Psychological Foundations Research Articles

A Study on the Shaping of Students' Self-Efficacy by Teachers' Feedback Styles in the View of Educational Psychology

This study explores the shaping of students' self-efficacy by teachers' feedback styles from the perspective of educational psychology. The classification and characteristics of teachers' feedback styles are analyzed, including conversational descriptive feedback, different types of feedback, self-referential and other-referential feedback, and SHARP feedback method. The concept and importance of students' self-efficacy and the relevant theoretical foundations in educational psychology, such as Bandura's social cognitive theory and Locke's goal-setting theory, are described. The relationship between teachers' teaching efficacy and students' self-efficacy was investigated, and teacher feedback strategies for cultivating students' self-efficacy were proposed, including giving positive feedback and recognition, encouraging to try new things, and providing a suitable learning environment. Finally, we summarize the research results and point out the shortcomings and prospects of the study. In the future, we can further study the relationship between teachers' feedback and students' self-efficacy in different cultural backgrounds and digital environments, and expand the research targets and incorporate more theories of educational psychology.

The Phenomenon of Power: The Social and Psychological Foundations of Power Relations

Today, in the academic environment and on the practical level, many methods are used to assess the motive of collective and internal (personal) power. At the same time, less and less attention is being paid to the issue of the phenomenon of power itself, epistemological and ontological side of it. In this work, variety of approaches to the analysis of the phenomenon of power are considered, evidence is provided that power, first of all, has a social basis and the motive of expanding power is an internal engine for all human activity. In order to form clear definitions related to such a complex phenomenon, it became necessary to integrate the ideas of power of many authors. However, due to the breadth of the notion of power, it is difficult to reduce it to one simple definition. The reader needs to understand the impossibility of fully covering everything related to the phenomenon of power in one scientific article. One of the indirect goals pursued in this work is to revive the discussion about the foundations of the concept of power and power relations.

A systematic literature review on the impact of participation in sport and physical activities on psychological resilience

Participation in sports and physical activity (PA) is often considered a potential contributor to psychological resilience due to its physical, cognitive, and social benefits. This review aims to synthesize an extensive overview of the existing knowledge landscape, shedding light on the mechanisms through which sport and PA may contribute to psychological resilience among students. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement review method, we comprehensively searched key databases, including EBSCOhost and Scopus. Note that a total of 353 publications were initially determined. The final finding data concludes that 15 met the selection criteria. The findings were synthesized based on three themes: enhancing positive mental health, reducing negative emotions, and mitigating depression and anxiety. These outcomes highlight the transformative potential of sports and PAs in nurturing a robust psychological foundation among student populations. However, it calls for more robust and standardized research approaches. This is with implications suggesting the integration of sports and PA into comprehensive mental health programs, emphasizing their multifaceted benefits beyond psychological resilience. Tailoring interventions, recognizing the social aspects, and emphasizing the personalized approach can contribute to more effective mental health promotion strategies for students.

Landasan Kurikulum Indonesia dalam Sistem Pendidikan dengan Studi Literatur

The curriculum is a main element in education that influences all educational activities. With its very important strategic role, curriculum development must be carried out carefully and not haphazardly. This process requires a solid foundation, supported by thorough research and deep thinking. This research aims to understand the foundations of curriculum development in Indonesia. In general, four foundations will be discussed in this study, namely the philosophical foundation, psychological foundation, sociological foundation, and organizational foundation. The method used is literature study. This research is a type of study that collects data from literature. The data collection technique in this research is documentation, which involves searching for written sources that contain information on the discussed topic. Primary data is obtained from reading references such as books, journals, and websites. Philosophical foundations, philosophical views are very much needed in education, especially in determining the direction and goals of education.The sociological foundation directs the study of the curriculum in relation to society, culture, and the development of knowledge. The organizational foundation pertains to the organization of material, which includes the scope of the material and the arrangement of each material, as well as the material as a whole, organized and arranged systematically according to the phases of physical-psychological growth and development of the learners based on in-depth and sufficiently comprehensive thinking. Curriculum developers must consider the psychological condition of individuals, in this case, the students, especially in designing and implementing the curriculum so that educational goals can be achieved optimally. Based on the explanation above, it can be concluded that there are four foundations for curriculum development, which include the philosophical foundation, sociological foundation, organizational foundation, and psychological foundation.

ПСИХОЛОГІЧНІ ЗАСАДИ РОЗВИТКУ ТВОРЧИХ ЗДІБНОСТЕЙ ПСИХОЛОГІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The purpose of the article. The purpose of the article consists in the analysis and theoretical substantiation of the psychological foundations that determine the development of creative abilities, experimental verification and improvement of the strategy for the development of creative abilities of psychologists of professional education institutions in the context of their professional activities. Methodology. The methods used in the research: questionnaires, an experiment; standardized psychometric tests: the test for assessing the intelligence of H. Aisenk; the modified Torrance test (ATTA) for the assessment of creative thinking; the method of diagnosing empathic abilities (V. Boiko); the modified test-questionnaire for measuring achievement motivation by A. Mehrabian. Results. 54 practical psychologists of professional education institutions of the Dnipropetrovsk region took part in the experimental study of the development of creative abilities. Implementation of the Strategy’s measures contributed to positive changes in the development of creativity of psychologists, which was reflected in the general trend towards the growth of all indicators of creative abilities that were evaluated: average indicators according to the ATTA methodology (speed, flexibility, originality, development, accuracy of thinking); empathic abilities; a change in the share of respondents from the dominant motives of the desire to avoid failure to the desire to achieve success. Practical implications. Implementation of the Strategy’s measures contributed to positive changes in the development of creativity of psychologists, which was reflected in the general trend towards the growth of all indicators of creative abilities that were evaluated: average indicators according to the ATTA methodology (speed, flexibility, originality, development, accuracy of thinking); empathic abilities; a change in the share of respondents from the dominant motives of the desire to avoid failure to the desire to achieve success. Value (originality). The value of the research lies in the theoretical substantiation and practical approbation in institutions of professional education of the Dnipropetrovsk region of the Strategy for the development of professional creativity of psychologists. Key words: creative abilities, creativity, psychologists, institutions of professional (vocational and technical) education.

The Psychosocial Impacts of Racism on the Development of Black Brazilian Adolescents: Dialogues Based on Vigotski's Historical-Cultural Clinical Psychology

Objective: The aim of this study is to analyze the psychosocial implications of racism in the development of black Brazilian adolescents, with the aim of contributing to the construction of theoretical and practical foundations for the work of the cultural-historical clinical psychologist. Theoretical Framework: This study is based on the Historical-Cultural Psychology of L. S. Vigostki, a Soviet psychologist, and more specifically on the problematizations of Historical-Cultural Clinical Psychology, as well as on discussions and research into Ethnic-Racial Studies. Method: This is an exploratory study and, more specifically, it was constructed using a Narrative Literature Review, using theoretical and bibliographical references and the research experience in cultural-historical clinical psychology of the Laboratory for the Study of Subjectivity and Mental Health (LADES-UECE) to reflect on the bases for the work of the cultural-historical clinical psychologist with black adolescents. Results and Discussion: The results show that the experience of racism has profound psychosocial impacts on the psychic dynamics of black adolescents, with three main consequences for the formation of their personality: 1) dysfunctionalization of the cognition-affect unit; 2) disarticulation in the psychological function of concept formation; and, finally, 3) disorganization in the psychic activity of black adolescents. In addition, the results point to the weakness in the training of the cultural-historical clinical psychologist in terms of understanding what racism is, what its impacts are on the psychic development of the black individual, as well as the ability to manage these impacts. Research Implications: The practical and theoretical implications of this research are that it provides fundamental directions for the work of the cultural-historical clinical psychologist, both on a theoretical level - addressing the construction of clinical reasoning in a psychological approach without much systematization in Brazil - and on a practical level - signaling intervention and management strategies in the face of psychological problems faced by black people in Brazil, especially black adolescents. Originality/Value: In an original and unprecedented way, this study contributes to the literature in the field of historical-cultural clinical psychology, which is at the beginning of its construction in Brazil. Furthermore, from an ethical-political point of view, the study calls for cultural-historical clinical psychologists to carry out clinical practice in accordance with the philosophical-epistemological foundations of Vygotsky's psychology.

SOCIAL AND PSYCHOLOGICAL ASPECTS OF FORMING AN EFFECTIVE INNOVATIVE TEAM

This article highlights issues related to the social and psychological foundations of the formation of a team capable of working effectively and responding to modern challenges of the market environment. It was determined that such bases are the individual motives of the members of the labor team, namely their personal beliefs regarding the expediency of performing professional tasks. It is established that they are formed at the early stages of the socialization of the individual under the influence of education, upbringing, norms of social morality and are corrected during his subsequent working life. It has been found that motives can be more stable than incentives, which can cause an undesirable final result of the enterprise's activity. With this in mind, the task of institutional management should be the creation of an effective motivational system aimed at strengthening the role of incentives in the structure of employee motivation for professional development, professional development, creativity, creativity and initiative. The article provides recommendations on directions for adjusting the national management system in order to create an effective innovative team. In particular, to improve the work of the team and the final efficiency of the enterprise, it is recommended to create an effective system of labor incentives through the introduction of elements of foreign management models. The proposed elements make it possible to create an effective model of personnel motivation management, as they are aimed at strengthening the personal motives of employees to protect their own professional interests and dignity, use the opportunity for self-development and self-realization, involvement in the process of enterprise management and decision-making, evaluation of one's own labor contribution and recognition of the obtained results, adjustment constructive business relations in the team. It was determined that these innovations should become the basis for further improvement of the motivation of employees in the domestic management system, since each branch and field of activity has its own characteristics, taking into account the possibility of their further adjustment.

Train one and get a crew: a multilevel evaluation of team-centric leadership training for airport security screening crew leaders

PurposeThis study aims to introduce a team-centric leadership training program tailored for leaders of critical action teams. It emphasizes the critical role of effective teamwork in high-stakes environments.Design/methodology/approachThe authors developed a team-centric leadership training program for crew leaders of airport security teams. The training program comprised in-class teaching on the psychological foundations of teamwork and practical simulations. The training program’s effectiveness was assessed at the individual and team levels using Kirkpatrick’s evaluation model to obtain a complete evaluation of its effectiveness. First, a pre- and posttraining questionnaire recorded changes in self-efficacy, knowledge and skills about teamwork at the individual level from 62 leaders. Second, the authors assessed the transfer effects of the team-centric leadership training on self-reported team processes and team performance during a work shift of 37 crews.FindingsResults indicate an improvement in the application of teamwork skills but not in self-efficacy or knowledge among crew leaders who underwent the training. Additional analysis revealed that leaders with initially high self-efficacy in teamwork experienced a reduction posttraining, whereas those with initially low levels reported an increase. Teams led by trained leaders demonstrated a higher engagement in key team processes than those led by untrained leaders. No effect has been found on team performance.Originality/valueThis study offers a cost-effective alternative to conventional teamwork training methods, specifically designed for high-pressure security contexts. The authors advocate for the adoption of this training model by security professionals, aiming to elevate team processes and operational efficacy in critical action teams.

American Psychological Foundation research grants

American Psychological Foundation research grants

Psychological basis of emotional and moral development of the personality. Part 1. Research problem of emotional and moral development of personality

Introduction. The relevance of the research problem lies in the fact that in psychological science some theorists involved in the study of emotions believe that the states of emotional experience are unchanged. Since the principles of immutability and constancy of emotional experience are crucial for understanding consciousness, an important type of which in humans are emotions, since they influence their perceptual and cognitive processes and behavior.Purpose setting. There are unique classes of emotional phenomena, such as mood, feelings, which manifest themselves in the general background of events and persist after their completion. It is precisely such background experiences that are the basis of the emotional assessments studied in this work. Moral and aesthetic experiences associated with art, human cognition through art, ensure his development as a subject of moral relations to other people and to himself, contribute to changes in his moral experience and personal (including emotional) characteristics.Methodology and methods of the study was carried out on the basis of the study of philosophical, sociological, psychological and pedagogical scientific and methodological literature, which made it possible to develop the concept of psychological foundations. Results. Our research is educational in the management of emotions and feelings. The dynamic development of the results of our study of the emotional states of a personality, its experiences according to the author’s methods in the form of keeping an emotional diary since 1997, contributing to the self-development of a personality as a component of personal maturity, is presented.Conclusion. The practical value of the research within the framework of general psychology lies not only in the fact that the main directions for optimizing the process of emotional and moral development of a personality are identified, recommendations are substantiated for improving the specialization of people working with children, improving their professional skills, but also in developing a program for the psychological study of emotional and moral personality development (EMPD), diagnostics of specific and nonspecific emotional phenomena, which ensures timely correction of the EMPD process. The data obtained can be taken into account in schools and universities in the process of forecasting the moral atmosphere among adolescents and students, as well as the moral atmosphere of society in general.

Parental Factors and Pupils’ School Readiness in Umuahia North Local Government Area, Abia State

This study investigated the influence of parental factors and pupils’ school readiness in Umuahia North Local Government Area. To achieve this purpose, three specific objectives and corresponding research questions were also raised to guide the study, three null hypotheses were postulated to guide the study and were tested at .05 level of significance. The descriptive survey research design was employed and used for this study. The population of the study was 4500 ECC II pupils with parents. Purposive and simple random sampling was used to select a sample size of 450 ECC II pupils with parents. Parental’ Factors Questionnaire (PFQ), for parents and Pupils’ School Readiness Rating Scale (PSRRS) for pupils were used as instruments for the study. The face and content validities of the instruments was determined by experts in Psychological Foundations of Education and Early Childhood Education. The Cronbach’s alpha statistical analysis was used to determine the reliability of instruments which yielded reliability indices of 0.73, 0.71 and 0.77 respectively. Mean analysis and standard deviation were used to answer the research questions while t-test and analysis of variance (ANOVA) were used to test the null hypotheses. The study revealed that: there is a significant influence of parental styles, parental socio-economic status, and parental educational background on pupils’ school readiness in Umuahia North Local Government Area. Based on the findings of the study, the study recommended among others that parents should be encouraged to improve on their relationship with their children and choose the right parenting style that will help the children to behave positively in their readiness to adapt to school environment.

The SocialAI school: a framework leveraging developmental psychology toward artificial socio-cultural agents.

Developmental psychologists have long-established socio-cognitive abilities as fundamental to human intelligence and development. These abilities enable individuals to enter, learn from, and contribute to a surrounding culture. This drives the process of cumulative cultural evolution, which is responsible for humanity's most remarkable achievements. AI research on social interactive agents mostly concerns the emergence of culture in a multi-agent setting (often without a strong grounding in developmental psychology). We argue that AI research should be informed by psychology and study socio-cognitive abilities enabling to enter a culture as well. We draw inspiration from the work of Michael Tomasello and Jerome Bruner, who studied socio-cognitive development and emphasized the influence of a cultural environment on intelligence. We outline a broader set of concepts than those currently studied in AI to provide a foundation for research in artificial social intelligence. Those concepts include social cognition (joint attention, perspective taking), communication, social learning, formats, and scaffolding. To facilitate research in this domain, we present The SocialAI school-a tool that offers a customizable parameterized suite of procedurally generated environments. This tool simplifies experimentation with the introduced concepts. Additionally, these environments can be used both with multimodal RL agents, or with pure-text Large Language Models (LLMs) as interactive agents. Through a series of case studies, we demonstrate the versatility of the SocialAI school for studying both RL and LLM-based agents. Our motivation is to engage the AI community around social intelligence informed by developmental psychology, and to provide a user-friendly resource and tool for initial investigations in this direction. Refer to the project website for code and additional resources: https://sites.google.com/view/socialai-school.

Analytic racecraft: Race-based averages create illusory group differences in perceptions of racism.

Research practices used by social scientists to understand and dismantle the psychological foundations that uphold racist hierarchies can backfire when they rely on racecraft. Racecraft ideology assumes the reality of race(s), an assumption that shapes study designs and inferences to the detriment of theoretical and practical goals. I showcase how racecraft manifests in studies seeking to quantify how perceptions of sociopolitical stimuli differ across racialized perceivers (e.g., black, white, latinx). The typical analysis for quantifying perceptions focuses on comparing group averages, which assumes the existence of discrete "races" whose perceptions can be sufficiently summarized by averages. Across three studies, I used variance component analyses on racism ratings of anti-immigrant tweets from differently racialized perceivers (N = 1,211) to show there was much larger disagreement than agreement within race categories, even when there were average differences in perceptions across race categories. This analysis shows how analytic practices can bolster different assumptions about the nature of race, some of which reify the illusion that race categories are stable cohesive groups. Researchers can improve their analytic inferences and avoid producing race-reifying caricatures of peoples' perceptions by adding variance mapping to their toolkits and attending to racialization as a dynamic process-needed improvements within the psychological study of race and racism, group-based beliefs, and antiracist research endeavors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

An innovative analytical framework for energy consumption behavior: A study based on Beijing households

Residents’ energy consumption behavior has significant impacts on the achievement of carbon reduction targets and the effectiveness of related policies. Up to now, there has not been a complete framework that can accommodate internal psychological factors and external environmental factors. Based on the Planned Behavior theory and Value-Belief-Norm theory, this paper has added economic factors, policy impact, and convenience of consumption as important external environmental factors into a proposed model; in addition, knowledge level, behavioral expectations, and consumption habits are incorporated as new internal psychological indexes to construct a expanded framework. The framework integrates both internal psychological and external environmental factors, enriching and deepening the psychological foundation of behavioral analysis. After performing outlier detection, confirmatory factor analysis, and other steps on samples obtained from a questionnaire survey, the results of the framework fitting data show that it has high explanatory power for residents’ energy consumption behavior, which is significantly better than the existing models. Furthermore, the new critical path that determines Beijing residents’ energy consumption behavior is obtained by using the framework. In summary, this paper presents theoretical and empirical foundations for designing and enhancing low-carbon policies.

Language-Related Expressions of Personality

The present research aims to bridge the gap between prospective multi/ plurilingual education and overarching personality psychology by examining how language constructs and basic personality traits are interrelated in pre-service teachers who are fundamental to language education. The first part of the study identifies items within the International Personality Item Pool that are indicative of language constructs, revealing intricate language-related expressions of personality involving listening, learning, speaking, reading and writing. The second part investigates the links between these language constructs and the Big Five personality traits based on a sample of 124 female pre-service primary school teachers aged 19 to 27. The results show significant multivariate relationships, indicating that individuals high in conscientiousness, openness and extraversion, and low in neuroticism, tend to exhibit preferences for listening, learning, speaking and reading. The findings suggest that there are personality-embedded nuanced language-related expressions of trait structures reflecting psychological needs for language competence, relatedness and autonomy in (co-)creation. The research underscores the importance of considering both language constructs and internationally validated personality traits in teachers and their students. It suggests that some teachers and students may naturally align with language-trait structures conducive to quality language teaching and, prospectively, to multi/plurilingual proficiency. Additionally, educational interventions can potentially influence the development of these identified conducive structures over time, offering insights into the stable psychological foundations for language development and consequent pluricultural competence.

PSYCHOLOGICAL FOUNDATIONS OF TEACHING LEADERSHIP IN FOREIGN RESOURCES

Teaching leadership skills involves more than just using effective methods and techniques; it also requires having a thorough understanding of the psychological theories that explain human behavior, focusing on key elements like self-awareness, motivation, emotional intelligence, and conflict resolution. The article examines foreign research studies on successful psychological techniques for teaching leadership in higher education. It embraces the importance of developing effective leadership programs, the role of experiential and collaborative learning, development of ethical learning environments and learning opportunities. The significance of a psychologically informed approach to education is highlighted by the necessity for educators to understand the psychological concepts, such as motivation, social dynamics, and cognitive development, that shape instructional practices.

An Integration of Rajas Guna and Vata Dosha in the Pathology of Vataja Unmada

In Ayurveda, the intricate relationship between Rajo Guna and Vata Dosha is fundamental to understanding the dynamics of mental health, particularly in conditions like Vataja Unmada. Rajo Guna, characterized by its stimulating and mobile nature, closely mirrors the properties of Vata, which is composed of Akasha and Vayu Mahabhutas. This synergy between Rajas and Vata manifests in both physical and psychological processes, driving actions, emotions, and thoughts. This paper delves into the role of Rajo Guna in influencing Vata Dosha, with a special focus on its impact on Vataja Unmada, a psychotic disorder in Ayurveda. By exploring the philosophical foundations of Trigunas and their connection with Panchamahabhutas, the study illuminates how Rajo Guna exacerbates the symptoms of Vataja Unmada, leading to erratic thoughts, unstable motor activities, and disturbed consciousness. Understanding this interplay not only enhances our comprehension of the etiopathogenesis of Vataja Unmada but also opens avenues for integrated therapeutic approaches. Recognizing the elemental and psychological foundations of mental disorders, this study advocates for a collaborative effort between Ayurvedic and contemporary psychiatric practices to develop holistic treatment strategies that address both the root causes and symptoms of disorders like Vataja Unmada.

Development of the Japanese version of the inventory of creative activities and achievements

Measurement of real-life creativity across various countries serves as the foundation for the cultural psychology of creativity. Although studies have suggested differences in creativity between Western and East Asian countries, the underlying factors remain insufficiently understood. This study focused on Japan, an East Asian country, that was perceived to have high creativity yet exhibited negative self-perceptions of creativity. We translated the Inventory of Creative Activities and Achievements (ICAA), a comprehensive measure of real-life creativity from activities and achievements. Data were collected from various participants, who included creative activity experts and non-experts and spanned from university students to general adults (pro-c: n = 489 and little-c: n = 1485). Validity and reliability of the Japanese version of the ICAA was confirmed. However, the Japanese version revealed that Japanese individuals' mean score of creative activities and achievements, even among professionals, was only approximately half of that reported among Western or Chinese university students. Reasons for lower creativity and achievements among the Japanese population have been discussed.

The strategic allocation theory of vigilance.

Despite its importance in different occupational and everyday contexts, vigilance, typically defined as the capacity to sustain attention over time, is remarkably limited. What explains these limits? Two theories have been proposed. The Overload Theory states that being vigilant consumes limited information-processing resources; when depleted, task performance degrades. The Underload Theory states that motivation to perform vigilance tasks declines over time, thereby prompting attentional shifts and hindering performance. We highlight some conceptual and empirical problems for both theories and propose an alternative: the Strategic Allocation Theory. For the Strategic Allocation Theory, performance on vigilance tasks optimizes as a function of intrinsic and extrinsic motivations, including metacognitive factors such as the expected value of effort and the expected value of planning. Limited capacities must be deployed across task sets to maximize expected reward. The observed limits of vigilance reflect changes in the perceived value of, among other things, sustaining attention to a task rather than attending to something else. Drawing from recent computational theories of cognitive control and meta-reasoning, we argue that the Strategic Allocation Theory explains more phenomena related to vigilance behavior than other theories, including self-report data. Finally, we outline some of the testable predictions the theory makes across several experimental paradigms. This article is categorized under: Philosophy > Foundations of Cognitive Science Psychology > Attention.

The relevance of researching the psychological foundations of forming bank customer attachment in the context of digital transformation and growing competition

The relevance of researching the psychological foundations of forming bank customer attachment in the context of digital transformation and growing competition