Feelings Of Responsibility Research Articles

The impact of personality on the propensity of carpooling to work

This study aims to test the sensitivity of five personality tendencies to levers of carpooling to work. We launched a large-scale online questionnaire targeting daily car drivers in France (N = 1,134 respondents) to test the link between levers to engage in carpooling (environmental awareness, confidence in others, relationship to time, economic gain and easy access to carpooling) and five personality tendencies of car drivers’ (feeling of ecological responsibility/ FER, social affinity as a measure of level of extraversion/ SA, saving time tendency to individual with a time-pressure sensitivity/ ST, sensitivity to reward/ SR, and technophilia/ TECH). Respondents were questioned about their home-to-work carpooling habits and motives, their preferences according to some carpooling options, their assessments of a new carpooling to work concept and their projected use of it. The results show a strong link between the five chosen personality tendencies and carpooling practice, perception and overall acceptance, except for the sensitivity to reward (SR). Economic gain is a strong lever for the entire population, and this must be maintained for all and rendered more visible. Our results also reveal that a carpooling to work service, adaptable to all the driver’s requests at each step of carpooling would meet the various needs of the different personality tendencies. In addition, a carpooling application must allow adaptability to specific personality tendencies (FER, ST, SA as a minimum) regarding the choices to be made at each stage of carpooling, while ensuring user-friendliness to facilitate access to those who are least comfortable with new technologies.

Comprehensive undergraduate experiment: determination of phenylurea herbicide in tea by magnetic solid-phase extraction-high performance liquid chromatography

Against the backdrop of the Ministry of Education's promotion of new agricultural science construction and interdisciplinary integration, a comprehensive chemistry experiment to enhance the practical skills of students in preparing biomass functional materials and detecting pesticide residues was designed. Natural loofah was utilized as a precursor in synthesizing nitrogen-doped magnetic porous carbon materials, which were then applied in a magnetic solid-phase extraction (MSPE) technique. Subsequently, high performance liquid chromatography (HPLC) was employed to analyze and detect the phenylurea herbicide monuron in tea. The experimental process included material synthesis, characterization, optimization of the MSPE conditions, adsorption performance studies, and HPLC, reflecting its scientific, systematic nature and providing a comprehensive learning platform for students. It not only deepens student understanding of the relationship between material characterization and application, but also improves their experimental design and problem-solving capacities. Moreover, by integrating cutting-edge science, ideological and political education, and experimental training, it not only stimulates student interest in scientific research and cultivates innovative thinking and practical skills, but also strengthens their feelings of social responsibility and historical mission. This approach realizes the comprehensive educational goals of experimental training and lays the foundation for nurturing high-quality talent with a global perspective and sense of social responsibility.

Cat Caring Behaviors and Ownership Status of Residents Enrolling a Cat in a Free Sterilization Program.

Most cats entering animal shelters in Australia are less than 12 months old and emanate from low socioeconomic areas. Many are unidentified and may be either owned or semi-owned cats (cats cared for by someone who does not consider themselves the owner). In Australia, approximately 33% of cats entering shelters and pounds are euthanized annually, adversely affecting the mental health of staff involved. Our study investigated cat ownership and caregiving behaviors of cats enrolled in the Australian Pet Welfare Foundation's Community Cat Program, which included free sterilization, microchipping, and preventive healthcare. The suburbs targeted in Ipswich, Australia had a high per capita cat intake into animal shelters. We surveyed 1094 cat owners and semi-owners. Most cats were under 12 months old (79%), primarily domestic short-haired (69%), and acquired through informal channels such as friends, family, or as strays. Veterinary care was limited, with only 15% of cats having visited a veterinarian and 28% being vaccinated. Prior to hearing about the free sterilization program, 88.5% of participants identified as owners, while 11.5% were semi-owners. Before completing the survey, these semi-owners transitioned from an informal caregiving relationship to becoming owner of the cat/s. Of the semi-owners, 93% indicated that their transition to ownership was driven by feelings of responsibility, emotional attachment, and access to free sterilization services. These findings suggest that targeted interventions, such as accessible veterinary care and sterilization programs, are crucial in encouraging semi-owners to take full ownership of cats, improving cat welfare, and reducing unplanned breeding. Supporting this transition helps curb overpopulation and fosters improved caregiving, benefiting both cats and communities.

Doing welfare in German secondary schools—How students’ welfare receipt becomes visible in teacher-student interactions and how teachers perceive these students

AbstractWelfare recipients (e.g., “Bürgergeld”) generally are subject to negative stereotyping, but it is unclear whether students’ welfare receipt plays a role in teacher-student interactions, and if so, what. We conducted eight focus groups with 27 teachers and analyzed them using grounded theory to investigate how teachers characterize welfare-related teacher-student interactions. In addition, we examined how teachers perceive these students and the role of stereotypes in these perceptions. Welfare receipt becomes apparent mostly in bureaucratic care interactions in which teachers support corresponding students in financing school participation possibilities. The familial financial situation meets the school’s participation requirements in these teacher-student interactions. Teachers’ feeling of responsibility for this support varies. Most teachers perceive poverty-related shame among students in these interactions, while others do not. Accordingly, the need for a sensitive approach in these interactions is assessed differently. Teachers mentioned hardly any perspectives on the students themselves but on parents receiving welfare (e.g., low educational responsibility) and assumed parents pass on this behavior to their children. In some cases, this leads to negative educational expectations toward corresponding students, which could implicitly influence teaching-related teacher-student interactions. The results provide initial indications for subsequent negative self-perceptions of students on welfare about their social situation at school.

Supporting Immigrants in School: Educators’ Personal and Professional Identities in Context

ABSTRACT Recently, immigrant-origin youth and families have faced increasing challenges in the U.S. due to enactment of hostile federal policies. As the population of immigrant-origin students continues to grow in the United States, educators play an important role in supporting them as they navigate these challenges, with key implications for educational leadership. Building on prior scholarship about how educators’ conceptualization of their roles shapes their practices, our article explores how educators’ personal and professional identities as well as school district and political contexts influence their understanding of their responsibilities in serving immigrant-origin students. Analysis of all-staff survey data from six school districts reveals that feelings of responsibility were related to school culture, political context, professional role identities, and various personal identities. Our work suggests that educational leaders need to work with educators across various roles to develop a sense of collective responsibility for immigrant-origin students in schools. Furthermore, educational leaders must support professional learning about evolving immigration policies and their impact on student experiences. Attending to school culture and climate, leaders have a crucial role in helping educators ensure a supportive context for these students, families and communities.

A future beyond ourselves: Self-oriented prospection predicts increased intergenerational responsibility

Do differences in how people think about their own futures predict responsibility for the collective future welfare of humanity? Across a reanalysis of existing data, four primary studies, six supplemental studies, and an internal meta-analysis (NTotal = 11,261 US participants), we investigate how individual differences in self-oriented prospection relate to intergenerational responsibility, elucidating theoretical and practical implications for the psychologies of future-thinking and intergenerational ethics alike. We consistently observe an association between Future Self-Continuity (FSC; variation in the amount of perceived overlap between people's present and future self-concept) and Consideration of Future Consequences (CFC; individual differences in tendencies to consider how present actions impact one's own future life outcomes) with increased feelings of responsibility for, perceived efficacy to impact, and identification with future generations. Drawing upon insights from behavioral economics, Construal Level Theory, and research on moral expansiveness, our results begin to reconcile the literatures studying the adaptive functions of self-oriented prospection with disparate lines of inquiry into the individual differences that mitigate tendencies to prioritize present over future generations. Moreover, the present findings open new avenues for further research to explore potential practical benefits of self-oriented prospection for bolstering efforts to improve long-term collective welfare.

Examining the Influence of Responsibility Feelings on Teaching Aptitude among Schoolteachers

Examining the Influence of Responsibility Feelings on Teaching Aptitude among Schoolteachers

Factors Influencing Task-Based Learning Motivation in English for Presentation Course among Thai Undergraduates

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English for Presentation course in the second semester of the 2022 academic year at a university in Bangkok, Thailand, were purposively selected as the participants for the study. The research instrument was the minute paper that students were asked to write about their thoughts and feelings in response to the presented task, which required them to work independently, in pairs, and in groups. The study revealed that students' intrinsic motivation, English proficiency, task relevance, instructor support, and task variety were the factors that influenced their motivation in task-based learning in the English for Presentation course. The study found that the intrinsic motivation of the students was the most significant factor in the English for Presentation course after considering each factor. The findings of this study are valuable to all stakeholders in the learning and teaching process in order to create successful strategies, raise motivation, and promote positive attitudes about English learning and teaching in Thai context.

Intensive care nurses' knowledge and practices regarding medical device-related pressure injuries: A descriptive cross-sectional study.

This study aims to determine the levels of knowledge and practices of intensive care nurses regarding medical device-related pressure injuries (MDRPIs). This descriptive cross-sectional study was carried out between September 2023 and February 2024, involving 143 nurses working in intensive care units across three hospitals in Türkiye. The data were collected using the demographic form and the Medical Device-related Pressure Injuries Knowledge and Practice Assessment Tool (MDPI-ASSET). Of the nurses, 74.1% have encountered MDRPIs in their unit, 63.6% feel that their knowledge about MDRPIs is insufficient and 90.2% express a desire to receive training about MDRPIs. The participants' total mean MDPI-ASSET score was 11.12 (out of 21). The nurses achieved the highest mean score on the Aetiology/risk factors sub-scale and the lowest mean score on the Staging sub-scale. The analysis revealed significant differences in the mean MDPI-ASSET total scores among nurses based on the status of previous encounters with MDRPIs (t = 2.342; p = 0.021) and their feelings of responsibility for the development of MDRPIs (t = -2.746; p = 0.007). In this study, the knowledge and practices of intensive care nurses regarding medical device-induced pressure injuries were found to be inadequate. Given the frequent occurrence of MDRPIs in intensive care units, it is necessary to support nurses with continuous organizational-level training to improve the quality of care for critically ill patients.

Making Life Choices: An Evaluation of a University-Based Identity Intervention Program

ABSTRACT This paper reports on the evaluation of a university-based identity intervention program aimed at helping college students identify and resolve their unique identity issues. The intervention is delivered as a personal growth psychology course that is entirely online and asynchronous, and it is rooted in Erikson’s theory of life-span development. Still, it borrows heavily from the influences of existentialism, critical theory and pragmatism. Intervention outcomes from 2015 through 2023 (N = 984) are evaluated. Improvements in identity exploration and commitment were related to decreased identity distress and positive changes in self-esteem, purpose in life, locus of control, self-actualization, and ego strength. The intervention was partially based on the premise that encouraging the value of accepting personal agency and taking responsibility for one’s life would foster positive change. Improvements in feelings of control and responsibility were associated with positive movement in stages of change. Further analyses and their implications are discussed.

‘It’s a tiger instinct – that’s my baby!’: affective practices of care in parents’ educational activism

This article presents findings from a qualitative study exploring parents’ struggles over their children’s education. Drawing on affective practice theory (Wetherell 2012) and feminist care ethics (Fisher and Tronto 1990), we offer insights into the affective practices of care driving parents’ educational activism. We detail how parents’ activism is rooted in both powerful feelings of parental responsibility and wider, more altruistic concerns. We argue that parents’ activism disrupts the binary between altruism and self-interest, indicating instead they can be mutually constitutive of collective action; a complex form of affective practice we designate altruistic self-interest. Our analysis suggests parental activism can be a force for progressive educational change in which care for intimates and care for others coincide, but also that educational authorities might adopt a more care-full approach when making key decisions affecting children, families and communities.

Dropout in elite sport: What stressors and resilience factors are perceived in youth sport climbing?

Introduction & Purpose Psychosocial stress is a major risk factor for the development of a wide range of psychiatric and somatic illnesses (Hughes et al., 2017). Social factors such as perceived autonomy and competence, relatedness and task climate appear to be related to people dropping out of a sport (Balish et al., 2014). To this point in time, the developmental aspects in youth sports are insufficiently described in the literature. Previous studies dealing with dropout have indicated critical aspects on a personal, contextual, chronological, and procedural level (Moulds et al., 2024). The perception of these aspects seems to determine the individual stress experience. Therefore, the aim of the study was to identify stressors and resources in youth sport climbing and to gain a deeper understanding of how these relate to dropout. Methods Guided by the theoretical framework of the bioecological system theory (Bronfenbrenner & Morris, 2006), two active and six non-active climbers between the ages of 18 and 25 were interviewed using a semi-structured interview approach. The non-active climbers were dropouts, defined here as an athlete ending their competitive sport career before reaching their individual performance peak. In this case they were asked about the related circumstances. Active athletes started the interview from their current perspective. Each development-relevant factor (person, process, context, time; Bronfenbrenner & Morris, 2006) was then reflected on in terms of resources and stressors. The inclusion criterion was the qualification for the national team. A qualitative content analysis was carried out according to Mayring and Fenzl (2022). The data was analyzed using MAXQDA 24 software. Results The interviewed climbers addressed the context of family, school, social environment, training, and personal factors. A high level of social interaction was experienced. The topics of bodyweight and nutrition were often reported with negative connotations, particularly impacted by external factors. Communication skills were a consistently mentioned factor as a resource and potential stressor. A lack of individualisation and opportunities for personal development were reported as long-term stress factors. Feelings of responsibility and self-inflicted pressure were described as additional loads. Professional attachment was reported as a personal resource when positively evaluated. Reflection skills were recognised as a helpful stress management tool. As illustrated in Figure 1, the mindset of individuals appears to be shaped by the internal and external interplay of available resources, aspects of motivation and beliefs that are internalised. Discussion & Conclusion Several factors seem to interact modifying an individual’s experience of stress. The perception of stress at a certain point in time must be seen as a combination of the load experienced and the individual available resources. Sport-specific requirements should be considered. Dropout can be one of the consequences of overall stress in competitive sports and should be analysed systemically. The intention was to identify starting points for reducing dropout rates in sports and support health-promoting participation. These are the first results of this project, in which further athletes from climbing and other sports will be interviewed.

‘It’s really embarrassing […] to ask for help:’ navigating invisible and intersecting inequities in barriers to getting vaccinated

The arrival of COVID-19 vaccines in Canada marked the first time since the H1N1 influenza pandemic that adult vaccination became central in public health discourse, thus evoking feelings and discourse about individuals’ responsibility to get vaccinated. Public health institutions made efforts to ensure vaccines were accessible, and various local organizations worked to fill gaps in accessibility (e.g. vaccine clinics for equity-denied communities). However, despite knowledge of barriers to accessing healthcare, and specifically vaccines, public and health discourses emphasized individual objection as the main barrier to optimal vaccine uptake. This study explored how individuals who identified as a racialized minority or Indigenous person, perceived their personal responsibility to get vaccinated. We gathered perspectives in qualitative interviews (N = 27) when vaccines were first becoming available to adults living in Canada (May-June 2021). Theory about moral regulation, risk governance, and emotion informed our analysis. Findings suggest that individuals engaged in the governance of oneself and others towards getting vaccinated. However, participants also critiqued discourses that hold individuals responsible for accessing vaccines. They identified substantial barriers to accessing vaccines for individuals with fewer resources (e.g. travel time, missing work, childcare). When referencing individuals who do not know how to access information about vaccination, one participant stated, ‘it’s really embarrassing […] to ask for help.’ Feelings of individual responsibility may prevent some people uncertain about vaccines from asking for more information and support. We argue that the focus on vaccine hesitancy without attention to systemic barriers deflects responsibility for making vaccines accessible from centralized institutions to individuals.

“It’s Not Easy Being Around That Kind of Sickness”: Intellectual Disability and the COVID-19 Pandemic

The COVID-19 pandemic has disproportionately affected people with intellectual and developmental disabilities (I/DD), and yet their perspectives and experiences have not been incorporated into the vast majority of research, public health plans, or social service provision. This article presents the pandemic experiences of twelve adults with I/DD living in the United States in late spring 2020. Findings include informants’ uncertainty about the virus and its impacts, difficulties navigating changes to housing, employment, and schedules, increased feelings of personal responsibility, and exacerbated tensions in professional and personal relationships. I conclude with recommendations for research, policy, and practice that privilege the lived experiences of people with I/DD during times of crisis.

Causal Attributions of Low Sexual Desire in Women Partnered with Men.

Low sexual desire in women partnered with men has been the subject of controversy and research over the past decades, including both as construct and diagnosis. Despite discussion surrounding the causes of low desire, there is a gap in research about how women themselves understand the causes of their low desire and the potential consequences of these causal attributions. In the current study, we investigated this by asking 130 women who had low desire and were partnered with men about their attributions for low desire. Through content analysis, we identified five attribution categories: psychological/individual, relational, biological, sociocultural, and/or sexual orientation/identity/status. Many participants chose more than one category, indicating a multifaceted nature of women's causes of low desire. We then quantitatively assessed women's feelings of responsibility for, and emotions surrounding, their low desire. Our findings indicate that the majority-but not all-of women have negative feelings about their low desire. However, the specific emotions they experience are related to their attribution patterns. This underscores the significance of investigating various facets of women's attributions regarding low desire in order to gain a more comprehensive understanding of their emotional experiences and desire overall.

2218 Experience of family caregivers for older patients with delirium: a qualitative study

Abstract Background Delirium is associated with psychological and cognitive complications that have impacts beyond the patients. Although family members and carers can play a significant role in the management and recognition of delirium, there is limited research on the experience of family caregivers in the context of delirium. This study aims to explore the needs and experiences of family caregivers for a person with delirium and offer suggestions to support them. Method A qualitative interview study with family caregivers of persons with delirium. Data were analysed using an abductive analysis approach. Results Fourteen family caregivers were interviewed. Carers explained their feeling of responsibility to support their loved ones with delirium, however, they perceived their caregiving role negatively because of increasing demands and the lack of sufficient support. Carers attributed their emotional exhaustion and distress to the onset of delirium, change in the personality of the person with delirium, confusion and progression of delirium. Additionally, carers indicated the negative impact of caregiving on the quality of the relationship between them and person with delirium. This highlights the need to enhance the support provided to carers to mitigate the emotional and relationship impact of caregiving on the carer. We identified the needs of carers for people with delirium including: education on delirium, reassurance, information on care pathways and support from formal carers to take breaks. Conclusions Viable solutions to assist family caregivers include more support for the carer in formulating care plans for people with delirium, the development of support groups for family caregivers of people with delirium, and a case worker. These solutions may help to decrease re-hospitalisation and admission to care homes. Future research should focus on approaches to better support carers of people with delirium, and to shift the care plan from person-centred into person and family-centred approach.

How Does Listening to “Fetal Heartbeats” Affect the Feelings of Pregnant Women?

OBJECTIVES: This study was conducted to evaluate the impact of listening to fetal heartbeats (FHBs) on the feelings of normal and high-risk pregnancies (HRPs), and to learn the colors and geometrical figures representing their feelings. STUDY DESIGN: This retrospective study consisted of 291 pregnant women who applied for a non-stress test (NST). Participants were divided into two groups; 1: Normal pregnancies (Group1) and 2: HRPs (Group2). Demographic variables, feelings in response to listening to FHBs (negative, neutral, positive), grade mark (0-10) of feelings, color (warm, neutral, cold), and figure (simple, complex) preferences were retrospectively evaluated. RESULTS: Of the 291 women, 172 (59.1%) Group 1 participants were compared to 119 (40.9%) Group 2 participants. Group 1 and Group 2 had similar feelings (p>0.05), however, the rate of negative feelings was higher in Group 2 (11.6% vs. 20.2%). Higher marks were observed in Group 2 with happiness and peace/relaxation after listening to FHBs. Fear was the lowest mark in women with positive/neutral feelings in both groups. Women in Group 1 preferred warm colors regardless of their feelings. Women in Group 2 who have positive feelings chose warm colors, whereas women who felt neutral or negative more commonly chose cold (55.5%) and neutral (41.7%) colors (p=0.017). Independent of feelings, simple figures were predominately preferred (p=0.04). CONCLUSION: NST is more than a perinatal surveillance method and listening to FHBs has a positive impact on the feelings of pregnancies. Warm colors were commonly related to positive feelings. Simple figures were preferred regardless of feelings.

An Examination of the Original Knowledge and Inheritance of Putu Xian Opera Among Putian Citizens

The purpose of this study is to investigate how the age and educational level of Putian citizens affect their attitudes towards the original perception and transmission of Putu Xian opera. Putu Xian Opera, with its distinct art form and rich cultural legacy, holds a significant place in the history of Chinese opera as one of the first batch of national intangible cultural heritages in China. The original preservation and transmission of Putu Xian Opera are vital to Putian inhabitants, as Putian is the cradle of this traditional art form. According to the findings of an extensive survey of Putian residents, the age group of 46 55 has the largest proportion of citizens, followed by that of 36 45. Regarding the awareness and transmission of Putu Xian opera, citizens between the ages of 26 and 35 and 18 and 25 have the most positive opinions, whilst those under the age of 18 and those 56 and older have the lowest awareness. The survey population is somewhat more male than female, with a more balanced ratio of male to female. The data does not indicate any discernible variations in opinions regarding the understanding and legacy of Putu Xian Opera. The respondents greatest degree of education was a bachelor s degree (23.2%), which was followed by secondary or high school (23%), specialty or college (22.2%), and high school (22%). The group places greater value on preserving the unique qualities of Putu Xian opera and fostering a positive outlook on its dissemination the more educated they are. Research indicates that individuals with higher levels of education have a stronger feeling of responsibility and initiative towards the preservation of cultural heritage. They are also better able to strike a balance between tradition and modernity, which helps to effectively preserve and advance Putu Xian Opera. In addition, this study highlights the critical role that people educational attainment plays in the preservation of intangible cultural assets and offers insightful experience and theoretical references for the preservation and transmission of traditional culture in other countries.

The role of achievement goals in productive collaborative argumentation

AbstractCollaborative argumentation has been recognized as a powerful means to facilitate conceptual change of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining collaborative argumentation that yields such productive outcomes is known to be difficult. Specifically, social‐motivational antecedents have not yet been explored. Over 13 weeks, we conducted a controlled experiment to examine the role of achievement goals in productive collaborative argumentation in the context of scientific concept learning while fully considering the effects on conceptual change, argumentative discourse, and perceptions of conflicts. Three types of achievement goals were identified among 94 undergraduates: mastery goal‐dominant (a focus on developing competence and task mastery), two goals‐balanced (pursuing mastery and performance goals simultaneously) and performance goal‐dominant (a focus on demonstrating competence relative to others). Eighteen homogeneous groups participated in four collaborative argumentation activities concerning four scientific topics of varying controversy levels. The results showed that for highly controversial topics, mastery goal‐dominant students and two goals‐balanced students exhibited greater conceptual change than performance goal‐dominant students over a longer period. Dialogue protocol analysis further revealed a combined pattern of argumentative discourse (i.e., both deliberative argumentation and co‐consensual construction frequently occurred, while disputative argumentation rarely occurred) among mastery goal‐dominant students and two goals‐balanced students concerning highly controversial topics. Responses to stimulated recall interviews also indicated that perceptions of conflicts among the three types of students differed in terms of five aspects: their first impression of disagreements, their feelings in response to peer disagreement, their reasons for changing or maintaining to their original ideas, the meaning of group consensus, and the degrees to which they accepted group consensus. This study sheds light on the role of social‐motivational antecedents, deepening our understanding of whether different achievement goals might orient students to different perceptions of conflicts, triggering different argumentative discourse, producing different conceptual change.

Neoliberal feeling rules and political subjectivities in post-Soviet Latvia: narratives of emigrants and those who remain

This study integrates the literature on neoliberal subjectivities with the sociology of emotions, and particularly the notion of feeling rules, to understand the political subjectivity expressions in Latvia where the post-Soviet neoliberal development brought high income and wealth inequality. We specifically ask what the relationship between collective emotions and neoliberal political subjectivity in post-Soviet space is. Based on our empirical data, we construct three ideal types of political subjectivities wherein each holds a different narrative about the neoliberal state. We show the first two dominated among our respondents in Latvia while the third was prevalent among emigrant Latvians. We find that respondents’ narratives dominant at home were framed by neoliberal feeling rules which fostered optimistic thinking (narrative of resilience) and feelings of individual responsibility (narrative of legitimating) silencing the emotion of anger necessary to form a critical democratic dialogue with the state. Meanwhile, emigrant Latvians voiced a more socially and politically aware critique towards the Latvian state, austerity politics and social injustice (narrative of anger). We provide implications for this theory of post-Soviet political subjectivities at the end.