Engagement Of Others Research Articles

Co-perceiving: Bringing the social into perception.

Humans and other animals possess the remarkable ability to effectively navigate a shared perceptual environment by discerning which objects and spaces are perceived by others and which remain private to themselves. Traditionally, this capacity has been encapsulated under the umbrella of joint attention or joint action. In this comprehensive review, we advocate for a broader and more mechanistic understanding of this phenomenon, termed co-perception. Co-perception encompasses the sensitivity to the perceptual engagement of others and the capability to differentiate between objects perceived privately and those perceived commonly with others. It represents a distinct concept from mere simultaneous individual perception. Moreover, discerning between private and common objects doesn't necessitate intricate mind-reading abilities or mutual coordination. The act of perceiving objects as either private or common provides a comprehensive account for social scenarios where individuals simply share the same context or may even engage in competition. This conceptual framework encourages a re-examination of classical paradigms that demonstrate social influences on perception. Furthermore, it suggests that the impacts of shared experiences extend beyond affective responses, also influencing perceptual processes. This article is categorized under: Psychology > Attention Philosophy > Foundations of Cognitive Science Philosophy > Psychological Capacities.

Circle of success—An interpretative phenomenological analysis of how Black engineering students experience success

AbstractBackgroundThough minoritized undergraduate engineering students earn less than 25% of engineering bachelor's degrees, minority‐serving institutions (MSIs) are leading the way in producing a large percentage of those underrepresented engineering bachelor's degree holders. However, much of the published research about the experiences of underrepresented engineering students occurs within the context of predominantly White institutions. Upon deeper inspection into the apparent success of some MSIs, graduation rates of specific minoritized populations (e.g., Black students) remain critically low. This suggests that there is more to be learned about how to better support Black engineering students' success.PurposeWe explored the experiences of Black undergraduate engineering students at a large public doctoral university with very high research activity.Design/MethodWe used interpretative phenomenological analysis to understand the experiences of eight participants.FindingsWe inductively developed two themes to describe how Black engineering students experience success at a Hispanic‐serving institution, which include building success networks and implementing rules of engagement.ConclusionParticipants enacted their cultural capital to construct their circles of success through the intentional engagement of others, resources, and themselves to realize success. This work sheds light on how Black students describe what it means to be successful in their engineering environment.

On tables, doors and listening spaces: parliamentary human rights scrutiny processes and engagement of others

ABSTRACT According to some scholars, it is essential that parliamentary human rights scrutiny processes allow for engagement with and scrutiny from civil society actors. There has, however, been limited examination of how parliamentary human rights scrutiny processes unfold in Australia. Where does the work of rights scrutiny take place, who has a seat at the table, and how, precisely, does scrutiny work unfold? In this paper, we explore these questions, drawing on in-depth qualitative interviews conducted with former and current members of parliament, their staff and others directly involved in the scrutiny process. We explore their accounts of the scrutiny process, focusing on their descriptions of where and how committees do their work, who is at the table, who speaks and who listens. Drawing on Kay Lalor’s work on listening and Sara Ahmed’s work on being at the table, we consider how stakeholders attribute significance to doors, tables, speaking and listening. We argue that the different spaces and voices at play have a crucial role in establishing human rights norms within parliament; in other words, human rights is shaped by spaces and voices. This has implications for the credibility, integrity and rigour of parliamentary human rights scrutiny processes.

Relying on the engagement of others: A review of the governance choices facing social media platform start-ups.

We are grateful to Professors Rebecca Reuber and Eileen Fischer for contributing our 2022 annual review article. This insightful review explores an issue of great contemporary importance regarding the relationship between entrepreneurial activities and social media platforms. Whilst there is much popular and media commentary regarding the opportunities such platforms offer for entrepreneurship, we lack informed, academic reflection upon the role and influence of such platforms for both good and ill. Hence, this review article is timely in identifying current practices and raising important issues for future research. Our thanks to the authors for their valuable contribution to the ISBJ.Entrepreneurs create digital platforms which, in turn, facilitate entrepreneurial behaviours of others, the platform users. An important start-up activity is developing the mechanisms to govern user participation. While prior literature has provided insights on the governance of innovation platforms and exchange platforms, it has shed little light on the governance of social media platforms. In this review, we synthesize the emerging literature on diverse social media platforms, focussing on four types of governance mechanisms: those that regulate user behaviour, those related to user identification and stature, those that structure relationships among users and those that direct user attention. We highlight the implications of this body of literature for entrepreneurship scholars.

Measuring student discussion engagement in the college classroom: a scale validation study

ABSTRACT This paper presents findings from a scale validation study of discussion engagement using data from multiple in-person courses from a public flagship university in the United States. The Discussion Engagement scale conceptualizes discussion as a collective inquiry that requires an inclusive classroom climate and individual contributions that promote the engagement of others. The scale measures individual behaviors and experiences along four dimensions: skills, confidence, openness within classroom discussions, and perception of an inclusive classroom climate. The methodology included: conceptual development of the construct, expert reviews, cognitive interviews, data collection of the target group, exploratory factor analysis, data collection of the target group using a revised scale, confirmatory factor analysis, and comparison with an existing scale. EFA and CFA find that the scale has a strong factor structure that parallels the theoretical framework. The subscales have strong reliability, as well as evidence of convergent and discriminant validity. The Discussion Engagement scale has potential for measuring student-reported experiences with discussion in university courses.

"Pick Someone Who Can Kick Your Ass" - Moneywork in Financial Third Party Access

This paper explores some of the new possibilities for financial third party access that are enabled by "open banking". The term open banking is used to designate the availability of banks' customer data through application programming interfaces (APIs). Financial third party access refers to the mechanisms that facilitate the engagement of others in the management of our personal finances. Engaging trusted others in personal finances may be especially valuable for individuals experiencing financial hardship or life circumstances that place their financial stability at risk. We deployed a new third party access tool enabled by the UK Open Banking APIs for 90 days with 14 people who self-identified as living with a mental health condition. The tool, which was developed by a financial technology startup founded by the second author, allowed participants to select a trusted "ally" who was notified when certain transactions took place in participants' bank accounts. During the deployment, the 14 participants and 8 of their "allies" took part in a diary study and pre- and post-deployment interviews. The experiences of our participants reveal the inadequacy and shortcomings of existing formal third party access mechanisms, and the moneywork involved in financial third party access. We argue that focusing on this moneywork can help us design flexible, proportionate and practice-sensitive services for financial third party access that move beyond discourses of protection and control in order to enable meaningful financial collaboration.

Factors Preventing in-service University English Language Teachers from Becoming Action Researchers in Pakistan

Research suggests that TR enables classroom teachers to address their classroom-specific problems without having to rely too heavily on published research. However, despite the fact that TR narratives of language teachers have increased lately, there is still need for studies investigating the perceptions of university English language (EL) teachers about TR, and exploring the factors affecting their engagement with TR in culturally diverse contexts. The current study was designed to explore the perceptions of university EL practitioners about the factors that inhibit or encourage them to engage in TR in a university context in Pakistan. Data were obtained from fifteen EL teachers from four public sector universities through semi-structured interviews. Results show that teachers appeared to possess only simplistic knowledge of research as an activity aimed at finding something new. While a majority admitted to have done no research, even the engagement of others who claimed to have done some research seemed sporadic and less than systematic. The main factors responsible for teachers’ dis-engagement from TR included academic culture, management’s attitude, power relations between senior and junior faculty, workload, lack of monetary benefits, and large classes. A number of implications have also been discussed.

Citizen meets social science: predicting volunteer involvement in a global freshwater monitoring experiment

FreshWater Watch is a global citizen science project that seeks to advance the understanding and stewardship of freshwater ecosystems across the globe through analysis of their physical and chemical properties by volunteers. To date, literature concerning citizen science has mainly focused on its potential to generate unprecedented volumes of data. In this paper, we focus instead on the data relating to the volunteer experience and ask key questions about volunteer engagement with the project. For example, we ask what factors influence: a) volunteer data submission following a training event and b) the number of water quality samples volunteers subsequently submit. We used a binomial model to identify the factors that influence the retention of volunteers after training. In addition, we used a generalized linear model (GLM) to examine the factors that affected the number of samples each citizen scientist submitted. In line with other citizen science projects, most people trained did not submit any data, and 1% of participants contributed 47% of the data. We found that the statistically significant factors associated with submission of data after training were: whether training was given on how to upload data, the number of volunteers that attended the training, whether the volunteer was assigned to a research team, the outside temperature, and the average engagement of others in the training group. The statistically significant factors associated with the quantity of data submitted were: the length of time volunteers were active in the project, whether training took place as part of a paid work day, the difficulty of the sampling procedure, how socially involved volunteers were in the project, average sampling group size, and engagement with online learning modules. Based on our results, we suggest that intrinsic motivation may be important for predicting volunteer retention after training and the number of samples collected subsequently. We suggest that, to maximize the contribution of citizen science to our understanding of the world around us, there is an urgent need to better understand the factors that drive volunteer retention and engagement.

Youth Strategies for Positive Bystander Action in Situations of Dating and Sexual Violence: Implications for Measurement and Programming.

Research on bystander behavior in situations of dating violence (DV) and sexual violence (SV) in youth populations is growing; yet, there is a distinct lack of qualitative studies to identify nuances in specifically how and when youth are taking action to help to inform theory, measurement, and programming. The current study examined bystander action plans of high school youth after their participation in a classroom-based, bystander-focused prevention program, to inform bystander behavior measurement and programming within the context of DV and SV research and practice. High school youth (N = 889) from schools across New England completed a bystander-focused violence prevention curriculum and subsequently wrote a bystander plan of action addressing a situation of DV or SV that they had seen before or were likely to see again in the future. The responses were qualitatively coded for type of situation and bystander action, while noting situational aspects (e.g., location, relationship to those involved, engagement of others). Students reported a variety of strategies (ranging from directly telling the perpetrator to stop to creating a distraction) and ways of thinking about situations of DV and SV, and related behaviors (e.g., bullying). Many students listed unique situations and bystander behaviors that were not addressed as part of the curriculum. Bystander action plans also varied as a function of situational variables (e.g., relationship to those involved). These results indicate that measures of bystander behavior for high school students need to look different from established measures for older age groups. Furthermore, bystander programming may be more effective if more thoughtful attention is given to how youth see helping in situations of DV and SV as connected to other problematic behaviors.

Emotional Experiences and Reflexive Leadership Development

In this paper we ask: “What patterns of formational leadership learning are developed through reflexive engagement with emotional experience, and how do these patterns vary within the dimensions of individual versus dialogic engagement, and everyday versus confronting emotional experiences”? We employ a relationally reflexive method in which the authors take dual roles as researcher participants. We build on a framework of emotional experiences and reflexive learning that is comprised of: attention to emotions as triggers of reflexive practice; discussion, as reflexive engagement to explore and open up aspects of emotional experiences; transgression, experiencing extreme emotional experiences that disrupt everyday attention; and realization, recovering from traumatic circumstances through reflexive personal emotional work. We conclude that difficult emotional experiences are likely to have the potential to support useful leadership development learning, but learning from them requires resilience to ‘stay with’ distressing experiences longer than would be normal and that this can be aided by the engagement of others who are supportive, yet constructively critical. The leadership development lessons that can be supported may be closely tied to difficult contexts as the development of personal resources to cope with and lead others in coping with in similar traumatic circumstances. But perhaps more usefully, individuals may develop better practices of attention that enable them to address situations – at least sometimes – before uncontrolled, traumatic circumstances can unfold.

The Impact of Latino Values and Cultural Beliefs on Brain Donation: Results of a Pilot Study to Develop Culturally Appropriate Materials and Methods to Increase Rates of Brain Donation in this Under-Studied Patient Group

ABSTRACTObjectives: Increasing the number of Latino persons with dementia who consent to brain donation (BD) upon death is an important public health goal that has not yet been realized. This study identified the need for culturally sensitive materials to answer questions and support the decision-making process for the family.Methods: Information about existing rates of BD was obtained from the Alzheimer’s Disease Centers. Several methods of data collection (query NACC database, contacting Centers, focus groups, online survey, assessing current protocol and materials) were used to give the needed background to create culturally appropriate BD materials.Results: A decision was made that a brochure for undecided enrollees would be beneficial to discuss BD with family members. For those needing further details, a step-by-step handout would provide additional information.Conclusions: Through team collaboration and engagement of others in the community who work with Latinos with dementia, we believe this process allowed us to successfully create culturally appropriate informational materials that address a sensitive topic for Hispanic/Latino families.Clinical Implications: Brain tissue is needed to further knowledge about underlying biological mechanism of neurodegenerative diseases, however it is a sensitive topic. Materials assist with family discussion and facilitate the family’s follow-through with BD.

DEVELOPING INCLUSIVE PRACTICES WITH TECHNOLOGIES FOR ONLINE TEACHING AND LEARNING: A THEORETICAL PERSPECTIVE

INTRODUCTION. The purpose of this paper is to explore ways that online learning might support the full spectrum of learners (those with specific social and emotional difficulties or mobility or physical disabilities, for example). METHOD. The paper draws out theoretical conceptions of inclusive practices for teaching and learning when activities deploy online technologies, using evidence from current literature. The scope of the paper is limited in two ways: to online learning and inclusive practices for the adult age group (those in higher, further, vocational education and training); and to practices concerned with subject and topic learning (rather than interventions addressing specific educational needs). Some existing taxonomies are used to explore initial dimensions and features, and a new theoretical framework is drawn through an inductive process of analysis. RESULTS. The theoretical framework defines key factors for online tutors to consider: possible spatial and physical barriers — access to learning, spatially within work or home environments; implications of tutor or learning focus — accommodating the demands of learning activities adopted; social focus — accommodating the social concerns and engagement of others; emotional focus — accommodating the demands and engagement of others; and cognitive focus — accommodating specific cognitive needs. DISCUSSION. The theoretical framework factors are related to specific individual characteristics that might be presented within a wide inclusive group online. These highlight key concerns that online tutors should consider in these cases. Although new tools are being developed that could allow us to monitor social and emotional shifts in individuals and groups working online, allowing for more timely tutor intervention, taking cognisance of findings from previous studies, as in the theoretical framework offered here, can nevertheless provide us with ways to at least ensure we consider the challenges already recognised when we support wide inclusive participation.

Editorial: Your leadership style – how are you working to achieve a preferred future?

Editorial: Your leadership style – how are you working to achieve a preferred future?

Social skills interventions for preschoolers with Autism Spectrum Disorder: A description of single-subject design studies.

The term, Autism Spectrum Disorder (ASD), is commonly used to identify a family of disorders, including, Autistic Disorder, Asperger's Disorder, or Pervasive Developmental Disorder Not Otherwise Specified, in the Diagnostic Statistical Manual-IV, Text Revision (DSM-IV TR; American Psychiatric Association, 2000). An individual with ASD exhibits deficits in core areas including social development and social skills, language and communication skills, and repetitive, ritualistic, stereotyped behaviors. Across the ASD spectrum, the expression of these deficits ranges from mild to severe. Social Skills Deficits in ASD The primary deficit of ASD is social impairment (Romanczyk, White, & Gillis, 2005; Weiss, 2001; Weiss & Harris, 2001a). We use the term, social impairment to refer to any deficit or limitation or delay in social awareness, social competence, and social development. We define social skills as behaviors each person learns to facilitate awareness of his/her social environment and social contingencies, to be able to solve social problems (i.e., demonstrate social competence), and other behaviors that are developmentally appropriate. Social skills deficits are common to all individuals with an ASD, are pervasive, and typically manifest at a very young age. The DSM-IV-TR (APA, 2000) lists the impairments in social interaction as: 1) deficits in nonverbal behaviors (e.g., eye-to-eye gaze, recognition of facial expressions, use of gestures to regulate social interaction), 2) failure to develop peer relationships appropriate to the child's developmental level, 3) lack of spontaneous seeking to share enjoyment and interests (e.g., failure to show, bring, or point out objects of interest), and 4) lack of social or emotional reciprocity (e.g., unable to or does not respond to emotions or social interactions from others). ASD is a heterogeneous disorder, meaning that one individual with ASD will have differing areas of social impairment with differing levels of severity from another individual with ASD. Additional examples of social impairment observed in children with ASD include difficulties initiating social interactions, responding to the social initiations of others, initiating or responding to joint attention, and recognizing emotions in self. Areas of social impairment frequently observed in preschool age children with ASD include social play, dramatic play, friendship-seeking behavior, and cooperative play. Poor motivation to learn social behaviors or to engage in social activities is also commonly observed in children with ASD. These comprise only a fraction of social skills observed in individuals with ASD. The extant literature suggests that early social impairments greatly impact future relationships, employment, independent living, and other mental health issues (e.g., anxiety, depression) (Bellini, 2004; Strain & Scwartz, 2001; Tantam, 2000). Thus, there should be an emphasis for intervention to occur early and to focus on the development of social skills in order to build social interactions and relationships. Unfortunately, it remains unclear as to which social skills are important to teach that will lead to better outcomes in areas related to social impairment for children with ASD. An issue that remains elusive and is of equal importance is to determine the specific types of interventions that effectively teach social skills. Normal Social Skills Development in Preschoolers Typical social development in preschool age children (i.e., ages two through five) involves the development of social interactions with peers and development of play behaviors. For all children, play begins with nonsocial or solitary play, when a child is content to play alone with toys/objects with or without the engagement of others in the same play activity. Children then develop parallel play, which is when a child plays with the same toys as another child, but does not necessarily interact with the other child (Rubin, Fein, & Vandenberg, 1983). …

Whose life task is it anyway? Social appraisal and life task pursuit.

The study uses a social contextual framework to examine how others are represented in individuals' life task appraisals and how such appraisals are related to strategies to pursue those life tasks. The extent to which life tasks nominated by 81 college students (45 females) were appraised as shared with others and pursued collaboratively was examined through a questionnaire. Participants listed five life tasks, indicated if each life task was theirs alone, indirectly shared (others were impacted by their life task pursuit), or directly shared (another person might also nominate the life task as theirs) with others in their lives, described three activities used to pursue their life tasks, and coded how others were involved inthese activities. Results indicated that the majority of college students' life tasks were appraised as involving others, that directly shared appraisals were found more frequently in the relationship domain, and that directly shared appraisals were associated with collaborative life task pursuit strategies. In addition, appraising life tasks as directly shared did not appear to reflect aspects of anxiety or compensation. A content analysis of the strategies coded as involving other individuals revealed diverse ways in which others are involved in life task pursuit ranging from active engagement of others to cognitive strategies where others are implied. The findings have implications for research on life tasks and other goal structures in that the structures may involve the social context in adaptive ways.