Self-identified Research Articles

THE PARADOXICAL NATURE OF ORGANIZATIONAL CHANGE COMPANY: A THEORETICAL FOUNDATION AND KEY CONCEPTS

Organizational Change Management (OCM) is a crucial and really important process for companies that seek to adapt and succeed in a modern and dynamic world. However, despite the importance of Organizational Change Management and the numerous models and frameworks available, a significant proportion of change initiatives fail to achieve their desirable results. This problem instantly emphasizes the need for fresh ideas and innovative ways to address the complexities of organizational change in the modern world. First of all, this article explores the paradoxical theory of change as an alternative for better understanding and more efficient management of change that will be useful for various organizations. It reviews the theoretical foundations of this approach, rooted in Gestalt therapy and other relevant literature. Apart from that, the publication defines key concepts such as polarities and tensions, explaining how these seemingly contradictory forces are natural and necessary elements of dynamic systems. By embracing these tensions, organizations can foster adaptability, drive innovation, and enhance resilience. Secondly, the article also considers the concepts of the Real and Ideal Self in the context of organizational change, displaying how these two states' tensions can be a source of resistance or motivation. Understanding and managing these tensions is unarguably crucial for utilizing them as sources of energy and creativity, ultimately leading to more organizational transformations that would be more successful. What is more, this article provides practical insights on how to apply the paradoxical theory to some of the real-life situations. This shows the importance of balancing stability and change, autonomy and control, and exploration and exploitation in business corporations. Taking everything into consideration, by adopting these paradoxical components, organizations can create a holistic and more effective approach to change management, achieving lasting success and sustainability in the modern ever-evolving environment, which is vital for modern and successful business.

Exploring health-related quality of life, exercise and alcohol use in adolescents with sickle cell disease and healthy siblings

Objective This study explored the health-related quality of life (HRQL) and health behaviours of adolescents with sickle cell disease (SCD) and healthy siblings, drawing on Gap theory which suggests HRQL is the discrepancy between current and ideal selves. Design Twenty-three adolescents with SCD and 21 healthy siblings aged 13 to 17 years participated in eight focus groups. Results Thematic analysis identified three themes: learning to accept SCD, coping with SCD and influences on health behaviours. Adolescents appear to have normalised and adapted to SCD. Adolescents with SCD have learnt effective coping strategies, such as moderating engagement in exercise. Unlike heathy siblings, they were not encouraged to exercise by parents but were content with their level of participation. Both groups were influenced to exercise by role models or wanting to socialise, and influenced to drink alcohol by peers, but there was limited understanding of the potential negative impacts of alcohol on SCD. Conclusion There does not appear to be a discrepancy between adolescents’ current and ideal selves, providing optimism about their HRQL. Further consideration of engaging in healthy behaviours is needed, but it is important to strike a balance so that modifications to lifestyle do not impair HRQL.

Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors

A wide range of studies have examined foreign language anxiety (FLA). However, these studies have primarily examined the context of classroom-based learning, while neglecting out-of-class learning settings. Thus, this study investigated the factor structure of out-of-class FLA and its relationship to L2 motivation (Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience). The data comprised 20 interviews and 557 survey responses from English majors at Chinese universities. This study identified three out-of-class FLA factors: anxiety about learning effectiveness, learning approaches, and effort management. It further revealed a close association between out-of-class FLA and L2 motivation. Out-of-class L2 Learning Experience was the most salient predictor and was negatively associated with all three dimensions of out-of-class FLA. The Ideal L2 Self exhibited negative associations with anxiety about the learning approach and effort management, whereas Ought-to L2 Self was a positive predictor of anxiety about the learning approach and learning effectiveness. These findings enrich our understanding of the affective aspects of out-of-class learning and suggest the significance of facilitating learners’ out-of-class L2 Learning Experience and Ideal L2 Self to help them overcome FLA in a self-directed out-of-class learning context.

Dialectical behavioral therapy for complex posttraumatic stress disorder (DBT-PTSD): an evidence-based disorder-specific treatment program

Dialectical behavioral therapy for complex posttraumatic stress disorders (DBT-PTSD) is amodular treatment program that was developed at the Central Institute for Mental Health at the University of Heidelberg, Germany in 2005-2021. DBT-PTSD is designed to meet the needs of patients with complex PTSD related to sexual or physical trauma in childhood and adolescence. It is specifically designed for patients suffering from severe emotional dysregulation, persistent self-injury, chronic suicidal ideation, severe dissociative symptoms and amarkedly negative self-concept with a high level of guilt, shame, self-loathing and interpersonal problems. To address these different core symptoms, DBT-PTSD combines evidence-based therapeutic strategies: principles, rules, and skills of DBT, trauma-specific cognitive and exposure-based techniques, imaginative interventions and procedures for behavioral change. The treatment program is designed to be carried out in an outpatient (45weeks) or residential (12weeks) setting. The results from two randomized controlled trials showed large effect sizes across very different symptom domains and a significant superiority of DBT-PTSD over Cognitive Processing Therapy (CPT). Based on these results, DBT-PTSD is currently a promising evidence-based treatment program for all features of a complex PTSD after sexual abuse in childhood and adolescence.

Edukasi tentang Remaja Percaya Diri dan Latihan Emotional Freedom Technique (EFT) dalam Upaya Peningkatan Harga Diri Remaja

Adolescence is a time of identity formation. If this phase is skipped, it can result in a negative self-concept, distorted self-image, slow self-development, low self-esteem, identity shifts, and even role confusion. Adolescents who are able to overcome challenges, pay attention to the world around them, and participate in social interactions will have a positive self-concept. The method of implementing this community service activity is by conducting adolescent mental health education and training to increase adolescent self-confidence with the EFT Technique. Activities are carried out for 1 month. The steps of Community Service activities consist of three stages, namely the preparation stage, the implementation stage, and the final stage. most students are 11 years old (53%), male (57%) and are in grade VI (63%). The results of the activities carried out can be seen an increase in the aspects measured, namely student confidence measured using Rosenberg's modified self-confidence questionnaire, and other abilities that can be observed, namely the ability to do EFT, the ability to mention and show their respective strengths in front of the group, and the ability to write at least 5 student strengths on folding paper. The self-confidence table shows an increase in student self-confidence between before and after a series of activities to increase self-confidence. The mean score of self-confidence increased by 2 points from 30.27 to 32.33. The minimum value of self-confidence level has increased from 25 to 28. Meanwhile, the maximum value of self-confidence has also increased from 35 to 37 points. The value range of adolescent self-confidence is between 10-40 points. The higher the value or score of students' self-confidence, the higher their self-confidence, and vice versa. The study results show that providing education about self-confidence, EFT and games aimed at increasing self-confidence can increase the average student self-confidence score.

Relocating from EFL to EMI: a case study on L2 learning motivation of English major students in a transnational university in China

Drawing from (Dörnyei’s, The Psychology of the language learner: Individual differences in second language acquisition, 2005) L2 Motivational Self System, this case study delved into the L2 learning motivations of liberal arts and science English majors at a transnational university in China, where English Medium Instruction (EMI) is prevalent. The study aimed to uncover how the EMI educational setting, alongside disciplinary backgrounds, shapes students' motivational landscapes. Utilising a mixed-methods approach, a 4-point Likert scale questionnaire was first administered to 182 students, followed by semi-structured interviews with six purposively selected participants to ensure a representation of diverse perspectives. Quantitative data were analysed using descriptive statistics and an independent samples t-test to pinpoint motivational differences between the two groups, with Cohen’s d effect size test further elucidating the significance of these differences. Thematic analysis of qualitative data provided a deeper layer of insight, which, when cross-examined with quantitative results, revealed a nuanced understanding of motivational dynamics. Key findings highlighted that both student groups were driven by factors such as ideal L2 self, ought-to L2 self, international posture, and instrumentality. However, within the EMI context, liberal arts students exhibited heightened sensitivity to their ought-to L2 selves, language anxiety, and teacher influence compared to their science counterparts (p < 0.05, dCohen > 0.8). These distinctions underscore the EMI context's role in modulating motivational profiles, particularly accentuating certain motivational factors among liberal arts students. In light of these EMI-mediated motivational nuances, the study proposes several educational implications, including enhancing teachers’ professional development training, integrating English learning in EMI programmes with students’ aspirations, and fostering intercultural interactions to enrich students’ language and cultural experiences.

Islamic banking adoption: invoking the congruity paradigm

Purpose This study aims to explore whether customers’ perceived congruity between their self-concept and the brand personality of the Islamic banking system determines their intention to adopt Islamic banking services. Design/methodology/approach The authors use primary data collected through a structured questionnaire from 375 Malaysian bank customers. The scales were tested for psychometric soundness before the final data analysis. The authors examined the hypothesized linkages in the AMOS software package through structural equation modeling. Findings Customers’ actual self, ideal self and social self-congruity significantly predict their intention to adopt Islamic banking. However, the impact of actual self-congruity on Islamic banking adoption is stronger for publicly self-conscious customers. In contrast, public self-consciousness dampens the effect of ideal and social self-congruity on Islamic banking adoption. Originality/value Digressing from the conventional utilitarian position, this study offers a novel contribution to the Islamic banking literature by presenting an identity perspective of the determinants of Islamic banking adoption. The primary highlight of this study is the deployment of the congruity theory to emphasize the role of the customer’s self-concept in explaining her intention to adopt Islamic banking services.

Designing 'Aku yang Bersinar' Illustration Book as an Educational Media for Teenage Self-Confidence

Adolescence is a transitional period from childhood to adulthood. Due to this condition, adolescent development is also followed by other developmental tasks. If adolescents fail to carry out their developmental tasks, it will have negative consequences in social life in the following phases. The role of parental care is very influential on the nature and behavior of adolescents, good parenting forms traits that are confident, take initiative, have ambition, have normal emotions, are responsible, and are able to carry out positive interpersonal ties. The lack of full parenting in the Child Social Welfare Institution (LKSA) or orphanage makes adolescents have a negative self-concept, one of which is the low character of self-confidence. This design aims to create learning media in the form of illustration books that provide education on self-confidence in adolescents, learning to know the strengths and weaknesses of individuals so as to prepare orphanage adolescents to become part of society. The methods used in this design are quantitative and qualitative. The result of the design is a printed book entitled 'Aku yang Bersinar'.

THE ROLE OF THE FAMILY IN THE DEVELOPMENT OF SELF-CONSCIOUSNESS IN ADOLESCENT CHILDREN

If consciousness determines a person’s subjective acquaintance with the surrounding reality, then self-awareness is acquaintance with one’s personality, one’s inner world, in other words, first of all, it is an understanding of knowledge and impressions about oneself. Thanks to self-awareness, a person realizes himself as an individual reality, separate from nature and people. The main content of self-consciousness is reflected in our existence, in the area of our own “I”. The dynamics of the development of self-awareness in adolescence are so clearly noticeable that it is impossible not to mention its role in the formation of a teenager’s personality. The formation of a teenager’s self-awareness begins with his understanding of the moral qualities of his own behavior, character and abilities. As a teenager grows up, he begins to independently analyze and evaluate his personality. While maintaining the independence of their personality, adolescents, on the basis of reflection, form and develop “self-awareness”, “self-image”, “real and ideal self”.

Exploring the motivational mechanisms of growth beliefs on perseverance among EFL students: The role of ideal and ought‐to L2 selves

AbstractPerseverance of effort is essential for success in learning a second language (L2). While past research has examined how motivational beliefs (e.g., growth mindset) influence L2 learners’ perseverance, their generalizability and underlying motivational mechanisms remain unclear. This study investigated the relationship between growth language mindsets and perseverance of efforts in L2 learning, as well as whether this relationship can be explained by the ideal L2 self and ought‐to L2 self. A cohort of 740 EFL students from four universities in China completed a questionnaire. The results revealed that EFL learners with higher levels of growth language mindsets showed greater levels of perseverance in language learning. Furthermore, mediation analysis indicated that growth language mindsets indirectly predicted perseverance through both the ideal L2 self and the ought‐to L2 self. These results suggested that the motivational mechanisms associated with growth language mindsets are complex, involving both ideal and ought‐to images of the L2 self, which in turn could contribute to sustaining perseverance in L2 learning. Theoretical and practical implications for researchers and language teachers are discussed in light of these findings.

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

The impact of students' intrinsic or extrinsic motivations on their future intentions for online language schooling has been widely documented, but further emphasis needs to be placed on examining motivation beyond traditional theories. Thus, the current study sought to pivot the focus from intrinsic and extrinsic motivation to university language learners’ L2 self-identities in shaping their intention to learn language online. Toward this, we extended the technology acceptance model by integrating language learners’ L2 motivational self-system (L2MSS). Accordingly, 422 Iranian territory students who learned language online completed surveys covering language motivation and attitudes toward online language learning. The results of partial least squares structural equation modeling validated that current L2-self and digital self-authenticity can be used as separable subcomponents of L2MSS in the Iranian territory context. Moreover, learners with a higher level of future self-image and current L2 self-description found online learning more useful and easy to use. A further finding revealed an authenticity gap among higher educators since they were more motivated to learn language online than in face-to-face classrooms. Besides introducing a new conceptual framework into the literature, the researchers suggest that as a way of influencing higher education language learners’ intentions towards online language learning, lecturers should uncover language learners’ future ideal selves in advance of attending this online language course and design their language syllabus accordingly. It is also imperative for instructors to encourage students to self-describe their progress during online courses as it influenced their behavioral intention to learn languages online.

Becoming an Abla

Abstract This article analyses the performance of homemaking and religious practices of six Turkish Muslim women who made hicret (migration) to Brazil, focusing on the domestic space of their shared apartment. Their reasons to migrate combine personal motivations and a sense of responsibility to spread the world view of the Turkish Islamic movement of which they are participants. Drawing on ethnographic fieldwork, I explore their everyday practices in the production of an ideal Muslim self and the making of a home in order to understand the effects of the community's domesticities on their individual trajectories. The analysis shows that the performance of those everyday practices produces a moral and affective bond to the movement and its religious leader, conditioning home to a specific spatial and moral structure.

Inferiority Complex in Adolescent Users of The Tiktok Application

In today's digital era, the role of social media such as TikTok can influence the formation of adolescent self concepts. If it is not accompanied by a positive attitude, the various content seen can create a stimulus that forms a negative self-concept for adolescents. Inferiority complex is a condition in which individuals cannot compensate for feelings of inferiority so they tend to view their self-concepts negatively and feel powerless to face the environment. This study aims to determine the description of inferiority complex behavior in adolescent users of the TikTok application. This research is a mix method with purposive sampling technique. Quantitative data collection using an inferiority feeling scale. Qualitative data collection using interviews to 6 respondents with low, medium, and high inferiority complex categories. The results of the study describe that the inferiority complex behavior of adolescent users of the TikTok application is related to aspects of social confidence, school abilities, self-regard, physical appearance, and physical abilities. The survey results also found that 8.82% of teenagers using the TikTok application had a low level of inferiority complex; 85.30% at moderate level; and 5.88% at high levels.

An exploration of the motivations of catfish perpetrators and the emotions and feelings expressed by catfish victims using automated linguistic analysis and thematic analysis

Catfishing is a form of online deception where an individual presents themselves as an identity that is not their own. The study reported in this article explored the motivations for catfish perpetrators and the impacts on those who had been catfished in terms of the emotions and feelings expressed by victims. Data was collected using the crowd-sourced question and answer website Quora [1] and analysis was conducted on a pre-existing corpus of data which contained participant’s answers to questions on catfishing. An automated linguistic analysis using Linguistic Inquiry and Word Count (LIWC-2022 [2]) and a thematic analysis (Braun and Clarke in Qual Res Psychol 3:77–101, 2006 [38]) were conducted on participant’s descriptions of their perceptions of the motivations of catfishes and their catfishing experiences. The thematic analysis indicated that the motivations of catfish perpetrators can be linked to entertainment, emulating an ideal self, desiring meaningful interaction, and financial gain. Six emotions and feelings emerged from the accounts of catfishing victims: suspicion, love, depression, anger, embarrassment, and stupidity. These findings contribute to an understanding of what motivates individuals to catfish and suggests further research to explore specific emotions and feelings that catfish victims experience. The LIWC analysis and language style matching analysis showed that the data collected was mostly personal to each individual and that there were similarities in how victims write about their experiences. Therefore, we suggest that LIWC has promise as a method of providing added context to qualitative data analysis methods.

Examining the Effects of L2 Self-Guides on Chinese University EFL Learners’ Attitudes Towards Classroom Language Choice

Second language (L2) learning motivation has been widely acknowledged as a crucial factor in the success of instructed L2 acquisition. However, the effects of L2 motivation on English as a foreign language (EFL) learners’ classroom language choice (CLC) are relatively under-explored based on a systematic theoretical framework. Recently, a growing trend towards bi/multilingualism has aroused controversy over the current English-only policy in Chinese EFL higher education. To inform a more motivating classroom language decision, this study, grounded on the framework of the L2 motivational self system (Dörnyei, 2009), aims to investigate learners’ attitudes towards the English-only approach and first language (L1) use in the EFL classroom and examine the effects of L2 self-guides on learners’ CLC attitudes. Following a mixed methods approach, an adapted questionnaire was distributed to 252 Chinese first-year undergraduate EFL learners. Follow-up semi-structured interviews were conducted among twenty respondents to seek further explanations for their responses. The descriptive, Pearson correlation, and multiple regression analyses were performed to examine the relationship between L2 self-guides and attitudes towards CLC. Through thematic coding, qualitative data were analysed to supplement quantitative results and explore the explanatory power of L2 self-guides on learners’ CLC attitudes. The findings reveal students’ general preference for the appropriate use of L1 and suggest that ideal L2 self and ought-to L2 self were correlated with and could positively predict learners’ attitudes towards English immersion as well as L1 use respectively. The different motivational characteristics of ideal and ought-to L2 selves identified in this study may inform education practitioners of a translanguaging pedagogical practice and call for a language policy-making and curriculum-planning process taking students’ motivational states along with CLC attitudes into thorough consideration.

Investigating the Impact of Reproductive Coercion and Intimate Partner Violence on Psychological and Sexual Wellbeing.

Emerging research suggests that reproductive coercion and abuse (RCA), like intimate partner violence (IPV), is associated with poorer mental and sexual health outcomes, including greater symptoms of post-traumatic stress disorder (PTSD) and depression and poorer markers of physical and sexual health such as sexually transmitted infections, unplanned pregnancies and lowered sexual agency. Although victims/survivors of RCA report long-lasting impacts on future relationships, including fear and anxiety, little is known about impacts of RCA on anxiety and general wellbeing, nor emotional and mental components of sexual health that comprise a person's sexual self-concept. With community samples of participants in Australia, we conducted two studies to explore the impact of RCA and IPV on psychological (study 1) and sexual (study 2) health outcomes. Study 1 (n = 368) found that experiencing IPV and RCA both significantly and uniquely contributed to poorer mental health outcomes. After controlling for age and IPV, RCA significantly predicted symptoms of depression, anxiety, stress, PTSD, and reduced satisfaction with life. Study 2 (n = 329) found that IPV and RCA differentially predicted various components of sexual health. IPV predicted decreased sexual satisfaction and increased sexual anxiety, depression, and fear of sexual encounters. After controlling for age and IPV, RCA significantly and uniquely predicted lower levels of sexual assertiveness and increased sexual depression and fear of sexual encounters, but not sexual satisfaction or anxiety. We conclude that RCA is associated with significant psychological distress and a negative sexual self-concept that may impact future relationships. Screening for both IPV and RCA across settings is warranted.

The pursuit of the ideal self: An investigation of the relationship of authenticity and ideal self‐congruence

The pursuit of the ideal self: An investigation of the relationship of authenticity and ideal self‐congruence

The strength of self and L2 willingness to communicate: The role of L2 grit, ideal L2 self and language mindset

The introduction of positive psychology to the SLA domain triggered a bulk of research on how learners can thrive and flourish in the language classroom emphasizing the role that character strengths play in the achievement of goals. In this study, we examined character strengths in the context of second language (L2) learning and their role in a critical goal of L2 learning - the Willingness to Communicate (WTC) in the target language. Specifically, we examined the impact of L2 grit, Ideal L2 Self (ILS), and growth language mindset (growth LM) as complex direct and indirect predictors of WTC. Data was collected from 450 Iranian EFL learners with diverse language proficiencies. The predictor of L2 grit, the possible mediators of ILS and Growth LM, and the outcome variable of WTC were modeled in a double latent mediation model. Results indicated that ILS and growth LM fully mediated the relationship between L2 grit and WTC. As such, the study highlighted the role of personal strengths such as grittiness, self-motivation, and a growth LM in the L2 learning context. Finally, future research avenues are suggested based on the findings of this study.

Case Study of Innovative Second Language Learning Activities for Saudi Women Undergraduates Learning English

Gardner described second language (L2) instrumental motivation, where the learning goal is practical application, and Dörnyei described L2 motivation based on the learner’s vision of their future, ideal L2 self. In the Arabic-speaking Kingdom of Saudi Arabia (KSA), Vision 2030, a new countrywide strategic plan, emphasizes English mastery for business and provides new vocational avenues for women. KSA women now have instrumental L2 motivation for occupational purposes but lack models on which to base their future ideal L2 selves. While they face additional barriers to L2 acquisition due to an ineffective L2 learning environment (L2LE), and societal features that dissuade Saudis from interacting with each other in English, educational technology such as the Padlet could be used to surmount those obstacles. This case study presents an innovative, student-centered use of Padlet to teach speaking strategies (SSs) to an L2 female KSA higher education class while avoiding direct L2 dialogue and maintaining L2 motivation (n = 33). Students were provided an instructor-led lesson and offered the choice of either using the Padlet or doing a similar individual audio activity. Thirty students participated in five SS lessons, and by the third lesson, Padlet was the activity of choice, with 97%, 83% and 77%, choosing it over the audio activity for lessons three through five, respectively. Qualitative responses consistently supported that the Padlet was successful at increasing student-centered collaborative applied peer learning in this female KSA higher education classroom without requiring direct interaction in the L2, and keeping L2 motivation levels high.

Second language learning motivation, life-long learning and 21st century skills in today's globalized world: A validation study

Knowledge production in today’s world presupposes skills necessary for successful knowledge construction and knowledge update. Such skills include English as a foreign language (EFL), life-long learning and 21st century skills. This study presents a quantitative pilot study (N=200) that examines the relationship between EFL learning motivation, communication in L1 and L2, some aspects of life-long learning and certain 21st century skills. The paper seeks to explore what this relationship is like and in what way these factors are connected and how they potentially impact one another. The study presents the validation of the instrument used for the research, and reports some of the preliminary findings. Based on the results, it is concluded that the ideal L2 self is a predictor of L2 learning motivation, willingness to use dictionaries and cooperation during EFL classes. The results also indicate that participants exhibit the necessary ICT and L1 skills for their studies of EFL, and positively relate to communicative situations with native and non-native speakers of English.