Psychological Foundations Research Articles

An Evaluation of Elementary Level (Grade 1) English Textbook with Reference to SNC Framework

Poetry The present study aims at evaluating the Elementary level (Grade 1) English Textbook of Punjab Curriculum and Textbook Board Lahore in the light of the ideological, psychological and social foundations of the curriculum and the objectives stated of the said class in SNC 2020. The evaluation was done through document analysis and a rubric developed by the researchers themselves. The objective was to do the evaluation of contents of the prescribed book, its layout and design, and its alignment with the ideological, social, and psychological foundations and SLOs of grade 1 mentioned in the SNC document. The aim is to ascertain whether the textbook remained true to its learning outcomes and competencies mentioned in the Curriculum document by the Ministry of Education. The findings confirm that the book met most of the criteria set in the curriculum documents.Still, there are a few shortcomings for which the researchers have suggested certain recommendations.

Educational Preparedness for Virtual Teaching and Learning during COVID-19 Lockdowns: Implication for Policy Innovation

The COVID 19, global pandemic that gripped Zimbabwe throughout 2020 and beyond posed numerous challenges across sectors, including education. As a result of this disaster, several state governments devised mitigation strategies to address challenges. In light of the foregoing, the paper intends to conduct a critical review of the education sector's emergency response to the COVID19 crisis using the document analysis method. It evaluates this strategy as an alternative approach for teaching and learning, revealing its strengths, challenges, and gaps, as well as fostering recommendations for its improvement for future policy innovations. The study used a desk-review methodology, also known as systematic inquiry, to critically evaluate the foundation of education and psychology using empirically researched secondary data (Mertens 2010), which has the potential to yield important new knowledge about virtual teaching and learning where distance is not a barrier. Up to now, a number of challenges and gaps have emerged in this emergency response, necessitating the development of effective and efficient catastrophe preparedness and response policies by educational policymakers. The study findings revealed that there are gaps in Zimbabwe's disaster legislation, which has an impact on the preparedness of education for it to embark in virtual learning during COVID-19 lockdown. The research also found that the education sector is not adequately prepared for disaster risk reduction in order to reduce the sector's vulnerability. The study suggests that intensive mobilization of resource and capacity building be undertaken so as to achieve the envisioned goals in education, with no child left behind.

Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning

Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels.
 To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks.
 Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning.
 Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented.
 Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-regulated learning activities.

Methodological features of tourist and land knowable activity in general secondary education institutions

The purpose of the work is to systematization and analysis of literature data reveals the organizational and methodological foundations of tourism and local lore work of schoolchildren, which are effective, efficient and very powerful means of educating a comprehensive and harmoniously developed creative personality of schoolchildren. The results of modern scientific research show that a significant amount of empirical and theoretical and methodological material has been accumulated, which shows that the use of various forms of tourism and local lore provides a comprehensive nature in the education, upbringing and rehabilitation of schoolchildren. The study of psychological and pedagogical foundations of tourist and local lore work is primarily related to improving the educational process of secondary school, systematization of content, forms and main tasks of tourist and local lore work of schoolchildren. On the basis of the conducted research it is established that tourist and local lore activity has an effective contribution to the development of personal potential of students; is an important direct extracurricular education and upbringing. It is aimed at involving children in active activities to study the history of the native land, environment, geography, historical places and phenomena of public life and the formation of a fully educated personality.

New trend of the information age: A research on digital hoarding

Bilinçaltında bir güdü olarak saklama, biriktirme, zamanı gelince kullanmak üzere toplama ihtiyacı hissetme, stoklama durumu istifçiliğin çeşitli tanımları arasındadır. Bir içgüdü olarak stoklama insanın doğasında bulunmakta, istifleme bozukluğu ise bu durumun fazlaca tekrarlanması ve nesnelere veda edememe durumuyla toplama ve bırakamama alışkanlığının artarak devam etmesi durumudur. Günümüzde teknolojinin sık kullanımı olumsuz etkilerini de beraberinde getirmiş ve dijital hastalıklar sık konuşulmaya başlanmış, özellikle büyük verinin psikolojik ve fizyolojik etkileri ciddi bir şekilde düşünülmeye başlanmıştır. Bilgi çağının bireyleri uçsuz bucaksız bir veriye sahip olan internetten pek çok bilgi edinerek, bu bilgileri hafızalarında tutmak yerine, dijital ortamlarda saklamayı tercih etmektedir. Gerek günlük bilgiler gerekse fiziki olarak saklanan veriler dijitale yenik düşmekte, dijital teknolojilerin günlük hayatın kaçınılmaz bir parçası haline gelmesi ise her türlü verinin dijitalde depolanmaya başlanmasına neden olmaktadır. Dijitalleşen dünyada yeni teknolojilerin ortaya çıkması ve günlük hayatın her alanına dâhil edilmesi konusunda yaşanan tedirginlikler, dijitalleşme ve teknoloji kaygısını gözler önüne sermiştir. Bilgi teknolojisi kaygısının psikolojik temeli, öz-yeterlik kavramıdır. Teknolojisi kaygısı ve öz-yeterlik kavramları, dijital depolama davranışının incelenmesinde önemli unsurlardır. Yapılan araştırmalar, bireylerin veri biriktirme nedenleri arasında sorumluluktan kaçınma, sorumlulukları öteleme ve Obsesif-kompulsif bozukluk gibi kişisel başka sorunları da tetikleyebildiğini ortaya koymuştur. Dijital araçların ve içeriklerinin biriktirilmesi ve depolanmasının neden ve sonuçları bağlamında yapılan çalışmaların sınırlı olduğu görülmektedir. Bu bağlamda, veri tabanları, videolar, resimler ve dijital belgeler gibi sanal ürünleri içeren depolama sorunları, bir başka deyişle dijital istifçilik ile ilgili araştırmaların yapılması çalışmanın amacını oluşturmaktadır. Çalışmanın sorunsalı, örneklem olarak seçilen dijital istifçilere yöneltilen açık uçlu sorularla nitel araştırma yöntemlerinden biri olan odak grup görüşmeleri yapılarak katılımcıların dijital biriktirme davranışlarının bilgi teknolojisi öz-yeterlik ve kaygısı çerçevesinde değerlendirilmesinin yapılmasıdır.

A qualitative systematic review of the role of families in supporting communication in people with dementia.

Cognitive-communication difficulties are often associated with dementia and can impact a person's ability to participate in meaningful conversations. This can create challenges to families, reflecting the reality that people living with dementia rarely have just one regular conversation partner, but interact with multiple family members. To date, there is limited evidence of the impact of changes in communication patterns in families. A family systems approach, with foundations in psychology, can be used to explore the impact of communication difficulties on multiple different family members, including the person living with dementia and potential coping strategies used by individuals, together with the family as a whole. A systematic review of primary qualitative research was conducted to identify and examine research exploring communication and interaction within families living with dementia. Studies were identified through a comprehensive search of major databases and the full-text articles were subject to a quality appraisal. We conducted a thematic analysis on the literature identified to consider the role of families in supporting communication for people with dementia. The searches identified 814 possible articles for screening against the eligibility criteria. Nine articles were included in the final review. Three major themes emerged from the analysis of the included studies: (1) 'identities changing' reflected how interactions within the family systems impacted on identities; (2) 'loss' reflected the grief experienced by families due to changes in communication; and (3) 'developing communication strategies' highlighted strategies and approaches that families affected by dementia may use organically to engage in meaningful interactions and maintain connection. Only one study explicitly used a family systems approach to understand how families manage the changes in interaction resulting from dementia. The findings may usefully inform the clinical practice of speech and language therapists in terms of communication strategies and coping mechanisms that may be advised to facilitate connection in families living with dementia. Further research using a family systems approach to exploring communication in dementia may help to support the implementation of family-centred practice as recommended in policy. What is already known on the subject There is increasing recognition of the impact of dementia on whole families and the need for family-centred interventions to enhance quality of life. However, much of the research to date that explores communication within families affected by dementia examines interaction between dyads, largely overlooking the roles and skills of other familial communication partners. To the authors' knowledge, there has been no previous review of the literature using a family systems approach, which has the potential to inform clinical practice of those working in dementia care. What this paper adds to existing knowledge The review examines and understands what is known about the approaches used by families affected by communication changes resulting from dementia to preserve connection. It collates the evidence from qualitative studies examining approaches and strategies used by individual conversation partners, including people with dementia, as well as the family system as a whole, to facilitate meaningful interactions, and proposes recommendations for clinicians working in this field. Furthermore, we consider the potential benefits of using a family systems approach to understand the context of people living with dementia and how this could enhance communication, personhood and well-being. What are the potential or actual clinical implications of this work? This review highlights practical conversation strategies and interactional approaches that may serve to enhance communication and preserve relationships between people with dementia and their family members. Such techniques have the potential to be advised by Speech and Language Therapists working in dementia care as part of tailored, relationship-centred care and support that they provide.

ПРОБЛЕМАЛЫҚ ОҚЫТУ ТЕХНОЛОГИЯСЫН ФИЗИКА САБАҒЫНДА ҚОЛДАНУ

Abstract. The current state of pedagogical science is characterized by an active search for new approaches to the organization of the content of education, methods and means of teaching, forms of organization of the educational process. Another group of problems is rellated to the introduction of inovations into mas practice aimed at activating the educational process and arming its graduates with the skills to independently replenish knowledge, develop their cognitive abilities. Today, problem-based learning is understood as the organization of training sessions, which include the creation of problematic situations under the guidance of a teacher and the active independent activity of students in solving them, resulting in the acquisition of professional knowledge, skills, abilities and skills for the development of creative abilities. The article analyzes the structure of problem-based learning, methods of constructing problem situations in physics lessons, the possibility of using problem-based learning. The content of all the basic concepts of the theory of problem-based learning, didactic and psychological foundations of the organization of problem-based learning are proposed and the methodology and technology of problem-based physics teaching are described. The possibilities of problem-based learning in teaching physical phenomena and laws are demonstrated. The approaches to the formation of students' physical thinking based on the laws of logic formation in the process of problem-based physics teaching are revealed. The analysis of the possibilities of using problem-based learning at various stages of the physics lesson is carried out. The place of application of problem-based learning methods in the educational process on various topics, methods of creating problem situations in physics lessons in educational settings are determined. Specific developments of problematic physics lessons from different sections of the physics course are given. The method of conducting classes using the technology of problem-based learning is described. Keywords: problem learning, problem situation, physics, structure of a problem lesson, problem learning in physics lessons, problem situations in physics lessons, methods of problem learning, results of problem learning.

Dialectical Thinking: A Proposed Foundation for a Post-modern Psychology.

For the authors, the way from a modern to a post-modern psychology requires dialectical thinking. Dialectical thinking recognizes the importance of contradiction, change, and synthesis; it also includes recognition of the value as well as limits of modern epistemological approaches. The article describes foundations for both ongoing efforts to understand and research the ontogeny of dialectical thinking and for appreciating the scope of dialectical thinking and its relevance for establishing a bridge from modern to post-modern psychology.

Pocketbook versus identity? Farmers’ attitudes towards international trade

ABSTRACT Backlash against globalization and embrace of protectionist policies in developed countries have rekindled the debate on the sources of attitudes towards international trade. Recently, scholars have highlighted psychological and identity-based foundations of protectionist attitudes. Despite a growth in the scholarship, the findings are based on surveys of general populations. Attitudes of farmers, who have been at the center of recent trade disputes, remain understudied. For this reason, we surveyed 373 farmers in South Dakota in summer 2019, and asked them about support for protectionism, together with a set of demographic and dispositional questions. Results of statistical analyses reveal a positive correlation between right wing authoritarianism and support for protectionism.

Under- and Overspecification in Moral Foundation Theory. The Problematic Search for a Moderate Version of Innatism

Jonathan Haidt’s Moral Foundation Theory has been criticized on many fronts, mainly on account of its lack of evidence concerning the genetic and neurological bases of the evolved moral intuitions that the theory posits. Despite the fact that Haidt’s theory is probably the most promising framework from which to integrate the different lines of interdisciplinary research that deal with the evolutionary foundations of moral psychology, i) it also shows a critical underspecification concerning the precise mental processes that instantiate the triggering of our evolved moral intuitions, and that ii) that underspecification coexists with and overspecification of the structure of human nature when it comes to exploring alternatives to capitalist societies.

PRINCIPLES OF ADULT SUBJECTIVITY DEVELOPMENT IN THE VIRTUAL EDUCATIONAL SPACE

Virtual educational spaces are becoming more widespread in the world as one of the most advanced educational and psychological technologies of individual and group learning on the Internet, based on the principles of activity, initiative and subjectivity of all their participants. Learning in cyberspace, intellectual and personal growth in it are moving to a qualitatively new level that meets the requirements of information society. The development of adult subjectivity in virtual educational space has undeniable social and scientific relevance. The purpose of study is to reveal psychological foundations of adult subjectivity development in virtual educational space. The subject of research is a project of adult subjectivity development in virtual educational space. Research method is a theoretical and methodological analysis of modern sources on research topic. The hypothesis that effective development of adult subjectivity on the Internet is determined by the use of virtual educational spaces and specially designed distance learning and psychological courses has been confirmed. The basic technology for the subjectivity development during distance learning (in particular, group learning) and psychological work on the Internet is a virtual educational space. It’s a specially designed, developed and maintained to achieve certain educational goals information center of the Internet, provides various forms and types of distance learning and operates on the principles of activity, initiative and subjectivity of learners and those who teach. The project of a distance learning course for the adult subjectivity development should include the following main components such as the purpose and objectives of training, distance learning program, psychological-pedagogical scenario, respondent model, facilitator model, conditions for the learning technological platform and more. The study of the adult subjectivity development principles in the virtual educational space, in particular the design of distance learning and psychological courses aimed at achieving this goal, has all the necessary grounds for its continuation and further deepening.

KONSTRUKSI KURIKULUM ISLAM DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM

Abstract: Islamic education curriculum is an activity that includes philosophy (thoughts) various detailed student activity plans in the form of forms of educational material, suggestions for teaching and learning strategies and things that include activities aimed at achieving the desired goals with reference to values. Islamic teachings. The Islamic education curriculum must highlight religion and morals in its various purposes. The content and scope of the Islamic education curriculum is comprehensive which reflects the spirit of Islamic thought and teachings that are universal and reach all aspects of life, both intellectual, psychological, social and spiritual, having a relative balance in the environment. in its scientific content, both the Shari'a sciences, the science of reason and language and the arts, includes all the subject matter needed by students, both religious and worldly. The Islamic education curriculum must be based on religious, philosophical, social, and psychological foundations. The contents of the Islamic education curriculum are mostly in the form of religious sciences such as the knowledge of the Qur'an, Hadith, Fiqh and Sufism in addition to not forgetting the sciences of the world.

Insecurity and Self-Esteem: Elucidating the Psychological Foundations of Negative Attitudes toward Women

AbstractPolitical scientists recognize discriminatory attitudes as key to understanding a range of political preferences. Sexism is associated with both explicitly and non-explicitly gendered attitudes. But why do certain individuals display discriminatory attitudes, while others do not? Drawing from psychology, we examine the potential power of an underexplored set of personality traits—secure versus fragile self-esteem—in explaining gendered attitudes and preferences. With an online sample of (N = 487) U.S.-based participants, we find that fragile self-esteem is an important trait underlying individuals’ attitudes: individuals who display a discordant view of self—explicitly positive but implicitly negative—are more likely to hold hostile sexist attitudes and prefer men in leadership; these individuals are also more likely to support the Republican Party and former U.S. president Donald Trump. While present in only a fraction of the population, our results suggest that this trait may be important for understanding the development of discriminatory attitudes toward out-groups.

منحى النظم وطرائق تدريسه

The modern educational view focuses on the learner and considers him the center of the educational process, unlike this view before the twentieth century, which considered the teacher to represent the positive role in the educational process by presenting and delivering information and knowledge to students, and the students’ role was limited to listening and memorizing, and thus The teacher can be described as a news broadcaster who transmits it to the viewers without them having a role in discussing the news that that broadcaster transmits. In addition, the arrangement of the academic content is not logical. It presents the ideas it contains in a coherent sequence, and this is not consistent with the development that he witnessed. The world in educational technology includes techniques, methods and methods, and this development was reflected in the teaching methods and methods used, the teaching aids and the methods of organizing academic content. Therefore, educational and educational institutions are invited to reconsider their teaching methods and methods, employ modern technologies in teaching, and arrange the content of the course material. in a sequential and interconnected manner, and making the role of the teacher not limited to merely transmitting information in a manner that parallels that development. It calls for the need for teaching to be planned and designed according to sound scientific, logical and psychological foundations, and based on the students’ needs and tendencies, and what is appropriate for their abilities and preparations. A deaf mechanism, and this view focuses on the functional interaction between the components of the educational situation and the interrelationship between them. The systems approach helps to exclude spontaneity and improvisation in teaching. The design based on the systems approach has its methodology associated with the general theory of systems, and this methodology is based on a set of concepts and foundations derived from the philosophy of systems, and the process of designing teaching systems according to the systems approach is called by several names, including design The systems approach, the systems approach, and the systems approach The current research consists of two chapters, the first chapter includes a historical overview of the emergence of theory Systems and their evolution, the concept of systems approach, types of systems, general features of the system, objectives of adopting the systems approach in teaching, components of the systems approach in teaching, and the second chapter includes models of the systems approach . Keywords: curve, systems, methods

Linking theories and actions-in-practice: infusing N=1 action research projects into educational psychology courses

ABSTRACT This article discusses a study that examined how pre-service teachers could link academic theories and their teaching in graduate educational psychology courses. A mini-action research project to tutor individual students in the form of ‘N = 1 Action Research’ (NAR) was assigned in psychological foundation courses required in masters-level teacher education programs. The content analysis of 61 NAR papers found that some of them merely cited psychological theories without linking them to their teaching or were rigidly confined by their scope of the theories. Others flexibly made use of psychological theories to make sense of the varying needs of their students and engaged in critical inquiries into how academic theories could be further developed to encompass the complex needs of their students. This study suggests the need to look into pre-service teachers’ relationships to academic theories and help them engage in reflective inquiries into their personal theories and assumptions on teaching.

Psychological Foundations of Educating in the Family

This research article aims to explore the involvement of parents in educating children in the family. The research approach used is research qualitative with phenomenological methods. Data collection uses interviews with open-ended questions through the zoom meeting and video calls through WhatsApp. The respondents in this study consisted of three parents with different age ranges and professions. The results showed that all respondents agreed that educating children in the family must be based on the provision of religious understanding in every activity that children do. Respondents are always directly involved with children in nurturing and educating children, in terms of accessibility, respondents always supervise children in the process of parenting and education and respondents are responsible for the psychological well-being of each family member, especially their children.

Performance Monitoring, Subordinate's Felt Trust and Ambidextrous Behavior; Toward a Conceptual Research Framework.

The present research proposes an electronic performance monitoring framework based on ambidextrous leadership and social exchange theories in a dynamic environment. It reviews and integrates essential literature on electronic performance management (EPM), trust, and ambidextrous behavior. For this, authors have reviewed relevant literature on various themes and underpinned them for managing EPM. The study emphasizes individuals’ psychological foundations that demonstrate trust behavior and relationship with their leaders. Eventually, through an ambidextrous approach, managers gain steady performance and relationships with their subordinates through EPM. The study shows that ambidexterity benefits organizations; it enhances employees’ resources, resulting in enhanced performance that leads to the performance of an organization. The authors discuss the theoretical as well as practical implications of this study.

Obliterating Collective Memories and Learning About the Nation: A Reflection on the Educational Experiences of Adivasi Communities

In a diverse society like India, the nation-state has imperative to select certain collective memories to be its unified official narrative and be taught to its students. However, in a quest to hand over a unitary vision of the nation, the states often overlook the multiple sources of knowledge, assuming only the school as a mode of transmission about the past. There are documented debates around the Indian state selecting one version of history over the others. But, not much is known about the reception of such knowledge by the marginalised communities in India. Although the relationship between memory, history, identity and social relationships has its grounding in psychology, the discipline has been governed by different reductionism, which does not facilitate understanding and explanation of such complex social issues ( Marty, 1994 , Wertsch, 2002 ). Nevertheless, learnings from social psychology can be extended to understand the complexities around collective memories, social identity and marginalisation. This article will discuss the dynamics involved in dealing with marginalised collective memories and foreground students’ experiences of learning mainstream collective memories. It argues that dealing with exclusions and denials of one’s collective memories has implications for one’s identity and sense of self. It may lead to individuals and communities devaluing their collective memories, thereby undermining their social position and identity.

Epistemological foundations of humanistic psychology’s approach to the empirical.

Epistemological foundations of humanistic psychology’s approach to the empirical.

Georges Politzer's "brilliant errors": Concrete psychology in France (1930-1980).

The present article assesses the hidden importance of Georges Politzer's (1903-1942) work in the development of French philosophy and psychology. After sketching his biography and isolating the most important concepts developed in his book Critique of the Foundations of Psychology (1928), this article proceeds by dividing his reception into four distinct moments, the features of which derive from the interconnected mutations of the scientific field in its relation with the transformation of the political field. In the first moment, the publication of the Critique, Politzer's most important work, played an essential role in introducing psychoanalysis into philosophy, psychology, and psychiatry, and in sketching the path of a possible encounter between psychoanalysis and Marxism. In the second moment, during the 1940s and the 1950s, following Politzer's Marxist auto-critique, French communists widely rejected psychoanalysis as a dangerous ideology. In the third moment, during the 1960s in a context marked by structuralism, both the psychoanalysts and the Marxists addressed to Politzer's humanism a new, theoretical, critique. Finally, at the end of the 1960s and even more after May 1968, Politzer's works were republished and reevaluated, and new transformations taking place in the intellectual and political field during the 1970s contributed to a better understanding of Politzer's essential role in French philosophy, psychology, and psychoanalysis. (PsycInfo Database Record (c) 2022 APA, all rights reserved).