Self-identified Research Articles

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.

“Was I Not Enough?”: The Impacts of Being Forgotten by Mothers with Dementia on Adult-Child Identity and Sense of Self (GP100)

“Was I Not Enough?”: The Impacts of Being Forgotten by Mothers with Dementia on Adult-Child Identity and Sense of Self (GP100)

Correlative analysis of dissociative disorder among Kashmiri population

Correlative analysis of dissociative disorder among Kashmiri population

Compassion-Focused Therapy for the Treatment of ICD-11-Defined Complex Posttraumatic Stress Disorder.

The most effective treatments for ICD-11-defined complex posttraumatic stress disorder (CPTSD) remain unknown. Further research is needed to determine whether such treatments for CPTSD are the same as or different from-or require integration with-existing gold standard treatments for posttraumatic stress disorder (PTSD). Individuals with CPTSD experience the hallmark symptoms of PTSD (i.e., reexperiencing symptoms, avoidance symptoms, and the pervasive sense of perceived threat) and pervasive disturbances in self-organization, including affective dysregulation, negative self-concept, and difficulties with interpersonal relationships. Compassion-focused therapy (CFT) is a transdiagnostic approach that was originally developed to treat shame and self-criticism. CFT helps individuals learn how to regulate their emotions, shift their emotional response style from shaming and self-critical to wise and understanding, and engage in more compassionate and rewarding patterns of relating to self and others. This article describes CFT's possible application in the treatment of CPTSD and delineates areas for future research.

L2 English and L3 Japanese motivation, international posture, and success of students in an English-medium instruction (EMI) program at a Japanese University

ABSTRACT English-medium instruction (EMI) is growing in popularity worldwide, including in Japan. However, students’ language learning motivation has not been fully researched in this context. Accordingly, this mixed-method study explores the roles of L2 English and L3 Japanese motivation in an EMI programme at a Japanese university. Applying L2 motivational self system and International Posture (IP) as theoretical frameworks, quantitative data from surveys (n = 66) and qualitative data from eight semi-structured interviews with international students were collected at an EMI programme of Policy Studies in Japan. The results indicate that motivation to learn L2, especially ideal L2 self, plays a significant role in student studies. Furthermore, a strong IP, including viewing study abroad (SA) in Japan as ‘an international learning environment’ where they can ‘experience the world’, was related to their use of English. In contrast, L3 motivation decreased for most participants owing to the lack of integrativeness, scarcity of opportunities to use L3, and negative learning experiences. In other words, SA in Japan does not automatically motivate students to learn Japanese.

Understanding L2 generalist teachers' motivation for teaching EFL in China's rural elementary schools

In the context of global mandates for English as a Foreign Language (EFL) education, rural regions face significant hurdles in delivering high-quality language instruction. Generalist teachers in these areas often lack specialized training in EFL, yet are tasked with its instruction. Referred to as L2 generalists, these educators hold a pivotal role in EFL education. However, a notable gap exists in understanding the motivation propelling generalist teachers to undertake EFL instruction, particularly within Chinese rural primary schools, where various challenges persist. Grounded in self-discrepancy theory and possible selves theory, this study examined the way L2 generalist teachers' teaching motivation linked to their various self-concepts as well as their responses to various challenges when delivering EFL teaching in rural elementary schools in China. The study uncovered that the alignment between L2 generalist teachers' ought selves (i.e., the selves that they believe they should be) and ideal selves (i.e., the selves they aspire to become) acted as motivating factors, guiding their active involvement in EFL teaching. However, challenges such as a lack of professionalization and high contextual expectations led to a discrepancy between their actual selves (i.e., the selves they perceive themselves to currently be) and their ought/ideal selves, diminishing their teaching motivation. Furthermore, the presence of ambiguous and conflicting school policies further complicated matters, confusing generalist teachers and eroding their motivation for teaching. Despite experiencing a decline in motivation for EFL teaching, their commitment to their students fostered consistency between their ideal and ought selves, inspiring them to innovate pedagogical strategies within their capabilities. The study's findings hold significance for policymakers and teacher educators, highlighting the necessity of implementing strategies to enhance the professional growth of rural L2 generalist teachers.

Against the odds: exploring individuals' pushback mechanisms against commercialized football gambling.

The need for money, the pursuit of pleasure, and the liberalized access to gambling have been documented in several pieces of literature as the drivers of gambling. Such drivers are predicated on commercialized gambling, leading to the growth of the gambling industry and constituting a structural influence that normalizes the activity among young people. Through a qualitative inquiry, this study investigates the social agentic factors of individuals who are susceptible to gambling. Fifteen non-gamblers were recruited across three commercial cities in Africa, namely Nairobi, Lagos, and Johannesburg. We first established the gambling susceptibility of the participants: their need for money, their passion for football, ownership of a smartphone, access to the internet, and exposure to football gambling marketing. Consequently, we probed for their agency, which is indicative of why they do not gamble, despite being susceptible to engaging in the activity. Four major agentic factors were identified from the participants; knowledge of the industry's business model, conserving the integrity of football, identity of self, morality and/or religion model. As such, these factors may be utilized to develop an intervention program for gamblers within the geographical context.

Improvements of complex post-traumatic stress disorder symptoms during a multimodal psychodynamic inpatient rehabilitation treatment – results of an observational single-centre pilot study

ABSTRACT Background: Complex post-traumatic stress disorder (CPTSD) describes chronic disturbances in self-organization (i.e. affect dysregulation; negative self-concept; severe difficulties in relationships) which are frequently observed in survivors of prolonged, repeated or multiple traumatic stressors. So far, evidence of psychodynamic treatment approaches for CPTSD is scarce. Methods: In this single-centre observational pilot study, symptom change during a 6-week psychodynamic inpatient treatment in a multimodal psychosomatic rehabilitation centre was evaluated using repeated measures analyses of variance (ANOVAs). Patients completed questionnaires on PTSD and CPTSD symptoms (ITQ), anxiety, depression and somatization (BSI-18), functional impairment (WHODAS) and epistemic trust, mistrust and credulity (ETMCQ) before (T1) and at the end of treatment (T2). A hierarchical linear regression analysis was calculated to identify factors associated with improved CPTSD symptoms. Results: A total of n = 50 patients with CPTSD were included in the study, of whom n = 40 (80%) completed treatment. Patients reported a significant reduction of CPTSD symptoms during treatment with a large effect size (−3.9 points; p < .001; η 2 = .36), as well as a significant reduction of psychological distress (p < .001; η 2 = .55) and functional impairment (p < .001; η 2 = .59). At the end of treatment, 41.0% of patients no longer fulfilled the diagnostic criteria for CPTSD. Changes in epistemic stance included improved epistemic trust (β = –.34, p = .026) and decreased epistemic credulity (β = .37, p = .017), which together with lower age (β = .43, p = .012) and lower depression levels at baseline (β = .35, p = .054) were significantly associated with baseline adjusted mean change of CPTSD symptoms during therapy and explained 48% of its variance. Discussion: In our study, patients reported a significant reduction of CPTSD symptoms and comorbid symptoms during a multimodal psychodynamic inpatient rehabilitation treatment. Improved epistemic trust may facilitate the establishment of a trusting therapeutic relationship, thus fostering an environment of openness for knowledge transfer (i.e. social learning) and the exploration of diverse viewpoints and perspectives in the therapeutic process.

Capacity for Self-Regulatory Vocabulary Learning and Learning Enjoyment: The Mediating Role of L2 Vocabulary Selves

Second language (L2) enjoyment has gained recent interest, but little research has attended to the sources of L2 vocabulary learning enjoyment. Drawing on the regulatory focus theory and the assumption that advancing toward a goal can contribute greatly to learning enjoyment, this study examined the extent L2 vocabulary selves and capacity for self-regulatory vocabulary learning are related to vocabulary learning enjoyment. A questionnaire was administered to two cohorts of 897 low-intermediate university students at two different times: one in the middle of a summer semester and the other in the following semester. The ages of the students were in the 17 to 24 range ( M = 18.84, SD = 0.79). Hierarchical regression, dominance, relative weight, and Boruta random forest analyses revealed that capacity for self-regulatory vocabulary learning was the most important predictor of L2 vocabulary enjoyment, followed by ideal L2 vocabulary self/own. Mediation analyses showed that capacity for self-regulatory vocabulary learning had a direct effect on L2 vocabulary learning enjoyment, and ideal L2 vocabulary self had a stronger mediating effect than ought L2 vocabulary self. The findings and implications were discussed.