Psychological Expertise Research Articles

Indecent Dressing Among Female Undergraduates on Sexual Conduct and Study Engagement of Their Male Counterparts in Universities in the Southeast Nigeria

Although academic performance and indecent dressing had been hotlist in literature globally, the academic standard of students in Nigerian universities continues to be a downturn with those of the males being worse hit. Literature revealed a paucity of research on whether indecent dressing pattern of female undergraduates is contributory to this academic failure of their male counterparts. The thrust of this study, therefore, is to explore the impact indecent dressing of female undergraduates has on the sexual conduct and study engagement of their male counterparts. The study was carried out in the Southeastern region of Nigeria. The population of the study comprised all second and third year full-time single male undergraduates. A sample size of 1500 was selected for the study, drawn through a multi-stage sampling procedure. The instrument for data collection was researchers-structured 17-item questionnaire tagged “Male Undergraduates Study Engagement Questionnaire (MUSEQ).” The validity of the instrument was established through extensive use of relevant literature and also peer-reviewed by experts in Research Methods, Psychology and Counseling all from the Faculty of Education, Nnamdi Azikiwe University, Awka. Cronbach-Alpha reliability coefficient was used to determine the reliability of the instrument after data had been collected from a sample of 65 undergraduates from another university that was not part of the study. The pre-test of the instrument produced an alpha reliability coefficient of 0.82. Three research questions guided the study and were answered using percentages and mean values. Results indicated that indecent dressing of female undergraduates in southeastern, Nigeria, sexually compromises the study-related state of mind and negatively impacts the study engagement of male undergraduates. Based on these results, it was recommended among others that the university administrators should wake up and be intentional about enforcing the dress code policy which sets the rules about how students should dress and where one does not exist, a Dress Police Team made up of responsible members of staff of the universities should be established and empowered to discipline offenders.

Relationship between Achievement Motivation Personality Indicator and Academic Achievement among Gifted and Talented Learners in Public Primary Schools in Nairobi County

Gifted and talented learners exhibit personality characteristics that make them manifest different competencies to undertake tasks that their peers cannot. However, in Nairobi County, learning competencies of talented and gifted pupils in public primary schools are below average. Thus, the purpose of this study was to determine the relationship between achievement motivation characteristics and academic achievement among gifted and talented learners in public primary schools in Nairobi County. The study adopted a field survey research design. Target population comprised 3,247 teachers and 19,863 learners in classes VI-VIII totalling 23, 110 participants from which a sample of 391 respondents was determined using Yamane’s Formula. Stratified sampling was used to create 17 strata based on number of sub-counties in Nairobi County. From each sub-county, 13 teachers and 10 gifted and talented learners in classes were randomly selected. This procedure realized a sample of 221 teachers and 170 gifted and talented learners in classes VI-VIII. Questionnaires were used to collect data from teachers and learners. A pilot study was conducted among 40 respondents from a sample of public primary schools in Nairobi County to establish validity and reliability. Validity was ascertained based on the views of experts in educational psychology and special needs. Reliability was determined using split-half technique and reliability coefficient, r = 0.725, was obtained using Cronbach’s Alpha Method which indicated high reliability. Qualitative data were analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses. Quantitative findings were presented using tables and charts. Results indicated that gifted learners in Nairobi County public schools benefitted from achievement motivation. Analysis of the results addressing H0: showed that achievement motivation has a statistically significant influence on academic achievement among gifted and talented learners in public primary schools in Nairobi County. The variable is positively correlated with number work activities (r = .581, p = .001), language activities (r = .556, p = .002), and essential life skills (r = .514, p = .004). It was recommended that Teachers and parents should create an appropriate learning environment for gifted pupils in public schools to create a positive self-concept, motivation, regulated learning, and problem-solving approach to improve their academic achievement.

Problem-Solving Personality Characteristics as Predictors of Academic Achievement among Gifted and Talented Learners in Public Primary Schools in Nairobi County

Gifted and talented learners exhibit personality characteristics that make them manifest different competencies to undertake tasks that their peers cannot. However, in Nairobi County, learning competencies of talented and gifted pupils in public primary schools are below average. Thus, the purpose of this study was to determine the personality characteristics as predictors of academic achievement among gifted and talented learners in public primary schools in Nairobi City County, Kenya. The study adopted a field survey research design. Target population comprised 3,247 teachers and 19,863 learners in classes VI-VIII totalling 23, 110 participants from which a sample of 391 respondents was determined using Yamane’s Formula. Stratified sampling was used to create 17 strata based on number of sub-counties in Nairobi County. From each sub-county, 13 teachers and 10 gifted and talented learners in classes were randomly selected. This procedure realized a sample of 221 teachers and 170 gifted and talented learners in classes VI-VIII. Questionnaires were used to collect data from teachers and learners. A pilot study was conducted among 40 respondents from a sample of public primary schools in Nairobi County to establish validity and reliability. Validity was ascertained based on the views of experts in educational psychology and special needs. Reliability was determined using split-half technique and reliability coefficient, r = 0.725, was obtained using Cronbach’s Alpha Method which indicated high reliability. Qualitative data were analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses. Quantitative findings were presented using tables and charts. Results indicated that gifted learners in Nairobi County public schools exhibited positive self-concept characteristics, practiced self-regulated learning, engaged in problem-solving frequently, and benefitted from achievement motivation. Also, analysis of the results addressing the null hypothesis showed that problem-solving has a statistically significant influence on academic achievement among gifted and talented learners in public primary schools in Nairobi County. The variable is positively correlated with number work activities (r = .508, p = .005), language activities (r = .538, p = .003), and essential life skills (r = .500, p = .006). It was recommended that Teachers and parents should create an appropriate learning environment for gifted pupils in public schools to create a positive self-concept, motivation, regulated learning, and problem-solving approach to improve their academic achievement.

Development of Content for a Virtual Reality Simulation to Understand and Mitigate Moral Distress in Healthcare Workers.

Background In high-stakes situations, healthcare workers are prone to suffer moral injury, the psychological, social, and spiritual impact of events involving betrayal or transgression of one's own deeply held moral beliefs and values. As a result, this may negatively impact their capacity to provide adequate levels of care to patients. There is a lack of educational resources catered to help healthcare workers navigate ethical situations in clinical settings that may lead to or worsen moral distress. The aim of this report is to describe the methodology of development and resulting outcomes in the form of an educational resource that includes a virtual reality (VR) simulation to help healthcare workers understand and mitigate moral distress as a result of internal and external constraints at their workplaces. Methodology A study using a method outlining a set of constraint parameters, followed by ideation utilizing design thinking (DT), and concluding with a consensus-building exercise using Delphi methodology (DM) with a group of 13 experts in healthcare simulation, VR, psychiatry, psychology, and nursing. The constraints parameters included technology use (VR), use of experiential learning theory, and duration of the intervention (15 minutes). A DT process was performed to generate and expand on ideas on the scenario and intervention of a possible VR simulation which were funneled into a three-round DM to define the foundations of the VR simulation. Average, standard deviations, and free-text comments in the DM were used to assess the inclusion of the produced requirements. Finally, a focus group interview was conducted with the same experts to draft the VR simulation. Results Within the specified constraints, the DT process produced 33 ideas for the VR simulation scenario and intervention that served as a starting point to short-list the requirements in Round 1. In Rounds 1 to 2, 25 items were removed, needed revising, and/or were retained for the subsequent rounds, which resulted in eight items at the end of Round 2. Round 2 also required specialists to provide descriptions of potential scenarios and interventions, in which five were submitted. In Round 3, experts rated the descriptions as somewhat candidate to use in the final VR simulation, and the open feedback in this round proposed combining the elements from each of the descriptions. Using this data, a prototype of the VR simulation was developed by the project team together with VR designers. Conclusions This development demonstrated the feasibility of using the constraints-ideation-consensus approach to define the content of a possible VR simulation to serve as an educational resource for healthcare workers on how to understand and mitigate moral distress in the workplace. The methodology described in this development may be applied to the design of simulation training for other skills, thereby advancing healthcare training and the quality of care delivered to the greater society.

Myths of Popular Psychology Among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths?

Background: The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. Objective: To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Method: Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Results: Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). Conclusions: The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Teaching Implications: Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking.

Psychology in national socialism: The question of "professionalization" and the case of the "Ostmark".

This article presents a contextualization and revaluation of competing narratives concerning the history of psychology in Nazi Germany. Since the 1980s, this debate revolves around the supposed "professionalization" of the discipline from Hitler's rise to power until the end of World War II. The question whether or not academic psychology has profited from collaborating with the Nazi regime during the war is not just of historical interest, but also carries strong political and moral implications. Recently, the established narrative concerning the professionalization of German psychology under National Socialism was called into question by Wolfgang Schönpflug. According to his argumentation, psychology did not benefit from the war, but had to suffer considerable losses on terms of personnel and quality in teaching and research. After reconstructing the historical context and the political implications of the debate, we propose to take a different perspective on the question of "professionalization." Three case examples of psychologists from Austria whose career advanced significantly during the war are provided to shed light on the multitude of opportunities that emerged for those who offered their psychological expertise during the war. In conclusion, it is argued that professionalization should be understood as a theoretical framework that stimulates further historical research on a local level, not as a dogmatic judgment about the state of the discipline as a whole. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Supporting adjective learning across the curriculum by 5–7 year‐olds: Insights from psychological research

AbstractAdjectives are a powerful tool for enriching vocabulary and developing conceptual understanding. In early elementary and primary classrooms, across core and foundation subjects, children are expected to describe, measure, classify, and compare objects and events—all processes that require a mastery of adjective meanings and use. While teachers are trained in vocabulary learning, they may be less familiar with: (i) the psychological processes by which children learn adjectives, and (ii) how a focus on adjectives can support learning in domains beyond language and literacy lessons. To address these gaps, we have collaborated as a unique interdisciplinary team with linguistic, psychological, and pedagogical expertise. We synthesise research across our disciplines to provide an accessible, practical, evidence‐based primer of research findings on adjective development. We then provide guidance on how these findings can be used to enhance teaching and learning practices across subjects for children aged five to seven.

"Human factor" in emergency situations development at Nuclear Power Plants in the conditions of war

Since the beginning of Ukraine's full-scale war with the russian federation, the personnel of two Ukrainian Nuclear Power Plants (NPP) (Chornobyl and Zaporizhzhya) have been held hostage by the russian occupiers and subjected to intimidation and abuse. An additional strong stress factor can significantly affect the decision-making of NPP control panel operators, increases the probability of erroneous actions in the event of emergency situations, and can even become their cause. The purpose of our study was to determine the possible influence of the "human factor" on the development of emergency situations, as well as additional parameters for monitoring the health and psychological state of NPP operators working as hostages. Fourteen expert psychologists with at least 10 years of experience in the field of extreme psychology were involved in the study. After the introductory seminar, they were offered a questionnaire to determine the range of professionally important qualities that have the greatest impact on the effectiveness of professional activity. The results of the expert evaluation became a hypothesis for the next stage of research on the possible influence of the temperament of operators on resistance to the stress of captivity. The technique of professiograms and psychograms separation, methods of scaling and balancing, methods of mathematical statistics and system analysis were used for the research. One hundred and twenty-four anonymous psychological examination cards and occupational profiles of NPP control panel operators who received a license for professional activity in Ukraine or improved their qualifications within the period of 2017‒2020 were analyzed. The predominant types of psychological reactions according to subjective-objective indicators in response to significant stressful situations were studied, and the types of temperaments were determined. The ability to perform professional functions at high and medium levels was recorded in 79 sanguine operators (63.2% of the total number of examined), in 16 choleric operators (12.8%), and was not recorded in melancholic operators. Also, high and medium levels of neuropsychological stability of operators were recorded in 74 sanguine operators (59.2% of the total number of examined), in 6 choleric operators (4.8%), and was not recorded in melancholic operators. To assess the psychological state of NPP control panel operators, it is proposed to use a retrospective analysis of interrelated parameters necessary for the performance of professional functions and indicators of neuropsychological stability. The study of additional parameters of the psychological state will allow to reduce the influence of the "human factor" on the risks of creating or untimely correction of emergency situations. Keywords: professionally important qualities, nuclear terrorism, hostages, performance of professional functions, neuropsychological stability, NPP control panel operators.

An Electronic Program based on The Quality Matters ™ Rubric Standards (QM) and its Impact on Reading Achievement and Executive Functions among Students with Reading Disabilities and Attention Deficit and Hyperactivity Disorder

The present study aims at investigating the impact of an electronic reading program based on Quality Matters (QM) on reading achievement and executive functions among students with reading disabilities and attention Deficit and hyperactivity disorder. 
 The population of the study included all third grade students reading disabilities and attention Deficit and hyperactivity disorder in Asir region. The sample of the study contained seven students who were purposively selected to participate in the experiment. 
 The researcher has prepared a test to measure the students’ reading achievement and executive functions. The test was developed through reviewing the relevant literature of the topic being studied and consulting the experts in special education, psychology and educational measurement. The validity and reliability of the test were ensured as well. 
 In addition, the researcher developed an electronic reading program for developing reading achievement and executive functions of students with reading disabilities and attention Deficit and hyperactivity disorder. The program was developed to fulfill the needs of the students at this particular age. The present study used the quasi-experimental design to examine the impact of the electronic program on reading achievement and executive functions. For the statistical purpose, Wilcoxon Test were utilized to answer the Study questions. The results of this study revealed that there was a statistically significant difference between the Pre and post measurement in reading achievement and executive functions; this difference was in favor of post measurement.

Establishing open science research priorities in health psychology: a research prioritisation Delphi exercise

Objective Research on Open Science practices in Health Psychology is lacking. This meta-research study aimed to identify research question priorities and obtain consensus on the Top 5 prioritised research questions for Open Science in Health Psychology. Methods and measures An international Delphi consensus study was conducted. Twenty-three experts in Open Science and Health Psychology within the European Health Psychology Society (EHPS) suggested research question priorities to create a ‘long-list’ of items (Phase 1). Forty-three EHPS members rated the importance of these items, ranked their top five and suggested their own additional items (Phase 2). Twenty-four EHPS members received feedback on Phase 2 responses and then re-rated and re-ranked their top five research questions (Phase 3). Results The top five ranked research question priorities were: 1. ‘To what extent are Open Science behaviours currently practised in Health Psychology?’, 2. ‘How can we maximise the usefulness of Open Data and Open Code resources?’, 3. ‘How can Open Data be increased within Health Psychology?’, 4. ‘What interventions are effective for increasing the adoption of Open Science in Health Psychology?’ and 5. ‘How can we increase free Open Access publishing in Health Psychology?’. Conclusion Funding and resources should prioritise the research questions identified here.

Modeling cause-and-effect relationships among variables affecting work stress based on fuzzy DEMATEL method

Purpose Several variables can affect work stress. This study aims to model the cause-and-effect relationships among different variables that can predict work stress based on one of the most important fuzzy multicriteria decision-making methods used to investigate the cause-and-effect relationships among variables. Design/methodology/approach This study was conducted in 2020, including 17 experts in safety management, occupational health and work psychology, based on the fuzzy decision-making trial and evaluation laboratory method as a robust approach to identify the cause-and-effect relationships among different variables. Findings Shift work, lack of job satisfaction, mental health, mental overload, fatigue, job security, sleep disorders, environmental discomfort, work pressure, job knowledge (this could mean expertise/level of qualifications/familiarity with the job), work complexity and role conflict were found to be the most significant variables affecting work stress. Moreover, the cause-and-effect model of relationships among variables showed that shift work and lack of job satisfaction are root causes, and mental health, fatigue, mental workload, sleep disorder and environmental discomfort are direct causes. Originality/value Although the results of this study demonstrate that work stress can be influenced by 12 different variables, the modeling results show that some variables, such as shift work and lack of job satisfaction, can directly or indirectly impact other variables and thus result in work stress.

Interacting with a Chatbot-Based Advising System: Understanding the Effect of Chatbot Personality and User Gender on Behavior

Chatbots with personality have been shown to affect engagement and user subjective satisfaction. Yet, the design of most chatbots focuses on functionality and accuracy rather than an interpersonal communication style. Existing studies on personality-imbued chatbots have mostly assessed the effect of chatbot personality on user preference and satisfaction. However, the influence of chatbot personality on behavioral qualities, such as users’ trust, engagement, and perceived authenticity of the chatbots, is largely unexplored. To bridge this gap, this study contributes: (1) A detailed design of a personality-imbued chatbot used in academic advising. (2) Empirical findings of an experiment with students who interacted with three different versions of the chatbot. Each version, vetted by psychology experts, represents one of the three dominant traits, agreeableness, conscientiousness, and extraversion. The experiment focused on the effect of chatbot personality on trust, authenticity, engagement, and intention to use the chatbot. Furthermore, we assessed whether gender plays a role in students’ perception of the personality-imbued chatbots. Our findings show a positive impact of chatbot personality on perceived chatbot authenticity and intended engagement, while student gender does not play a significant role in the students’ perception of chatbots.

Loneliness in Intimate Relationships Scale (LIRS): Development and Validation.

Intimate relationships have been shown to be loneliness positively related to self-esteem. Happiness and well-being and have also been regarded as a buffer against loneliness. Nevertheless, substantive research indicates that intimate relationships and marriage can produce or result in loneliness and thus seriously affect the person’s physical, emotional and spiritual well-being. Loneliness in intimate relationships may damage the relationship if it goes on, and thus, this newly developed scale has been introduced to aid clinicians and researchers in discovering loneliness in an intimate union so it can be addressed before it negatively affects the union. Since none of the measures of loneliness tap loneliness as experienced in intimate relationships, a new rating scale, the Loneliness in Intimate Relationships Scale (LIRS), was developed and tested psychometrically. The generation of items followed a qualitative approach based on a semi-structured questionnaire administered to 108 volunteers from the general Israeli population, theoretical and empirical literature, and assessments of expert psychologists. In a second study (N = 215), a self-report scale assessing loneliness in intimate relationships was developed. This was followed by psychometric and construct validity evaluations with a new sample of 306 participants. Analyses revealed that loneliness in intimate relationships is experienced mainly in terms of three aspects: detachment, hurt, and guilt. Exploratory and confirmatory factor analyses and validity tests indicate that the final 14-item Loneliness in Intimate Relationship Scale is a well-structured, reliable, and valid scale tapping emotional, behavioral, and cognitive manifestations of loneliness in intimate relationships.

Medical and psychological support during the COVID-19 pandemic in Overseas France

France has developed medical and psychological expertise and has equipped all the 15 (french medical service) centres with Medical and Psychological Emergency Units (CUMPs) composed of medical and paramedical teams of referral psychiatrists, psychologists and nurses, reinforced by volunteers (mental health professionals, trained in this discipline). The attacks endured by France heavily called on the services of the teams in mainland France, particularly in Paris in 2015 and Nice in 2016, with reinforcements between teams in mainland France. The COVID-19 pandemic led to the dispatching of teams outside mainland France to overseas territories hard hit by the pandemic, to the point of creating a real health disaster. These situations have been presented to European partners in the framework of the NO-FEAR project. The article relates the human and ethical experience of these teams as well as their preparation.

Diagnosis and management of food allergy-associated gastroesophageal reflux disease in young children-EAACI position paper.

Gastro-oesophageal reflux (GOR) and food allergy (FA) are common conditions, especially during the first 12 months of life. When GOR leads to troublesome symptoms, that affect the daily functioning of the infant and family, it is referred to as GOR disease (GORD). The role of food allergens as a cause of GORD remains controversial. This European Academy of Allergy and Clinical Immunology (EAACI) position paper aims to review the evidence for FA-associated GORD in young children and translate this into clinical practice that guides healthcare professionals through the diagnosis of suspected FA-associated GORD and medical and dietary management. The task force (TF) on non-IgE mediated allergy consists of EAACI experts in paediatric gastroenterology, allergy, dietetics and psychology from Europe, United Kingdom, United States, Turkey and Brazil. Six clinical questions were formulated, amended and approved by the TF to guide this publication. A systematic literature search using PubMed, Cochrane and EMBASE databases (until June 2021) using predefined inclusion criteria based on the 6 questions was used. The TF also gained access to the database from the European Society of Paediatric Gastroenterology and Hepatology working group, who published guidelines on GORD and ensured that all publications used within that position paper were included. For each of the 6 questions, practice points were formulated, followed by a modified Delphi method consisting of anonymous web-based voting that was repeated with modified practice points where required, until at least 80% consensus for each practice point was achieved. This TF position paper shares the process, the discussion and consensus on all practice points on FA-associated GORD.

Classification of an individual with mental disorders as posing a threat to the life, health or sexual freedom of others in the process of applying the Act of 22 November 2013 and the risk of unjustified violation of human rights and freedoms

The present article focuses on procedural issues related to placement in the National Centre for the Prevention of Antisocial Behaviour (KOZZD) under the Regulation of 22 November 2013. Particular attention was paid to the issues concerning the expert opinion on the mental state of an individual with regard to whom the head of the prison has applied to the competent court for being recognized as posing a threat to society. Numerous difficulties that arise while giving the aforementioned opinion are presented, and the problem of errors in the opinion is discussed. The ethical dilemmas faced by a medical or psychological expert are also addressed, and the importance of the opinion for the situation of the offender and his or her future life is highlighted. Western European civilisation has a disturbing tendency to overuse mechanisms that guarantee the safety of the public at the expense of excessively sacrificing the freedom of individuals. Although human rights and freedoms are not unlimited, it is unacceptable to restrict them to the extent that is unnecessary in a democratic state under the rule of law. Since declaring a person to be a threat deprives them of the chance to start a new life with a clean slate after serving their sentence, the final consideration is whether the procedure leading to such a decision meets the highest standards guaranteeing respect for human rights and freedoms and can be considered fair.

A genealogy of the scalable subject: Measuring health in the Cornell Study of Occupational Retirement (1950–60)

Increased use of scales in data-driven consumer digital platforms and the management of organisations has led to greater interest in understanding social and psychological measurement expertise and techniques as historically constituted ‘technologies of power’ in the making of what Stark has labelled the ‘scalable subject’. Taking a genealogical approach, and drawing on published and archival data, this article focuses on self-rated health, a scale widely used in population censuses, national health surveys, patient-reported outcome measurement tools, and a variety of digital apps. The article suggests that the first methodological articulation of self-rated health by the investigators of the Cornell Study of Occupational Retirement (1951–58) provides a window into the key epistemic, institutional, and cultural uncertainties about psychological and social measurement, processes of adjustment to ‘old age’, and the capacity of individuals to value their own health. I propose that these uncertainties have become incorporated into extant and operational measurements of health.

Self-Transcendence and Altruism as Predictors of Psychological Well-being among University Students in some Arab Countries

Objectives: The current research aims at exploring the relationship between self-transcendence, altruism and psychological well-being of university students in some Arab countries.
 Methods: This research utilized a descriptive correlational approach. The sample of the research which was chosen from a number of Arab countries included 1144 students. The researcher used several international standards approved in the study and presented the standards to a group of mental health and psychology experts for feedback.
 Results: The results show statistically significant differences attributed to gender in favor of males, statistically significant differences due to specialization in favor of humanities faculties, and statistically significant differences due to academic level in favor of elementary grades on the total score of psychological well-being, altruism and self-transcendence. Finally, the results indicate that self-transcendence and altruism can predict psychological well-being.
 Conclusions: Based on the results, the study recommends including the dimensions of self-transcendence, altruism, and psychological well-being in the curricula of secondary schools and university students.

A framework for social business models analyses

Social entrepreneurial initiatives (SEI) answer problems and needs that otherwise would remain unattended. Therefore, they provide high collective interest social value achieved by a stable, reliable, and sustainable operation. Because the economic goal is a means to accomplish the social aim, it is hard to overcome resource constraints. SEIs must prove innovation and efficiency to access funding. However, the investment criteria are usually circumstantial or abstract. Additionally, the theory lacks the recommendation to enlighten how to increase the chances to be funded. The literature does not offer consensual, consistent, empirically tested criteria to compare business models. To help address these issues, this paper provides a Delphi analysis of a social business model taxonomy. The following criteria selected interviews from a broad study: 1) have qualitative and quantitative data recorded; 2) represent different SEIs’ types in the taxonomy. Then, four invited scholars blindly reviewed the data. They are experts in social innovation, entrepreneurship, sustainability, and social psychology. Online meetings helped to solve doubts and build synthesis. All Delphi participants described their opinion about the taxonomy fit by e-mail. Results were also compared by previous statistical classification. The Delphi process happened from December 2020 to June 2021. The similarity between statistical and analytical results indicated that the taxonomy is an efficient tool to identify and compare elements of the social business model. The study made the taxonomy easier and more replicable, providing an analytical framework. Evidence can help social agents and investors to frame information and achieve better decision-making.

Psychological and Pedagogical Expertise of Virtual Content of Games (VR-Games)

The necessity of conducting a psychological and pedagogical expertise of the virtual content of games, assessing its impact on the psychological safety of students on the basis of the positive psychology of virtuality is substantiated. A review of studies of psychological virtual reality in modern domestic psychology is provided, its functions are determined, positive and negative characteristics of the influence of virtual content of games on personality development are described. The revealed features of virtual reality technologies open prospects for the development of the concept of psychological and pedagogical expertise of virtual content of games in the system of lifelong education.