Context Of Resources Research Articles

Developing multilingual awareness through engaging with the linguistic landscape: a transformative approach

ABSTRACT This study, located at a university in the Guangdong–Hong Kong–Macao Greater Bay Area, considers the potential of the linguistic landscape for developing multilingual awareness, i.e. a critical understanding of social information surrounding the use of languages. Taking the linguistic landscapes (LLs) as both pedagogical material and tool, it discusses an overview of a linguistic landscape course, focusing on recognition, inquiry-based exploration, and transformative learning. It also traces transformational learning in multilingual awareness by examining course plans, classroom practices, learners’ LLs interests, reflection journals, and field notes. Findings indicate that learners collected, analysed, and reflected upon multilingual LL, combining contextual and affective resources, transformative agency, and responsive courses of action. These resources become the means for initiating the transformation of selves and the social milieu and subsequently built multilingual awareness. These insights contribute to the multilingual development literature by offering a nuanced understanding of transformational learning concerning multilingual awareness and proposing strategies to support the development of multilingual awareness.

‘Aside from my limitations, I’m aging very successfully’: a qualitative approach to successful ageing among older people with early onset motor disabilities

Objectives The concept of successful aging has been criticized for overlooking the experiences of older adults aging with disabilities, which may accentuate segregation and consolidate inequities. This qualitative study explored how older people living with early-onset mobility disabilities define successful aging, whether their definitions differ from those proposed by academia and from those of older people without disabilities, and to what extent older people with motor disabilities perceive themselves as aging successfully. Method Thirty-two people (20 women, 12 men) aged over 60 and living with motor disabilities for a minimum of 20 years were interviewed about their definition of successful aging and whether they considered that they were aging successfully. Responses were analyzed thematically. Results We identified five main themes: (a) activity, (b) supportive context, (c) proactive attitude, (d) autonomy and (e) adaptation. Most participants considered that they were aging successfully, according to the themes underlined in their definition of successful aging. Conclusion Participants see successful aging as based far more on psychosocial than biomedical aspects. Successful aging is defined as process in which the maintenance of desired activities and independence is attained due to contextual and psychological resources, which allows participants to perceive themselves as aging successfully.

The Developmental Assets Model for Positive Youth Development and Social Contribution: A Qualitative Study of Spanish Undergraduates

Relational developmental systems theory integrates a positive youth development (PYD) perspective on the transition to adulthood. Meanwhile, the developmental assets (DAs) model describes the personal and contextual resources that nurture PYD. This study examined the fulfillment of DAs and experience of social contribution in a sample of 23 Spanish undergraduates from seven universities (age range 18–25, Mage = 20.57, SD = 2.06). Data were collected from seven focus groups, each comprising undergraduate students from different academic years, universities, and degree programs. All interviews were conducted in Spanish for 50–65 min and comprised eight questions divided into three sections (internal assets, external assets, and social contribution and barriers). The results indicated that among internal assets, positive values, social competencies, and positive identity were important for adolescents. Additionally, the external asset of social support was a highly relevant resource. Regarding social contribution, the participants showed empathy towards the needs of the community and reported that helping others was rewarding. Clearly, the youth’s perspectives on their development should be considered while creating prevention and promotion programs that foster internal and external assets.

"You [God] Gotta Go Through It With Me": Black Women Navigating Spirituality During the Breast Cancer Journey.

Black women generally report high levels of spirituality. Less is known about Black women's spiritual coping with a cancer diagnosis. Persisting health disparities between Black breast cancer survivors and other racial groups necessitate examining whether spirituality can be a contextual and personal resource for Black women with breast cancer. This qualitative study's goals were to: (1) characterize positive and negative dimensions of spirituality in a sample of Black women diagnosed with breast cancer; and (2) examine whether and how women used spirituality during their cancer experience. Three Gatherings (i.e., culturally curated focus groups) were conducted as part of Project SOAR (Speaking Our African American Realities), a community-academic partnership. In these all-Black women Gatherings, participants (N=37) discussed their breast cancer experience, including how spirituality played a role. Through reflexive thematic analysis, six themes were identified: (1) faith is central to my identity even through challenging times; (2) meaningful, ineffective, or non-existent support from my spiritual community; (3) grappling with spiritual discontent during breast cancer; (4) God is omnipotent; (5) spiritual anchors helped me persevere through the breast cancer journey; (6) breast cancer reflections enhanced my spiritual gratitude and growth. Participants' experiences highlight the complexities of spirituality when confronting breast cancer. Many Black women reflected on the centrality of spirituality to their lives and cited spirituality as a resource and effective coping process during their cancer experience. Findings have important implications for understanding how spirituality can be incorporated to support Black women with breast cancer.

Integrasi Kearifan Lokal dalam Pembelajaran IPS di SD Untuk Membentuk Karakter Cinta Budaya

This study aims to examine the importance of integrating local wisdom into Social Studies (IPS) education at the elementary school level as one of the efforts to build a culture-loving character in students. Local wisdom, which encompasses cultural values, traditions, and local knowledge, has great potential to enrich the learning material and strengthen the nation's cultural identity. Through various strategies, such as the use of local wisdom-based learning media, project-based approaches, and the development of contextual learning resources, IPS education can connect theory with students' everyday life practices. This integration not only helps students understand social, economic, and cultural concepts more deeply but also fosters pride and love for their own culture. Although there are some challenges in its implementation, such as teachers' limited understanding and a lack of resources, efforts to integrate local wisdom can be achieved through collaboration between teachers, communities, and cultural experts. Thus, teaching based on local wisdom will support the strengthening of the nation's character, grounded in the noble values of Indonesian culture.

Navigating sustainable careers: the role of subjective career success, career crafting, and social capital

ABSTRACT Subjective career success is a fundamental aspect of sustainable careers, influencing how individuals navigate their careers over time. Leveraging the Conservation of Resource theory, this study differentiated between internally and externally directed career crafting behaviours and examined their relationships with subjective career success and turnover intention. It also examined how social capital (internal and external) moderates these relationships, reflecting the influence of proximal and distal contexts. This study employed a three-wave research design to address common method variance and collected data from a total of 353 participants. The findings revealed that internally directed career crafting behaviours mediate the relationship between subjective career success and turnover intention, whereas externally directed career crafting behaviours did not exhibit a significant mediating effect. However, when external social capital is high, individuals with low subjective career success tend to engage in externally directed career crafting behaviours. Overall, the results suggest that subjective career success triggers distinct career crafting pathways towards turnover intention and emphasize the differentiated influence of contextual resources on career development paths. The study concludes by highlighting both theoretical and practical implications, offering valuable insights for future research and career development practices aimed at fostering sustainable careers.

Understanding professional challenges and coping strategies within the resilience process that support teacher well-being.

Teaching is an immensely complex profession with a variety of challenges. This qualitative study explores challenges that teachers face and how teachers cope with these challenges to maintain their well-being. The study is based on the Aligning Well-being and Resilience in Education (AWaRE) model and aims at identifying relevant teacher challenges and coping strategies to contribute to an evidence-based understanding of well-being and resilience within the teaching profession. We analysed teachers’ coping strategies in challenging situations based on semi-structured interviews with N=29 teachers from schools in Switzerland. Results showed that social factors at diverse levels such as school management, parent interaction and class composition represent the central contextual challenges, while social support systems from school management and colleagues and cooperation among teachers are significant contextual resources. Problem-solving was used as a frequent coping strategy. The results of this study provide implications for understanding the ways to support a successful resilience process among teachers and designing interventions to enhance teachers’ resilience.

Strategies teachers use to maintain motivation

This paper examines how teachers sustain their motivation for teaching in challenging times. Teachers (N=209) primarily from Australia and the US nominated 606 strategies to maintain their motivation within online modules designed to enhance capacity for resilience. Inductively coded higher-order categories were: Intrapersonal (e.g. remember original motivation for teaching); Interpersonal (e.g. focus on the students); Professional (e.g. create exciting lessons); and Personal Life (e.g. maintain health and wellbeing). Strategies align with social-ecological understandings of resilience and motivation where both personal and contextual resources are harnessed. Findings provide a basis for employers, leaders and teachers to support teacher motivation and resilience.

Psychopathological Symptoms and Resilience Processes among Korean Adolescents in the Context of Neighborhood Disadvantage.

Research has shown that positive family and individual contexts can prevent adolescents from developing internalizing and externalizing symptoms. However, less is known about the various ways resilience occurs longitudinally, considering compensatory (i.e., additive) effects and protective (i.e., moderation) effects of contextual (external) resources and individual (internal) assets. Further, few studies have examined these resilience processes among Korean adolescents exposed to neighborhood disadvantage. In the context of neighborhood disadvantage, the present study examined the compensatory and protective effects of positive parenting and self-esteem for Korean adolescents' internalizing and externalizing symptoms across four years. Data from Waves 1 (2010), 3 (2012), and 4 (2013) from a longitudinal, nationally representative sample of Korean adolescents (N = 2322; Mean age at Wave 1 = 12.90; Females = 50.10%) were utilized. Evidencing compensatory effects, positive parenting (Wave 1) negatively and indirectly predicted both adolescents' internalizing and externalizing symptoms (Wave 4) through their self-esteem (Wave 3), independent of the effect of neighborhood disadvantage (Wave 1). However, there were differences in the protective effects depending on symptoms. In the case of internalizing symptoms (Wave 4), positive parenting (Wave 1) indirectly buffered against neighborhood disadvantage (Wave 1) through adolescents' self-esteem (Wave 3). In contrast, for externalizing symptoms (Wave 4), positive parenting (Wave 1) directly buffered the effect of neighborhood disadvantage (Wave 1). The present study highlights the resilience processes of positive parenting as an external resource and adolescents' self-esteem as an internal asset for preventing internalizing and externalizing symptoms among Korean adolescents, which has implications for intervention and policy strengthening family and individual resilience.

Team climate and knowledge management in knowledge-intensive teams: does team empowerment matter? Evidence from R&D teams

PurposeBased on the job-demands resources (JD-R) model and the self-determination theory (SDT), this paper aims to explore team empowerment (TEMP) as a mediating mechanism through which team climate (TC) marked by innovativeness, cohesion and trust and knowledge management (KM) in teams.Design/methodology/approachUsing a convenience sampling method, data were gathered from 246 employees of Tunisian knowledge-intensive firms (KIFs) and involved within 69 R&D teams. The partial least square-structural equation modeling approach through SMART PLS 3.2 software was used to evaluate the constructs’ psychometric properties and hypotheses. The mediating effect in the model was evaluated through the non-parametric bootstrapping method.FindingsResults highlight that TC marked by innovativeness, cohesion and trust represents a key team contextual antecedent promoting TEMP and KM in teams. In turn, TEMP, as a critical intrinsic task motivation factor, is revealed as a driver of KM practices. This research demonstrates that TEMP partially mediates the relationship between TC and KM in teams.Originality/valueThis study pioneers the examination of TEMP’s mediating role between a TC marked by innovativeness, trust and cohesion and KM. By applying insights from the JD-R model and SDT to team-level dynamics, it uniquely positions TEMP as an intrinsic motivational factor explaining the mechanism through which the contextual resources provided by a supportive TC promote KM practices. It provides practical insights for KIFs’ managers through highlighting how intrinsically motivated teams of knowledge workers, empowered by a cohesive, innovative and trust-based TC, can effectively navigate the challenges inherent in knowledge-intensive teamwork, leading to enhanced KM practices.

The Role of Individual and Contextual Resources Among Italian Emerging Adults During the COVID-19 Pandemic: A Person- and Variable-Centered Approach Within the Positive Youth Development Framework

The Role of Individual and Contextual Resources Among Italian Emerging Adults During the COVID-19 Pandemic: A Person- and Variable-Centered Approach Within the Positive Youth Development Framework

Commentary: The COVID-19 pandemic and its impact on adolescent development: Embracing a more ecological perspective.

To assess the impact of the COVID-19 pandemic on young people's functioning, relationships, and well-being, four systematic reviews were put together to shed light on school experiences, family and peer relationships, and civic engagement during the pandemic. The reviews presented research findings on the protective role of several personal and contextual resources including intrinsic motivation, self-efficacy, family, school, peer, and community support, as well as the harming effect of risk factors, such as poor mental health, COVID-19-related stressors, and technological challenges, thus highlighting the significant role of both personal and contextual factors in adolescent development and well-being. Equally important, the research findings collectively suggested an ecological perspective of the determining factors, although the focus was largely on factors in immediate contexts (family, school, peers, and local community). Adopting a more holistic approach that also considers factors in other ecological contexts (e.g., partnership between immediate contexts, the influence of cultural values and norms along with educational and developmental transitions) can be crucial in addressing the specific needs of young people across diverse contexts and cultures during a pandemic and in general. In addressing their needs, the ever-growing digital space of young people can be utilized to connect them to services and supportive networks in their contexts including distal ones.

Menganalisis Implementasi Konstruksi Berpikir Historis dalam Mata Kuliah Program Studi Pendidikan Sejarah di Universitas Simalungun

This study aims to analyze the implementation of historical thinking construction in courses within the History Education Study Program at Simalungun University. Historical thinking is an essential skill that history students must master, encompassing the understanding of chronology, cause-effect analysis, and the interpretation of historical events' meaning in the context of the past and their relevance to the present. This research employs a qualitative approach with a case study method. Data were collected through observations, interviews with lecturers and students, and document analysis such as syllabi and coursework. The findings indicate that the implementation of historical thinking is not yet fully optimal. Most teaching focuses on memorizing the chronology of events, figures, and places without involving in-depth analysis or connecting events to broader contexts. For instance, common assignments include summarizing readings or creating concept maps, which tend to insufficiently challenge students' skills in interpretation and critical thinking. However, in some courses, such as Indonesian History, lecturers have made efforts to use reflective approaches, such as analytical discussions on the impact of colonialism on local social dynamics. The main obstacles identified are a lack of in-depth understanding of the concept of historical thinking among both lecturers and students, as well as limited access to relevant and contextual learning resources. Therefore, this study recommends developing training for lecturers on implementing historical thinking-based teaching strategies, increasing access to learning resources that support historical analysis, and designing more challenging assignments to enhance students' critical thinking skills.

Characteristics and Correlates of Health Information Literacy Among Patients With Type 2 Diabetes and Metabolic Syndrome: A Cross-Sectional Study.

The purpose of the study was to examine the characteristics and the influential effect of individual and social contextual factors on health information literacy among Chinese patients with type 2 diabetes coexisting with metabolic syndrome. Following convenience sampling, a total of 225 patients with type 2 diabetes coexisting with metabolic syndrome were recruited from a tertiary hospital in a suburban area of Beijing, China. Participants' information was gathered through a set of self-reported questionnaires. Descriptive statistics, normality test, correlational analysis, univariate analysis, multiple linear regression, and logistic regression analysis were adopted to examine the potential factors of personal and social contextual resource related to health information literacy based on the health empowerment theory. The health information literacy in this current sample was limited, with a mean score of 16.83 ± 2.96. Correlational analysis showed that self-management knowledge, attitude, and practice for metabolic syndrome; self-efficacy; health problem-solving; resilience; and chronic illness resources were significantly and positively related to health information literacy. Logistic regression analysis showed that self-management knowledge, health problem-solving, and the chronic illness resources were significantly correlated with health information literacy after controlling covariates. Overall, the health information literacy among Chinese patients with type 2 diabetes coexisting with metabolic syndrome is suboptimal. Study findings demonstrated that personal and social contextual resources factors are significantly related to health information literacy. Health care professionals should consider strategies to enhance people's health information literacy level and promote individuals' health problem-solving, enhance chronic illness resources, and improve self-management knowledge when developing tailored interventions.

The Expert, The Novice, and The Skeptic: Game Literacy and Pedagogical Practice

This qualitative case study explores how teachers' video game literacy impacts their pedagogical use of the digital game The Walking Dead in an ethics education course at a Norwegian high school. The research question addressed is: how is teachers' pedagogical use of a digital game impacted by their levels of video game literacy? The study followed seven teachers, varying in teaching and gaming experience, over two semesters. Observations and semi-structured interviews were conducted to gather data on the teachers' experience and pedagogical practice using The Walking Dead in their classes. Three teachers were selected for deeper analysis based them showing differences in attitudes and practices, while having similar teaching experience. These teachers were labeled "the expert," "the novice," and "the skeptic" based on their gaming literacy and attitudes. The analysis was based on a two-dimensional approach to video game literacy, emphasizing operational and cultural literacy. The results show that operational literacy impacted how teachers perceived and used various game elements, especially how they identified and framed the game’s dilemmas. The expert and novice saw the game's narrative as an important contextual resource for engaging with the dilemmas, while the skeptic saw it as merely a backdrop. The skeptic also had difficulties distinguishing between relevant and less relevant aspects of the game relative to the learning goal. Cultural literacy mainly impacted the teachers' ability to differentiate between students' perceptions and experiences of the game and different modes of playing. The expert had a more nuanced approach to how students perceived the game's motivational power, emphasizing the story's importance. The novice and expert explicitly instructed students to distinguish between playing for fun and playing to learn, while the skeptic made less of a distinction and saw playing the game more as a standalone learning activity. The findings suggest that teachers' video game literacy can significantly influence pedagogical use of digital games. Higher levels of operational and cultural literacy enable teachers to better navigate the game's elements, guide students' engagement, and facilitate connections between gameplay and learning objectives.

Socio-cultural and contextual resources shaping the initiation of closings of public utility service interactions

This article investigates the pre-closings of interactions between inquirers and public utility service providers to find out what strategic sequential components the participants utilize to bid the closings of their conversations. We examined how these components are co-constructed and linguistically realized and what socio-cultural and co-textual influences have given rise to these sequences. The data analyzed was based on recorded face-to-face interactions between seven employees in public utility services and 100 Jordanian participants who approached the organization to inquire about utility services. Contrary to prior research on pre-closings, our results reveal a more elaborate sequential organization consisting of eight strategic component options, most of which (e.g. supplicating, praising, showing hospitality, invoking compassion) have not been encountered in other similar discourses analyzed. Some components are socio-culturally motivated, others are religiously affiliated, and some others are co-textually and contextually bound. Such findings will, hopefully, contribute to understanding how interlocutors use socio-cultural and religious affiliations to co-construct the preclosing of their interactions

Did changing work and family demands during COVID-19 (de)motivate academic parents to craft sustainable careers?

Covid-19 has introduced many contextual changes into individuals' work and family lives, affecting their career sustainability. Although previous studies have provided evidence for these changes, little is known about how changing contextual demands (de)motivated them to take proactive initiatives for crafting sustainable careers. This study aims to explore how changing work and family demands of academic parents during Covid-19 affected their career sustainability indicators and career initiatives regarding health, happiness, and productivity. Data were collected through semi-structured interviews with 21 academic parents during the post-lockdown period of Covid-19 in Turkey. We analyzed the qualitative data by using content analysis via MAXQDA software. Results revealed differing career sustainability experiences and initiatives regarding gender roles, career stage, and work/family demands and resources. Notably, women academics with higher contextual demands and lower contextual resources and early-career academics reported relatively adverse experiences concerning their health, happiness, and productivity. Besides, even though early-career academics faced problems with sustaining their career development, they were relatively more oriented to engage in career initiatives, such as reorganizing developmental needs, improving career skills, and seeking career support and guidance. This study sheds light on the context, time, and person aspects of sustainable careers during Covid-19. Moreover, the study represents one of the first investigations into the proactive initiatives for crafting sustainable careers during the pandemic and provides a deeper insight into the (de)motivators for career proactivity.

Three-way interaction effect of hindrance research stressors, inclusive mentoring style, and academic resilience on research creativity among doctoral students from China

With the increasingly intense academic competition, the stressors faced by doctoral students are gradually escalating. Based on the Job Demands-Resources Model, this study proposed a moderated moderation to explore how hindrance research stressors affect doctoral students’ research creativity. Explicitly, the present study investigates whether the relationship between hindrance research stressors and research creativity is contingent on inclusive mentoring style and academic resilience. By analyzing the survey data from 538 valid questionnaire responses of doctoral students in China, this study has revealed that hindrance research stressors negatively relate to doctoral students’ research creativity, and inclusive mentoring style from academic supervisors can mitigate the negative impact of hindrance research stressors on the research creativity of doctoral students. Furthermore, academic resilience strengthens the moderating effect of inclusive mentoring style. Specifically, it buffers the negative impact of hindrance research stressors on research creativity among doctoral students who receive high inclusive mentoring, but not among those with low levels of inclusive mentoring. These findings emphasize that effective strategies to enhance the research creativity of doctoral students who encounter hindrance stressors may require the joint consideration of contextual and personal resources.

Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended

Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended

Improving spatial accessibility to health care services in Cali, Colombia: stakeholder assessment of an innovative platform.

To (i) ascertain stakeholders' perceptions of the contextual factors and resources necessary to successfully implement the AMORE platform, a tool that provides accessibility assessments for health care services, considering factors such travel time and traffic conditions, and (ii) identify potential barriers to and facilitators for enhancing spatial accessibility to health care services within the Colombian urban context. In this qualitative study, semi-structured interviews were conducted with a purposive sample of seven key stakeholders. The sample was drawn from individuals involved in development of policies in Colombia, service providers, and users, among others, who had expertise in the field. Interviews were conducted until saturation was reached. The participants had positive views on the appearance of the AMORE platform, highlighting its user-friendly visualization. Suggestions were made about the variables used in the dashboard, the implementation of the platform, potential usage areas, and barriers and facilitators to implementation and use. Barriers included economic, political, and personnel challenges, while facilitators included creating a minimum viable product at a low cost and building interinstitutional and international cooperation. Innovations such as the AMORE platform have the potential to support decision-making processes across various sectors, including public policies and internal processes within private organizations, academia, and the community. However, implementing such a tool has financial, contextual and environmental challenges. The study identified key factors that were considered prerequisites for successfully implementing the AMORE platform in Colombian cities.