Interaction Styles Research Articles

Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions

The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.

Взаимосвязь индивидуально-личностных стратегий антистарения с биологическим возрастом

<p>The definition of anti-aging is given as a condition that reduces the biological age, improves health or increases life expectancy. Based on the meta-analysis, 13 anti-aging strategies were identified: sports, control, creative, intellectual, subject, altruistic, humor, self-improvement, risk, communication, interaction with nature, achievement, optimism. An empirical study of the effectiveness of these strategies has been carried out. Subjects: persons of retirement age, men — 61—70, women — 56—70 years. The following methods were used: diagnostics of biological age according to Voitenko, questionnaire of personal resources, assessment of individual typological features, correlation analysis. It was found out that the relationship of biological aging with personal resources depends on the socio-demographic characteristics of the individual. Conclusions: to develop an individual-personal anti-aging strategy, it is necessary to take into account the totality of data: gender, age, place of residence, family, children, physique, emotionality, functional asymmetry, interaction style. An effective anti-aging strategy is selected individually for each respondent.</p>

Mobile Devices Interface Adaptivity Using Ontologies

Currently, many mobile devices provide various interaction styles and modes which create complexity in the usage of interfaces. The context offers the information base for the development of Adaptive user interface (AUI) frameworks to overcome the heterogeneity. For this purpose, the ontological modeling has been made for specific context and environment. This type of philosophy states to the relationship among elements (e.g., classes, relations, or capacities etc.) with understandable satisfied representation. The context mechanisms can be examined and understood by any machine or computational framework with these formal definitions expressed in Web ontology language (WOL)/Resource description frame work (RDF). The Protégé is used to create taxonomy in which system is framed based on four contexts such as user, device, task and environment. Some competency questions and use-cases are utilized for knowledge obtaining while the information is refined through the instances of concerned parts of context tree. The consistency of the model has been verified through the reasoning software while SPARQL querying ensured the data availability in the models for defined use-cases. The semantic context model is focused to bring in the usage of adaptive environment. This exploration has finished up with a versatile, scalable and semantically verified context learning system. This model can be mapped to individual User interface (UI) display through smart calculations for versatile UIs.

Smartphone apps for spiritual wellness

Abstract Smartphone applications (apps) to promote wellness constitute a burgeoning industry, part of broader societal developments in “digital wellness.” This paper examines the affordances and interaction styles in a selection of apps that support spiritual wellness, which is a foundational and scarcely acknowledged dimension of wellness. Spiritual wellness itself entails six dimensions: belief in an organizing force, connectedness, faith, compassion, meaning of life, and meaning of death. This paper surveys the smartphone applications currently available that support spiritual wellness and discusses how these apps relate to the six aspects of spiritual wellness, discussing one application in depth for each aspect. In all, the surveyed apps employ a small set of interaction styles, including: timers, notifiers, card decks, and journals. This framework contributes to our understanding of the space of spiritual digital wellness applications. Opportunities for further development and engagement in each aspect are discussed.

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The events after February 24, 2022 showed the extraordinary rise of the fighting spirit of the Security and Defense Forces of Ukraine, the consolidation of all Ukrainian society around this social group and its values for the preservation of Ukrainian society and its way of life. Under such circumstances, the values of servicemen emphasized the function of determining the role of servicemen in society, which contributed to the transition to the level of semantic regulation of the professional activity of servicemen. Translating military values into meaning opens the way to extremely large resources to maintain the professional activity of servicemen. The study showed that the values of the National Guard of Ukraine are an extremely important element in the formation of both individual style of professional activity and group interaction, which, being focused on achieving socially important results, can overcome individual shortcomings, both at the level of individual functioning and at the level of group functioning (based on openness). It is determined that the values ensure the cohesion of the military team and the reliability of its functioning as a whole and its key actors (military leaders), given the specifics of their role in the team (activation, enforcement of orders for sergeants and non-commissioned officers; military staff for officers; responsibility for the consequences of military decisions for senior officers). The unity of values ensures the formation of trust between subordinates and military leaders. The introduction of a formalized code of ethics for servicemen of the National Guard of Ukraine, its study and understanding of the content of generalized military values should allow to form the unity of values in the military teams of the National Guard of Ukraine.

The role of the facilitator in the context of subject-subject pedagogical communication

The article is devoted to the problem of pedagogical facilitation. The dominant role of information technologies, the transition to mixed (face-to-face-distance) learning, the necessity to create a safe educational environment, caused by the full-scale war of russia against Ukraine, determine the urgent need for the teacher to master a new role - the facilitator. It is substantiated that pedagogical facilitation is the effect of pedagogical interaction that occurs in subject-subject communication, the essence of which is to actualize personal creative potential, improve the productivity of interaction by facilitating the process of educational and professional activity. Determinants of the specified process are a special style of interaction, the presence of the teacher's personal qualities that determine the possibility of performing the role of facilitator. It has been proven that the most acceptable professional position of a teacher is a partner position, since it is a position that gives the opportunity to implement the principle of equality (subjectivity). In order to realize the professional role of a teacher-facilitator, it is important to be aware of social expectations: a dignified attitude to the student's personality as the highest value, centering in pedagogical activity on the needs of the student and on the realization of one's own professional need for self-development, self-improvement, establishing harmonious relationships on the basis of morality and spirituality. The content of the activity of a teacher-facilitator is to create a psychological atmosphere, an intellectual field, to observe the activities of students, to model the interaction of students, and to activate their activities. The congruence, acceptance and empathy of the teacher will contribute to the formation of trusting relations between the teacher and the students, which is a guarantee of the opportunity for each partner to manifest his own subjectivity.

Research of motivation as an important component mechanism of personnel management

The article examines the theoretical foundations of the concept of personnel management. Personnel management in the structure of modern management can be characterized as one of the most important parts of this system, since in the organizational plan personnel management covers all employees and all units in the organization responsible for personnel work. The structure of modern management takes into account the interrelationship of individual aspects of personnel management and is expressed in the development of final goals, determination of ways to achieve them, creation of an appropriate management mechanism. Personnel management in the organization management system consists of six elements, which are discussed in the article. Personnel management, as a specific activity, is carried out using various methods (methods) of influencing employees, which are defined in the article. One of the methods of influencing employees is motivation. Motivation, as a basic management function, is related to the process of persuading oneself and others to act by creating motives to achieve personal and organizational goals. Two classes of motives affecting human activity were studied: internal (processual and substantive) and external. The article considers the definition of the concept of motivation, defines the main types of personnel motivations: material and non-material. The main means of material and non-material motivation of employees are considered. Another no less important aspect of employee motivation has been studied, which is the establishment of a dialogue between management and staff. Considered an important element of the dialogue between the leader and subordinates is the so-called negative motivation, or criticism of poorly performed work. It was found that the motivation of the staff has a significant impact on the efficiency of the work of the staff and the efficiency of the enterprise, therefore the chosen motivational program should be based on the analysis of the current situation and the desired style of interaction between subordinates. In the article, it is determined that in order to choose a motivational program, motivational monitoring should be carried out, which would create a new information base for making managerial decisions regarding the motivation of professional activity.

ТЕОРЕТИЧНИЙ АНАЛІЗ ПРОБЛЕМИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ПІЛОТІВ ЦИВІЛЬНОЇ АВІАЦІЇ ДО ВЗАЄМОДІЇ У ВИРОБНИЧО-ТЕХНОЛОГІЧНІЙ ДІЯЛЬНОСТІ

The article conducts a theoretical analysis of the problem of forming the readiness of future civil aviation pilots to interact in production and technological activities and examines the essence of such readiness of future pilots. It was found that the following components can be attributed to the structure of professional interaction of CA pilots: the purpose of communication, the subject of communication, interpersonal contacts, methods of communication (verbal, non-verbal, hardware signals), feedback in communication (verbal and non-verbal signals). The main approaches and characteristics of such interaction are defined. The structure of readiness for interaction and its main components, which reflect the peculiarities of the professional activity of flight crews, are presented. The cognitive component of readiness for interaction includes a certain set of social, communicative, administrative, legal, production-technological and other operations, professional functions and relationships. The operational component of readiness is expressed in the tried and tested strategies and styles of interaction of the crew with the ground services. The emotional and volitional component provides stability and willpower to overcome difficulties in difficult conditions and situations, which will allow to achieve the goal of interaction during professional activity. Key words: future pilots, professional training, interaction, readiness for interaction in production and technological activity, components of readiness for interaction.

Risks for Educators in the Context of Implementing Inclusive Educational Practices: Psychological Safety Aspect

The article presents theoretical analysis and empirical study of the psychological safety of teachers as subjects of an inclusive educational environment. The need to analyze issues related to the psychological safety of subjects of an inclusive educational environment is due to the current state of the socio-cultural and educational situation, uncertainty and difficulties in predicting the development of society, increasing tension in society, increasing the number of children with special educational needs, increasing requirements for representatives of the pedagogical community as a whole and for those who perform their functions in inclusive education, as well as the fact that it is the teacher who is the key figure in creating the psychological safety of students. The phenomenon of psychological security in relation to the teacher of inclusive education is traditionally considered through the prism of risks that may arise in the case of a teacher's unpreparedness for activities in inclusive educational environment; psychological barriers and difficulties encountered by teachers; destructive psychological defenses used by teachers in the exercise of their functions; features of self-esteem, self-acceptance and other professionally significant personal qualities, properties. Recent studies show that the primary importance in creating the psychological security of the educational environment, personal psychological security is the style of interaction of a teacher with students, his willingness to work in an inclusive educational environment, as well as the ability to overcome psychological barriers that arise in the process of implementing inclusive educational practice.

Predictors of Counseling Self-Efficacy: Examining Counselor Trainees' Perception of Supervisory Interaction Style

The present research examined the relationship between perceived supervisory autonomy support and counseling self-efficacy (CSE) of counselor trainees. We explored whether this relationship was mediated by autonomous work motivation using the framework of self-determination theory (SDT; Ryan & Deci, 2017) . Participants were master’s level mental health counseling interns (n = 182) enrolled in field internships. Mediational analyses showed that autonomous work motivation partially mediated the relationship between perceived autonomy support from supervisor and counselor trainees’ CSE. Results underscore the importance of adopting autonomy-supportive styles of clinical supervision for enhancing counselor trainees’ counseling self-efficacy. What is the public significance of this article?: This study suggests that when clinical supervisors provide an environment that supports counselor trainees’ autonomy, trainees experience increased autonomous motivation, which further enhances their counseling self-efficacy.

Parental interaction style, child engagement, and emerging executive function in fetal alcohol spectrum disorders (FASD)

ABSTRACT Children with fetal alcohol spectrum disorders (FASD) are known to experience cognitive and neurobehavioral difficulties, including in areas of executive function and social skills development. Interventions for these challenges have focused on a number of areas, including parent-based training. Despite the general consensus that specific parenting styles consistent with an “authoritative” – warm but firm – parenting approach may influence behavioral self-regulation, it is not known what specific parental interaction styles are associated with child engagement and emerging executive function in this population. The current study used an observation-based behavioral coding scheme during parent–child play interactions and associated parent report-based executive function measures in children with FASD. Here, we demonstrate that parental interaction styles with increased responsive/child-oriented behavior and parental affect are associated with higher levels of child play engagement, while parental interaction that has increased achievement-orientation is associated with higher levels of emerging executive function in children with FASD. These findings help inform future studies on behavioral targets in parent-based training programs and highlight the importance of considering certain parental interaction styles during parent–child play.

Interaction between dislocation loop and [formula omitted] twin boundary in magnesium

In this work, molecular dynamics simulations were employed to investigate the interaction between a {101¯2} twin boundary (TB) and irradiation-induced <c> dislocation loops in magnesium at room temperature. According to the geometry of the Burgers vectors with respect to TB, three sets of partial Burgers vectors can be identified, i.e. 1/6[202¯3]+1/6[2¯023], 1/6[22¯03]+1/6[2¯203] and 1/2[0001]+1/2[0001], which cover all the possible interaction styles between <c> dislocation loop and TB. The simulation results show that, although the partial Burgers vectors are different, the TB is able to always transform all the dislocation loops into glissile <a> dislocation loops in the twin. Therefore, an elimination mechanism of the irradiation-induced defects can be proposed in magnesium, i.e. by interaction with TB. The current work provides new insights into understanding the irradiation effects in magnesium and other hexagonal close-packed metals.

106 How the COVID-19 Pandemic has Changed Departmental Teaching in a Tertiary Hospital

Pressure from the COVID-19 pandemic on healthcare has had a detrimental effect on the delivery of teaching to junior doctors. During a time when teaching is needed more than ever the constraints of a pandemic have made this challenging. Parallel to this patient safety remains a cause for concern in healthcare systems worldwide The aim of the study was to create an educational programme for the acute medical unit to allow flexibility of learning whilst incorporating key lessons from significant incidents.Our initial approach was to gain an understanding of the problem by consulting the multi-disciplinary team. We spoke with a range of healthcare professionals working on the acute medical unit to identify concerns relating to SIs: in particular, the governance lead was key in this. Following this, we consulted junior doctors using questionnaires to explore the challenges they faced working on AMU. The design of the scenarios is based around two SIs per scenario for a total of five scenarios and all scenarios were based around the management of common conditions seen on AMU. We opted for an interactive ward round style teaching with a particular focus on key skills such as prescribing and taking bloods. With the help of our colleagues at Hull Institute of Learning &amp; Simulation (HILS) the scenarios were filmed in 1 day and later edited to produce a short video.We have designed and created a VR360 teaching programme that combines with departmental induction allowing junior doctors to access learning from anywhere in the world and immerse themselves on AMU. Feedback has been positive so far and we hope to expand this simulation-based learning to allow to include additional topics.

Comparing Map Learning between Touchscreen-Based Visual and Haptic Displays: A Behavioral Evaluation with Blind and Sighted Users

The ubiquity of multimodal smart devices affords new opportunities for eyes-free applications for conveying graphical information to both sighted and visually impaired users. Using previously established haptic design guidelines for generic rendering of graphical content on touchscreen interfaces, the current study evaluates the learning and mental representation of digital maps, representing a key real-world translational eyes-free application. Two experiments involving 12 blind participants and 16 sighted participants compared cognitive map development and test performance on a range of spatio-behavioral tasks across three information-matched learning-mode conditions: (1) our prototype vibro-audio map (VAM), (2) traditional hardcopy-tactile maps, and (3) visual maps. Results demonstrated that when perceptual parameters of the stimuli were matched between modalities during haptic and visual map learning, test performance was highly similar (functionally equivalent) between the learning modes and participant groups. These results suggest equivalent cognitive map formation between both blind and sighted users and between maps learned from different sensory inputs, providing compelling evidence supporting the development of amodal spatial representations in the brain. The practical implications of these results include empirical evidence supporting a growing interest in the efficacy of multisensory interfaces as a primary interaction style for people both with and without vision. Findings challenge the long-held assumption that blind people exhibit deficits on global spatial tasks compared to their sighted peers, with results also providing empirical support for the methodological use of sighted participants in studies pertaining to technologies primarily aimed at supporting blind users.

Social Interaction Style in Autism: An Inquiry into Phenomenological Methodology

Abstract Autistic difficulties with social interaction have primarily been understood as expressions of underlying impairment of the ability to ‘mindread.’ Although this understanding of autism and social interaction has raised controversy in the phenomenological community for decades, the phenomenological criticism remains largely on a philosophical level. This article helps fill this gap by discussing how phenomenology can contribute to empirical methodologies for studying social interaction in autism. By drawing on the phenomenology of Maurice Merleau-Ponty and qualitative data from an ongoing study on social interaction in autism, I discuss how qualitative interviews and participant observation can yield phenomenologically salient data on social interaction. Both, I argue, enjoy their phenomenological promise through facilitating attention to the social-spatial-material fields in and through which social interactions and experiences arise. By developing phenomenologically sound approaches to studying social interaction, this article helps resolve the deficiency of knowledge concerning experiential dimensions of social interaction in autism.

Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators

This work aimed to characterize simulated teacher interventions to manage a didactic configuration in which students solve problem situations using an ICT resource. We also aimed to identify patterns of interaction between the teacher and the students that make it possible to characterize styles of interaction and assess both their interactional and their ecological suitability. To do this, we used the tools of the Onto-semiotic Approach to Mathematical Cognition and Instruction to analyze the level of reflection of 102 educators of preservice teachers of mathematics, about hypothetical problem resolutions of their students and the types of interactions simulated by them to manage the students’ learning. The educators were participants of a Teacher Training of the Teacher Specialization in Education and ICT in Argentina. The results show that there are three levels of reflection and four types of interaction (maieutic, falsificationist, dogmatic and paternalistic). We did not find a high interactional suitability in their proposals of dialogues, and participants do not consider aspects of the ecological suitability, such as the adaptation to the official curriculum. We conclude that the type of interventions that teacher educators propose is closely related to their level of reflection about the reasons why their students respond to problems in one manner or another.

Exploring power dynamics and their impact on intraprofessional learning

BackgroundDuring postgraduate training, considerable efforts for intraprofessional education are in place to prepare primary care residents (PC residents) and medical specialty residents (MS residents) for intraprofessional collaboration (intraPC). Power dynamics are inherently present in such hierarchical medical contexts. This affects intraPC (learning). Yet little attention has been paid to factors that impact power dynamics. This study aims to explore power dynamics and their impact on intraPC learning between PC residents and MS residents during hospital placements.MethodsThis study expands on previously published ethnographic research investigating opportunities and barriers for intraPC learning among residents in five Dutch hospitals. We analysed transcripts of observations and in‐depth interviews using template analysis. A critical theory paradigm was employed. Discourse analysis additionally informed the data.ResultsWe defined five interrelated themes that describe characteristics of power dynamics in intraPC learning during hospital placements: beliefs; power distribution; interaction style; subjection; and fearless learning. Power dynamics operate both within and between the themes: power distribution between PC residents, MS residents and MS supervisors seemed to be an attribution affected by underlying beliefs about professional norms or about other professions; beliefs influenced the way PC residents, MS residents and MS supervisors interacted; power distribution based on inequity could lead to subjection of PC residents; power distribution based on equity could lead to fearless learning; and open interactions enabled fearless intraPC learning.ConclusionsPower dynamics have an impact on intraPC learning among residents in hospitals. Constructive power dynamics occur when power distribution is based on equity, combined with sincere open interactions, actively inviting each other into discussions and enlisting the support of MS supervisors to foster fearless learning. This can be achieved by creating awareness of implicit beliefs and making them explicit, recognising interaction that encourages intraPC learning and creating policies that support fearless intraPC learning.

Embodying feminism: Donor demands and bridgework in Cambodian nongovernmental organizations

AbstractThis article illustrates how nongovernmental organization (NGO) workers in developing countries are pressured to present themselves as ideal feminist subjects to international donors. Previous research has highlighted the potential of NGOs to promote and support feminist change, but also the ways in which the agendas of such organizations are shaped by the demands of donors in the global North. Extending the literature on embodiment to investigate NGOs, this article introduces a new aspect of donor demands on NGO work: embodying feminism. Drawing from 30 in‐depth interviews and ethnographic observation in NGOs in Cambodia, I analyze two processes. First, I show how foreign donors demand specific presentations of self from Khmer NGO staff. Second, I analyze the ways in which Khmer employees make sense of these expectations, which require them to change their interaction style, manage their emotions, and transform their esthetic to present themselves as “good feminists” to donors. Documenting an understudied aspect of NGO work, I demonstrate how the visions of feminism and development promoted by international donors make demands on the bodies of Khmer workers.

Ways to learn english idioms through literary works

The article discloses the method of teaching a foreign language - teaching ideomes in the analysis of literary works. Idioms perform a highly communicative task. They are used to exchange opinions, figuratively convey meaning in speech, present speech in an expressive form. The article shows that the historically established limitations in correlating the meanings of phrases retained their influence from time to time. Thanks to these aspects, the language has covered all periods of development and is considered as a product of different periods, but as a whole. Idioms are used in both everyday and business life, both in everyday life and in official style, as well as in scientific and other styles of interaction. To teach English idioms, first of all, when composing teaching materials, teachers must choose literary works themselves and idiomatic expressions in it, both individually and in combination, that are accessible to students. At each new lesson, it is recommended to repeat the previous phrases, and remember in what context they were used. Each lesson, the teacher can include the learned expressions in new messages of his speech, so that there is a constant repetition, phrases heard in the teacher's speech are subconsciously absorbed into the students' memory. Keywords: teaching English, idioms, speech, analysis of literary works, semantic units, artistic creativity &nbsp

The Effect of Interactive Management Style on Academic Adjustment, Math Anxiety and Academic Engagement of Students

The Effect of Interactive Management Style on Academic Adjustment, Math Anxiety and Academic Engagement of Students