foundations of the concept of valence and a systematic literature review from a multiple database search contribute to four sets of propositions defining the domain of the concept of actor engagement valence. Findings The propositions posit that valence resides in the engaging actor’s past, current and future psychological dispositions, which can shift between positive, negative and ambivalence. Actor engagement valence is triggered by the engagement objects and value propositions of other actors in the network. The antecedents of actor engagement valence comprise individual factors such as cognitive evaluations and hedonic feelings, as well as network-related factors such as social norms and shared beliefs, and the network structure. The net balance of actor engagement valence determines the actor’s engagement behaviours, and this relationship is moderated by individual and network factors. Originality/value This is the first study to conceptualise actor engagement valence, which contributes to the refinement of the actor engagement concept. This research defines the conceptual domain, deepens the understanding and provides an agenda for future research into the valence of engagement among actors in networks. The study recognises the institutional influences on actor engagement valence, and contributes to an understanding of the nature of actors’ psychological dispositions and how their valence determines the actors’ behavioural engagement manifestations.
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Lawson, Michael A., and Katherine E. Masyn. "Analyzing profiles, predictors, and consequences of student engagement dispositions." Journal of School Psychology 53, no. 1 (February 2015): 63–86. http://dx.doi.org/10.1016/j.jsp.2014.11.004.
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Katrein, Jennifer. "Inquiry, Engagement, Passion, and Grit: Dispositions for Genius Hour." Reading Teacher 70, no. 2 (July 15, 2016): 241. http://dx.doi.org/10.1002/trtr.1496.
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Duncan, Dennis W., Rainer Haas, and John C. Ricketts. "Comparing Critical Thinking Dispositions of Students Enrolled In a College Level Global Seminar Course." Journal of International Agricultural and Extension Education 23, no. 2 (July 15, 2016): 38–49. http://dx.doi.org/10.5191/jiaee.2016.23203.
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In recent years, the discussion concerning critical thinking and problem solving among college graduates and new industry hires has increased dramatically. A plethora of research has discovered that college graduates entering the workforce are lacking in their ability to problem solve and think critically. These attributes have been called some of the most necessary for an individuals’ success in the 21st century. The purpose of this study was to identify the variance in critical thinking disposition of students (undergraduate and graduate) enrolled in an International course (Global Seminar) using the UF-EMI Critical Thinking Disposition Assessment. Students representing the US, Italy, and Austria participated in this study (N=43). Results indicate that the entire population fell within the typical ranges for UF-EMI scores for all three constructs (Engagement, Cognitive Maturity, and Innovativeness) but would be classified as weak overall. There was however a slight difference in mean scores when comparing the US and European students. American students scored higher than the Italian students for all three constructs and higher than the Austrian students for the Engagement and Innovativeness constructs. These results warrant further research to determine how course content, teaching methodologies, and experiential learning opportunities impact college students’ critical thinking dispositions.
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Kandler, Christian, and Annika Piepenburg. "Leisure Interests and Engagement." Journal of Individual Differences 41, no. 2 (April 2020): 101–9. http://dx.doi.org/10.1027/1614-0001/a000308.
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Abstract. Individual differences in interests and related engagement are often hypothesized to be mere expressions of core personality differences in specific contexts, such as occupation and leisur. However, previous research has found only moderate correlations between personality traits and operationalizations of interests. Moreover, interests showed comparable or even higher stability than personality traits. In the current study, we examined the correlations between different measures of Big Five personality traits and leisure interests as well as engagement in various leisure activities based on a sample of 407 individuals (132 males and 275 females). Furthermore, we compared rank-order and profile stability estimates, and analyzed the directionality of effects between the variables across two measurement occasions. Even though we found some systematic correlations between personality traits and leisure interests/engagement, most of them were small or only moderate. Estimates of profile stability tended to be larger for interests and engagements, whereas rank-order stability tended to be larger for Big Five traits. Moreover, we found bidirectional associations between personality traits and leisure interests/engagement. Thus, the results of our study provide strong support for a conceptualization of leisure interests as systematically linked with personality traits, but reflecting dispositions to behavior that are sufficiently distinct from personality traits.
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Lau, Rebecca S., Gordon W. Cheung, and Helena D. Cooper–Thomas. "The influence of dispositions and shared leadership on team–member exchange." Journal of Managerial Psychology 36, no. 3 (March 4, 2021): 258–71. http://dx.doi.org/10.1108/jmp-01-2020-0025.
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PurposeThis study aims to examine two individual dispositions, propensity to trust and reciprocation wariness, as antecedents of team–member exchange (TMX) and how shared leadership moderates these relationships. It also investigates work engagement as a consequence of TMX.Design/methodology/approachData were collected from 175 employees in 42 teams; a multilevel random slope model was used to test the moderating effect of shared leadership at the team level and across levels.FindingsShared leadership provides a boundary condition for the relationships from propensity to trust and reciprocation wariness to work engagement through TMX. At the individual level, the positive effects of propensity to trust and negative effects of reciprocation wariness on TMX, and their indirect effects on work engagement through TMX, were weaker at higher shared leadership. At the team level, the positive relationship between propensity to trust and TMX was unconditional on shared leadership, whereas the relationship between reciprocation wariness and TMX was moderated by shared leadership. At the team level, shared leadership had positive effects on TMX and work engagement.Practical implicationsManagers can adopt shared leadership to encourage social exchanges among team members to enhance TMX and work engagement.Originality/valueThe study extends the TMX research by investigating dispositions as antecedents and work engagement as a consequence at both individual and team levels. It also identifies the moderating role played by team-level shared leadership, which provides a strong situation supporting reciprocal interactions.
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Alexander, Curby. "Using Gamification Strategies to Cultivate and Measure Professional Educator Dispositions." International Journal of Game-Based Learning 9, no. 1 (January 2019): 15–29. http://dx.doi.org/10.4018/ijgbl.2019010102.
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One of the most important outcomes of pre-service teacher education is the transition from assignment-oriented students to service-oriented education professionals. Faculty can assist in this process by cultivating professional educator dispositions within their courses. Gamification strategies can be an effective way to provide students with timely feedback regarding their progress toward professional educator dispositions. This study investigated the effectiveness of points, timely feedback, and leaderboards on cultivating and measuring specific professional educator dispositions among pre-service teachers. Data was collected in four domains - personal responsibility, intellectual engagement, professional ethics and stewardship, and supportive interactions- where gamification strategies were additively implemented over five semesters. Results from this study indicate gamification strategies, when bundled together to leverage motivating factors such as competition and personalization led to increased gains in the four domains of professional educator dispositions.
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Pérez, Arnulfo. "A Framework for Computational Thinking Dispositions in Mathematics Education." Journal for Research in Mathematics Education 49, no. 4 (July 2018): 424–61. http://dx.doi.org/10.5951/jresematheduc.49.4.0424.
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This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions—tolerance for ambiguity, persistence, and collaboration—and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement with CT. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections.
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Descloux, Gilles. "Socialisation religieuse, engagement militant et carrières professionnelles." Emulations - Revue de sciences sociales, no. 25 (September 10, 2018): 81–96. http://dx.doi.org/10.14428/emulations.025.05.
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Cet article examine les incidences de l’engagement militant sur la carrière professionnelle. Il repose sur une analyse dispositionnelle de l’engagement de deux individus ayant fréquenté des organisations catholiques qui, dans les années 1968, ont été traversées par un mouvement de politisation de l’engagement religieux. La manière dont ils sont amenés à endosser, après leur engagement, leur profession, remettant partiellement en cause certaines pratiques professionnelles, est largement redevable de leur socialisation religieuse et militante antérieure. Cependant, les contextes professionnels façonnent également, en retour, leurs dispositions et sollicitent un travail de mise en cohérence de leurs parcours biographiques.
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Vogler, Gisli. "Enriching Responsiveness to Complicity through a Disposition towards World-in-Formation." Arendt Studies 4 (2020): 83–105. http://dx.doi.org/10.5840/arendtstudies202112127.
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This article contributes to debates on complicity in injustice and violence by deepening the recent efforts to map out an ethics of responsiveness to complicity. The ethics of responsiveness aims to increase the affective engagement of people who disproportionately benefit from domination, exploitation, and exclusion, with the impact of their complicity on others. It articulates different strategies for tackling the dispositions that help the privileged disavow complicity. To extend the responsiveness approach, this article builds on Hannah Arendt’s theorisation of the relationship between politics, reality, and responsibility. A turn to Arendt helps us respond to the political problem of an erosion of the frameworks of judgement and action across society that enable critical engagement with complicity. I argue that the problem adds a burden on the privileged to strengthen and protect the institutions and processes that allow us to come to terms with reality together by developing a disposition towards ‘world-in-formation.’
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Meral, Elif, and Yasemin Taş. "Modelling the relationships among social studies learning environment, self-efficacy, and critical thinking disposition." Pegem Eğitim ve Öğretim Dergisi 7, no. 3 (June 23, 2017): 349–66. http://dx.doi.org/10.14527/pegegog.2017.013.
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This study aims to investigate the relationships among the features of learning environment (investigation, equity, and student cohesiveness) in social studies class, self-efficacy and critical thinking disposition (engagement, maturity and innovativeness) among middle school students. The study group consists of 422 students studying at five middle schools in one of the largest cities located in eastern part of Turkey. The research data was collected by using UF/EMI Critical Thinking Disposition Scale, "What is happening in this class?" Scale and the Motivated Strategies for Learning Questionnaire. Structural equation modelling (SEM) was performed by using LISREL 8.80 programme to test the hypothesized relationships among constructs. The results show that self-efficacy among students is higher in classroom environments where investigation is encouraged and equity among students is overseen. It is found that critical thinking disposition is higher in students with higher self-efficacy. Besides this, it is further observed that learning environment with investigation predicts all critical thinking dispositions positively whereas student cohesiveness predicts only maturity positively.
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Thévenot, Laurent. "Power and Oppression from the Perspective of the Sociology of Engagements: A Comparison with Bourdieu's and Dewey's Critical Approaches to Practical Activities." Irish Journal of Sociology 19, no. 1 (May 2011): 35–67. http://dx.doi.org/10.7227/ijs.19.1.3.
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This paper draws a parallel between the classical works of John Dewey and Pierre Bourdieu with regard to their critical analyses of power which, in both cases, are grounded in the examination of practical activities. The comparison includes a third approach developed by the author, the sociology of engagements, which crossed the paths of the previous two and specifies the points of comparison.1 This latter approach deals with capacities, power and oppression through analysing kinds of practical engagement with the world that ensure such capacities, owing to mutually supporting dispositions of human beings and their environment.
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Seglem, Karoline B., Brit Oppedal, and Espen Roysamb. "Daily hassles and coping dispositions as predictors of psychological adjustment." International Journal of Behavioral Development 38, no. 3 (February 13, 2014): 293–303. http://dx.doi.org/10.1177/0165025414520807.
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This study examined daily hassles and coping dispositions in relation to life satisfaction and depressive symptoms among resettled unaccompanied refugees and other youth in the resettlement country. A total of 223 unaccompanied refugees ( M = 20 years) was compared with 609 ethnic minority and 427 majority youth in Norway. Unaccompanied refugees reported higher levels of depressive symptoms, daily hassles and engagement and disengagement coping than the other two groups, but equal level of life satisfaction. Daily hassles and disengagement coping predicted lower life satisfaction and more depressive symptoms across groups. Engagement coping predicted higher life satisfaction in all groups, but not less depressive symptoms among unaccompanied refugees. Multiple mediation analyses showed that daily hassles and coping dispositions partly explained group differences in depressive symptoms, and that at the same level of hassles and disengagement coping, unaccompanied refugees would be significantly more satisfied with life. Findings suggest that interventions to promote more effective coping strategies to handle the many hassles in their daily lives may improve unaccompanied refugees’ psychological adjustment and chances to succeed in the resettlement country.
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Leary, Terence G., Raymond Green, Katy Denson, Gerald Schoenfeld, Tracy Henley, and Hal Langford. "The relationship among dysfunctional leadership dispositions, employee engagement, job satisfaction, and burnout." Psychologist-Manager Journal 16, no. 2 (2013): 112–30. http://dx.doi.org/10.1037/h0094961.
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Hamid, P. Nicholas. "OPTIMISM AND THE REPORTING OF FLU EPISODES." Social Behavior and Personality: an international journal 18, no. 2 (January 1, 1990): 225–34. http://dx.doi.org/10.2224/sbp.1990.18.2.225.
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This study examined the differences between dispositional optimists and pessimists in their reporting of ill health and health promoting behaviors for a stress-related illness, namely influenza. The results revealed clear and consistent attentional biases of the dispositions as measured by the Life Orientation Test. While optimists and pessimists did not differ in stress levels or the number of incidences of flu, pessimists reported the duration as longer, a higher expectancy of flu in the future, and more symptoms and causes of stress than did optimists. On the other hand, optimists reported greater engagement in health promoting behavior and more specific attempts at prevention of flu. These differences are discussed with regard to attentional style and affect and the implications for further research are outlined.
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Chitiga, Miriam. "Performing Arts for Effective Civic Engagement." International Journal of Civic Engagement and Social Change 1, no. 3 (July 2014): 59–74. http://dx.doi.org/10.4018/ijcesc.2014070105.
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There is a dearth of civic knowledge, skills, dispositions, and interest among pre-and post-secondary students and the general public. Many people are not equipped with the necessary knowledge of American political history, democratic institutions, processes, and civic life needed to allow them to become active, effective, responsible, and empowered citizens and leaders of the future. The traditional mode of incorporating civics in the lecture format in social studies and political science curricula is ineffective. The Performing Arts for Effective Civic Engagement (PAECE) program is a cross-disciplinary, multi-institutional effort that was created to address this problem through creative, entertaining performance-based content delivery that is designed by students. This paper describes the details on the program implementation, evalution, as well as its outcomes, in an effort to disseminate pertinent information for possible replication or adaptation of the model by other institutions. The paper concludes with some implications for higher education institutions.
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Crawford, Caroline M., Sharon Andrews, and Jennifer K. Young Wallace. "Co-Creative Collegial Communities of Instructional Engagement." International Journal of Hyperconnectivity and the Internet of Things 5, no. 2 (July 2021): 38–56. http://dx.doi.org/10.4018/ijhiot.2021070103.
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With the rise of the digital age, the concept of anywhere and anytime learning has become a stunning reality, therefore embedding learning within one's daily life more securely than previous decades. Impactful is one's daily community through which each person engages, formally and informally engaging. As distance learning environments stealthily become a normal expectation, the embedding of learning experiences into communities of engagement arises. Focusing upon curricular design that emphasizes the engagement of different colleagues within the community, towards framing information in new and different ways, is of grounding impact upon the success of online learning success. A presentation of earning understandings, framed through digital pedagogy, andragogy, and heutagogy, are advanced supports through the social collegial community in which one currently lives. Further, embedding the concept of collegial communities within distance learning supports rethinking curricular design, thru values, professional standards, competences, capabilities, and behavioral dispositions.
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Whitehead, Christopher, and Emma Coffield. "The multiple interfaces of engagement: towards a new conception of gallery learning." Museum and Society 16, no. 2 (July 30, 2018): 240–59. http://dx.doi.org/10.29311/mas.v16i2.2371.
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Drawing upon longitudinal research undertaken with Further Education students who visited an art exhibition, this article retheorises organised gallery learning. We argue that the significance of the gallery visit for students – and of their engagements with the exhibition and artworks – is elaborated and remediated over longer periods of time and through multiple ‘interfaces’. These include: the school or college; the gallery and the contingency of gallery events; the exhibition; internet websites, social media and mobile applications; the artwork and images of it; and an understanding of the self and other people (including the artist, teachers and gallery staff). Each of these has different possibilities that structure engagement, and sometimes interfaces ‘fail’ because of mundane contingencies or students’ dispositions. Also, interfaces don’t stand alone and need to be considered relationally for a more holistic and complex picture of ‘learning’ to emerge.
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Dorow, Sara, and nicole Smith Acuña. "Community Engagement in the Humanities, Arts, and Social Sciences: Academic Dispositions, Institutional Dilemmas." Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning 1, no. 1 (April 30, 2015): 51–68. http://dx.doi.org/10.15402/esj.2015.1.a03.
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Levy, Orly, Hyun-Jung Lee, Karsten Jonsen, and Maury A. Peiperl. "Transcultural Brokerage: The Role of Cosmopolitans in Bridging Structural and Cultural Holes." Journal of Management 45, no. 2 (August 23, 2018): 417–50. http://dx.doi.org/10.1177/0149206318773404.
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The growth and proliferation of global systems and transnational cultures have generated larger and more diverse types of cosmopolitans, all of whom span conventional social boundaries. Understanding this diversity is increasingly important because cosmopolitans often bridge across a wide range of transnational and global networks within and across global organizations. Drawing on multiple disciplines, we conceptualize cosmopolitanism as an embodied disposition characterized by high levels of cultural transcendence and openness that are manifested in and enacted along varied trajectories of cultural embeddedness in one’s own culture and cultural engagement with the cultural Other. We then propose an analytical framework for the influence of cosmopolitan disposition on transcultural brokerage processes, specifically, on bridging structural and cultural holes. Finally, we present a typology of cosmopolitan brokers and their corresponding practices and activities as they engage in transcultural brokerage. By recognizing the diversity of cosmopolitans and their respective dispositions, we significantly expand the pool of “global talent” beyond the traditional focus on expatriates, and we challenge the conventional wisdom on who counts as talent in an interconnected world.
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Mathews, Jose, and Tshering Lhamo. "Customer Engagement: An Experiential System View." Delhi Business Review 23, no. 1 (2022): 9–22. http://dx.doi.org/10.51768/dbr.v23i1.231202202.
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Purpose - This conceptual research analyses the interrelationship of cognition and affect in the development of customer engagement in the backdrop of the cognitive-experiential self-theory. Design/methodology/approach - The existing literature on the interpretation of customer engagement and cognitive experiential self-theory is used to develop the new theoretical framework of customer engagement Findings -The multidimensional view of the interaction between the intra-psychic subsystems of cognition, affect, inner dispositions and behaviour is the one generally followed by investigators in the analysis of customer engagement. In the dynamics of customer engagement, it has been recognized that cognition and affect individually and interactively contribute to the state of customer engagement as these are considered to be the core processes of engagement. Research limitations - Being a conceptual paper, primary empirical support is lacking to explain the cognitive-experiential system view of customer engagement Practical implications -The mechanisms of customer engagement in the application of marketing strategy and the understanding of the consumption patterns of the consumer provide new insights to the marketing activities and the consumer. Originality/value -The suggested framework of customer engagement provides yet another way of interpreting the same from the perspective of intra-individual sub-systems.
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Jackson, Grant R. "Intergroup Dialogue Pedagogy, Processes, and Outcomes: The Moderating Role of Students’ Openness to Multiple Perspectives." Teachers College Record: The Voice of Scholarship in Education 123, no. 6 (June 2021): 1–34. http://dx.doi.org/10.1177/016146812112300607.
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Background Intergroup dialogue (IGD) is a prominent social justice pedagogy that engages diverse groups of students in sustained, facilitated dialogues on social issues. Decades of IGD research have informed the development of the critical–dialogic theoretical framework of intergroup dialogue, which describes how IGD engages students in communicative, cognitive, and affective processes that promote intergroup understanding, intergroup relationships, and intergroup collaboration and action. Scholars have recently highlighted the need to better understand the relationships between students’ developmental capacities, their corresponding attitudes and dispositions, and IGD processes and outcomes in order to discern how students at different levels of development respond to and experience IGD. Study Purpose Grounded in the theory of self-authorship, theories of epistemological development, and corresponding research suggesting that dispositions associated with students’ epistemological assumptions of knowledge and knowing can moderate students’ engagement and development in matters that are interpersonal and intrapersonal in nature, the purpose of this study was to analyze the relationships between students’ openness to multiple perspectives (a disposition associated with epistemological development) and the interpersonal and intrapersonal processes and outcomes associated with IGD. Research Design In this secondary data analysis of the multi-institutional, longitudinal dataset constructed as part of the multi-university intergroup dialogue research project, structural equation modeling was used to discern how the relationships between IGD's communicative, cognitive, and affective processes and outcomes vary for groups of students with different levels of openness to multiple perspectives. Results In line with previous research on college student development, the results of this study illuminate a moderating relationship between students’ openness to multiple perspectives and the intergroup processes and outcomes associated with IGD. The patterns of moderation observed suggests that IGD's communicative, cognitive, and affective processes and outcomes are most strongly (although not exclusively) associated with matters of pedagogy and cognition for students who are less open, and matters of communication and affect for students who are more open. Conclusions and Recommendations The results of this study suggest that as IGD facilitators are able to increase their understanding of epistemological development and related dispositions, pass on their understanding to their students via readings and activities, assess their students’ epistemological dispositions, and augment their preparation and facilitation accordingly, an IGD group's collective ability to increase intergroup understanding, relationships, collaboration, and action is enhanced. This can be accomplished as what is known about college students’ epistemological development and dispositions is more fully integrated into IGD curriculum, facilitation, and facilitator training.
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Perunovic, Andrea. "From devotion to commitment: Towards a critical ontology of engagement." Filozofija i drustvo 32, no. 2 (2021): 261–81. http://dx.doi.org/10.2298/fid2102261p.
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This article approaches the notion of engagement from the perspective of critical ontology. With language as the starting point of its hermeneutic task, it commences with an etymological analyses of diverse Indo-European words gravitating around the semantic field of the notion of engagement. From these introductory insights obtained by an exercise in comparative linguistics, devotion and commitment are mapped as two opposite, yet inseparable, modes of being of engagement. Both of these modes seem to condition engagement in an ontologically disparate manner. While examining their fundamental structures, some of the canonical concepts of history of philosophy such as being, existence, subjectivity, or world - and also some of its constitutive binary oppositions such as body/mind, individual/collective, transcendence/immanence, light/darkness and sacred/secular - will be reconsidered through the prism of different ontological dispositions that devotion and commitment impose respectively on engagement. The overall aim of this investigation is to bring forth the main existential characteristics of being-engaged, by interpreting the roles of who, where, and what of engagement, and in order to provide a fundamental conceptual apparatus for a critical ontology of engagement.
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Duncan, Judith, Carolyn Jones, and Margaret Carr. "Learning Dispositions and the Role of Mutual Engagement: Factors for Consideration in Educational Settings." Contemporary Issues in Early Childhood 9, no. 2 (January 2008): 107–17. http://dx.doi.org/10.2304/ciec.2008.9.2.107.
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Plessz, Marie, Séverine Gojard, and Marie Zins. "Changing eating practices after midlife: ageing and food consumption in the French Gazel cohort." Consumption and Society 1, no. 1 (August 2022): 67–98. http://dx.doi.org/10.1332/wlni8860.
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Understanding not only differences in consumption but differences in how consumption changes presents a theoretical and empirical challenge. In this article, we draw on theories of practice, a life-course perspective and approaches in terms of tastes or dispositions to examine how food consumption changed after midlife in a large cohort of French adults aged from 50 to 75 years. We have been able to present a bird’s eye view of these practices, thanks to multiple correspondence analysis and a micro-level analysis of how individuals changed their food consumption as they aged, thanks to regression models. The first step summarised food consumption data into three modes of engagement with eating, related to prescriptions from the food market (eating as convenience), nutrition (health) and French cuisine (tradition). The second allowed us to examine how modes of engagement with eating were associated with individual characteristics (being a woman, having higher education), ageing and characteristics of participants’ living arrangements (living with children and/or a partner). In conclusion, the sociology of consumption may benefit from taking stock of both dispositional and contextual perspectives on the differences and dynamics of practice. Developing adequate methods, as we do here, is a promising way forward.
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Connolly, William E. "Peripheral Visions: Publics, Power and Performance in Yemen, by Lisa Wedeen." Perspectives on Politics 8, no. 1 (March 2010): 297–98. http://dx.doi.org/10.1017/s1537592709992428.
Повний текст джерелаАнотація:
This is a superb book. Lisa Wedeen brings a complex theory of interpretation to the study of nation building in Yemen. She explores the power of performances that penetrate cultural life as they work upon bodily dispositions and valences. Peripheral Visions has several high points, including a critique of secular theories that separate national imaginaries from Islamic practices of piety; a wonderful exploration of “qat chews”—a custom through which democratic dispositions and a national imaginary are promoted through semipublic discourses; an account of how the weakness of the state can enlarge the imagination of the nation; and an engagement with the effects of global neoliberalism on discursive practices in Yemen. Each level and mode is interwoven with the others. So we gain a complex understanding of politics that is irreducible to the kind of study organized around fixed categories of analysis and “variables” that do not interpenetrate.
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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (February 2, 2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested. Findings – Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support. Research limitations/implications – Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement. Practical implications – The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy. Originality/value – This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.
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Mooses, Veronika, Ingmar Pastak, Pilleriine Kamenjuk, and Age Poom. "Residents’ Perceptions of a Smart Technology Retrofit Towards Nearly Zero-Energy Performance." Urban Planning 7, no. 2 (April 28, 2022): 20–32. http://dx.doi.org/10.17645/up.v7i2.5020.
Повний текст джерелаАнотація:
Coping with global climate challenges requires changes in both individual practices and the technical infrastructure in which people operate. Retrofitting existing buildings with smart and sustainable technologies shows the potential in reducing the environmental impacts of the housing sector and improving the quality of life for residents. However, the efficiency of these means depends on their individual and societal acceptance. This calls for the need to incorporate social practice theories into the discussion of smart cities and technology adoption. This study aims to understand how smart retrofit intervention in an extensive pioneering smart city project in Estonia is perceived among the residents with different dispositions towards the environment and technology in an early phase of the intervention. We interviewed the residents of 18 Soviet-era apartment buildings which underwent a complete retrofit into nearly zero-energy buildings equipped with smart technologies. The results showed that pro-technology residents expressed high interest and trust towards smart retrofit intervention, while residents with environmentally inclined dispositions conveyed more critical arguments. This indicates that individuals’ underlying dispositions may result in different social practices and that a diverse set of engagement approaches are crucial for the success and social acceptance of large-scale pioneering projects in the housing sector.
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Christensen, Rhonda, Gerald Knezek, and Tandra Tyler-Wood. "Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students." Journal of Science Education and Technology 24, no. 6 (June 9, 2015): 898–909. http://dx.doi.org/10.1007/s10956-015-9572-6.
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Gunter, Glenda A., and Jennifer L. Reeves. "Online professional development embedded with mobile learning: An examination of teachers' attitudes, engagement and dispositions." British Journal of Educational Technology 48, no. 6 (July 21, 2016): 1305–17. http://dx.doi.org/10.1111/bjet.12490.
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PRODROMOU, THEODOSIA. "STATISTICAL LITERACY IN DATA REVOLUTION ERA: BUILDING BLOCKS AND INSTRUCTIONAL DILEMMAS." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 38–43. http://dx.doi.org/10.52041/serj.v16i1.212.
Повний текст джерелаАнотація:
The data revolution has given citizens access to enormous large-scale open databases. In order to take into account the full complexity of data, we have to change the way we think in terms of the nature of data and its availability, the ways in which it is displayed and used, and the skills that are required for its interpretation. Substantial changes in the content and processes involved in statistics education are needed. This paper calls for the introduction of new pedagogical constructs and principles needed in the age of the data revolution. The paper deals with a new construct of statistical literacy. We describe principles and dispositions that will become the building blocks of our pedagogical model. Our model suggests that effective engagement with large-scale data, modelling and interpretation situations requires the presence of knowledge-bases as well as supporting dispositions.
First published May 2017 at Statistics Education Research Journal Archives
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Araújo, Marcos V., and Christopher F. Hein. "A survey to investigate advanced musicians’ flow disposition in individual music practice." International Journal of Music Education 37, no. 1 (December 2, 2018): 107–17. http://dx.doi.org/10.1177/0255761418814563.
Повний текст джерелаАнотація:
This study explored advanced musicians’ dispositions to flow in musical practice. A total of 168 classically trained musicians answered a questionnaire assessing their proneness for flow experience during musical practice and associations between flow and demographic factors, practice routines and musical instruments. Dispositions to flow in musical practice did not vary across musical instrument groups, age or gender. Positive associations were found between daily practice time and flow, suggesting that flow may contribute to engagement with daily practice. Negative associations between music practice experience and loss of self-consciousness and challenge–skill balance were found, suggesting that even among experts the level of task complexity during practice may affect perceptions of competence. While six individual flow indicators were frequently experienced, three indicators were much less experienced, pointing to the existence of another similar relevant experience in the practice of expert performers, named as optimal practice experience. The article finishes with implications regarding the benefits of flow for teaching and learning practices.
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Kappes, Cathleen, and Tamara Thomsen. "Imitation of Goal Engagement and Disengagement Processes in Romantic Relationships." European Journal of Personality 34, no. 2 (March 2020): 234–44. http://dx.doi.org/10.1002/per.2244.
Повний текст джерелаАнотація:
Individual differences in goal engagement and goal disengagement processes have been demonstrated to be related to goal attainment, health, and emotional well–being. However, there is a dearth of studies on the developmental conditions of individual differences in these processes. Social learning processes contribute to the formation of individual dispositions even in adulthood. As one pathway of learning, we investigated observational learning of goal regulation processes in romantic relationships in two experimental studies. Study 1 ( N = 67 couples, M = 32.65 years) replicated a previous finding that observing partners imitated their partner's goal regulation processes in the same task and extended it by showing transfer effects to another task. Study 2 ( N = 60 couples, M = 25.9 years) demonstrated that—given a lack of praise of the modelled actions—partners still imitated goal regulation processes but to a smaller extent. These findings lend support for observational learning as a pathway to individual differences in the application of goal regulation processes. © 2020 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology
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Caprara, Gian Vittorio, Guido Alessandri, Marie S. Tisak, Marinella Paciello, Maria Giovanna Caprara, Maria Gerbino, and Reid Griffith Fontaine. "Individual Differences in Personality Conducive to Engagement in Aggression and Violence." European Journal of Personality 27, no. 3 (May 2013): 290–303. http://dx.doi.org/10.1002/per.1855.
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This paper examined empirically the value of a conceptual model in which emotional stability and agreeableness contribute to engagement in aggression and violence (EAV) indirectly through irritability, hostile rumination and moral disengagement. Three hundred and forty young adults (130 male and 190 female) participated in the study. The average age of participants was 21 at time 1 and 25 at time 2. Findings attested to the role of basic traits (i.e. agreeableness and emotional stability) and specific personality dispositions (i.e. irritability and hostile rumination) in predisposing to EAV and to the pivotal role of moral disengagement in giving access to aggressive and violent conduct. In particular, the mediational model attested to the pivotal role of emotional stability and agreeableness in contributing directly to both hostile rumination and irritability and indirectly to moral disengagement, and to EAV. Agreeableness and hostile rumination contribute to moral disengagement that plays a key role in mediating the relations of all examined variables with EAV. Copyright © 2012 John Wiley & Sons, Ltd.
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Lengauer, Dayana. "#peacemaker: Cultivating Pluralist Dispositions among Bandung’s Peace Communities Online and Offline." Asiascape: Digital Asia 9, no. 1-2 (July 7, 2022): 175–200. http://dx.doi.org/10.1163/22142312-bja10024.
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Abstract In Indonesia, the national motto of ‘unity in diversity’ is challenged, not least by a hardening of religious identities, coupled with rising levels of religious intolerance. In addition to established proponents of religious pluralism, groups of activists strive to sow the seeds of peace among the tech-savvy generation of young urbanites. By adopting the concept of ‘technology of the community’, I analyze the online and offline practices of peace activists in Bandung in 2018 to educate young #peacemakers and create spaces of empathy and solidarity. To address the emotional deprivation as well as aspirations of young people, peace groups rely on various offline and online technologies that straddle notions of comfort and discomfort, of tolerance and engagement. In creating and maintaining spaces of affective interpersonal exchange, these groups become exponents of local arrangements that are conducive to the cultivation of pluralist dispositions beyond national ideology.
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Karampelas, Antonios. "Artificial Intelligence and Machine Learning in the STEAM classroom." Hellenic Journal of STEM Education 1, no. 2 (July 9, 2021): 59–66. http://dx.doi.org/10.51724/hjstemed.v1i2.13.
Повний текст джерелаАнотація:
This research aims in shedding light on international high school students’ perceptions, awareness, and prior knowledge about Artificial Intelligence and Machine Learning, as well as to investigate the effect of taking a relevant learning unit within a STEAM course on students’ dispositions toward and understanding about Artificial intelligence. The analysis of performance and reflection data from 62 individuals revealed low prior student engagement with Artificial Intelligence and Machine Learning content, a positive shift in the anticipated societal impact of Artificial Intelligence and an active engagement with online Artificial Intelligence applications during the unit, as well as no correlation between student performance and gender. It is suggested that the development and implementation of learning designs that focus on conceptual understanding of Artificial Intelligence and Machine Learning could benefit all students.
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Collins, Melissa A., Joanna Totino, Ardice Hartry, Valeria F. Romero, Rosio Pedroso, and Rosalinda Nava. "Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth." Journal of Experiential Education 43, no. 1 (November 15, 2019): 55–70. http://dx.doi.org/10.1177/1053825919887407.
Повний текст джерелаАнотація:
Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed.
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Lappalainen, Pia, Minna Saunila, Juhani Ukko, Tero Rantala, and Hannu Rantanen. "Managing performance through employee attributes: implications for employee engagement." International Journal of Productivity and Performance Management 69, no. 9 (July 22, 2019): 2119–37. http://dx.doi.org/10.1108/ijppm-10-2018-0356.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to examine the connection between performance management and employee engagement. More specifically, the authors address shortcomings in prior literature where employee performance has been controlled narrowly as cognitive task accomplishment. Accumulating evidence shows, however, that such performance-mediating factors as employee engagement constitute critical antecedents of employee and organizational performance. They can most effectively be influenced by attending sensitively to employees’ individual differences, which are ultimately driven by motifs and dispositions. Design/methodology/approach The study takes a quantitative approach to exploring predictors of employee engagement. The analysis is based on a sample of 503 online survey respondents from knowledge-intensive organizations. Findings The results indicate that employee engagement is driven more by employees’ inherent attributes than environmental factors. The analysis refuted the connection between engagement and social orientation, self-regulation and conscientiousness. Instead, the factors associating with employee engagement were analytical thinking, extroversion, systems thinking, assertiveness and leadership. Practical implications In this paper, the authors put forth a novel conceptual model of performance management, introducing new and evidence-based foci for effective people management that expand task performance to contextual performance and supplement quantifying approaches to performance control with the qualifying methodology. Originality/value Departing from the previously dominating frameworks of performance management that focused on task performance, this work extends to contextual performance and considers also employees’ psychological traits.
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McGeown, Sarah, Helen St. Clair-Thompson, and David W. Putwain. "The Development and Validation of a Mental Toughness Scale for Adolescents." Journal of Psychoeducational Assessment 36, no. 2 (October 11, 2016): 148–61. http://dx.doi.org/10.1177/0734282916673512.
Повний текст джерелаАнотація:
The present study examined the validity of a newly developed instrument, the Mental Toughness Scale for Adolescents, which examines the attributes of challenge, commitment, confidence (abilities and interpersonal), and control (life and emotion). The six-factor model was supported using exploratory factor analysis ( n = 373) and confirmatory factor analysis ( n = 372). In addition, the mental toughness attributes correlated with adolescents’ academic motivation and engagement ( n = 439), well-being (depression and anxiety; n = 279), and test anxiety ( n = 279), indicating relations with a number of affective, cognitive, and behavioral dispositions, and demonstrating relevance in education and potentially mental health contexts.
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Person, Cara J., Kathryn E. (Beth) Moracco, Christine Agnew-Brune, and J. Michael Bowling. "“I Don’t Know That I’ve Ever Felt Like I Got the Full Story”: A Qualitative Study of Courtroom Interactions Between Judges and Litigants in Domestic Violence Protective Order Cases." Violence Against Women 24, no. 12 (January 21, 2018): 1474–96. http://dx.doi.org/10.1177/1077801217738582.
Повний текст джерелаАнотація:
One in three U.S. women has experienced intimate partner violence (IPV) and many seek domestic violence protective orders (DVPOs) for secondary IPV prevention. Because judges have considerable autonomy making DVPO decisions, there is a need to describe how courtroom interactions and information available to judges may influence DVPO dispositions. We conducted DVPO hearing observations and phone interviews with District Court Judges. Qualitative themes emerged that may influence judges’ decision making in DVPO hearings: case information availability, judge engagement level, and litigant credibility. Recommendations include more time for judges to review case files, IPV-related training for judges, and increased court advocate use.
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Fehrer, Julia A., Jodie Conduit, Carolin Plewa, Loic Pengtao Li, Elina Jaakkola, and Matthew Alexander. "Market shaping dynamics: interplay of actor engagement and institutional work." Journal of Business & Industrial Marketing 35, no. 9 (September 24, 2020): 1425–39. http://dx.doi.org/10.1108/jbim-03-2019-0131.
Повний текст джерелаАнотація:
Purpose Combining institutional work and actor engagement (AE) literature, this paper aims to elucidate how the collective action of market shaping occurs through the interplay between market shapers’ institutional work and engagement of other market actors. While markets are shaped by actors’ purposive actions and recent literature notes the need to also mobilize AE, the underlying process remains nebulous. Design/methodology/approach This paper is conceptual but supported by an illustrative case study: the Winding Tree. This blockchain-based, decentralized travel marketplace shapes a market by decoupling existing resource linkages, creating new ones and stabilizing others through a dynamic, iterative process between the market shaper’s institutional work and others’ AE. Findings The paper develops a dynamic, iterative framework of market shaping through increased resource density, revealing the interplay between seven types of market shapers’ institutional work distilled from the literature and changes in other market actors’ engagement dispositions, behaviors and the diffusion of AE through the market. Originality/value This research contributes to the emergent market shaping and market innovation literature by illustrating how the engagement of market actors is a fundamental means of market shaping. Specifically, it advances understanding of how market shapers’ institutional work leads to new resource linkages and higher resource density in emergent market systems through AE. The resultant framework offers an original, critical foundation for future market shaping research.
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Tladinyane, Rebecca. "Exploring the socio-demographic differences on psychological career meta-capacities and retention-related dispositions." Journal of Governance and Regulation 4, no. 3 (2015): 222–30. http://dx.doi.org/10.22495/jgr_v4_i3_c2_p4.
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The aim of this study was to better understand socio-demographic differences of individuals in terms of their psychological career meta-capacities (measured by the Psychological Career Resources Inventory) and their retention related dispositions construct variables ((measured by the Utrecht Work Engagement Scale and Organisation-Related Commitment Scale). A quantitative survey was conducted involving a non-probability purposive sample of predominantly black females employed at managerial and staff levels (N = 318) in the field of industrial and organisational psychology. An independent-samples t-test indicated significant differences between the various socio-demographic groups in regard to the measured variables. The findings contribute new knowledge that may be used to inform human resource career development practices concerned with the retention of particularly female employees in South African service industry.
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Chouliaraki, Lilie, and Tijana Stolic. "Rethinking media responsibility in the refugee ‘crisis’: a visual typology of European news." Media, Culture & Society 39, no. 8 (September 4, 2017): 1162–77. http://dx.doi.org/10.1177/0163443717726163.
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In this paper, we analyse how news images of the 2015 Syrian refugee ‘crisis’ visualise refugees and how, in so doing, they mobilise various forms of moral responsibility in ‘our’ mediated public life – various practical dispositions of action towards the misfortunes of migrants and refugees at Europe’s border. On the basis of empirical material from European news (June-December 2015), we construct a typology of visibilities of the ‘crisis’, each of which situates refugees within a different regime of visibility and claim to action: i) visibility as biological life, associated with monitorial action; ii) visibility as empathy associated with charitable action; iii) visibility as threat, associated with state security; iv) visibility as hospitality, associated with political activism; and v) visibility as self-reflexivity, associated with a post-humanitarian engagement with people like ‘us’. In conclusion, we argue that, important as these five categories of visibility are in introducing public dispositions to action towards the vulnerable, they nonetheless ultimately fail to humanise migrants and refugees. This failure to portray them as human beings with lives that are worth sharing should compel us, we urge, to radically re-think how we understand the media’s responsibility towards vulnerable others.
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Wiest, Lynda R., Cynthia H. Brock, Constance M. Morton, Monica N. Colbert, Ryan J. Linton, and Brittany Herrera. "A Collaborative Journey Toward Understanding the Role of Social Class in Teaching and Learning." Journal of Education and Learning 8, no. 1 (December 31, 2018): 1. http://dx.doi.org/10.5539/jel.v8n1p1.
Повний текст джерелаАнотація:
One important area of development for educators at all levels is teaching students from diverse backgrounds, which includes attention to the important role of social class. In this reflective essay, two teacher educators and four students (two graduate, two undergraduate) examine the aspects of a course on social class and schooling that they perceive to have influenced favorable change in their learning and practice. Individual writings by the six participants at three checkpoints during and after the course generated four themes that the authors discuss in relation to the course content and pedagogy: salient content; effective instructional approaches; application of course material; and suggested improvements. Factors that contributed to course effectiveness included a focus on deep growth involving knowledge and dispositions; instructional methods that encouraged meaningful participant engagement and reflection in a “safe” classroom environment; and practical applications for course material. Suggested improvements centered on including direct engagement experiences and exploring individual course topics in greater depth.
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Grohman, Magdalena. "Teaching for Creativity: Mini-c, Little-c and Experiential Learning in College Classroom." Nauki o Wychowaniu. Studia Interdyscyplinarne 7, no. 2 (December 30, 2018): 106–32. http://dx.doi.org/10.18778/2450-4491.07.06.
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The wave of changes in teaching approaches due to the introduction of the 21 century skills – including creativity and problem solving – has affected not only K through 12 classrooms, but also colleges and universities. Thompson (2014) suggests that when designing courses and curricula college educators should consider not only the content knowledge, skills and dispositions their students need to learn, but also what capacities ought to be developed and through what type of pedagogies. In this article, I propose that pedagogies of engagement are developed and used to teach content and skills in a college level course on Psychology of Creativity. In the main section of the article, I present three groups of creative assignments developed in collaboration with Dr. Heather Snyder: journal activities, creative project assignments, and creative problem-solving workshops. I argue that these assignments not only affect students’ motivation, engagement, and deep learning, but they also facilitate the development of mini-c and little-c creativity.
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Zahra, Munazza, and Daisy Mui Hung Kee. "INFLUENCE OF PROACTIVE PERSONALITY ON JOB PERFORMANCE OF BANK EMPLOYEES IN PAKISTAN: WORK ENGAGEMENT AS A MEDIATOR." International Journal of Management Studies (IJMS) Vol. 29, No. 1, January 2022 29, No.1 (December 23, 2021): 83–108. http://dx.doi.org/10.32890/ijms2022.29.1.3.
Повний текст джерелаАнотація:
The purpose of this study was to determine whether the proactive personality of Pakistani bank employees influenced their job performance. With the awareness of the importance of job performance in the banking sector of Pakistan, researchers also examined the mediating role of work engagement in the relationship between proactive personality and job performance. A total of 315 responses were obtained from officers to test the relationship between proactive personality and job performance, and to examine the mechanism via work engagement. The researchers analyzed respondents’ demographic profiles in SPSS version 23 and developed several hypotheses through structural equation modelling technique which were tested in SmartPLS version 3. The findings of the study showed a significant positive relationship between proactive personality and the three dimensions of job performance: task performance, individual- directed citizenship behavior (OCBI), and organizational-directed citizenship behavior (OCBO). The study results also supported the main hypothesis that work engagement mediated the relationship between proactive personality and job performance. The findings of the study present a few useful insights to the HR department and policymakers in the banking sector. Proactive personality should be considered as one of the necessary dispositions to be evaluated in hiring decisions. Bank management should devote more attention on the work engagement of employees and its related factors to boost employees’ performance at work.
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Wright, James, Douglas Fisher, and Nancy Frey. "Reflective Writing in a Principal Preparation Program." Journal of School Administration Research and Development 5, no. 1 (March 20, 2020): 16–24. http://dx.doi.org/10.32674/jsard.v5i1.2107.
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Reflective writing has become part of a vastspectrum of professional practices across academia,which includes the hard sciences—notably in thefields of medicine and nursing, as well as in thehumanities, including social work, higher education,teacher education, and educational leadership. In thisarticle, we seek to describe the results of aninvestigation in the preparation of school leaders
through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future
educational leaders identify and promote the skillsthat help leaders identify inequity in schools. Thepreliminary administrative credential program in thisstudy is rooted in efforts to prepare equity-drivenschool leaders who integrate dispositions, concepts,and actions into their daily practice.