1,721,225 research outputs found
Beliefs to Behavior or Behavior to Beliefs? On What Makes Intentions Reality
No full textDefined as propositional attitudes and convictions of a truth
of some idea or potential future state (Zalta, 2010), beliefs
are a core aspect of any human being, not only because they
can eventually lead to behaviors, choices, motivational states,
but mainly because they define who we are, stemming from
their etymology: to be1⁄4being a living creature. Beliefs are
an important part of our uniqueness, personality, identity,
and even make life worth living, contributing to our wellbeing
and happiness (Singh, 2023), or instead to ill-being,
distress, self-judgment, depressive or anxious thoughts and
threats (Garrett et al., 2018).
Thus, it is hugely important to understand what links
them to behavior (and in which direction), and what instead
lets them as simply beliefs, contributing to our mood but
not reflecting in action (or in personal awareness). Below I
would provide a few insights (and open questions) by considering
what beliefs are or can be, and mostly from where
they come from, suggesting that behavior also shapes beliefs
and that a circular or spiral model could better explain the
complexity of the interplay between beliefs-intentionsbehavior
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout
No full textThis study examined whether teacher self-compassion can lead to adoption of autonomy supportive and structuring motivating styles rather than de-motivating controlling and chaotic styles. Teacher psychological need satisfaction and burnout were considered as possible mediators. Self-report questionnaires assessing self-compassion, need satisfaction, burnout and use of (de)motivating teaching styles were completed by 318 teachers. The results showed that the more teachers rated themselves as self-compassionate, the higher their need satisfaction, personal accomplishment and use of autonomy-supportive and structuring motivating styles. The higher the teachers’ tendency to self-derogate, the higher their need frustration, burnout and use of controlling and chaotic motivating styles
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown
Full text linkThis correlational study investigated the mediation of emotion regulation and self-compassion in the relationship between teacher need satisfaction/frustration and adoption of (de)motivating styles before and during the COVID-19. Two groups of Italian teachers tested in 2019 (n = 259) and 2020 (n = 233) completed a series of questionnaires. In both times, need satisfaction was positively associated with adoption of motivating styles (bright path), whereas need frustration was associated with demotivating styles (dark path). Before, emotion reappraisal mediated this relationship, whereas self-compassion was the mediating factor during the lockdowns, suggesting that coping mechanisms can differ in stressful circumstances. Theoretical and practical implications are discussed
Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm
No full textTeachers' basic psychological need satisfaction or frustration are associated with their tendency to adopt a motivating or demotivating teaching style. However, the mechanisms underlying these associations remain unclear. This study examined the role played by teachers' experienced and displayed enthusiasm. Three hundred forty-one high school teachers filled in self-report questionnaires to assess basic psychological need satisfaction and frustration, experienced and displayed enthusiasm, and adoption of (de)motivating teaching styles. The results showed that experienced but not displayed enthusiasm mediated the relationship between teachers' need satisfaction and their tendency to adopt autonomy-supportive and structuring styles, and between teachers' need frustration and their tendency to adopt a chaotic style. The discussion focuses on the theoretical and practical implications
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Malleability beliefs shape mathematics-related achievement emotions: The mediating role of emotion regulation in primary school children
No full textAlong the primary school children show a decrease in enjoyment, while anxiety and boredom increase, leading to detrimental effects on performance and wellbeing. This suggests the need to deepen the knowledge of the factors linked with regulation of positive and negative affect. We hypothesized that the more children believe emotions are malleable, the higher is their tendency to regulate them and their enjoyment rather than anxiety or boredom in mathematics. Then, we expected emotions to be related to mathematics-related achievement. We involved 715 second and fourth-graders using self-report questionnaires and a standardized test to assess achievement. The beliefs in the malleability related to emotion regulation, which mediated the associations with achievement emotions; achievement emotions were linked to achievement and mediated the relation between emotion regulation and achievement. We highlight the importance to foster emotion regulation since the primary school, also though shaping the beliefs in the malleability of emotions
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Brief report: Play fighting to curb self-reported aggression in young adolescents
No full textThis study investigated the effects of play fighting on aggressive behaviors. It was hypothesized
that the teaching of play fighting during physical education lessons could
reduce self-reported aggression in a group of adolescents to a greater extent than playing
volleyball (a low physical contact activity). Participants were 210 young adolescents (mean
age 1⁄4 13.27, SD 1⁄4 0.48 years) from 10 classrooms that were randomly assigned to an 8-
lesson play fighting session or to traditional volleyball lessons. They filled in the 12-item
short version of the Aggression Questionnaire (AQ-12) pre- and post-interventions. The
play fighting group showed a significant reduction in all the four subscales of the AQ-12
(Cohen d ranging from 0.61 to 0.67), while participants in the volleyball group did not.
Results suggest that play fighting might provide useful contents in a physical education
curriculum, with possible reduction in aggressive behavior
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