Development Of Willingness Research Articles

Development of the forgiveness schema among young children and adolescents: A multinational comparison

Few studies on the development of forgiveness involved young children and adolescents, and very few involved samples from non-western countries. This study focused on the development of willingness to forgive a particular transgression in participants aged 4 to 12 years and from two different cultures: a South African culture (Mozambique) and a Western European culture (France). Overall, 153 pupils from Mozambique and 107 pupils from France were presented with eight vignettes depicting a situation where a young child, intentionally or accidentally, dropped a small radio that they borrowed from another young child. These vignettes were composed by applying an orthogonal Intent × Consequences × Apologies, 2 × 2 × 2, design. Participants expressed what their willingness to forgive would be in each case on a continuous response scale. Through cluster analysis, four main positions were identified. They were labeled: Almost never forgive (11% of participants), Depends mainly on consequences (22%), Depends mainly on intent and apologies (57%), and Almost always forgive (2%). The first two positions were typical of 4–7-year olds, and the third one was typical of 8–12-year olds. No significant differences in cluster composition were found between the Mozambican and French participants. Up to the age of four, most children probably do not have access to the notion of forgiveness. From the age of four to seven, this notion begins to appear, in particular through a gradual taking into account of circumstantial factors other than the severity of consequences of a transgression. This development is quite rapid—probably during the 7-year period, from 0 to 7 years. From the age of eight onwards, a forgiveness schema similar to that observed in adults is operational. This developmental trajectory is probably very general. It seems to depend little on the type of culture in which it develops.

Construction and Scale Development of Willingness to Utilize Primary Care Services: A Study from China.

The willingness to utilize primary care services is crucial in explaining residents' healthcare-seeking behavior and decision-making in the context of the free choice of healthcare providers. This study examines China's family doctor contracting services system to elucidate the conceptual structure of the willingness to utilize primary care services and develop a reliable measurement tool. The study was conducted in two phases. Firstly, in-depth interviews were conducted with community residents, resulting in 42 qualitative data sets. Subsequently, a measurement scale for the willingness to utilize family doctor contracting services was developed, and the scale was validated through two surveys using exploratory factor analysis (N = 250) and confirmatory factor analysis (N = 278), respectively. By employing a grounded theory approach, this study analyzes the connotation of willingness to utilize family doctor contracting services. It constructs a conceptual framework for the willingness to utilize primary care services. This conceptual framework consists of three dimensions: perceived feasibility, perceived desirability, and perceived initiative. Based on this framework, a measurement scale comprising 14 items was developed and subjected to rigorous validation procedures to ensure its reliability and validity. This study extends prior research on healthcare service utilization willingness by elucidating the internal willingness structure for primary healthcare services. It enhances our understanding of the connotation of healthcare service utilization willingness and develops a scientifically rigorous measurement tool. The findings of this study provide valuable insights into improving both the willingness and behavior of utilizing primary care services in healthcare systems where the hierarchical referral system still needs to be fully developed.

Relevance of industry stakeholder partnership in the production of skilled electrical engineering trade graduates

This paper explores the relevance of the industry stakeholder in the production of skilled electrical installation and maintenance technical college (TC) graduates in Port Harcourt, Nigeria. One research question was set in the study: What is the relevance of stakeholder partnerships in the production of skilled Electrical Installation and Maintenance Trade (EIMT) Graduates? A qualitative exploratory case study involving a Community-Based Participatory Action Research (CBPAR) approach was used to purposively select ten participants. The data were generated through individual interviews and focus group discussions and were analysed thematically. Experiential learning theory was employed as a theoretical framework in the study. The study's findings revealed the emergence of the following themes: development of willingness to learn, exposure/development of new relevant trade-related skills, exposure/development of practical skills, challenges of the technical college programme, and innovative teaching. From these findings, the study concludes that the industry stakeholder is necessary for producing skilled EIMT graduates in line with the objectives of the TC programme in Nigeria. Thus, the study contributes to the body of existing knowledge on the Technical College programme and within the field of Technical and Vocational Education and Training (TVET) on the relevance of industry stakeholder partnership in the production of skilled EIMT. Recommendations were also made based on the conclusion.

Effects of Instructional Languages on Development of Willingness to Communicate

Effects of Instructional Languages on Development of Willingness to Communicate

The Development of Willingness to Sacrifice and Unmitigated Communion in Intimate Partnerships

Objective: This study examined developmental trajectories of willingness to sacrifice and unmitigated communion, or putting a partner's needs above one's own to the exclusion of the self.Background: Willingness to sacrifice and unmitigated communion have proven important for personal and relationship well‐being, but no prior research has sought to understand their developmental trajectories or the factors that motivate growth in each. We draw from a relational developmental systems perspective to explore these questions.Method: Latent growth curve analyses of German Family Panel data from 3,405 focal participants and their partners surveyed across seven years were used to answer the research questions.Results: Findings revealed each construct followed a declining curvilinear pattern with much variability underlying average trajectories. Women, those with more prior partnerships, and those in longer‐term relationships were less willing to sacrifice and had lower unmitigated communion at baseline. Participants were more willing to sacrifice when participants were more committed and more insecure in their partner's love. Unmitigated communion was higher when they were more committed, when they and their partners were happier with the union, and when household income was lower. Conclusion: Willingness to sacrifice and unmitigated communion develop in response to sociodemographics, personal history, and both partners' relationship cognitions.

The Comparative Effect of Audio-taped Homework/Feedback and Written Homework/Feedback on EFL Learners’ Willingness to Communicate

Willingness to communicate emerges as a concept to account for an individual’s personality orientation and readiness toward talking and entering into discourse with a specific person and a particular time (McCroskey & Baer 1985; McCroskey & Richmond 1991). This is also valued in language learning as a crucial goal and achievement. Moreover an indispensable tool for stepping forward in the subject is a form of learnt activities reactivation during out-of-class time, which is called homework (Paudel, 2012). This is considered as a vehicle through which language learners reach the planned academic achievements faster (Amiryousefi, 2016). Two well-known subcategories of homework are seen as audio-taped and written ones. The use of audio homework comments (through MP3 files) versus written homework comments have become highly focused. Thus, the present study aimed at exploring the comparative effect of audio-taped and written homework/feedback on EFL learners’ willingness to communicate (WTC). The current study included 40 female intermediate language learners, learning English at a private institution. They were divided into two twenty-member experimental groups as Audio-taped homework/feedback and written. The participants mean age was about 18. Both groups received equal treatments, however the way they were asked for homework and the way to correct the handed in assignments were completely different (audi-taped ones were supposed to hand in their homework by recording their voice and also the teacher used the same technique making comments, but in written group the participants and the teacher were both required to have written homework and comments respectively). The results obviously indicated the considerable development of willingness to communicate through the application of audio-taped homework/feedback.

Retraction: The Development of Willingness to Sacrifice and Unmitigated Communion in Intimate Partnerships by Matthew D. Johnson, Rebecca M. Horne, and Franz J. Neyer

Retraction: The Development of Willingness to Sacrifice and Unmitigated Communion in Intimate Partnerships by Matthew D. Johnson, Rebecca M. Horne, and Franz J. Neyer

Retracted: The Development of Willingness to Sacrifice and Unmitigated Communion in Intimate Partnerships

The above article, published online on December 27, 2017 in Wiley Online Library (wileyonlinelibrary.com) has been retracted by agreement between the author, journal Editor in Chief Kristi Williams and Wiley Periodicals, Inc. The retraction has been agreed due to discovery of a coding error by the author. The labeling for the willingness to sacrifice and unmitigated communion items was mistakenly reversed during the construction of the longitudinal dataset. The authors notified the editor immediately upon discovering the error. Although the central conclusions of the research are unchanged, a fully corrected version of the paper is forthcoming.