High Expectation Of Success Research Articles

Mental contrasting and conflict management in satisfied and unsatisfied romantic relationships

Managing relationship conflict is a difficult yet crucial task for romantic partners. We investigated how imagining a conflict’s resolution affects the engagement in resolving that conflict. For instance, people may indulge in positive fantasies about their future, or they may mentally contrast their desired future (successful conflict resolution) with the main inner obstacle (e.g., anger, frustration) in the current reality. In two experiments, we tested whether mental contrasting increases engagement in resolving ongoing relationship conflicts participants perceived as important (i.e., high incentive value) and solvable (i.e., high expectations of success). In Experiment 1 ( N = 274, from predominantly satisfied relationships), mental contrasting compared to indulging improved the resolution of solvable conflicts over two weeks. This effect did not extend to conflicts of highest importance, which we found to be particularly severe. In Experiment 2 ( N = 270, from less satisfied relationships), mental contrasting, compared to indulging and to working on a concentration task, increased mental engagement with highly important, more severe conflicts over two weeks. Results suggest that mental contrasting helps in resolving solvable conflicts. When facing more severe, less solvable conflicts, however, mental contrasting stimulated mental engagement with conflicts. Our findings suggest that teaching people mental contrasting may complement existing conflict management approaches (e.g., in counseling or in self-help apps).

Mentor teachers’ motivations and implications for mentoring style and enthusiasm

Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive mentoring. Transmissive behavior correlated positively with extrinsic personal utility value. Enthusiasm is high when mentors have a strong intrinsic motivation and attach high intrinsic personal utility value to mentoring. These findings contribute to knowledge on factors shaping mentoring quality.

Lineage-specific detection of residual disease predicts relapse in patients with chronic myeloid leukemia stopping therapy

AbstractPatients with chronic myeloid leukemia who are eligible for treatment-free remission (TFR) may still relapse after tyrosine kinase inhibitor (TKI) cessation. There is a need for accurate predictors of outcome to enable patients with a favorable profile to proceed while avoiding futile attempts. Sensitive detection of residual disease in total leukocytes at treatment cessation is associated with relapse but is not highly discriminatory, likely because it is a composite measure of residual leukemia derived from different cell lineages, whereas only some lineages are relevant for relapse. We prospectively measured BCR::ABL1 DNA as a predictive yes/no binary test in 5 cellular fractions from 48 patients meeting conventional criteria for TKI discontinuation. The median BCR::ABL1 DNA level was higher in granulocytes and T cells, but not in other lineages, in patients who relapsed. Among the 40 patients undergoing their first TFR attempt, we defined 3 groups with differing relapse risk: granulocyte-positive group (100%), granulocyte-negative/T-cell–positive group (67%), and granulocyte-negative /T-cell–negative group (25%). These data show the critical importance of lineage-specific assessment of residual disease in the selection of patients who can attempt to achieve TFR with a high expectation of success and, concurrently, defer patients who have a high probability of relapse.

Implicit theories of opportunity: When opportunity fails to knock, keep waiting, or start cultivating?

We live in a time of disappearing professions, pandemic-related upheaval, and growing social inequality. While recognizing that good opportunities are unequally distributed in society (an injustice that requires rectification), can beliefs about the nature and workings of opportunities help people see the door to their goals as more open than closed, and can these beliefs influence the likelihood of goal attainment? Seven studies (N = 1,031) examined people's beliefs about whether or not opportunities can be changed (growth vs. fixed theory of opportunity). In Studies 1a-4, participants responded to scenarios about competent people (or themselves) with challenging, long-term aspirations. When opportunities were available, both theories predicted high expectations for success and a preference for active strategies to pursue the goal, like being persistent. By contrast, when opportunities seemed unavailable, a stronger fixed theory predicted lower expectations for success and a preference for passive strategies, like simply waiting. We also established the implicit theories' causal role and demonstrated processes explaining how a growth theory leads to higher anticipated success. The final two studies examined unemployed people. In Study 5, those with a stronger growth theory chose to engage more in a task about cultivating new opportunities for employment. Study 6 showed that those with a stronger growth theory were more likely to report securing employment 5 months later, even when controlling for motivation-relevant variables, education, and socioeconomic status. They also engaged in more active job-search strategies. These studies offer a novel perspective on when, how, and why people initiate and maintain goal pursuit. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Secondary School Students’ Mathematics Anxiety: A Zimbabwean Perspective

This study employed a mixed-methods technique to examine the spectrum of mathematics anxiety levels felt and expressed by Zimbabwean students studying Ordinary level mathematics. Ninety-one pupils from forms 3 and 4 (N = 91) made up the convenient sample; of them, 41 were male and 50 were female. The instrument used was the Hopko-adapted amalgamated mathematics anxiety scale (aMAS) (2003). While focus group conversations were audio recorded and transcribed to explore in-depth, social settings and learning environments that cause anxiety, the quantitative data was analysed using SPSS, version 23.0. The key categories were then thematically classified and analysed with quantitative information. To test a hypothesis based on the data, an independent samples t-test was run to see whether males and females’ anxiety levels differed by mean. The results showed that the participants experienced significant mathematics anxiety, and many situations—including parental and social pressure, instructional methods, and learning environments—reinforce math fear. Findings also show that, society exerts significant pressure on learners due to high expectations of success in mathematics. Additionally, some teachers were viewed as fuelling the anxiety through their repertoire and that classroom environments may unintentionally cause discomfort to mathematically challenge peers. Interesting suggestions were made by respondents regarding how to help people with math anxiety. The study offers a compelling case for its relevance to teacher education, research, and instructional practice. The study also recommends conducting comparative studies as one method of comprehending the issue. Keywords: Cognitive achievement, Mathematics-anxiety, Teaching-learning, Gender issues, Social phenomena.

Racial Discrimination, Protective Parenting, and Binge Drinking Among Emerging Adult Black Men.

Rural Black men experience escalating rates of binge drinking during emerging adulthood. We hypothesized that exposure to racial discrimination would predict growth in their binge-drinking trajectories and that protective parenting, including emotional and instrumental support and high expectations for success, would attenuate the influence of racial discrimination on growth in binge drinking. Hypotheses were tested with 3 waves of data from 505 men (ages 20.3, 21.9, and 23.1) participating in the African American Men's Project. Conditional and multigroup latent growth curve models (LGCMs) were implemented using Mplus. LGCM indicated that binge-drinking frequency increased linearly across time; exposure to racial discrimination at baseline predicted growth in binge drinking (β=0.19, p<0.01). Multigroup comparison procedures indicated significant moderation by protective parenting. When protective parenting was high, racial discrimination had no significant influence on rates of young men's binge drinking (β=0.01, p=0.51). In contrast, when protective parenting was low, the influence of discrimination was heightened (β=0.21, p<0.01). Racial discrimination is a pernicious stressor that contributes to increases in binge drinking among young Black men. When parents engaged in emotionally and instrumentally supportive parenting, however, racial discrimination had little influence on binge-drinking trajectories during emerging adulthood. Study findings underscore the importance of the emerging adult transition as a period of vulnerability and suggest directions for targeting alcohol preventive interventions. After high school, young Black men are exposed to racial discrimination that can increase rates of binge drinking. When young men's parents were emotionally and instrumentally supportive toward them, however, racial discrimination did not predict increases in binge drinking.

Mental contrasting spurs energy by changing implicit evaluations of obstacles.

Mentally contrasting a desired future with the obstacle of current reality produces expectancy-dependent changes in explicit evaluations of the obstacle of current reality. Past research has shown that these changes at least partly mediate the beneficial effects of mental contrasting on performance. We tested whether mental contrasting also leads to expectancy-dependent changes in implicit evaluations of the obstacle and whether those changes mediate mental contrasting effects on energization and performance. In 3 studies, participants named a desired future (improving interpersonal relationships, Study 1; excelling in a creativity test, Study 2; and improving one’s eating habits, Study 3) and named an important obstacle standing in the way of attaining the desired future. They then engaged in either mental contrasting or control exercises. We assessed participants’ implicit evaluations of their obstacles. Participants in the mental contrasting (vs. control) conditions implicitly evaluated their obstacles more negatively when they had high expectations of success (Studies 1, 2, and 3). Furthermore, expectancy-dependent changes in implicit evaluations of obstacles (i.e., food temptations) mediated mental contrasting effects on energization, which, in turn, predicted commitment and performance (i.e., commitment to eat healthily and healthy eating over the course of 2 weeks, Study 3).

The dynamics of motivation, emotion, and task performance in simulated achievement situations

This study aimed to examine associations between motivation, emotion, and task performance in simulated achievement situations. A group of sixth grade students (n = 190) completed an achievement task. Situational information on task value, success expectations, emotions, effort, task performance, and causal attributions was collected and information on subsequent academic achievement was obtained from school registers. The results showed, first, that high task value, high expectancy of success, and high positive emotions before a task contributed to a higher level of effort during the task. This, in turn, was related to better task performance. Second, high expectancy of success predicted increased positive emotions during the task, and these in turn, were related to better task performance. Conversely, high negative emotions during the task were related to poorer task performance. Third, high task performance was related to higher levels of effort, higher attributions of success to ability, and increased positive emotions after the task. Finally, both high task performance and attributions of success to ability were related to better subsequent academic achievement.

Coaching Generation Z Athletes

How Generation Z athletes' (those born after 1996) characteristics influence coaching practice has not been examined. This study examines coaches' perceptions of Gen Z athlete characteristics, challenges, and effective coaching strategies. Twelve highly experienced coaches and sport science providers were interviewed and revealed that coaches characterized Gen Z athletes as having excellent technology skills, high expectations for success, short attention spans, poor communication skills, and an inability to deal with adversity. Challenges included connecting with them and working with their support networks. Strategies included connecting process with performance, teaching communication skills, being direct, setting clear expectations, and building resiliency.Lay SummaryCoaches' perceptions of Gen Z athletes (athletes born after 1996 and having grown up in a totally digital world) characteristics, the challenges working with them, and effective Gen Z coaching strategies were examined. Interviews with 12 highly experienced tennis coaches revealed both positive (e.g., highly educated, high expectations for success) and negative (e.g., finding ways to connect with them, working with support network) characteristics, as well as strategies for effectively coaching them (e.g., connecting process with performance, teaching basic communication skills).

A phase 1, randomized double-blind, placebo controlled trial to evaluate safety and efficacy of epigallocatechin-3-gallate and cognitive training in adults with Fragile X syndrome

Despite the wide spectrum of experimental compounds tested in clinical trials, there is still no proven pharmacological treatment available for Fragile-X syndrome (FXS), since several targeted clinical trials with high expectations of success have failed to demonstrate significant improvements. Here we tested epigallocatechin-3-gallate (EGCG) as a treatment option for ameliorating core cognitive and behavioral features in FXS. We conducted preclinical studies in Fmr1 knockout mice (Fmr1-/y) using novel object-recognition memory paradigm upon acute EGCG (10mg/kg) administration. Furthermore we conducted a double-blind placebo-controlled phase I clinical trial (TESXF; NCT01855971). Twenty-seven subjects with FXS (18-55 years) were administered of EGCG (5-7mg/kg/day) combined with cognitive training (CT) during 3 months with 3 months of follow-up after treatment discontinuation. Preclinical studies showed an improvement in memory using the Novel Object Recognition paradigm. We found that FXS patients receiving EGCG+CT significantly improved cognition (visual episodic memory) and functional competence (ABAS II-Home Living skills) in everyday life compared to subjects receiving Placebo+CT. Phase 2 clinical trials in larger groups of subjects are necessary to establish the therapeutic potential of EGCG for the improvement of cognition and daily life competences in FXS.

Key stakeholders’ perceptions about school improvement strategies in UAE

This article reports on findings related to possible strategies of improving school effectiveness in Abu Dhabi from the perspectives of their stakeholders’ perceptions, namely, principals, teachers, students, and parents. This study considered 18 strategies of meaningful school improvement (SI) to help align Abu Dhabi schools to international standards by assessing their policies, management, and performance as well as the roles played by each of the four groups of stakeholders. The close examination of these stakeholders’ perceptions about change and improvement made it possible to identify five paramount strategies that may contribute to improving schools within the UAE secondary education system and perhaps leading toward more significant reform alignment. These are a participative reflective leadership, a common ambitious vision, a healthy learning environment, high expectations for success, and differentiated instructional strategies. The data indicated that schools could not be improved unless all the school parties are jointly involved as catalysts for change in forging the school’s vision, environment, and prospects for success. The data were taken from research conducted in the Emirate of Abu Dhabi, the capital of the United Arab Emirates.

Thwarting Plagiarism in the Humanities Classroom: Storyboards, Scaffolding, and a Death Fair

Best practices research on plagiarism in the University classroom shows that modifying assignments and classroom environment can have a positive effect on lowering a student’s desire to cheat. James Lang suggests four features of a learning environment that can be fostered to ameliorate a student’s desire to cheat: mastery of the material for its own sake, low-stakes assignments, intrinsic motivations for learning and, a high expectation of success. Scaffolding has been shown to be a useful pedagogical technique for empowering students (fostering a high expectation of success) My past experience using a variety of visual classroom exercises (cartooning, mind-mapping, advertising campaigns, etc.) gave anecdotal evidence that artistic and visual assignments encouraged a level of engagement and collaboration across language and cultural boundaries not experienced in other types of assignments. I hypothesized that this level of engagement and collaboration could be used with scaffolding to motivate Lang’s four features and experimented with the use of poster presentations and other visual and spatial assignments in a second year undergraduate Religious Studies course on Death. Very preliminary qualitative data support the hypothesis that, by addressing Lang’s four features and incorporating scaffolding and visual assignments into the course, students are cheating less and learning more. This research strengthens the extant literature on the impact class environment and expectations have on plagiarism while also adding to the growing body of literature supporting the use of visual assignments, such as poster presentations, mind mapping, and storyboards in the Arts and Humanities.

SELF-EVALUATION AIMED AT CREATING SCHOOL DEVELOPMENT POLICY - A PREREQUISITE FOR QUQLITY ASSURANCE IN THE EDUCATION OF STUDENTS WITH VISUAL IMPAIRMENTS

The development of school management is not just a trend, but a real need. The new changes in the environment demands schools of a new type, managers are able to realize the mission of the school and who have a vision for its development, and who are able to establish a good strategy for the successful creation of the school policy. Particularly important is that, they can create a team and a climate of high expectations for success, both with teachers and students.If the mission of a school reflects its present, and its vision is its future, then the school development policy defines the strategy for reaching the vision. But before approaching vision, it is necessary to face the real picture of the weaknesses, since the vision is for the purpose of improving.Self-evaluation is the basis for autonomy in creating development politics, organizing and implementing the main priorities of one school. It enables wholeness in understanding the preference problems, but how efficient we could solve them, in order to improve the quality in education and the work of the school completely.Mainly, it is oriented in the work and achievements of the Manager and his team, the teachers and students in the school, but also to the work of the administration, accounting and technical personnel. Self-evaluation is used as an integral mechanism for improving the quality of education in almost all European countries. They have a positive experience regarding the efficient improvement of the quality of education.The self-evaluation covers the following areas: Organization and realization of teaching and learning, Achievements of students, Professional development of teachers, Professional development of teachers, professional associates, educators and management staff, School management, Communications and public relations, School climate and culture, Cooperation with parents and the local environment. The process of self-evaluation implemented at the end of each second school year, especially in education of students with visual impaired.The aims of the paper are complex are refer to five target groups: Manager, members of School board, teachers, parents, students with visual impairment and its direction is to present their opinions and orientations about the question how and how much self-evaluation in the work of a school would improve the quality of school’s development politics, respectively the work of a school as a whole.The research uses the descriptive method, the techniques of polling, interview and analyzing the documentation. The data obtained from the research are expressed numerically whereof nominal, ordinal, and interval scale of expression is used. From analyzing the results and the conclusions it can be point out that self-evaluation in school must have an exclusive development function which would provide successful realization on the set targets. The school development policy should be concrete, clear and realistic. It should be relevant to the school and which is most important to be feasible. It should stimulate and offer challenges.

Tofa liuliu ma le tofa saili a ta’ita’i Pasefika: Listening to the Voices of Pasifika Community Leaders

The kaupapa on raising engagement and achievement of Pasifika students motivates Pasifika leaders, families and Pasifika communities to work alongside school leaders, teachers and educators. Pasifika leaders are driven by their aspirations for all Pasifika students to be successful in education and life-long learning. This article explores the voices of nine Pasifika leaders living within New Zealand and what they perceive are critical issues for advancing outcomes in a culturally responsive practices and understandings. The research uses a Pasifika methodology, known as Talanoa that affords a culturally suitable situation for the researcher and research participants to talk in a spontaneous manner about whatever arises. The research investigation found seven key concepts: Strengthening culturally responsive leadership; Pasifika ‘heart’; Deep knowledge of Pasifika cultural world views; Provision of quality teaching and learning; Strengthening community engagement and partnership; Setting high expectations for success and achievement; Advocating for the Pasifika Education Plan.

REDD+, hype, hope and disappointment: The dynamics of expectations in conservation and development pilot projects

Abstract We explore the dynamics of expectations in international forest conservation and development programs, and the impacts and implications of (unfulfilled) expectations for actors involved. Early stages of new international conservation and development programs, often involving pilot projects designed to test intervention concepts at village level, are characterized by large amounts of resources and attention, along with high expectations of success. However, evidence shows that these early expectations are rarely fulfilled. Despite this repeated pattern and growing engagement with expectations in critical conservation and development literature, little is known about the dynamics of expectations in conservation and development pilot projects. We address this knowledge gap first by exploring concepts from the sociology of expectations. We then unpack expectations in a case study of REDD+ pilot projects in Tanzania, using extensive qualitative data reflecting the perspectives and experiences of a wide range of actors involved. Our study finds that expectations play a performative role, mobilizing actors and resources, despite uncertainty identified among policy-makers and practitioners. We also find that once raised, expectations are dynamic and continually mediated by actors and social contexts, which conflicts with attempts to ‘manage’ them. We argue therefore that a trade-off exists between fully piloting new initiatives and raising expectations. We also argue that failure to address this trade-off has implications beyond pilot project objectives and timelines, which are experienced most acutely by village communities. We argue for more critical engagement with expectations and the embedding of accountability for expectations in conservation and development practice. Our findings also challenge the discourse of ‘needing’ to pilot, which prioritizes awareness, impact and innovation without fully considering the potential negative impact of unfulfilled expectations.

Teaching Radiology Trainees From the Perspective of a Millennial

The millennial generation consists of today's medical students, radiology residents, fellows, and junior staff. Millennials' comfort with immersive technology, high expectations for success, and desire for constant feedback differentiate them from previous generations. Drawing from an author's experiences through radiology residency and fellowship as a millennial, from published literature, and from the mentorship of a long-time radiology educator, this article explores educational strategies that embrace these characteristics to engage today's youngest generation both in and out of the reading room.

Prognosis of patients with superficial T1esophageal cancer who underwent endoscopic resection before esophagectomy-A propensity score-matched comparison.

The aim of this retrospective study was to compare the prognosis of patients with esophageal cancer after non-curative endoscopic resection (ER) followed by esophagectomy (ER + S) with that of patients after primary surgery (PS). Between 2000 and 2015, 287 patients had esophagectomy for T1 esophageal cancer. 81 of these patients underwent at least one ER in curative intention before surgery (7 squamous cell carcinomas, 74 adenocarcinomas). Indications for esophagectomy were R1-resection, submucosal infiltration, multifocality, long-segment Barrett esophagus, recurrence, postinterventional stenosis or a combination of these factors. Using propensity-score matching with gender, age, year of diagnosis, tumor localization, mucosal/submucosal infiltration and histology, the clinicopathologic and survival data of these patients were compared to those of 81 patients after PS (median follow-up: 5.5years). There were no significant differences between both groups concerning number of resected lymph nodes and percentage of nodal metastasis (9.3% total). 9% of esophagectomy specimens after ER showed pT2/pT3-tumors. The 5-year survival rate was 86% in the PS and 85% in the ER + S group (p = 0.498). The disease-free survival was 85% in patients with ER + S and 98% in PS (p < 0.005). The recurrence rate after esophagectomy was higher after ER + S compared to PS (p = 0.015). More than 3months time delay between ER and surgery was associated with reduced survival, but only within the first postinterventional year. As the disease-free survival was inferior in the ER + S compared to the PS group the indication for ER, especially repeated ERs, should be restricted to cases with high expectation of success.

“You're Manchester United manager, you can't say things like that”: Impression management and identity performance by professional football managers in the media

This study applies a discourse analytic lens to media interview communication by professional football managers in order to unpack issues related to language use, identity performance and impression management in this professional context. In particular, this study focuses on a case where attention was drawn to the discursive behaviour of a football manager (David Moyes) during his tenure as boss of Manchester United, a global and highly successful club, with some fans claiming his choices were contrary to (i.e. did not appropriately index) the identity of a Manchester United manager (Jackson, 2014; Stone, 2014a, 2014b). Drawing on a comparative fine-grained analysis of post-match media interviews given by David Moyes and two of his predecessors (Sir Alex Ferguson and Michael Phelan), I attempt to identify linguistic features that motivated such an assessment. The findings reveal Moyes' two predecessors oriented to more assertive language when speaking in post-match media interviews, suggesting that managers of clubs, particularly those with high expectations of success may need to strategically orient to linguistic choices that help them to construct strong and dominant identities. While this study contributes insights into the interactional management of impressions by professional football managers in the media, the broader theoretical contribution of this study is to illustrate the value of a social constructionist perspective on identity (Bucholtz & Hall, 2005a) as a theoretical tool for unpacking issues of impression management, due to its ability to examine complex associations between language use, social meaning and identity construction.

Diagnostic Perturbations.

Diagnostic Perturbations.

The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality

The purpose of this study was to determine if teacher efficacy beliefs would predict middle school students' perceptions of relationship quality when controlling for gender, teacher expectations of student success, and student perceptions of parent relationship quality. Using hierarchical linear modeling techniques, we found that teachers' who had high expectations for success tended to have students who perceived closeness and low conflict at the beginning of the year. Over time, teachers' general efficacy was a significant predictor of students' increased reports of teacher closeness, while teachers' personal efficacy was a significant predictor of students' perceptions of increased conflict and decreased dependency on their teacher during the school year. Theoretical and practical implications are discussed.