Self In Relation Research Articles

Motivation, self-construal, and gender in project-based learning

ABSTRACT Self-construal refers to the process by which individuals define the self in relation to others. It underpins cognition, motivation, and social behavior. While the importance of the self is well acknowledged in the field of second language (L2) learning motivation, how self-construal is associated with L2 learning motivation in project-based learning (PBL) settings remains understudied. Further, considering the observed link between self-construal and gender, self-construal may also account for how gender differences emerge in L2 learning motivation. This study examined the associations among self-construal, gender, and motivation to learn English as a foreign language (EFL) in a PBL context. Japanese university students responded to questionnaires on self-construal and motivation after being taught by the PBL approach for one year. The results showed a prominent impact of gender and self-construal on motivation. Female students and students with higher interdependent self-construal tended to be more motivated toward L2 learning, while male students and students with lower interdependent self-construal tended to be less motivated.

Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology.

The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged in the dialog with their prior learning experiences and active, responsive in answering their contexts while authoring selves in everyday teaching practice. The multiple-case study data support a Bakhtinian understanding that teachers are active users and producers of theory in their own right, highlighting teachers’ agency, creativity, and autonomy. Based on Bakhtin’s dialogism and the case study findings, we bring cognition, identity and practice together and conceptualize the teacher self as having multiple facets and layers: the autobiographical self, the discursive self, and the pedagogical self. The three selves are constitutive of the consummated whole of the teacher self instead of being separate entities functioning individually. The study is concluded with implications for language teacher education and teacher development.

Response to Commentaries by Coburn, Gardner and Teicholz on “The Emerging Paradigm of Relational Self Psychology: An Historical Perspective”

ABSTRACT We express our deep appreciation to our three commentators, William Coburn, Jill Gardner, and Judy Teicholz, recognizing the value we gained by each of them reading our paper closely and respectfully, and responding accordingly. We begin with William Coburn, who saw our efforts as the latest move in the evolution of the complex system we call Self Psychology. We feel he appreciated our account of how Self Psychology has developed and changed both within Kohut’s lifetime and since his death, moving from a one-person to a two-person psychology, in part in response to interaction with infant research, Intersubjectivity theory, and other relational theories. We then move to Jill Gardner, who raises questions about just how differently we view the nature of the self and transference and asks if there are predetermined aspects of each that are not relationally co-created in the analysis. Finally, we turn to Judy Teicholz, for whom Kohut has always been a relational Self Psychologist. We feel this is an ahistorical view that fails to enter into the classical one-person psychology milieu in which Kohut was trained and initially worked, and obscures the significant changes in Self Psychology that emerged both in his lifetime and through the efforts of subsequent theorists. All in all, we are grateful for the time and effort all three of our commentators devoted to what we wrote.

Toward a relational theory of harm: on the ethical implications of childhood psychological abuse

ABSTRACT My aim in this paper is to move toward a relational moral theory of harm through examination of a common yet underexplored form of child maltreatment: childhood psychological abuse. I draw on relational theory to consider agential, intrapersonal, and interpersonal ways in which relational harms develop and evolve both in intimate relationships and in conditions of oppression. I set forth three distinctive yet interconnected forms of relational harm that childhood psychological abuse causes: harm to the relational agency of individuals, harm to the relationships individuals hold with themselves, especially with regard to how they respect, know, and trust themselves, and harm to interpersonal relationships of both a direct and indirect nature in present and future timeframes. I close by noting that while relationships can be the site of human brutality that destroys the relational self, paradoxically and promisingly, they also can be a primary means of the relational reconstitution of the self. Ultimately, relational analyses of the harms of childhood psychological abuse reveal several key elements of a relational theory of harm and demonstrate the significance of relational harms for moral philosophy.

Experiencing “Paragliding”: A Student-Teacher Perspective on Doing Qualitative Research in a Chinese University

In this article, I (the first author) explore my qualitative research teaching for a cohort of Chinese students and their interactions in the classroom. These students reported experiencing feelings of paragliding from unsafe distrust to enjoyment through writings, drawings, questionings, feelings, reflections, and struggles. By graphic elicitation, I unfold a cartography of becoming a qualitative researcher and describe lines of becoming-events that entangle with rhizomatic relationships of self and language, self and other, and self and knowledge. The process of learning and teaching qualitative research involved multiple interactions, connections, reflections on the contingencies along the way, and searching for the meanings of life and research under the governance of audit culture. This paper contributes to qualitative research teaching and unpacks its impacts on learners, and it also calls for scholars, particularly those from China, to reassess the value of qualitative research in the academic field.

Adaptation of Short Suggestibility Scale to Turkish : A Validation and Reliability Study

The aim of the current study is to validate the Short Suggestibility Scale (SSS) into Turkish language, which is a shortened form of Multidimensional Iowa Suggestibility Scale- (MISS). SSS was developed to measure trait suggestibility and found to be related with various clinical and nonclinical entities. Validation of SSS into Turkish was conducted with a total sample of 294 subjects, 77 subjects between 15-18 years old and 217 subjects older than 18 years old. Apart from SSS all subjects were asked to answer Autonomous-Relational Self Scale (ARSS). Findings from the current study revealed a five factor model of SSS explains 52,59% of total variance in Explanatory Factor Analysis. The correlations between SSS and autonomous self (r=-.43) and relational self (r=.31) of ARSS were significant. The reliability analyses revealed a score of 0.86 in means of internal consistency of the scale. Test -retest reliability was also significant with a value of r = 0.85; p

ПОСТАТЬ УКРАЇНЦЯ В ПОЛЬСЬКИХ ТВОРАХ І ПОЛЯКА В УКРАЇНСЬКІЙ ЛІТЕРАТУРІ ДРУГОЇ ПОЛОВИНИ ХІХ СТОЛІТТЯ

The article examines the image of the figure of a Ukrainian in Polish literature and the figure of a Pole in Ukrainian literature of the second half of the 19th century. The ethno-image of the Ukrainian and Ukraine, which was fixed in the Polish mentality for quite a long time, is studied, the formation of the national identity of Poles is traced on the example of literary works and literary-critical works. Typological parallels in the works of contemporary poets and writers are traced. Various themes of works in both literatures of the era of romanticism and positivism are analyzed. Changes and mutual influences of both cultures are outlined. Mutual stereotypes and historical background are highlighted. The post-romantic period is, without a doubt, the most difficult to discuss, since it not only encompasses, as already noted, various literary periods and movements, including the dominant one already at the end of the 19th century. in both literatures, the positivist direction, remaining the common denominator of the cultural structure that exists in the context of the entire history of Polish-Ukrainian national-cultural relations. The statement of S. Ulyash, based on the dichotomy of Self (Polish) and Other (Cossack-Ukrainian), was considered, thanks to which the process of awareness of national differences and identification of Self (Polish) in relation to Other (Ukrainian) was consolidated. However, already in the second half of the 19th century, there was a change in the vision of Ukraine. The post-romantic period not only covers different literary eras and movements, in particular the positivist period, but also unites the relationship between the two literatures. The experience gained by positivists was developed and increased in the era of Polish and Ukrainian modernism. It is stated that image of Ukraine at the end of the 19th century. in Polish literature, features of individualization, a vitalistic concept of connection with nature and a tendency to poeticize the Ukrainian folklore tradition, history to a lesser extent. The political and historical factors of that time certainly left an im- print on the apperceptive background regarding the reception of the Ukrainian in Polish literature as the Other in later times.

Constructed Fear of Poverty: The Power of Identity and the Identity of Power Among Youths

While discussing youth, less attention is paid to their fear towards the issue of poverty and how this fear could affect their identity formation. This paper aims to outline how urban youth construct their fear of poverty and how this issue is affecting their identity formation. The research was conducted using both the quantitative and qualitative designs. 720 respondents were involved in the survey. 30 of these respondents were chosen to be involved in three Focus Group Discussion sessions. This study demonstrated that youth’s idea of fear is based on real situations and the ‘possible fear’ is to avoid this threat in the first place. The results identified that economic situation is the main contributing factor for one to be in poverty followed by the lack of education, lack of governmental support and lack of societal support. Finally, this study shows that by identifying this fear, it is hoped that the youths will have stronger confidence in their identity and self in relation to the current world context.

(Dis)Engagement with queer counterpublics: Exploring intimate and family lives in online and offline spaces in China.

There have been ongoing discussions about the ways in which the Internet has created new spaces for sexual minority individuals to meet, communicate, and build their communities in recent decades. Nevertheless, previous studies have paid disproportionate attention to identity politics, civil society, and rights‐based movements. They have largely overlooked other possible forms of, and orientations toward, engagement with cyberspace, particularly those that have emerged and been restricted in non‐Western contexts. This article examines Chinese lesbians' experiences of using cyberspace and the extent to which these experiences help them develop their intimate and family lives. Drawing on interview data and developing a framework that combines queer counterpublics scholarship with insights drawn from the notion of relational selfhood, this study reveals a wide range of personal, familial, and socio‐political motivations for (not) engaging in cyberspace and the mixed feelings of connection and distance experienced by participants. By identifying three forms of (dis)engagement with cyberspace: those demonstrated by ‘pioneers’, ‘skeptics’, and ‘conflicted pragmatists’, this study expands the notion of queer counterpublics beyond its focus on civic and political participation and illustrates the contested and contingent nature of Chinese queer counterpublics. It shows that Chinese lesbians' interactions in cyberspace enable them to explore non‐traditional paths to family formation and motherhood. Meanwhile, these interactions expose them to tensions between the new possibilities revealed by online spaces and established socio‐political and familial norms. I argue that prevailing heterosexual norms, coupled with material concerns and the regulatory power of the family and the state, continue to restrict the transformative potential of cyberspace and push some lesbians to withdraw from cyberspace into themselves and refrain from taking part in collective action. The article concludes with some reflections on queer counterpublics and the complex interplay between online and offline lives in the digital age.

Understanding the self in relation to others: Infants spontaneously map another's face to their own at 16-26 months.

The current study probed whether infants understand themselves in relation to others. Infants aged 16-26 months (n=102) saw their parent wearing a sticker on their forehead or cheek, depending on experimental condition, placed unwitnessed by the child. Infants then received a sticker themselves, and their spontaneous behavior was coded. Regardless of age, from 16 months, all infants who placed the sticker on their cheek or forehead, placed it on the location on their own face matching their parent's placement. This shows that infants as young as 16 months of age have an internal map of their face in relation to others that they can use to guide their behavior. Whether infants placed the sticker on the matching location was related to other measures associated with self-concept development (the use of their own name and mirror self-recognition), indicating that it may reflect a social aspect of children's developing self-concept, namely their understanding of themselves in relation and comparison to others. About half of the infants placed the sticker on themselves, while others put it elsewhere in the surrounding, indicating an additional motivational component to bring about on themselves the state, which they observed on their parent. Together, infants' placement of the sticker in our task suggests an ability to compare, and motivation to align, self and others.

Chinese Self, Australian Other: Chinese as a Foreign Language Teacher Identity Construction in Australian Contexts.

Research in the field of Chinese as a foreign language (CFL) education has been increasing in the past decades. However, the number of studies on CFL teacher identity is limited. To bridge the gap, this study employed a qualitative method to explore Chinese CFL teachers’ identity formation and reformation in Australian contexts. A Chinese-Australian language program was studied to examine the challenges, struggles and developments of Chinese CFL teachers who came to Australia to pursue professional growth. Five Master’s theses and three interview participants were included to paint a picture of how Chinese CFL teachers interact internally and externally with a new environment. Guided by Mead’s theory of self and other, we found that Chinese CFL teachers’ identity formation and reformation in Australian classrooms are deeply influenced by their self-identification and their integration with others in the community. Cultural connectedness is a key for organizational attitudes in the relationship of self and other. Chinese CFL teachers were found lacking the wholeness of self in Australian contexts, which led to obstacles in teacher identity construction. Insufficient communication between self and other resulted in their positioning crisis.

Writing and Constructing the Self in Great Britain in the Long Eighteenth Century, ed. John Baker, Marion Leclair, and Allan Ingram.

<i>Writing and Constructing the Self in Great Britain in the Long Eighteenth Century</i>, ed. John Baker, Marion Leclair, and Allan Ingram.

Glimpses of Comfort: Embroideries of Self in the Imagined Worlds of Kantha Textiles from Late-Colonial Bengal

In this paper I study a set of late-colonial kantha quilts as sites of recuperation. In the first section I situate kantha and its shifting meanings within the wider field of cultural productions in nineteenth-century bengal. I argue that through kantha embroideries upper caste women participated in Hindu cultural nationalism while recuperating a sense of self. I briefly follow speculative trajectories of kantha’s surfaces and contents to further look for the social world of collected kantha makers. I continue to examine kanthas made by elite women as objects of recuperation inflected by women’s authorial voices and everyday gendered negotiations, and as sites of inscribing the self in relation to the sacred. I end the paper with the contention that while some women embroidered im/possible worlds to recuperate from effects of colonialism and patriarchy, others sought comfort in translating emergent ideological underpinnings of the elite class onto the kantha surfaces.

Role of Integrity and Care for in Organization

The purpose is to explore the Role of Integrity and care for in Organization among young adults (25-35 years). The objective of this research work is to know how they incorporate integrity and love towards their organization and to what extent these are important to them for their professional growth. A culture of integrity creates a highly treasured work environment, it impact the quality of commercial governance and it provides a groundwork for solid long-term economic concert. The current conceptualization of integrity, at its core, is the combination of both, consistency in words and actions as well as the adherence to morality and one's values in these actions. Four factors are chosen to get better insight of the above topic. These are as follows: “Integrity”, Love related constructs Self, Trust, Compassion. In the study integrity is considered as a dependent factor and Self, Trust and Compassion as an independent factor. Data collection was collected with the help of structured questionnaire. This research would offer an understanding of the role of integrity and love in organization based on the prevailing factors and eventual outcomes for each factor and would identify the most significant factor. The concept of Integrity and Love in the organizational culture needs to be considered as a significant factor in the overall functioning of an organization to accomplish great results that are effective and efficient workforce, which results in greater productivity and profitability.

What happened to the subject? Mediated anticipation in neural painting

This article presents a phenomenology of artistic painting as an anticipatory process. I propose that the artist seeks to establish a state of equilibrium in a model of self-awareness expressed and represented in a self-constituted physical artefact intended to communicate to others, not representationally but affectively. ‘Neural painting’ is an arts-based research method employing a simple computational model of human aesthetic discrimination to study the creative realization of the artistic image. I use this method to explore the relationship of self and ‘other’ in computationally mediated self-portraiture. I develop an image in an exchange with a neural network by reflecting on its output and inputting autographic modifications to those images, blending visceral gesture with the ‘black box’ of artificial intelligence. Through this deeply personalized and perhaps agonistic interchange between organic self and algorithmic reflection, I seek to expose the tacit mediation implicit in the technical artefact, opening an understanding of the existential relations between natural systems (the artist) and technical entities positioned as collaborators in an anticipatory aesthetics.

The Relationship of Self Regulated Learning with Academic Adjustment of Seventh Grade Santri of Pondok Pesantren

Academic adjustment is an important thing for students, especially seventh graders at Miftahul Ulum Islamic Boarding School, one of the modern-based Islamic boarding schools that combines the national education curriculum and the cottage curriculum. In early adolescence, students have begun to develop cognitive strategies and adjust behavior to the academic environment. The ability of students to regulate cognitive and behavior in learning is called self-regulated learning. The purpose of this study was to determine the relationship between self-regulated learning and the academic adjustment amongst seventh grade students of Miftahul Ulum Islamic Boarding School. The research method used in this research was mixed methods. Quantitative data was collected from 160 students through The Motivated Strategies of Learning Questionnaire Scale (MSLQ) to measure self-regulated learning and Student Adaptation to College Questionnaire (SACQ) to measure academic adjustment. While in the qualitative approach, group interviews students were conducted into three group based on the level of the self-regulated learning group and academic adjustment. The result reveals that there was a significant positive relationship between self-regulated learning and the academic adjustment of seventh grade students at Miftahul Ulum Islamic Boarding School (r = 0,561; p &lt; 0,001) indicating that students who had high self-regulated learning also had high academic adjustment at Miftahul Ulum Islamic Boarding School. The group discussion found interesting results where students who have good motivation, cognitive strategies and learning behavior strategies, then adjust themselves to academic demands at Miftahul Ulum Islamic Boarding School is also good.

Queerness and the Cosmopolitan

ABSTRACT In this article, I read Rashid al-Daif’s and Joachim Helfer’s What Makes a Man? Sex Talk in Beirut and Berlin (2015) as a dialogue on (homo)sexuality discourse within the framework of cosmopolitanism delineated by Kwame Anthony Appiah, in which he calls for the necessity of conversation across national and cultural boundaries in order to enhance our understanding of one another’s differences. I argue that al-Daif’s and Helfer’s cross-cultural exchange can be understood within the lines of negotiating (dis)involvement in the Eurocentric assimilationist project as identified by Joseph Massad. I read What Makes a Man alongside al-Daif’s earlier novel Who’s Afraid of Meryl Streep? (2001) and propose an analytic approach to these texts within the context of literary agitation. My analysis attends to the dynamics of defining self in relation to the other in matters of sexuality and the role of language, translation, and readership. This article suggests that the centrality of gender and (homo)sexuality discourse to the cross-cultural conversation appropriates queerness to local and global readers within humanistic lines of inquiry.

On knowing who you are and who you are from

Engaging with poetic inquiry as a way of being and knowing, the author uses autoethnography and poetry to explore identity and to lay open the ideas of self in relation to culture and biculturalism. In this paper the author explores her immediate Western cultural contextual understandings in relation to the ancestral, historical context that has shaped her, and how these might be revealed in the bicultural context of Aotearoa-New Zealand. The invitation to deepen these understandings begins with her encounters with te Ao Māori. The paper and the poems unfold how mātauranga Māori might foster an expanded horizon such that the author can no longer consider her Pākehā (non-indigenous) ‘self’ an isolated ‘I’, but rather as deeply embedded in the world. The kōrero tracks her shift to consider herself in relationship to her ancestors (whakapapa) and her place(s) in the world (tūrangawaewae) where she is most connected to those ancestors and the earth. Supporting and woven throughout the text is the spine of a poem. Written over the course of a decade the poem, Pepeha, continues to grow and evolve as the writer’s understandings change and develop.

Relationalizing Self Psychology:Commentary on Magid, Fosshage and Shane’s The Emerging Paradigm of Relational Self Psychology: An Historical Perspective

ABSTRACT This commentary aims at reflecting upon and contextualizing the emergence of relational self psychology and considers how it continues to transform our theoretical and clinical landscapes. It underscores, first, the phenomena of self organization and emergence (of new perspectives and sensibilities) witnessed in our field in general, given that the arena of psychoanalytic self psychology has always been a complex system in its own right. It then addresses the concept of the self, which is rendered increasingly ephemeral, fluid, dynamic, and non-entity-like. And finally, it explores the relationalizing of self psychology, including not only accepting the personhood of the analyst and the bidirectionality of the two analytic participants, but relying upon them as central to therapeutic action.

Relational Self Psychology: Could There Be Any Other Kind? A Discussion of Magid, Fosshage & Shane’s Paper, The Emerging Paradigm of Relational Self Psychology: A Historical Perspective

ABSTRACT In this paper I discuss Magid, Fosshage and Shane’s impressive overview of the contributions to Relational Self Psychology in the psychoanalytic literature, contributions they see as having emerged for the most part after Kohut’s death and therefore as having been carried out almost entirely by Kohut’s followers. But while the authors see Kohut’s work as having hewed closely to a one-person psychology, I use my discussion to highlight what I see as the two-person themes in Kohut’s own writings, suggesting that he may have been more relational in his thinking than initially meets the eye.