Jurnal STAI Al-Hamidiyah
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Parent-child mismatches in educational aspirations: Prevalence, stability, and convergence over time
No full textLife-course scholarship has documented the important role of educational aspirations in status attainment processes but has also revealed that parent-child mismatches in educational aspirations may negatively affect child development. However, it is unclear how parent-child mismatches in educational aspirations evolve over time. Here, we examine (1) the prevalence of mismatching aspirations across school grades 3–9 (ages 8–15), (2) their stability over time, and (3) whether converging aspirations tend to converge to parents’ or to children’s aspirations. We also investigate (4) whether parent-child mismatches in aspirations depend on the opportunities that a child is afforded in an education system that sorts pupils into distinct tracks, thus shaping educational trajectories and final educational attainment. We use data from two German National Educational Panel Study cohorts (“kindergarten cohort”: N=4,217; “5th grade cohort”: N=3,908). Findings indicate that in school grade 3, 30% of parent-child dyads have mismatching aspirations; this percentage shrinks to 14-22% across grades 4–9. Mismatching aspirations are relatively instable, indeed much less stable over time than matching aspirations. Among younger children, aspirations mostly converge to their parents’ aspirations. Among older children, aspirations tend to converge in both directions. We also find that parent-child mismatches in aspirations vary considerably according to the educational track that the child ends up attending in secondary school. We conclude that parents and children incorporate the educational opportunities afforded to the child into their aspirations; aspiration mismatches evolve over time and as a result of institutional influences
Believe it or not? Investigating the credibility of voice assistants in the context of social roles and relationship types
No full textRecent advancements in artificial intelligence have empowered voice assistants to comprehend user
input and provide contextually relevant responses more effectively. This paper aims to explore people’s relationship with voice assistants, examining factors like the sense of power, control, closeness,
and parasocial relationships, and how relationship types relate to the credibility of voice assistants. To
investigate this, we built on the foundation of interpersonal relationships and applied parasocial relationship theory as a framework for understanding the human–agent relationship. We conducted an
online survey (N¼ 393). Our results show that people mainly perceive their relationship with voice
assistants as either a servant–master relationship, student–teacher relationship, or equal partnership.
This study highlights that voice assistants’ mimicry of human characteristics can make them more
than tools—they can also be perceived as servants, teachers, or equal partners. Notably, a significant
association exists between relationship type and credibility judgments towards voice assistants
DASH-Osteo: A Patient Decision Aid for pharmacological primary prevention of fragility fracture in postmenopausal women
No full textOsteoporosis, a condition characterized by reduced bone mass density, significantly increases the risk of fractures, especially in postmenopausal women. These condition often go undiagnosed until a fracture occur, leading to a substantial decrease in quality of life and high economic costs. Prevention strategies include both non-pharmacological measures (healthy lifestyle, fall prevention, supplementation) and pharmacological measures, with bisphosphonates being the most common drug used for primary prevention. Decision-making regarding these treatments often requires shared decision-making (SDM) between patients and clinicians to align with patient values and preferences. Patient decision aids are essential tools in facilitating this process by providing relevant information and clarifying patient preferences. Despite their proven effectiveness, there is a lack of comprehensive decision aids in Spanish. The Biomedical research institute Sant Pau initiated a project to develop a decision aid for postmenopausal women considering bisphosphonates for primary fracture prevention
Secularism and identity misrecognition (Study 1b)
No full textIn this Study, we aim to test the hypotheses from Study 1a while mobilizing another minority target group : people with sub-Saharan African descent
Emotion Words in Text-Based Therapy
No full textAnalyses for this research are being conducted on existing data from a mental health app (i.e., Talkspace). In line with past work (Nook et al., 2022), this data was split into exploratory (N = 3705) and validation (N = 2485) datasets. Prior to preparing this pre-registration, analyses have been conducted in the exploratory dataset. The goal of this pre-registration is to publicly share our analytic plan and hypotheses prior to attempting to replicate our findings in the validation dataset
A review of the concussion literature supporting the return to physical activity for children aged 3 to 12 years
No full textThe purpose of this scoping review is to determine the extent of and summarize the literature specific to supporting children aged 3 to 12 years in returning to physical activity following concussion
Learning from the input: a corpus-based investigation of Chinese classifiers in children’s books and child-directed speech
No full textIn Mandarin Chinese, numeral classifiers form a grammatical category that is syntactically obligatory when a noun is modified by a numeral or a demonstrative. The appropriate choice of a classifier is associated with the semantic properties of its corresponding noun and is context dependent. Experience with language is needed to learn these patterns, but little is known about how classifiers are structured in children’s language environments. We compared the frequency and distribution of classifier phrases in four corpora: child-directed speech, children’s television shows, children’s books, and adult-directed speech. Classifier usage in children’s books was more diverse than in both child-directed and adult speech. Books contained more specific classifiers that co-occurred with a higher proportion of unique nouns whereas everyday speech relied on more generic classifiers. Books therefore provide access to classifier-noun collocations that are rare in speech. Implications for language development and language processing are discussed
Communication Well-being Theory
No full textRachmad, Yoesoep Edhie. 2022. Communication Well-being Theory. Siracusa Archeologia Libri Internazionali, Edizione Speciale 2022. https://doi.org/10.17605/osf.io/um6et
Introduced by Yoesoep Edhie Rachmad in 2022, Communication Well-being Theory emerges from the need to understand how healthy communication can enhance the well-being of individuals and organizations. In an era of increasing stress and pressure, it is crucial to recognize the role of communication in fostering emotional and psychological health. This theory was developed to provide guidance on leveraging communication to create environments that support mental health and happiness.
Communication Well-being Theory defines well-being communication as the process of exchanging information that supports and enhances an individual's mental, emotional, and social health. The core concept of this theory is that effective communication not only conveys messages but also builds healthy, positive relationships that impact overall well-being. The theory emphasizes the importance of openness, empathy, and emotional support in every interaction.
The theory is based on the phenomenon that poor or negative communication can increase stress, anxiety, and conflict, negatively impacting individual well-being. For instance, in high-pressure work environments, a lack of supportive communication can exacerbate situations and lead to burnout. This phenomenon shows that a healthier communication approach is necessary to improve well-being and productivity. By creating a positive and supportive communication environment, individuals can feel safer, more valued, and motivated.
The working principles of Communication Well-being Theory involve several key steps. First, it is crucial to develop a supportive communication environment where every individual feels safe to speak and be heard. Second, encouraging openness and empathy in every interaction helps build positive and supportive relationships. Third, ensuring that communication leads to solutions and support rather than conflict and stress is essential. The theory also emphasizes the importance of positive and constructive feedback to enhance emotional well-being.
Key indicators of this theory include communication satisfaction levels, emotional well-being, and the quality of interpersonal relationships. Other indicators are the frequency and quality of positive feedback, the level of perceived emotional support, and reduced stress and conflict levels. These indicators can be measured through surveys, interviews, and observations in various contexts. They help evaluate how well healthy communication improves well-being and life quality.
Operational variables of Communication Well-being Theory include measuring the level of emotional support in communication, the quality of interactions, and the effectiveness of strategies used to create well-being communication. These variables can be measured through surveys, self-assessments, and interaction data analysis. This data provides insights into how individuals and organizations promote supportive communication and how interventions can be designed to enhance communication health.
The theory can be applied in various fields such as Human Resource Management (HRM), Psychology, Education, Social Communication, and Health. In HRM, it helps develop training programs that enhance employees' supportive communication skills. In Psychology, it is useful for understanding how supportive communication improves mental health and interpersonal relationships. In Education, the theory supports the development of teaching methods that create a healthy and inclusive learning environment. In Social Communication, it guides strategies to enhance community engagement in dialogues that promote collective well-being. In Health, it aids in designing communication programs between medical professionals and patients to ensure strong emotional support and good relationships.
The success of implementing this theory depends on several key factors. Support from leaders and a culture that promotes healthy communication is vital. Additionally, adequate training and resources to develop skills in supportive communication are crucial. Success is also influenced by the ability to utilize feedback and adjust communication strategies based on the responses and needs of the individuals involved.
Implementing this theory requires a structured and ongoing approach. The first step is to identify needs and barriers in creating supportive communication and develop appropriate programs. Effective strategies include providing training on supportive communication skills, developing policies that encourage openness and empathy, and creating mechanisms for feedback and evaluation. Continuous evaluation and adjustment of strategies based on participant feedback are essential for long-term success.
Challenges in applying this theory include resistance to change, a lack of understanding of the importance of supportive communication, and limited resources to develop and implement supportive communication programs. However, with strong support from leaders and a supportive organizational culture, along with ongoing education, these challenges can be overcome. Success also depends on the ability to create environments that foster engagement and well-being and the ability to manage disruptions and barriers that may arise in the communication process.
Communication Well-being Theory emphasizes the importance of creating supportive communication to achieve effective and positive interactions. This theory provides a comprehensive framework for understanding and facilitating healthy communication across various fields. With proper implementation, this theory can help individuals and organizations improve their ability to communicate supportively, better face challenges, and create a positive impact on performance and well-being.
Table of Contents
Communication Well-being Theory
By Yoesoep Edhie Rachmad
Published by Siracusa Archeologia Libri Internazionali, Edizione Speciale 2022
DOI: https://doi.org/10.17605/osf.io/um6et
________________________________________
Chapter 1: Introduction to Communication Well-being
1.1 Defining Communication Well-being ............. 1
1.2 The Role of Communication in Mental and Emotional Health ............. 12
1.3 Historical Perspectives on Communication and Well-being ............. 26
Chapter 2: The Impact of Communication on Stress and Anxiety
2.1 How Negative Communication Increases Stress ............. 40
2.2 The Psychology Behind Communication and Anxiety ............. 54
2.3 Communication Strategies to Reduce Stress ............. 68
Chapter 3: Building a Supportive Communication Environment
3.1 Creating Safe Spaces for Honest Communication ............. 83
3.2 Encouraging Openness and Trust in Communication ............. 97
3.3 The Role of Empathy in Communication Well-being ............. 110
Chapter 4: Positive Feedback and Constructive Criticism
4.1 The Power of Positive Feedback in Enhancing Well-being ............. 123
4.2 Balancing Constructive Criticism and Emotional Support ............. 137
4.3 Practical Methods for Delivering Feedback Effectively ............. 150
Chapter 5: Communication and Interpersonal Relationships
5.1 Enhancing Personal Relationships Through Supportive Communication ............. 164
5.2 The Role of Communication in Strengthening Workplace Bonds ............. 178
5.3 How Communication Builds Social Well-being in Communities ............. 193
Chapter 6: The Role of Communication in Education
6.1 Creating Healthy Communication Channels in Classrooms ............. 206
6.2 Supporting Student Well-being Through Positive Dialogue ............. 220
6.3 Teacher-Student Interactions and Emotional Health ............. 234
Chapter 7: Communication Well-being in Health
7.1 The Importance of Communication in Patient Care ............. 247
7.2 Enhancing Emotional Support Between Medical Professionals and Patients. 261
7.3 How Communication Improves Health Outcomes ............. 275
Chapter 8: Measuring Communication Well-being
8.1 Key Indicators of Healthy Communication Environments ............. 290
8.2 Tools and Techniques for Assessing Communication Well-being ............. 305
8.3 Using Data to Improve Communication Strategies ............. 319
Chapter 9: Overcoming Barriers to Communication Well-being
9.1 Identifying and Addressing Resistance to Supportive Communication.. 332
9.2 Managing Conflict and Miscommunication in Stressful Situations ............. 346
9.3 Developing Long-term Strategies for Sustainable Well-being Communication 360
________________________________________
Appendices
• Appendix A: Best Practices for Implementing Communication Well-being Programs..... 374
• Appendix B: Case Studies on Communication Well-being in Various Sectors.... 388
• Appendix C: Tools for Enhancing Communication and Emotional Support in the Workplace ............. 402
________________________________________
References ............................................................. 425
Index ..................................................................... 455
Acknowledgments .................................................. 471
AUTHOR PROFILE
In 2016, the author earned the title of Doctor of Humanity, hold a Ph.D. in Information Technology and a DBA in General Management. Since 2016, the author has been teaching at international universities in Malaysia, Singapore, Thailand, and the USA. In 1999, the author founded the Education Training Centre (ETC), an organization dedicated to providing educational services and social support for the underprivileged. This organization offers shelter homes for children in need of a safe place to live and drop-in schools for those who need to continue their education. The ETC is also involved in research aimed at advancing science, which led to the author earning the title of Professor and joining the WPF. Additionally, the author is actively involved in global social development programs through the United Nations. They are a member of the UN Global Compact (id-137635), the UN Global Market (id-709131), and the UN ECOSOC (id-677556). The author has served as a reviewer for several international journals and book chapters, and has written numerous books and articles on a wide range of topics including Philosophy, Economics, Management, Arts and Culture, Anthropology, Law, Psychology, Education, Sociology, Health, Technology, Tourism, and Communication
Recognition Behavior Theory
No full textRachmad, Yoesoep Edhie. 2022. Recognition Behavior Theory. La Rochelle Port Éditions Internationales, Édition Spéciale 2022. https://doi.org/10.17605/osf.io/jmt35
Introduced by Yoesoep Edhie Rachmad in 2022, Recognition Behavior Theory arose from the need to understand the importance of recognition in enhancing individual motivation and performance. In various organizations, whether in the workplace, schools, or communities, recognizing contributions and achievements plays a crucial role in building satisfaction, loyalty, and productivity. This theory was developed to provide guidance on effectively acknowledging positive behaviors and achievements to encourage individual growth and well-being.
Recognition Behavior Theory defines recognition as the process of appreciating or rewarding individuals for their contributions, achievements, or positive behaviors. The fundamental concept of this theory is that timely and consistent recognition can boost self-confidence, motivation, and engagement. The theory emphasizes the importance of sincere, specific, and timely recognition to create a significant positive impact.
The theory is based on the phenomenon that many individuals often feel undervalued for their efforts and contributions, leading to demotivation, decreased performance, and even the desire to leave the organization. For instance, employees who never receive recognition for their hard work may feel unmotivated to continue excelling. This phenomenon highlights that effective recognition can serve as a powerful motivational tool, helping individuals feel appreciated and acknowledged, ultimately enhancing performance and job satisfaction.
The working principles of Recognition Behavior Theory involve several key steps. First, it is essential to identify behaviors and achievements worthy of recognition. Second, recognition should be specific, clear, and timely to ensure individuals understand what is being acknowledged and why. Third, creating a culture that supports recognition where everyone feels valued for their contributions is crucial. The theory also stresses the importance of authenticity in giving recognition to ensure the appreciation feels genuine and meaningful.
Key indicators of this theory include the level of recognition received, the frequency of recognition, and the impact of recognition on individual motivation and performance. Other indicators include job satisfaction, employee engagement, and loyalty to the organization. These indicators can be measured through surveys, interviews, and performance data analysis. They help evaluate the extent to which recognition enhances motivation and performance.
Operational variables of Recognition Behavior Theory include measuring the frequency and quality of recognition given, and the changes in individual motivation and performance after receiving recognition. These variables can be measured through surveys, self-assessments, and performance data analysis. This data provides insights into how recognition influences individual behavior and how interventions can be designed to enhance recognition effectiveness.
The theory can be applied in various fields such as Human Resource Management (HRM), Psychology, Education, Social Communication, and Health. In HRM, it helps develop reward and recognition programs that boost employee motivation and performance. In Psychology, it aids in understanding how recognition affects personal development and emotional well-being. In Education, it supports the development of teaching methods that appreciate student efforts and achievements. In Social Communication, it guides strategies to enhance positive interactions and recognition within the community. In Health, it helps design programs that support recognition for healthcare providers and patients to improve care outcomes and satisfaction.
The success of applying this theory is determined by several key factors. Support from leaders and a recognition-supportive organizational culture are vital. Additionally, adequate training and resources to develop skills in giving recognition are key factors. Success is also influenced by the ability to use recognition in decision-making and strategy development.
Implementing this theory requires a structured and ongoing approach. The first step is to identify the needs and obstacles in giving recognition and develop appropriate programs. Effective strategies include providing training on how to give sincere and specific recognition, developing policies that support a recognition culture, and creating mechanisms for continuous feedback and evaluation. Continuous evaluation and strategy adjustments based on individual feedback are essential for ensuring long-term success.
Challenges in applying this theory include resistance to change, lack of understanding of the importance of recognition, and limited resources for developing and running recognition programs. However, with strong support from leaders and a supportive organizational culture, along with ongoing education, these challenges can be overcome. Success also depends on the ability to create an environment that supports individual engagement and recognition, as well as the ability to manage conflicts and obstacles that may arise in the recognition process.
Recognition Behavior Theory emphasizes the importance of recognition in achieving optimal motivation and performance. The theory provides a comprehensive framework for understanding and facilitating the recognition process across various fields. With proper implementation, this theory can help individuals and organizations enhance their ability to give and receive recognition, better face challenges, and create a positive impact on performance and well-being.
Table of Contents
Recognition Behavior Theory
By Yoesoep Edhie Rachmad
Published by La Rochelle Port Éditions Internationales, Édition Spéciale 2022
DOI: https://doi.org/10.17605/osf.io/jmt35
________________________________________
Chapter 1: Introduction to Recognition Behavior Theory
1.1 Conceptualizing Recognition in Modern Contexts............. 1
1.2 Historical Overview of Recognition Practices............. 12
1.3 The Emergence of Recognition Behavior Theory............. 25
Chapter 2: Defining Recognition and Its Impact
2.1 Recognition: Key Elements and Definitions............. 38
2.2 Psychological Impact of Recognition............. 52
2.3 Recognition as a Motivational Tool............. 64
Chapter 3: The Role of Recognition in Organizational Success
3.1 The Benefits of Recognition in the Workplace............. 78
3.2 Creating a Recognition-Driven Culture............. 92
3.3 Case Studies: Successful Recognition Programs............. 106
Chapter 4: Key Principles of Effective Recognition
4.1 Specificity and Timeliness in Recognition............. 120
4.2 Authenticity in Giving Recognition............. 133
4.3 Balancing Personal and Team Recognition............. 148
Chapter 5: Measuring Recognition and Its Outcomes
5.1 Indicators of Recognition Success............. 163
5.2 Evaluating the Effectiveness of Recognition Programs............. 177
5.3 Linking Recognition to Performance Metrics............. 190
Chapter 6: Recognition in Human Resource Management (HRM)
6.1 Developing Reward and Recognition Systems............. 203
6.2 Enhancing Employee Motivation through Recognition............. 218
6.3 The Role of Leadership in Recognition Initiatives............. 232
Chapter 7: Recognition in Psychology and Personal Development
7.1 The Psychological Effects of Recognition............. 247
7.2 Recognition and Emotional Well-being............. 262
7.3 Building Self-Esteem through Positive Recognition............. 275
Chapter 8: Recognition in Education and Student Success
8.1 Encouraging Student Achievement through Recognition............. 289
8.2 Recognizing Effort: Beyond Academic Scores............. 304
8.3 Developing Recognition-Based Teaching Methods............. 320
Chapter 9: Recognition in Social and Community Engagement
9.1 Promoting Positive Social Interactions............. 336
9.2 Community Recognition Programs and Their Impact............. 349
9.3 Recognition in Volunteerism and Civic Engagement............. 364
Chapter 10: Recognition in Healthcare Settings
10.1 Recognizing Healthcare Providers’ Contributions............. 380
10.2 Recognition for Patients: Encouraging Health Outcomes............. 395
10.3 Designing Patient-Centered Recognition Programs............. 410
________________________________________
Appendices
• Appendix A: Recognition Techniques Across Cultures............. 425
• Appendix B: Sample Recognition Program Templates............. 442
• Appendix C: Evaluation Tools for Recognition Programs............. 460
________________________________________
References ............................................................ 488
Index ................................................................... 505
Acknowledgments ........................................... 530
AUTHOR PROFILE
In 2016, the author earned the title of Doctor of Humanity, hold a Ph.D. in Information Technology and a DBA in General Management. Since 2016, the author has been teaching at international universities in Malaysia, Singapore, Thailand, and the USA. In 1999, the author founded the Education Training Centre (ETC), an organization dedicated to providing educational services and social support for the underprivileged. This organization offers shelter homes for children in need of a safe place to live and drop-in schools for those who need to continue their education. The ETC is also involved in research aimed at advancing science, which led to the author earning the title of Professor and joining the WPF. Additionally, the author is actively involved in global social development programs through the United Nations. They are a member of the UN Global Compact (id-137635), the UN Global Market (id-709131), and the UN ECOSOC (id-677556). The author has served as a reviewer for several international journals and book chapters, and has written numerous books and articles on a wide range of topics including Philosophy, Economics, Management, Arts and Culture, Anthropology, Law, Psychology, Education, Sociology, Health, Technology, Tourism, and Communication
Path Dependence in Research on Collective Memory: Conceptual Exploration and Application Perspectives
No full textThis paper explores the concept of path dependence, which has recently gained prominence in the field of collective memory research. The primary motivation for this study is to shed light on the conceptual use and potential applicability of the path dependence framework in the field of collective memory research. Drawing on the scientific history of the dissemination and diffusion of the path dependence concept across disciplinary boundaries and academic debates, the paper underscores the importance of clarifying its theoretical underpinnings. It also examines the diffusion of the concept and the resulting diversification of its interpretations. Subsequently, the paper explores potential applications in the field of collective memory studies. Additionally, the paper raises critical questions concerning the possible challenges and implications associated with integrating the concept into memory research, particularly in relation to the phenomenon of 'conceptual stretching.