Expectations Of Others Research Articles

Posture, Competitiveness, and Motivation of Korean Language Learners: A Mixed‐Methods Study

ABSTRACTTaking Dörnyei's (2005) L2 motivational self system as the theoretical framework, this study investigates the relationships between Korean language learners’ attitudes toward the L2 community, competitiveness, and motivation. Using a mixed‐methods design, data were collected from an anonymous online questionnaire survey with 967 Korean major students at Chinese universities and post‐survey interviews with 17 participants from the survey. The results suggested that the extent to which learners relate themselves to the Korean‐speaking community played a crucial role in the development of their ideal L2 selves. An intercultural friendship orientation, an intergroup approach‐avoidance tendency, and an interest in Korea‐related affairs contributed to an enjoyable learning experience. The increased interest in Korea‐related affairs and competitiveness enhanced learners’ ought‐to L2 selves, while a greater interest in Korea‐related vocations and activities reduced their concern about the expectations of others. These findings provide insights into the motivation to learn the Korean language and thus have pedagogical implications for enhancing learners’ motivation to learn languages other than English in higher education institutions.

Sosialisasi Pencegahan Penyalahgunaan Narkoba Sejak Dini di SDN Jatitengah Kecamatan Sugihwaras Kabupaten Bojonegoro

Socialization is the process by which individuals acquire the culture of their group and internalize norms their social life to some extent, leading individuals to consider the expectations of others. By holding this seminar, there can be interaction between speakers and students at SDN Jatitengah about the dangers of drugs in children at an early age. Therefore, the work program chosen was a seminar on the dangers of drugs in children at an early age at SDN Jatitengah. This is also to prevent drug abuse in early childhood. Implementation methods include material presentations, seminars on the dangers of drugs in early childhood, question and answer sessions for students as an introduction and providing understanding for students regarding the dangers of drugs for young children and the importance of physical health as well as providing education in the form of information about dealers. and drug users. It can be concluded that after this counseling, students understand and know more about the dangers of drugs and the law for users and dealers.

A Contemporary Myth of Er? From Homo Sacer to Freeform Life in Matt Haig’s The Midnight Library

ABSTRACT Like the souls in Plato’s myth of Er, Haig’s protagonist Nora Seed, trapped between life and death in the Midnight Library following a suicide attempt, is able to select alternative lives. Inspired by Agamben and Malabou’s separate readings of the myth of Er, this study posits Nora’s journey as one from the exile of bare life (where zoe is trapped within a bios) to the happy, or philosopher’s exile, characterized by form-of-life (in which zoe is not separable from its bios). At first, then, Nora can be understood as a figure of bare life, in that, even in her selection of lives, she is at first trapped in modes of life which are ultimately imposed upon her through the expectations of others, a situation which arguably provoked her suicide attempt in the first place. However, through the experience she gradually gains via the Midnight Library, she eventually achieves what Agamben calls form-of-life, realizing the unlimited potentiality she contains even within an old, familiar mode of life.

A scoping review of the drivers and barriers influencing healthcare professionals' behavioral intentions to comply with electronic health record data privacy policy.

Objective: Electronic Health Records (EHRs) are now an integral part of health systems in middle and high-income countries despite recognized deficits in the digital competencies of Healthcare Professionals (HCPs). Therefore, we undertook a scoping review of factors influencing compliance with EHR data privacy policies. Methods: Seven databases revealed 27 relevant studies, covering a range of countries, professional groups, and research methods. The diverse nature of these factors meant that 18 separate theoretical frameworks representing technology-acceptance to behavioral psychology were used to interpret these. Results: The predominant factors influencing compliance with EHR data privacy policies included confidence and competence to comply, perceived ease of use, facilitatory environmental factors, perceived usefulness, fear that non-compliance would be detected and/or punished and the expectations of others. Conclusion: Human factors such as attitudes, social pressure, confidence, and perceived usefulness are as important as technical factors and must be addressed to improve compliance.

The expectation-updating mechanism in gratitude: A predictive coding perspective.

The fluctuations in emotions during constant help are unexplained by traditional emotion theories but may align with the predictive coding theory. This theory suggests that individuals tend to form expectations of others' help during social interactions. When outcomes exceed expectations, positive prediction errors are generated, potentially increasing gratitude. Conversely, constant help may build up expectations that surpass outcomes, resulting in negative prediction errors and reduced gratitude. Nevertheless, there is a lack of studies to examine the relationship between prediction errors and gratitude and its underlying mechanism. Here, we conducted two studies. Study 1 consistently found that higher expectations were associated with lower gratitude, when benefactors refused to help, in both reward-gaining and punishment-avoiding tasks. Moreover, prediction errors were positively and reliably linked to gratitude. Study 2 further identified that gratitude dynamically changed through an expectation-updating mechanism. A computational model incorporating predictive coding outperformed traditional theories in predicting the dynamics of gratitude. The findings support predictive coding theory, providing a temporal perspective and a mechanistic understanding of the fluctuations in gratitude, thus having implications for new interventions to improve mental health and well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effects of Cognition-based and Affect-based Trust Attitudes on Trust Intentions

Despite decades of research on trust in the workplace, researchers continue to struggle with fundamental questions regarding the conceptualization and measurement of organizational trust. To help clarify this construct, we revisit established trust definitions (Mayer et al. Academy of Management Review, 20(3), 709–734, Mayer et al., Academy of Management Review 20:709–734, 1995; Rousseau et al. Academy of Management Review, 23(3), 393–404, Rousseau et al., Academy of Management Review 23:393–404, 1998) and distinguish trust attitudes (i.e., positive expectations of others) from trust intentions (i.e., the willingness to be vulnerable). Using a three-study experimental design, we examined the causal effect of two distinct trust attitudes (i.e., cognition-based and affect-based) on two trust intentions (i.e., reliance and disclosure). We found that when cognition-based trust was high, participants were more willing to rely on a colleague (i.e., had higher reliance intentions). When affect-based trust was high, participants were more willing to share sensitive information with that colleague (i.e., higher disclosure intentions) and more willing to rely on a colleague (i.e., higher reliance intentions). We also examined the effect of mixed trust attitudes (i.e., feelings of low (vs. high) cognition-based trust paired with high (vs. low) affect-based trust). We found that, for reliance intentions, for the most part, high affect-based trust could be substituted with high cognition-based trust. Conversely, for disclosure intentions, high cognition-based trust could not substitute for high affect-based trust. The observed patterns indicate that affect-based and cognition-based attitudes are related yet distinct, with differential patterns of prediction with reliance and disclosure intentions. Our findings also underscore the importance of affect-based trust. By nurturing strong interpersonal bonds among employees, organizations can improve communication and collaboration, critical elements for organizational effectiveness.

2024 practice analysis: a comparison of expectations vs actual performance of essential competencies in public relations

PurposeWe conducted the Universal Accreditation Board (UAB) practice analysis to examine perceptions of US public relations practitioners and educators regarding the essential competencies for entry-level and mid-career professionals. This is a trend analysis survey that is conducted every five years to assess changes in required competencies.Design/methodology/approachThe survey was distributed via email to organizations affiliated with the UAB. Two variations of the survey were available to differentiate between practitioners and educators. The study was conducted from February through March of 2024.FindingsWe found practitioners’ expectations for others exceeded their own actual performance levels. This may be attributed to social comparison bias. We have provided recommendations for updating the Accreditation in Public Relations (APR) and certificate exams based on our findings. For example, we recommend senior professionals adopt a nurturing leadership style when mentoring young professionals. The study also revealed that educators overestimated generative artificial intelligence (AI) use in the workplace, as practitioners exhibited a slower rate of adoption of AI. The literature and theories that guided the paper were AI use, the history of accreditation in public relations and the diffusion of innovation theory.Originality/valueThis research paper provides insights related to the diffusion of AI competencies in the workplace. Additionally, this research adds to public relations literature by revealing the gap in expectations of senior professionals for beginning and mid-career professionals and their own job performance.

Develop a Model of Perfectionism for Abnormal Personality Traits

Introduction: Perfectionism is a psychological issue that psychologists have studied extensively. Research shows that perfectionism can either enhance or hinder performance. Aim: The purpose of this research was to develop a model of perfectionism for abnormal personality traits. Method: This study utilized a mixed exploratory approach, combining qualitative and quantitative methods. The qualitative phase involved 20 university experts knowledgeable about perfectionism in sports, with the sample size reaching theoretical saturation. The quantitative phase included 232 players from the national team's training camps, selected through convenience sampling. Using the onion research method, a model of perfectionism for abnormal personality traits in national team players was developed based on interviews and expert input. A 10-component questionnaire was created from this model. Structural equation modeling and Smart PLS software were used to test relationships within the model. Results: The research yielded a model of perfectionism for abnormal personality traits in national team players, consisting of components such as negativity, expectations of others, coach criticism, self-control, individual standards, positivism, striving for excellence, fear of failure, and performance doubts. Conclusion: The results suggest that perfectionism significantly influences players' attitudes and behaviors, particularly in relation to abnormal personality traits.

Social antagonism, identity-driven beliefs, and loss avoidance: Evidence from Guinea

We use a lab-in-the-field experiment to study identity preferences, other-regarding beliefs, and conflict behavior among the Fulani and Malinke in Guinea, Sub-Saharan Africa. In a hawk-dove game, we explore the existence of out-group hostility and ingroup cooperation compared to the baseline where pairs are uninformed of each other's region of origin. We observe that ethnic identity, especially among the Malinke, encourages loss aversion in situations where negative earnings are possible. Identitydriven beliefs, i.e. expectations of others, lead to either reciprocity among homogeneous pairs or materialism in diverse pairs. Using complementary survey data, we also find that high out-group trust and less linguistic diversity are correlated with conflict avoidance.

"If I have a limited amount of time left, this is not how I want to spend it": A qualitative descriptive study of factors influencing daily life participation following a cancer diagnosis.

Following a cancer diagnosis, restricted participation in daily life is common. Restricted participation can be temporary or long lasting. The aim of this study was to characterize how daily life participation is impacted following a cancer diagnosis. Eligible individuals included adults (>18years) with any stage/grade brain, breast, colorectal, or lung cancer in any phase of treatment or post-treatment. Participants completed a semi-structured interview about how their life participation was impacted following their cancer diagnosis. Data were analyzed through team-based thematic analysis. Forty adults, 10 per disease category, participated. Four themes were identified that supported or hindered daily life participation: (1) self-expectations, (2) expectations of others, (3) awareness of mortality, and (4) symptoms and side effects of cancer. Participants discussed how their cancer experience resulted in a reprioritization of what they valued doing in their life. However, many survivors struggled to adapt and described a tension between their need to adapt to their current life circumstances and their contrasting desire to stay connected with their pre-cancer selves through daily life participation. The mental health challenges associated with decreased participation were also outlined by participants. Cancer survivors' daily life participation is influenced by expectations from themselves and others, awareness of mortality, and disease symptoms/side effects. Future interventions can target these domains to supports survivors' life participation.

Loneliness is associated with more trust but worse trustworthiness expectations.

Subjective feelings of loneliness emerge due to unsatisfactory social relationships, representing a major risk for mental and physical well-being. Despite its social nature, evidence on how loneliness affects social behaviours and expectations is lacking. Using Bayesian analyses and economic games, we show in three different studies that lonelier individuals trusted their partners to a greater extent despite less favourable trustworthiness expectations, showing a greater discrepancy between their trusting behaviours and their expectations of others' trustworthiness. Such discrepancy was reversed in extravert individuals who also reported to be less lonely. These results provide evidence on two opposing effects of loneliness as a motivator for social connections and promoter of social withdrawal, and demonstrate the moderating role of personality traits. This work contributes to a better understanding of how loneliness impacts social behaviour and social expectations, with important downstream clinical implications for varying health conditions associated with heightened feelings of loneliness.

STEM Support for Students with Disabilities

One of the biggest challenges facing students with disabilities (SWDs) is not aptitude. History has shown that this constituency can thrive in a number of fields, especially if provided the necessary support to navigate such. Rather, the success of SWDs often depends on the level of backing they receive as they pursue success in an array of careers. Specifically, their success in STEM fields is not as farfetched as one might imagine. Although they may have to overcome low expectations of others during their matriculation through their educational journey, they often find their STEM identity and belonging via their families and extended student learning communities. Many times, the employment of the arts in STEM instruction serves as a mental-scaffolding agent for the SWD population, creating the bridge necessary to help them engage successfully within STEM spheres. Implications for teachers and school leaders are various. From incorporating instructional practices drawing from a theory of universal design for learning to harnessing support from colleagues within social media circles, strategies that support SWDs as they pursue STEM careers carry monumental weight and help to level the playing field in their quest to excel therein.

Initial development of perceptions of ability and intent factors of (un)trustworthiness in short‐term teams

SummaryIndividual perceptions of team trustworthiness are critical antecedents to the development of relationships within teams. Yet, clarity is needed regarding the focus of these individual perceptions and how they change, particularly at the outset of team interactions. Two distinct research streams have emerged regarding trustworthiness. One proposes a difference between perceived ability and intent, whereas the other proposes a difference between confident positive and negative expectations of others. Regardless of their structure, theory suggests that perceptions of team trustworthiness ought to develop across performance episodes as individuals identify more with their team and have more information about how they are performing. We explore these relationships across three distinct performance episodes in newly formed short‐term teams. Our results support a four‐factor model of trustworthiness within the context of short‐term, lab‐based teams. Further, perceptions regarding teammates' abilities tended to change quickly and curvilinearly while those regarding teammates' intents changed linearly. Positive team performance signals bolstered individual perceptions of team trustworthiness in ability and intent but not perceived team untrustworthiness. Negative team performance signals bolstered individual perceptions of team untrustworthiness in ability and intent while harming both types of individual perceptions of team trustworthiness. This study supports propositions from the model of trust over time and lays the groundwork for a comprehensive approach toward trust research within teams.

ВЗАЄМОЗВ’ЯЗОК ТИПІВ СІМЕЙНОГО ВИХОВАННЯ ТА ПРОЦЕСУ САМОСТАВЛЕННЯ ОСІБ ПІДЛІТКОВОГО ВІКУ

The article empirically investigates the relationship between the process of self-determination in teenagers and the parenting styles of relatives. Adolescence is perceived as a period when developmental contradictions become particularly acute. It is during this period of life that the child becomes aware of his individuality, his attitude to the surrounding world, himself, other people changes, needs, motives, and behavior are restructured. In this regard, the child needs to reconcile his needs with the expectations of others and the requirements of social norms. The style of family upbringing plays an important role in the development of a child’s personality. In the process of education, it is important for parents to know and take into account the age characteristics of children, to have a certain level of knowledge in psychology and physiology, and an appropriate cultural level (general culture, culture of communication, culture of relationships, culture of behavior, legal culture). Family relationships are very often a model for a child, and the development of his personality largely depends on how his family perceives and treats him. Standardized psychological methods were used to conduct an empirical study and reveal the existence of a relationship between parenting styles and the self-identification process of adolescents: 1. Test-questionnaire – self-identification by V. Stolina, S. Pantileev; 2. “Parenting styles” test by R. Ovcharova; 3. Questionnaire test – parental attitude by A. Varga, V. Stolina. Based on the analysis of the results, we established that the vast majority of respondents from the parents’ side adhere to liberal and democratic parenting styles. With the help of mathematical statistics, we have found out that the higher the level of parental sympathy for the child, acceptance of him as he is, the manifestation of respect for the child’s personality, the higher the level of the child’s approval of himself in general and in essential details, trust in himself and development of positive self-esteem. Key words: individual, personality, teenager, self-attitude, self-development, self-esteem, upbringing, psychological well-being, antisocial behavior.

Can mothers avoid guilt about their smartphone usage behavior? Effects of the availability norm and goal conflict on guilt, recovery, and accomplishment experiences

Balancing everyday tasks with the expectations of others regarding one's availability via smartphone is a challenge, especially for mothers. This research replicated and further developed studies by Halfmann and colleagues in 2021 and 2024 that yielded contradictory results regarding the conditions of feelings of guilt about (not) using the smartphone. More specifically, we investigated how smartphone-related goal conflict, the availability norm, and the parental phone use norm are related to mothers’ feelings of guilt when completing non-stressful everyday tasks. In addition, we researched how smartphone-related goal conflict and guilt are linked with experiences of recovery and task accomplishment. Results from a preregistered experience sampling study among 227 mothers of young children were largely in line with our hypotheses. They revealed, among others, that frequent smartphone use was more strongly linked with guilt when mothers perceived high goal conflict. If the availability norm was salient, little smartphone use was associated with more guilt. The results also indicated that the availability norm partly legitimized frequent smartphone use despite goal conflict. Nevertheless, overall, the findings suggest that mothers tend to experience low levels of guilt about their smartphone usage behavior and that these feelings do not impair the recovery from tasks.

Factors affecting students’ learning success

The concept of training success itself is quite broad, and certain difficulties arise in its interpretation. In the definition of this concept, according to O.A. Yashnova, success is mainly determined by the ability to choose the right position and tactics in critical situations [6]. In learning activities, a successful student is one who is able to overcome his fears, difficulties, confusion and disorganization, or, conversely, an excellent student who is anxious, tormented by the normative demands and expectations of others, cannot be classified as a successful student, in our opinion, because reading does not bring him joy or satisfaction.

I am in the Homeless Home or I Am Always on the Way Home: Formatting Identity and Transcultural Adaptation Through Ethnic and Host Communication

Abstract This study uses a phenomenological approach and 25 in-depth interviews to better understand ethnic and host communication by Chinese international students in U.S. higher education and the impact of such communication practices on their cultural identity transformation and transcultural adaptation. The research findings reveal that their ethnic communication reflects their dynamic negotiation of cultural identities and their efforts to integrate their original cultural background and their expectations of others to redefine their own cultural identities and communicative behaviors. It also highlights that Chinese students engage in ethnic communication not only for community building and cultural identity reinforcement but also assertively to express themselves and educate others.

Care giving and receiving for people with complex emotional needs within a crisis resolution/home treatment setting: A qualitative evidence synthesis.

WHAT IS KNOWN ON THE SUBJECT?: The term 'complex emotional needs' (CEN) is used here to describe people with difficulties and needs that are often associated with the diagnostic label of 'personality disorder'. People with CEN might use out of hours services such as emergency departments and Crisis Resolution/Home Treatment (CRHT) teams more often when experiencing a mental health crisis. Very little is understood about the experiences of both those receiving, and those delivering care, for people with CEN within CRHT settings. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: There are differences between priorities for those delivering and those receiving care within CRHT settings. CRHT staff members are likely to focus more upon those aspects of their role relating to risk issues. managing resources, anxieties and the expectations of others. Service users, meanwhile, focus upon the caring relationship, wanting staff to listen to them, and to feel supported and reassured. In the papers reviewed, service users experiencing CEN did not always feel 'listened to' or 'taken seriously' especially in relation to risk issues and decision-making. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Relating the findings to mental health nursing and CEN within the context of CRHT, to better understand the person experiencing a mental health crisis, mental health nurses need to focus more upon the person and when making decisions around their care and must be aware of the potential for power imbalances. Collaborative 'sense-making' in relation to a person's risk behaviours may help. ABSTRACT: Background A growing body of qualitative evidence focusing upon the experiences of care within Crisis Resolution/Home Treatment (CRHT) is emerging; however, a firm evidence base regarding both the giving and receiving of care for those with complex emotional needs (CEN) in this context is yet to be established. Objective A qualitative evidence synthesis was used to develop a comprehensive understanding of how crisis care for people with CEN is experienced by both those giving and receiving care, within the context of CRHT. Method Findings from 19 research papers considering both clinician and service users' experiential accounts of CRHT were synthesised using meta-ethnography. Findings Both the giving and receiving of care within a CRHT context was experienced across four related meta-themes: 'contextual', 'functional', 'relational' and 'decisional'. Discussion Service user accounts focused upon relational aspects, highlighting a significance to their experience of care. Meanwhile, clinicians focused more upon contextual issues linked to the management of organisational anxieties and resources. For those with CEN, a clinician's focus upon risk alone highlighted power differentials in the caring relationship. Conclusions There is a need for nurses to connect with the experience of the person in crisis, ensuring a better balance between contextual issues and relational working.

RESEARCH OF THE SPECIFICITY OF THE LEARNING MOTIVATION OF STUDENTS (BASED ON THE EXAMPLE OF PROFILE CLASSES)

The relevance of the problem is due to the need to develop modern educational technologies based on the subject-environmental approach and implying the implementation of the twoway communication: the psychological characteristics of the subject of action and the conditions of the educational environment. The creation of specialized classes aims to facilitate the correlation of the individual characteristics of students and the proposed field of activity. Theoretical analysis shows that the success of schooling directly depends on the emotional and motivational component of educational activities. The purpose of the study was to study the specifics of the emotional and motivational state of students in specialized classes. The study involved 10th grade students in the following profiles: chemical and biological, physical and mathematical, historical and legal. Based on the results of the study, the following conclusions were drawn: the predominance of school anxiety is characteristic of students majoring in chemical-biological and physical-mathematical fields, which demonstrates the importance of the assessment by the teacher or peers; in case of noncompliance with the requirements of the social environment, anxiety is triggered in educational situations. For students majoring in physics and mathematics, emotional experiences arise in situations of communicative interaction with adults and peers; it is more difficult for them to build communication. For students of chemical-biological and physical-mathematical profiles, it is common to experience tension in a situation of inability to meet their own expectations and the expectations of others; for history students, the actualization of the cognitive motive leads to greater anxiety about the discrepancy with their own expectations and the expectations of others. For schoolchildren with chemical-biological and physical-mathematical profiles, the severity of external motives is interconnected with their self-esteem and interpersonal anxiety. A high level of achievement will lead to greater anxiety about failure of meeting expectations.

Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power

AbstractThis collaborative autoethnography explores the intersection of heritage language (HL) maintenance, emotion, and identity from the perspectives of a mother and her 15‐year‐old daughter learning and maintaining Korean in the United States. The analysis of their narratives concerning critical emotional experiences relevant to HL maintenance reveals that their complex emotional experiences were guided by a feeling rule: Be evincive of a desire for HL maintenance. Both of them engaged in emotion labor by demonstrating their continuous desire for HL maintenance and masking other felt emotions such as anxiety, shame, guilt, and regret. The results also demonstrate that complying with the feeling rule (for immigrant families) goes beyond emotional expressions—it entails self‐fulfillment and social recognition. The mother's desire for establishing her identity as a good (Korean) mother by fulfilling her gendered responsibility of maintaining the HL bolstered her desire for her daughter's Korean language maintenance. The daughter's desire for meeting expectations of others via learning Korean increased her desire for developing bilingual skills, through which she moved away from a racialized and stereotyped Asian image to construct an image of a cool kid with bilingual skills. The article ends with implications for immigrant families’ emotional well‐being and further research on HL maintenance.