Journal articles on the topic 'Motivation (Psychology) – Botswana – Case studies'

Purpose The purpose of this paper is to explore the factors that may be related to a career choice in the public vs the private sector in a developing African country. Design/methodology/approach Using a sample of graduate management students, the authors tested reward preferences and altruism, elements of public service motivation, on their generalizability to a developing country in Africa. The authors also examine the role of career attitudes, individual personality factors, and cultural values on a career choice in public service. Findings The authors find that not all the factors associated with the choice of sector (public or private) found in previous studies apply in the Botswana context. Research limitations/implications Perry and Wise (1990) developed the concept of public service motivation to explain why individuals may be motivated to serve the public. However, two of the factors associated with public service, intrinsic motivation, and altruism, were not predictive of a career choice in the public sector in Botswana, and thus may limit its generalizability outside of western developed countries. Practical implications In Botswana and other developing economies, government jobs are considered to provide lucrative and stable employment, and attract educated citizens regardless of motivations. However, as the private-for-profit sector is emerging, these countries could soon be facing serious competition for top university students, and will need to develop a strategy for attracting the best talents to choose employment in the public sector over career options in the private sector. Originality/value The present study seeks to further the understanding on how individuals make a career choice between public vs private sector management in a developing country.

This study investigates the career development process for young women with learning disabilities. Case study methodology was utilized to understand the key elements influencing career choices for young women with learning disabilities who had graduated from high school and entered the workforce. Case study findings revealed three distinct phases of career development that were labeled (a) unsettled, (b) exploratory, and (c) focused. Phases of career development varied along two dimensions—stability of employment and clarity of career goals. Key elements that seemed to influence the phases of career development included individual motivation and personal determination, family support and advocacy, opportunities for career exploration, on-the-job or postsecondary vocational training, and supportive work environments.

In this paper, I describe some of the history of work on human reasoning done by philosophers and experimental psychologists. This particular interdisciplinary work is interesting because it shows the ways that interdisciplinary research can solidify pervasive preconceptions in a particular field. Work in experimental psychology has shown that certain normative systems fail to model reasoning in natural language contexts. Thus, I will argue, philosophers could instead take this psychological research as motivation to amend these normative models or radically change our ideas about how these models are applied to reasoning in natural language.

As an interdisciplinary science, SLA studies are receptive to ideas formulated in other disciplines. Although the relevance of psychology for SLA is often underestimated, its influence has recently grown with the advent of neurosciences and the increased interest in learner variables. One f concept from psychology that is potentially interesting is theories of the self, some of which have recently been adapted into research on foreign language learner motivation. In this article, we examine two particular psychological concepts (possible selves and self-discrepancy) as sources of an influential L2 motivation model – Dörnyei’s L2 Motivational Self System – which is very little debated in French SLA literature. We outline the main points of the three theories, analyse them and try to assess the adaptation process. As in any case of transfer between disciplines, the source theories are altered, but the result has proven a meaningful and enriching addition to studies of L2 motivation.

In the 21st century, people have to cope with continuous change and it is important that people could learn through-out their lives. To gain knowledge successfully throughout the lifetime, personality development psychology, personal needs and education motivation are seen as the more significant features. In order to identify the different age adults learning needs and motivation to learn, and to identify the learning characteristics, the article summarizes a number of case studies - situation analysis, which were done in the framework of Nordplus Adult Education Development project "How to challenge adults to teach adults".

“Persons in the shadows” may substantially affect how an individual acquires expertise, through, for example, guiding deliberate practice. In the domain of popular music, such persons in the shadows might be peers, parents and teachers. Little research exists on how individuals perceive the impact of persons in the shadows on expertise development, particularly in fields like popular music. This study investigates the perceived impact exerted by peers, parents and teachers on the expertise development of guitarists in the domain of popular music. Interviews were used to investigate nine case studies of guitarists with different expertise levels (experts, sub-experts, amateurs). The main focus was on the roles of “persons in the shadows” concerning practising, learning and motivation. The results show that experts differ from sub-experts and amateurs in the perception of support from persons in the shadows. In particular, peers and the formation of bands were thought of having a strong effect on practising, learning and motivation. The impact of parents and teachers on the expertise development in guitar playing was perceived as more ambiguous, and they were deemed as less important by the expert group.

This study attempted to understand how a group of black youth in South Africa who experienced poverty achieved academic success and demonstrated a resilient trajectory. Through a qualitative research design that included ethnographic interviewing, case studies and observation, an insider's perspective was gained. This method was chosen for its ability to generate rich descriptive accounts and use multiple data sources. The results of this study indicated that this group of black students who achieved academic success in South Africa was high achieving, had strong initiative and motivation, was goal orientated and experienced the self as having agency. The atmosphere in the family, usually characterised by strong support also influenced a resilient response. Relationships with teachers, role models and supportive community members were viewed as protective factors. The findings of this research are helpful for educators; in the formulation of child and family policy, and for future comparative studies.

AbstractAddress inversion occurs in many languages of the world and involves figurative use of kinship terms in the “reversed” meaning. In pragmatically defined contexts, a son can be called ‘daddy’, a daughter ‘mummy’, etc. The article explains general cognitive mechanisms underlying this widespread linguistic behavior, drawing parallels to other strategies based on opposition and used to express positive emotions. A detailed case study of Swahili will demonstrate that the phenomenon of address inversion is best understood, when a cognitive analysis takes into account a full sociolinguistic and cultural context. In addition, variation observed in Swahili usage patterns of address inversion provides insights into paths of semantic change which some kinship terms have undergone evolving into general words of endearment or discourse markers. The article contributes to cognitive linguistic research on emotions and words of endearment, and to studies on polysemy of kinship terms. The results shed light on general issues of language-culture interface and sociolinguistic contexts of semantic change.

AbstractThe purpose of this paper is to sketch an anthropology for political studies. Political science relies extensively on behavioral models borrowed from economics (taking human action to be rational and self-interested), sociology (explaining behavior in terms of norm-abidance and conformity), or even psychology (seeing actors as being motivated by their emotions, neurosis etc.). Strikingly, political science has not endeavored to develop an anthropology for its own purposes. Does it mean that there are no motivational structures that are distinctively relevant to political action? The paper argues that this is not the case. In fact, there is a distinctive conception of a human actor present in political science, even if implicitly, i.e., the conception of an actor who aims at what she perceives to be the common good, and guides her behavior along the lines of collective rationality. The paper aims at providing the first steps towards laying the theoretical and empirical foundations of such a model.

The present study aims to clarify the role of different emotions for children’s prosocial behaviour on the basis of a motivation-theoretical approach. Specifically, the functions of empathy and distress with respect to prosocial behaviour were investigated in two different experimental situations. Five-year-old girls ( N = 50) participated in two observation studies. In study 1 the girls were randomly assigned: (a) to a nondistraction condition by experiencing another person’s misfortune ( N = 13); or (b) to a distraction condition by inducing achievement motivation. In study 2 the girls ( N = 25) underwent the same procedure as in the nondistraction condition in order to check the cross-validation of the variables measured. The girls’ videotaped nonverbal reactions (quality of facial expression and focus of attention) as well as the intensity of helping were analysed. The cross-validation was successful. The two experimental conditions did not differ with respect to empathy, distress, and helping. However, the relation between empathy and distress pointed at different directions with regard to the results of the two experimental groups. Furthermore, the positive effect of empathy as well as the negative effect of distress on prosocial behaviour were eliminated in case of the distraction situation. The measures on focus of attention supplemented the understanding of these different reactions in the two experimental conditions. The results are discussed in a motivation-theoretical framework by taking into account processes of emotion regulation.

Relational closeness has been positively associated with relationship quality and mental health; however, desire for closeness and intimacy in a relationship may also motivate sexual risk-taking, that is, forgoing condom use. This study examined the impact of desiring more closeness with a primary partner (i.e., motivation for reducing closeness discrepancies) on HIV prevention behavior. Using pre-exposure prophylaxis (PrEP) as a case study, we examined the extent to which closeness discrepancies motivate behavioral intentions (Study 1) and actual behavior (Study 2). In both studies, desiring more closeness and believing that condoms interfere with intimacy were independently positively associated with PrEP adoption. Understanding the relational needs for closeness and intimacy in motivating prevention behavior is critical for social psychology, relationship science, and public health efforts to improve sexual health.

The present study demonstrates the utility of information derived from the Rorschach Comprehensive System (CS) in treatment planning for alcohol-dependent patients through two clinical cases. These case studies were selected because they clearly demonstrate the complex relationship between alcohol addiction, clinical syndromes, and personality. Both patients were women. The assessment took place on the third week of an inpatient alcohol rehabilitation program. The referral questions included (1) the magnitude of the emotional distress, (2) the motivation to change, and (3) the adequacy of their interpersonal style with our outpatient group treatment lasting 12 weeks. Each patient was assessed on the MINI, the SCID-II, the MMPI-2, and the Rorschach CS. Rorschach findings completed the information obtained by the clinical interview, the structured interviews, and the self-report inventory by generating hypotheses about clinical diagnoses, the role of alcohol, motivation for change, treatment targets, patients’ strengths and interpersonal style, as well as the potential obstacles for treatment and therapeutic relationship. Specific treatment plans and pertinent techniques for therapy were ascertained for each patient.

Abstract The National Cancer Institute established a dissemination and implementation accelerator program called Speeding Research-tested INTerventions (SPRINT) in order to expedite the translation of behavioral research into practice. The goal of SPRINT is to introduce researchers to a new method for moving their research into practice in order to increase the real-world impact of their evidence-based interventions. The goal of this article is to present case studies on three teams that have completed the SPRINT program to date. Each case study provides a description of the intervention the team came into the program with, the team’s motivation for participating in the SPRINT program, the team’s experience in the program, lessons learned from “customer discovery” interviews conducted by the team during the course, and the team’s future plans for their intervention. The case studies suggest that by focusing on behavioral researchers, SPRINT addresses an unmet need in the commercialization training space; that the definition of “success” can vary across SPRINT projects; that identifying and engaging “payors” for behavioral interventions is an ongoing challenge; and that there are potential “misalignments” between the research process and market demands. Overall, these examples show that customer discovery is a potentially useful method for making interventions more responsive to the needs of stakeholders, and that researchers can benefit from learning the “language” of business and working with individuals who have business experience before trying to move their research from the lab to the real world.

Purpose – Offenders with a learning disability present with greater clinical need than those without a learning disability. However, for this client group, access to and engagement with psychological and criminogenic interventions are often limited. The purpose of this paper is to discuss a potentially useful approach to this issue. Design/methodology/approach – A single case study design was used to evaluate an introductory group programme, delivered over 12 weekly sessions, in a forensic learning disability service. Semi-structured interviews were used alongside psychometric measures, which were completed prior to, and following completion of, the group, in order to assess the individual's experience of the group, their emotional understanding and difficulties, and readiness to change. Findings – Readiness to change and emotional understanding improved following completion of the programme. Self-reported emotional difficulties showed improvement, although not all staff reports corroborated this. Notably, the service user reported a positive experience, with increased confidence and motivation to attend further groups. Research limitations/implications – Generalisation from the results of single case studies is limited. Although results suggest that motivation to engage further has increased, more research is required to assess whether this impacts on actual ability to engage. Practical implications – Offering an introductory programme prior to further, more criminogenically focused intervention may be more effective than offering these interventions as the first stage of treatment. Originality/value – An introductory group programme may be potentially helpful in providing the foundation knowledge, confidence and motivation necessary to attend further intervention focusing on criminogenic need for offenders with a learning disability.

Previous theorizing and research has linked exposure to counter-stereotypical diversity (e.g., an Oxford-educated bricklayer) to enhanced cognitive performance and creativity. However, it is unclear whether people’s motivation to cognitively engage with the counter-stereotypical information (i.e., need for cognition [NFC]) influences this effect. Across three experiments ( N = 887) we found consistent support for the idea that exposure to counter-stereotypes (CSTs) promotes cognitive reflection for people low in NFC ( d+ = .34). In contrast, people high in NFC showed decreased cognitive reflection after being exposed to CSTs ( d+ = −.18), although the evidence for the latter effect was weak. These findings suggest that exposure to CSTs can promote cognitive reflection unless people have a strong desire to understand and predict outcomes and events, in which case exposure to CSTs may backfire. Taken together, we conclude that motivation to engage in cognitive activity may be an important consideration for research and interventions involving social and cultural diversity.

Purpose Collaborative goal setting is at the heart of person-centered rehabilitation but can be challenging, particularly in the area of aphasia. The purpose of this clinical focus article is to present a step-by-step model for forming a collaborative partnership with clients to develop an intervention plan that follows the client's lead, addresses communicative participation, and integrates multiple treatment strategies. Method We introduce the rationale and core features of a 4-step and 4-pronged process (the FOURC model) and illustrate its application through 3 cases of people with aphasia who were treated in outpatient rehabilitation. Conclusions The model invites client initiative in a clinically feasible manner while supporting the clinician's role in guiding the intervention based on professional expertise and growing familiarity with the case. Outcomes observed in case studies include strengthened motivation and improved real-life communication.

AbstractJudgments of the rationality of beliefs must take the costs of acquiring and possessing beliefs into consideration. In that case, certain false beliefs, especially those that are associated with the benefits of a cohesive community, can be seen to be useful for an agent and perhaps instrumentally rational to hold. A distinction should be made between excusable misbeliefs, which a rational agent should tolerate, and misbeliefs that are defensible in their own right because they confer benefits on the agent. Likely candidates for such misbeliefs are to be found in the realm of nationalism and religion, where the possession costs of true beliefs are high, and where collective beliefs in falsehoods may allow for a cohesive community. We discuss the paradoxes of reflective awareness involved in the idea of deliberately embracing falsehoods. More rigorous, fully reflective concepts of rationality would still disallow false beliefs, but such demanding versions of rationality would commit agents to pay large costs, thereby weakening the motivation for acquiring true beliefs.

This study used thematic analysis to gain a better understanding of the experiences of individuals who reported late recovery from stuttering. Using a semistructured interview, 6 adults who reported recovering from stuttering after the age of 10 were asked to relate their recovery stories, with particular emphasis on their perceptions of factors responsible for the recovery process. The interviews were parsed into information-rich quotations that were ultimately placed into thematic categories. Three thematic categories appeared to capture the majority of the recovery attributions: (a) increased confidence; (b) increased motivation, expressed as a desire to make positive changes in speech; and (c) direct speech changes. Narrative case studies were subsequently developed to illustrate the 3 different "pathways to recovery" that were described by our participants.

AbstractObjectives:Features of gambling, particularly among young people have changed over the past decade and, while there are no data from Ireland, there are suggestions from those working in the field that pathological gambling is increasing among adolescents. Relatively little is known about the effective treatment of pathological gambling in adolescents. This paper aims to review research in cognitive behavioural treatments with a view to their application in adolescents. Research among adolescence is given prominence when this is available.Methods:The methodology comprised a literature search of Medline, Psycinfo, and EMBASE databases, using the search terms: ‘cognitive behavioural therapy’; ‘gambling; ‘psychology’; ‘epidemiology’; ‘adolescent’; ‘motivation’; ‘effectiveness’; ‘outcome’; ‘relapse’; and ‘internet’. In addition, a hand search ofClinical Psychological Reviews, Journal of Gambling Studies, Addiction, Psychology of Addictive Behaviors, and International Gambling Studies(1997-2007) was performed.Results:A total of 23 studies comprising various cognitive and behavioural approaches were identified, all but three of them confined to adult subjects. Study methodology and quality varied greatly, with many case studies or small case series, and only three randomised control trials. None used an intention-to-treat analysis, and there was little long-term follow-up. Almost ail indicated, with more or less evidence, that cognitive behavioural strategies might be beneficial.Conclusions:Many varieties and modifications of cognitive behavioural therapy have been applied to pathological gambling, though there are few studies of any psychological treatments for adolescent gamblers. Methodological problems surround much of the research. Notwithstanding these reservations cognitive behavioural approaches seem to offer promise in managing this serious problem.

Purpose – Emotional intelligence abilities of university teachers are more likely to establish suitable emotional teaching and learning environments through their teaching practice, thus promoting learning motivation and engagement among students. Despite the emphasis on the importance of teachers’ emotional intelligence abilities in teaching, it continues to be under-acknowledged and underdeveloped. This is evidenced in a few studies reported on the relationship between emotional intelligence and teaching practice particularly in higher education. Guided by the Four-Branch Emotional Intelligence Ability Model, this study aimed to explore the integration of emotional intelligence in teaching practice among university teachers in higher education. Method – A qualitative design of a descriptive case study was applied on 10 university teachers recruited through purposeful sampling. The data gathered from semi-structured interviews conducted with the university teachers was analyzed through five phases of analysis namely; raw categorization of individual interviewees, group categorization of interviewees, raw key points, refined key points and themes. The credibility and trustworthiness of the data were achieved through prolonged engagement, member check, and interrater reliability. Results – Seven themes namely implementation of structured teaching flow, empathetic pedagogical approach, fostering student learning engagement, consideration of students’ emotions, reflection of university teachers’ characteristics, mutual teaching and learning sessions and meaningful learning sessions were generated. Significance – The study demonstrated the importance of developing emotional intelligence abilities among university teachers as these abilities directly influence teaching and learning processes. In fact, these abilities are subconsciously embedded and demonstrated through teaching practice. Thus training on emotional intelligence needs to be developed by including it as one of the competencies required for university teachers.

Gesture in political oratory and debate is renowned for its nonreferential indexical functions, for the way it purportedly can indicate qualities of speaker and materialize acts of persuasion — functions famously addressed in Quintilian’s classic writings but understudied today. I revisit this problematic through a case study of precision-grip (especially thumb to tip of forefinger) in Barack Obama’s debate performances (2004–2008). Cospeech gesture can index valorized attributes of speaker — not directly but through orders of semiotic motivation. In terms of first-order indexicality, precision-grip highlights discourse in respect of information structure, indicating focus. In debate, precision grip has undergone a degree of conventionalization and has reemerged as a second-order pragmatic resource for performatively “making a ‘sharp’, effective point.” Repetitions and parallelisms of precision grip in debate can, in turn, exhibit speaker-attributes, such as being argumentatively ‘sharp’, and from there may even partake in candidate branding.

Few studies have been done to examine the relationships between students’ goal orientations (or achievement motivation) and their learning strategies with case studies. This study examined how five educational psychology students’ goal orientations would influence their learning strategies with a semi-structured interview method. The results showed that all students who used complex, multidimensional goal orientations also used versatile learning strategies depending on their specific needs in class. The findings showed that some exhibited goal orientations (mastery/performance) and other unusual goal orientations, were inconsistent with the extant literature. These dimensions were not clear-cut as in other quantitative methods. With regards to learning strategies, the common learning strategies were seeking help and rehearsal learning strategies. Students altered their learning strategies to their perceived optimal learning strategies based on their learning experiences in the past. The implication for classroom practice was that instructors could incorporate different tasks and assignments in order to motivate, encourage students’ use of multiple learning strategies and goal orientations.

Based on kin selection theory, amounts of grandparental investment should reflect the probability to share common genes with offspring. Adoption may represent a special case, however, yet grandparental investment in adopted children has previously been both theoretically misconstrued and little investigated. Here, we study for the first time how grandparental childcare provision is distributed between biological, adopted, and step-offspring. Using Generations and Gender Surveys ( n = 15,168 adult child–grandmother and 12,193 adult child–grandfather dyads) and the Survey of Health, Ageing, and Retirement in Europe ( n = 17,233 grandmother–adult child and 13,000 grandfather–adult child dyads), we find that grandparents were less likely to provide care to stepchildren than to adopted and biological children, but no difference between adopted and biological children. These findings were present in both data sets and for both grandmothers and grandfathers, after several potentially confounding factors were taken into account. The stepchild disadvantage is in line with kin selection theory. The congruent amounts of care provided to adopted and biological children may reflect similar levels of adult–child attachment, selection effects, and greater need in adoptive families, as well as some degree of genetical relatedness in the case of kin adoption. The study provides new evidence of biased kin investments in contemporary societies and stresses the importance of psychological motivation and attachment in evolutionary studies of kin investment.

AbstractThe low level of physical activity amongst Poles is not only a social problem, but also a big challenge for commercial organizations. The aim of the thesis was to determine indicating factors influencing the maximum price that students are prone to pay for physical activity. The research was based on the opinions of 398 respondents (students from Krakow’s academies). A Chi-square test of independence was used to compare the distribution of the observed variables with their theoretical distribution.The test results show that the maximum price that students are prone to pay for a single admission ticket and for a monthly pass for participating in physical activity is correlated with the price of complementary goods, participation in free and paid kinesthetic forms of recreation, and their main subject of study. In the case of the decision to purchase monthly passes (as opposed to a ticket for single admission), the student’s income and motivation to exercise are also important. On the other hand, declarative price is not influenced by the gender and former sports activity of interviewees.

Abstract Drawing upon corpus analyses of recurrent gestures, a pragmatics perspective on gestural meaning and conventionalization will be developed. Gesture pragmatics is considered in terms of usage-based, embodied and interactively emerging meaning. The article brings together cognitive linguistic, cognitive semiotic and interactional perspectives on meaning making. How the interrelation between different types of context (interactional, semantic/pragmatic/syntactic, distribution across a corpus) with the embodied motivation of kinesic forms in actions and movement experiences of the body might play out in the process of conventionalization is illustrated by discussing three recurrent gestures: the Palm-Up-Open-Hand, the Holding Away, and the Cyclic gesture. By merging conventional and idiosyncratic elements recurrent gestures occupy a place between spontaneously created (singular) gestures and emblems as fully conventionalized gestural expressions on a continuum of increasing conventionalization (cf. Kendon’s continuum: McNeill, 1992, 2000). Recurrent gestures are an interesting case to study how processes of conventionalization may involve emergent de-compositions of gestural movements into smaller concomitant Gestalts (cf. Kendon, 2004, Chapters 15 & 16). They are particularly revealing in showing how those de-compositional processes are grounded experientially in contexts-of-use and remain grounded in conventionalized, yet still embodied, experiential frames.

Purpose – This study lies within “classical discourse” (Getz, 2010) within festival studies as its context is firmly situated within cultural anthropology and sociology. Unlike previous studies this research is unique in that it integrates social cognitive theory (SCT) which is usually found in psychology discourses. The purpose of this paper is to propose how the Motivation-Opportunity-Ability (MOA) model would benefit from integrating self and group efficacy theory. It achieves this by building on previous analysis of primary data collected in the field at the Utcazene, Street Music Festival, Veszprem, Hungary, (Jepson et al., 2013) using an adapted MOA model. Design/methodology/approach – This paper analyses previous studies which have tested the MOA model through primary data collection. Following this analysis best practice is and similarities are identified through discussion; then a case is then made to adapt the model to integrate and test Bandura's (1986) concept of self-efficacy based on the benefits it could provide to future research within community festivals and events. Findings – This paper has been framed by initial research by Jepson et al. (2013) and Hung et al. (2011) which after analysis revealed that the MOA model was still lacking in its ability to reveal “why” local people were motivated or empowered to engage in the planning of community festivals and events. It has become evident through discussion that measuring self-efficacy has much to contribute in regards to community engagement in the event planning process; moreover there is strong evidence to support its inclusion within the MOA model. It could be used to further inform on the synergy within and between the three disciplines underpinning the model such as the relationship between knowledge, opportunity and ability, as well as reveal new ones between self-efficacy and knowledge, opportunity and ability. Research limitations/implications – This is a conceptual paper and therefore is based on theoretical discussion but not on empirical data collected in the field of event studies. Originality/value – Very few studies have engaged measurement of community participation within festivals and events. This study is original as it is interdisciplinary and investigates the concerns the roles local community take (as stakeholders), meanings (how local community culture is represented within the festival) and impacts (internal and external festival impacts and how these effect the local community) through established planning frameworks and SCT.

AbstractThis book critically examines Freud's own detailed arguments for his major explanatory and therapeutic principles, the current neorevisionist versions of psychoanalysis, and the hermeneuticists' reconstruction of Freud's theory and therapy as an alternative to what they claim was a “scientistic” misconstrual of the psychoanalytic enterprise. The clinical case for Freud's cornerstone theory of repression – the claim that psychic conflict plays a causal role in producing neuroses, dreams, and bungled actions – turns out to be ill-founded for two main reasons: (a) Even if clinical data were valid, the method of free association has failed to support the psychoanalytic theory of unconscious motivation; (b) Clinical data tend in any case to be artifacts of the analyst's self-fulfilling expectations, thus losing much of their evidential value. The hypothesis that psychoanalytic treatment is in reality a placebo poses a serious challenge to the assumption that insight is a key causal factor when therapy is successful. This challenge has yet to be met by psychoanalysts. Similar conclusions undermine the neorevisionist versions of psychoanalysis. The most influential hermeneuticists, on the other hand, are shown to have imposed an alien philosophy on psychoanalysis, partly through their reliance on gross misconceptions of the natural sciences. Karl Popper's criticism of the Freudian corpus as empirically untestable has misjudged its evidential weaknesses, which are more subtle. If there exists empirical evidence for the principal psychoanalytic doctrines, it cannot be obtained without well-designed extraclinical studies of a kind that have for the most part yet to be attempted.

Abstract This case study investigates the affective governing of young unemployed people, and it concludes that getting money in the Danish welfare state comes with an “affective price”. In the quest for a job, unemployed people have been increasingly responsibilized in order to live up to the ideal of the active jobseeker. Consequently, when faced with unemployment, they are encouraged to work harder on themselves and their motivation. Based on an interview study with young unemployed people (N=39) and field observations made at employment fund agencies in Denmark (2014–15), I explore how young unemployed people are governed by and through their emotions. By supplementing governmentality studies (Foucault et al. 1988, 2010) with the concept of “affective economy” from Ahmed (2014), I discuss how young unemployed people who receive money from the Danish state are placed in a situation of debt. The paper unfolds how this debt becomes visible as the unemployed people often describe feeling under suspicion for not doing enough, for not being motivated enough. Through an abundance of (pro) activity, they have to prove the suspicion of being lazy wrong, and through managing themselves as active jobseekers, they earn the right to get money from the state. Here motivation, passion and empowerment are key currencies. I discuss the intricate interplay between monetary and affective currencies as well as political implications in the context of the Danish welfare. The article contributes by making visible the importance of taking affective matters into account when investigating the complex relationship between politics and psychology.

AbstractQuality of life (QOL) is associated with factors such as health, physical functioning, life satisfaction, a sense of happiness, and others. In case of disabled people, much attention is paid to their QOL rather than only the improvement of physiological variables. In a group of blind and visually impaired people, the effect of physical activity (PA) on the socialization process, the ability to explore own personality traits, developing creativity, and more motivation and desire to overcome the difficulties associated with visual impairment were observed. The study involved 53 people: visually impaired (NT) sedentary lifestyle people (n=18; 51±12 years) and visually impaired tandem cycling athletes (N) (n=17; 42±13 years). Properly sighted people (P) (n=18; 38±12 years) were partners in tandem with visually impaired athletes. To determine the level of PA, the International Physical Activity Questionnaire (IPAQ) was used. The WHO-Quality of Life (WHO-QOL-BREF), the National Eye Institute 25-item Visual Functioning Questionnaire (NEI VFQ-25, version 2000), and the Retina AMD Poland Association questionnaire were used to assess QOL. In visually impaired athletes, significantly greater PA with moderate intensity, moving by bike, and energy expenditure for vigorous recreational exercise and sport in leisuretime was found. Sedentary lifestyle people mainly participated in moderate physical activity around the house. Significant greater satisfaction with health was observed in the case of visually impaired athletes in comparison with NT. All disabled groups rarely had negative feelings such as despair, depression, and anxiety. Moderate correlations between variables according to physical activity and quality of life in all participants were observed. The meaningfulness of life and life satisfaction also depended on cycling training and moderate physical activity around the house. The obtained data indicate that all available forms of regular PA in visually impaired people could have a beneficial effect on their quality of life.

Purpose – This paper aims to use goal-setting theory to explain the transfer of knowledge and skills between master of business administration (MBA) and the workplace. Design/methodology/approach – Data were obtained by an online survey of MBA students enrolled in at four US graduate business schools. These were a public and private institution in the Northeast region, a private sectarian institution in the Midwest region and a private institution in the Pacific region. All students worked while attending the university. The sampling frame consisted of each school’s MBA enrollees. Questionnaires were distributed to a random cross-section of part-time students at each graduate school of business representative of returned by 144 students. The profiles of responders were consistent with parameters for the entire MBA student population. Findings – The research shows that multiple goals of reciprocal knowledge and skills transfer may be in harmony and mutually reinforcing. In principle, each goal is more likely to be attained with greater economy of effort than might be surmised. Additionally, the same forces may act similarly to facilitate attainment of two well-integrated goals, in this case transfer between MBA studies and work, as well as between work and MBA studies. Research limitations/implications – The present study involved participants from part-time public and private MBA granting institutions in the USA. The study tested and extended goal-setting theory and introduced the innovative concept of reciprocal transfer. Future studies should seek to generalize the findings to a broader population of part-time MBA students, especially from other nations. Despite its strengths, the findings of this study need to be interpreted in the perspective of some limitations. The current study did not measure transfer climates in either the organization or university settings. Transfer climates undoubtedly have an important bearing on transfer outcomes. Practical implications – Review of the present study suggests that a positive MBA environment is needed to influence motivation to learn and perceptions of the MBA program’s utility, thereby promoting transfer of knowledge and skills to MBA studies from the workplace. A supportive work-to-MBA-studies transfer climate will lead to more active learning of course content that has greater relevance for achieving career goals. Potentially generalizable from the organizational transfer climate literature (Rouiller and Goldstein 1990; Rouiller and Goldstein 1993), positive transfer from work to MBA studies will occur when appropriate situational cues and consequences are present in the program. Social implications – A constructive implication suggested by the findings of this study would be the intervention and transfer management by educators to structure and strengthen the university transfer climate of their part-time MBA programs. Traditionally, the concept of transfer climate has been primarily applied to employee workplace training activity and job performance. The university culture of the MBA student might emphasize and reward continuous learning from workplace experiences. Opportunities at the university should be provided for the exercise of newly acquired workplace skills that reinforce MBA learning experiences. Originality/value – This is the first study that shows how learning goals and performance goals are integrated in the context of a new concept, i.e. reciprocal transfer of knowledge and skills between MBA and workplace settings. It also demonstrates, for the first time, the impact of learning and motivation for MBA studies and perceived utility of MBA program on the extent of transfer of learning and skills from the workplace to the university setting.

Currently, a wide range of papers have been conducted in the field of L2 learners’ vocabulary problems and difficulty in academic written texts; commonly, L1 processing routine over L2 learning brought problems in maintaining vocabulary fluency in academic writing for non-native speakers of English. The establishment of an initial form-meaning link should be regarded as early steps of vocabulary learning. The study investigates major problems of Kurdish learners of English Language in homogenous classes regarding the fluency use of vocabulary in their writings. Besides all those studies which have been carried out in the specified field; however, still, less progress can be seen, and still, students face obstacles when it comes to vocabulary fluency in English taught program.The study was conducted on Kurdish university students (n=33). English department of Charmo University was selected as the setting for the study. Moreover, 30 students who participated in the questionnaire were equally divided on both genders. Later, few students, in the range of 3, were tested from the same department. Though tests were considered as the main criteria for finding out students’ major problems in writing and especially vocabulary fluency, whenever the students were put in the position of the test, outer factors will take the bigger slice and main piece of the puzzle. Several essay writings were collected from them and different problems were carried out through those feedbacks that were given by the assigned program.As it can be seen in the discussion section personal desires and interest on the aforementioned language is not to the degree that they can improve their abilities; besides, each of culture, society, and family awareness plays a crucial part in common sense. Moreover, Sociology and psychology of the student, as each of culture, religion, gender differences, male dominance, and family motivation, have vital roles and effects on their use of low efficiency and contextually low frequent vocabulary when they compose in English.

In the last 10 years sport psychology expanded its applicability in a variety of fields which have helped to address some of the challenges related to high level performance and sport competition. When we talk about performance in its wider sense, sport psychology is able to help develop a better understanding on how strategies can be adopted in improving general human performance levels. This includes increasing the knowledge of key concepts such as motivation, self-confidence and resilience. Furthermore performance in its wider sense helps in the understanding of the impact of stress and arousal and how these can affect both positively and negatively performance levels including appreciating individual differences as well as dynamics between groups of individuals. In this paper performance rather than solely be related to the field of competitive or professional sport has been discussed in people with ASCs and aims to explore how by adopting a positive psychological model in the formulation of individual assessments and subsequent interventions have led to improvement in individual skills, participation, engagement and ultimately quality of life. Positive psychological principles, such as the role of wellbeing and wellness, the PERMA Model has increased our understanding of human potentials, performance and wellbeing. The aim of this paper is to present and reflect on the applicability and benefits of adopting sport psychology models, the PERMA model and positive psychological principles in special education and care settings with the presentation and discussion of their theoretical and some practical implementation in two case studies.

Purpose – The purpose of this paper is to apply the Developmental Model of Vocational Excellence (DMVE) in the domain of air traffic control and to describe the characteristics and predictors related to air traffic controllers’ (ATCO) vocational expertise and excellence. Based on DMVE, the study analyses the role of natural abilities (gifts), intrinsic characteristics (self-regulatory abilities) and extrinsic conditions (domain and non-domain specific factors) in ATCOs’ vocational development. Design/methodology/approach – The target population of the multiple case study consisted of ATCOs in Finland (N = 300), of which 28 were interviewed. The interviewees represented four different airports. Initially, three key personnel interviews were conducted to validate the structured theme interview instrument that was subsequently used for the 28 interviews. The data set also included the ATCOs’ aptitude test scores and training records. Employee assessments were used to determine their on-the-job performance level (expertise vs excellence). The research questions were examined using theoretical concept analysis. The qualitative data analysis was conducted with content analysis and Bayesian classification modelling. Findings – The findings indicate that cognitive skills, self-reflection, volition and goal-orientation are considered to be ATCOs’ most important vocational characteristics in addition to interpersonal, intrapersonal and spatial skills. The main differences between the ATCOs representing vocational expertise and those representing vocational excellence were related to self-regulation; motivation and volition in particular proved to be somewhat stronger in the latter group. Research limitations/implications – It was acknowledged that there are limitations in the present study. First, the four airports were not selected randomly. Although they represent different types of airports (and ATCO job profiles) in Finland quite well, future studies should include comparative aspect to airports in other countries. Second, the number of participants (N = 28) in the study was quite small, limiting generalization of the results to the target population (N = 300). Future research on this domain should be extended to include also quantitative measurements, allowing more generalizable results. Third, although the analysis for the research question 3 was based on a technique that is not sensitive to missing values (BCM), missing data in ATCOs’ aptitude test scores, training records and employee assessments added uncertainty to the results. Practical implications – ATCOs’ highly controlled and pre-defined work presents a challenge to work motivation, which is seen as one of the determining factors in safety in air traffic controlling (ATC). In the future, more emphasis should be placed on the prerequisites of professional development such as leadership (human resource management, feedback, employees’ opportunity to influence), working environment (physical and social environment), educational possibilities and career progression, as well as professional benefits (salary and working hours). Originality/value – Although ATC is a fairly studied topic since 1970s, most studies related to ATCOs have concentrated on training, learning on the job, cognitive capacity and processing and stress tolerance. This study extends the emerging research in the field on self-regulation by adopting DMVE to investigate its role, alongside natural abilities and domain and non-domain specific factors, to vocational talent development in different skill acquisition stages.

A mere two years ago International Sports Studies was celebrating its fortieth anniversary. At that time, at the beginning of 2018, your editor was able to reflect on the journey of our professional association – the International Society for Comparative Physical Education and Sport (ISCPES). It started with a small, cohesive, and optimistic group of physical education scholars from Europe and North America interested in working across boundaries and exploring new international horizons. The group that met in Borovets in 2017 on the eve of the society’s fortieth anniversary, represented a wider range of origins. They were also more circumspect, tempered by their experience in what had become, four decades later, a very much more complex competitive and fragmented professional environment. Such a comparison seems almost to have reflected a common journey, from the hope and optimism of youth to entry into the challenges and responsibilities of mid adulthood. Yet from the perspective of contemporary history, these last four decades seem generally to be viewed as having been a time of unbroken human progress. Certainly, this is a defensible view when we use technological and economic progress as the criterion. The nation of Indonesia provides an excellent example of progress by these measures. The world’s 10th largest economy in terms of purchasing power parity, and a member of the G-20. Furthermore, Indonesia has made enormous gains in poverty reduction, cutting the poverty rate by more than half since 1999, to 9.78% in 2020. Prior to the COVID-19 crisis, Indonesia was able to maintain a consistent economic growth, recently qualifying the country to reach upper middle-income status. The World Bank (www.worldbank.org/en/country/indonesia/overview) Indeed, when we look at the economic growth charts of the world over the last century, without exception they resemble a J curve with growth over the last half century being particularly rapid. But, from time to time, we need to be reminded that human existence is rather like a coin. Looking at the top side provides one picture but then, when we turn the coin over, a totally different view presents itself. From time to time, pictures find their way to our television screens that remind us that real challenges of poverty are still faced by many today. Similarly, though we have talked about seventyfive years of peace, the other side of the coin reveals that around the globe armed conflict has continued remorselessly since the official ending of World War II in September 2nd 1945. A visit to Wikipedia and its list of ongoing conflicts in the world will inform the casual reader, that in the current or past calendar year there have been over 10,000 deaths related to four major wars – in Afghanistan, the Yemen, Syria and Mexico. In addition, eleven wars, eighteen ‘minor conflicts’ and fifteen ‘skirmishes’ have added to death and misery for many around the world. I make these points in case those of us who are fortunate enough to live in relatively stable, safe and prosperous environments, might be tempted to become complacent and forget how much always needs to be done to increase the welfare of our brothers and sisters throughout the world. Humankind’s end of decade report needs to remind us that, if our progress has generally been steady, there remains area where we still need to improve. Further we need to remember that wealth and material prosperity are not the sole criteria for human well-being and happiness. Quality of life needs to be measured by much more than Gross Domestic Product alone. Such thoughts now seem to be suddenly highlighted, as we move into another new decade. For virtually worldwide, it seems to as if the coin has suddenly been flipped. In 2018 we were looking forward with different expectations to those that we now have since the start of 2020. At a time when the world has never been more interconnected, we have been forcibly reminded that with that connectedness comes a level of risk. There is a belief by some, that interconnectedness provides some sort of protection against war and conflict and that trade relationships provide a rationale for peaceful cooperation between the peoples of the world. However, it is that very interconnectedness that today leaves us at greater risk to the ravages of the latest pandemic to strike the world. Countries that have managed the CoVid19 virus most successfully, have been those like New Zealand that have isolated themselves from others and restricted movements and interactions both across and within borders. Consequently, people in many different settings find themselves in lockdown and working from home. This sudden restriction on interactions and movement, has provided a unique opportunity for reflection by many. Stepping back from the frantic pace of twenty first century lifestyle, though it has inevitably caused much concern economically for many, has given others a chance to rediscover simpler pleasures of previous ages. Pleasures such as the unhurried company of family and friends and the chance to replace crowded commuting with leisurely walks around the local neighbourhood. So, it has been that a number of voices have been pointing to this as a unique opportunity to re-set our careers and our lifestyles. With this comes a chance to re-examine core values and in particular question some of the drivers behind the endlessly busy and often frentic approach to life that characterises our modern fast changing world, with its ceaseless demand for us all to ‘keep up’ and ‘get ahead’. It is then in a spirit of reset that I am pleased to introduce International Sports Studies’ first special supplement. We take very seriously our mission of connecting physical education and sport professionals around the world. It has made us very conscious of the dangers of adopting a view on the world that is centred in the familiar and our own back yards. Yet we all tend to slip into a view of life that seems to be driven and reinforced by the big media and the loudest voices in an interconnected world. Individuals chasing the dream of celebrity are easily recognisable from New Delhi to Anchorage or from Nairobi to Sapporo. We seem forced to listen to them and their ideas even when we wish to disassociate from them. In sport too it seems that in all corners of the world, the superstars of football Messi, Ronaldo, Pogba, Bale are known wherever the game is played. News and influence too often seem to flow from the places where these same celebrities of screen and sporting fields are based. It is the streets and recreation areas of Hollywood, Madrid and Turin, all comparatively restricted areas of the globe, which are continuously brought to us all by the ubiquitous screens. Some of the latest figures from the ITU, the Telecommunication Development Sector a specialised United Nations agency, have estimated that at the end of 2019, 53.6 per cent of the global population, or 4.1 billion people, were using the Internet (ITU, 2020). It is a figure that continues to increase steadily as does the stretch of its influence. The motivation behind this supplement focusing on studies in physical education and sport within Indonesia, can be found in the origins of comparative physical education and sport study. We can all learn by comparison with others and their approaches to both similar and unique problems and challenges. It does not however always make sense to limit ourselves to matching our situations with others for the sole purpose of making scholarly comparisons. Often it makes more sense simply to visit colleagues in another setting and examine in some depth their concerns and practices. Such studies are called area studies and they involve illuminating what is occurring in different settings in order to increase our own understanding and awareness. Indonesia provides a special and important starting point for just such a study. Located off the coast of mainland Southeast Asia in the Indian and Pacific oceans, it is an archipelago that lies across the Equator and spans a distance equivalent to one-eighth of the Earth’s circumference. It is the world’s fourth largest country in terms of population (Legge, 2020). It is a nation that appears modest in its demeanour and that of its people yet has much to offer the rest of us, especially in terms of our common professional interest. The purpose of volume 42e is to offer an opportunity for our colleagues in Indonesia to speak to the global community and for the global community to learn a little more about the work of their colleagues in Indonesia. It is the first of what is intended to be a series within the tradition of comparative studies. It has been a great pleasure and privilege to work with a special editorial team from Indonesia in this project. Their details are briefly provided below. I commend to you the work of this representative group of physical education and sports scholars. I invite you to join us in lifting our heads above our own parapets and resetting our own perspectives by reaching out and listening to a wider circle of colleagues from around the world. We may not be able to travel to meet each other at this time but we can still interact and share, as our responsibility as academics and professionals requires us to do. John Saunders Brisbane, November 2020 References ITU (2020) Statistics. Accessed from https://www.itu.int/en/ITU-D/Statistics? Legge, J. D. (2020) Indonesia. Chicago: Encyclopedia Britannica. Accessed from https://www.britannica.com/place/Indonesia

It is my immense pleasure to share with you the first 2021 issue of Studies in Second Language Learning and Teaching. It brings together five papers reporting the findings of empirical studies as well as two reviews of very recent publications. The issue opens with the contribution by Mariusz Kruk, Mirosław Pawlak, and Joanna Zawodniak, who investigate changes in the levels of boredom experienced by 13 Polish university students majoring in English during four EFL classes as well as factors responsible for such fluctuations. Multiple sources of data were applied which included boredom-grids, where participants indicated the intensity of this negative emotion on a 7-point Likert scale at 5-minute intervals, class evaluation forms, narratives, semi-structured interviews with four students after each class, and lesson plans. A combination of quantitative and qualitative analysis demonstrated that boredom was indeed subject to between- and within-class variation, which resulted from various constellations of variables, with repetitiveness, monotony and predictability playing a key role. In the second paper, Xiaowan Yang and Mark Wyatt report a qualitative case study which examined teachers’ beliefs about learners’ motivation and their own motivational practices, and the actions they actually took in this respect in the classroom in the context of teaching English for Specific Purposes (ESP) in China. The analysis of the data collected from three university-level teachers of business English by means of pre-observation interviews, in-class observations and stimulated recall interviews yielded evidence for tensions between participants’ cognitions and practices they engaged in, showing that such mismatches negatively affect their self-determination. The existence of this cognitive disharmony is attributed to scarce opportunities for professional development, outdated knowledge about motivation and cultural influences. The theme of ESP also features in the following paper by Cailing Lu, Frank Boers and Averil Coxhead, who explored understanding of technical terms included in a list of technical words related to Traditional Chinese Medicine (TCM) with the aim of determining which of these terms should be emphasized during instruction. The requisite data were collected by means of a word association task, drawing on Read’s (1998) Word Association Test, as well as retrospective interviews from 21 BA students in China and New Zealand. The analysis showed that although the students manifested good understanding of the targeted items, especially high-frequency ones, some Chinese participants experienced difficulty understanding mid- and low-frequency words. By contrast, the Western learners mainly struggled with Chinese loan words, but their comprehension was not impacted by cultural differences. In the fourth paper, Bryła-Cruz reports the findings of a study which looked into the role of gender in the perception of English segments by Polish learners of English as a foreign language. The data were collected from 40 male and 40 female secondary school students who were asked to indicate the sound they heard in 20 sentences containing minimal pairs. The differences between males and females failed to reach statistical significance for most targeted segments and while the hierarchy of perceptual difficulty was not identical for both groups, it was similar, which suggests that differences between the sound systems of the first and second language might trump the mediating role of gender. In the final paper, Jesús Izquierdo, Silvia Patricia Aquino Zúñiga, and Verónica García Martínez shift the focus to the context of foreign language education in rural schools in southeast Mexico, zooming in on the challenges faced by generalist teachers, or non-language specialists, tasked with the job of teaching English. The data were collected by means of questionnaires administered to 155 such teachers in 17 schools and semi-structured interviews with those who manifested the greatest involvement in professional development. Using frequency analysis and categorical aggregation, the researchers show that generalist teachers are confronted with a wide array of problems related to their professional preparation, instructional techniques used as well as the sociocultural realities of L2 instruction in rural communities. In addition, only a few teachers are prepared to develop professionally, relying instead on limited strategies that help them combat the challenges they encounter. The issue also includes two book reviews by Jarosław Krajka and Mirosław Pawlak. The first book deals with the assessment of English proficiency among young learners while the second is devoted to research into learning and teacher psychology from the perspective of complex dynamic systems theory (Larsen-Freeman & Cameron, 2007). I am hopeful that all the contributions will provide food for thought to our readers and inspire them to further disentangle the intricacies of second language learning and teaching.

A review of: Line, Maurice B. “The Information Uses and Needs of Social Scientists: An Overview of INFROSS.” Aslib Proceedings 23.8 (1971): 412-34. Rpt. in Lines of Thought: Selected Papers. Ed. L.J. Anthony. London: Bingley, 1988. 45-66. Objective – The study reported in this article was conceived in order to answer a question of very large scope: What are the information systems and services requirements of social scientists? Inherent in this question was the correlative question: How do social scientists tend to use such systems and services, and what resources and information access approaches do they by choice employ? The choice for such an approach was well-considered, given that 1) there were at the time almost no research results available in this area; 2) the investigators feared that approaches developed earlier for the natural sciences and technology would be uncritically adopted for the social sciences as well; and 3) “the social science information system was developing anyway, and if it was to develop in appropriate ways, some guidance had to be provided quickly” (412). The Investigation into Information Requirements of the Social Sciences (INFROSS) project team believed that there was “no point” (412) in embarking first on a series of more narrowly focused studies. The express intention was to derive findings that would be usable “for the improvement of information systems, or for the design of new ones” (414). For more on the project's conceptual underpinnings, see Line’s “Information Requirements.” Design – Exploratory study employing both quantitative and qualitative approaches over a period of three and a half years, beginning in the autumn of 1967. Setting – The whole of the United Kingdom. The project was funded by that country’s Office for Scientific and Technical Information (OSTI), which had been established in 1965. Subjects – Almost 1,100 randomly selected academic social science researchers, plus a substantial number of government social science researchers and social science “practitioners” (“college of education lecturers, schoolteachers, and individuals in social work and welfare” [413]). For the purposes of the study, the social sciences included anthropology, economics, education, geography, political science, psychology and sociology, but numerous historians and statisticians ultimately participated. Methods – Three methods were employed: surveys, interviews, and direct observation. A “very long” (413) questionnaire was sent to 2,602 of the identified ca. 9,100 social science researchers in the United Kingdom, with 1,089 (41.8%) completed questionnaires returned. Two pilots were conducted with the questionnaire before a definitive version was finalized for the study. Seventy-five interviews were conducted (individually or in groups) with researchers, some of whom had received but not responded to the questionnaire, and some of whom were not included in the questionnaire sample. The interviews with non-responding persons in the sample were for purposes of determining “whether they were non-typical” (413). Fifty additional interviews were conducted (individually or in groups) with practitioners. Day-to-day observation of a small number of social scientists was undertaken in the context of a two and a half year-long experimental information service at Bath University – the first time any UK university had employed information officers for the social sciences. Main results – The results showed a pronounced perception among social scientists that informal “methods of locating references to relevant published information” (416-8, 426-7, 431) are more useful than formal methods (such as consulting the library catalogue, searching library shelves, or searching in indexing and abstracting publications), and an even more pronounced inclination to actually use such informal methods – something of a revelation at the time. Less than one sixth of all sociologists, for example, made use of Sociological Abstracts. On both counts, “consulting librarian” (418) scored worse than all the other ten options. Forty-eight percent of respondents never did it, and only 8% perceived it as a “very useful” (418) method. Nonetheless, 88% of respondents were in principle prepared to delegate at least some of their literature searching, and approximately 45% all of it, “to a hypothetical information officer” (425). More than 75% of the experimental service clients also responded affirmatively to the question: “Should a social science information officer be a high priority,” given limited available resources? (Line, Cunningham, and Evans 73-5). Most subjects found, in any case, that their major “information problems” (427-8) lay not in discovering what relevant documents might exist, but rather in actually getting their hands on them. In only around 20% of the cases were they ultimately successful in doing so. The younger the researcher, the greater the dissatisfaction with her/his own institution’s collection. This study also revealed that academic social scientists drew little distinction between information needs for their research and those for their teaching. There was one social science discipline which clearly stood out from the rest: psychology. Psychologists were the heaviest users of abstracting and indexing (A&I) publications, as well as of the journal literature, published conference proceedings, and research reports. They were also the least tolerant of time lags in the A&I services’ coverage of new publications. Further significant findings were: • A librarian’s way of categorizing research materials was not very meaningful to the researchers themselves. • A&I services were generally used more often for ‘keeping up’ than for retrospective searching. • Consultation with librarians was more common in the less scholarly and more intimate college environment than at research institutions. • A large percentage found library cataloguing insufficiently detailed. The same was true for book indexes. • There was considerable enthusiasm for the idea of a citation index for the social sciences. (N.B.: the SSCI began publication two years after the appearance of this article.) • Among informal methods of scholarly communication and information transfer, conferences (to the investigators’ surprise) rated remarkably low. • Researchers with large personal collections made more use of the library and its services than those with small collections. • Social scientists had little interest in non-English-language materials. Line speaks of “a serious foreign language problem” (424). The INFROSS study produced an enormous amount of data. Only 384 of the computer tables produced were made available in 4 separate reports to OSTI. Only 3 tables, 2 of which were abbreviated, appeared in this article. The further raw data were available on request. Conclusion – Line himself was exceedingly cautious in drawing explicit positive conclusions from the INFROSS results. He even stated that, “No major patterns were detected which could be of use for information system design purposes” (430). He was freer with his negative and provisional assessments. Two years earlier he had written: “It still remains to be established that there is an information problem in the social sciences, or that, if there is, it is of any magnitude” (“Information Requirements” 3). However, it was now clear to Line that information services and systems for the social scientist were indeed quite inadequate, and that (potential) users were not satisfied. He was, furthermore, prepared to go out on a limb with the following assertions and inferences: 1) It was a great strength of INFROSS that it had – in marked contrast to previous science user studies – generated “a mass of comparable [his italics] data within a very broad field, so that every finding can be related to other findings” (430). 2) There are discernable – and exploitable – differences in the information needs and use patterns among the different social science disciplines (which he often also refers to as the different “subjects”). 3) INFROSS had likewise made more evident the nature of similarities across disciplines. 4) There is indeed, from an information/library perspective, a continuum from the ‘harder’ to the ‘softer’ social sciences. 5) Social scientists showed too little awareness, made too little use, and even displayed “insufficient motivation” (431) to make use of available information systems/services. He elsewhere (“Secondary Services” 269, 272) characterizes them as “remarkably complacent,” “even apathetic.” 6) There is good reason to doubt the wisdom of libraries’ investing in user education, since it is bound to have little effect (for further discussion of this matter, one can consult his “The Case for” 385-6 and “Ignoring the User” 86). 7) User-friendly systems amount inevitably to underdeveloped and ineffective systems – and therefore “personal intermediaries,” in sufficient numbers, will remain essential if we wish to offer social scientists really good information services (426, 431). Line believed that INFROSS was only a beginning, and he had already, even before writing this article, begun follow-up research aimed at attaining results really of use for information system design purposes (e.g., the DISISS project). He complained many years later, however, that all this research “indicated means of improvement, but led to no action” (“Social Science Information” 131). In any case, “Bath” (the common shorthand subsequently used to refer to all this research) became, and has remained, the starting point for all subsequent discussions of social science information problems. Several years ago, there was a well-argued international call for “a new and updated version of the INFROSS study” – with an eye to finally using the findings for practical purposes, and aiming “to extend and follow up the research agenda set by the original study” (Janes “Time to Take”).

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.

This study identified the process of interaction between students’ motivation and characteristics of two physics teachers: one who exhibited effective physics teacher characteristics frequently and one who exhibited the characteristics rarely. The two case teachers were selected to predict contrasting and comparable results. The data gathered from the semi-structured interviews, follow-up interviews, direct observation, video recordings, and field notes were analyzed both by single case and by cross-case analysis to strengthen the findings from two case teachers. Findings indicated that teachers’ characteristics like enthusiasm and giving examples from daily life increased students’ motivation by increasing their attention and willingness to participate in the classroom discussion. Even though a teacher frequently exhibited the effective characteristics by providing every opportunity for their learning, students wanted a classroom environment where they could stay calm and be more passive. The students did not like to be constantly forced by the teacher to share their views. In the lesson of a teacher who rarely exhibited the effective characteristics, students demanded a classroom environment where they could be more active. The students were not satisfied when their teacher avoided asking questions or had difficulty in solving the problems. Students, in general, resisted the teacher’s behaviors or characteristics when the teachers exhibited inconsistent behaviors.

Studies have mainly focused on strategies to motivate teachers or the student-teacher motivation relationships rather than teacher demotivation in the English as a foreign language (EFL) teaching process, whereas no data have been found on the factors that cause teacher demotivation in the Turkish EFL teaching contexts at the elementary education level. Thus, this study aims to investigate the demotivating factors in EFL teaching at the elementary level. The study was designed as a qualitative case study, and involved face-to-face conversations, MSN talks and a diary maintained by the subject for data collection. The results showed that the problems were related to the teaching profession, curriculum, working conditions, students and their parents, colleagues and school administrators, and physical conditions.

Classroom management (CM) is one of the most important issues in education and this research was aimed at understanding the classroom management problems and the coping strategies of Indonesian Islamic Boarding schools’ [hereinafter-termed pesantren] with the uniqueness of their system from the perspectives of the English teachers. Specifically, the purpose of this qualitative case study was to explore English as a foreign language (EFL) classroom management (CM) problems and the coping strategies of Indonesian Islamic boarding schools’ teachers. The data were collected through semi-structured interviews, focus group discussions (FGD), and observation with eight English teachers working in the three pesantren. We organized our analysis and discussion around their perspectives and the contexts in which the classroom management problems and the coping strategies they encountered emerged. Seven major themes emerged, which were (1) challenged by students’ participation and motivation, (2) managing students’ behaviors: between punishment and encouragement, (3) dealing with three languages in the classroom, (4) teachers’ performance as a source of challenges in CM, (5) teachers’ discipline: rule breaking due to lower salary, (6) non major English teachers, but forced to teach English, (7) struggling with time management, and (8) struggling to manage large classes.

This ethnographic-case study explored the beliefs, context factors, and practices of three middle school exemplary teachers that led to a technology-enriched curriculum. Findings suggest that these middle school teachers believe technology is a tool that adds value to lessons and to students learning and motivation. Due to a personal interest in technology, these teachers are self-taught and apply for grants to acquire new hardware and software. They receive support for release time to continue with ongoing professional development, which has helped to change their teaching strategies from teacher-centered to student-centered. They are not afraid to take risk using trial and error, flexible planning, project-based lessons, varying roles, varying grouping, and providing multiple activities in their classroom practices.

Commercial video games are popular entertainment media and part of students’ media reality. While commercial video games’ main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students’ reflection processes using commercial video games in regular formal high school teaching. In a double lesson, 29 students of a 10th-grade biology course (Study 1) and 17 students of a 12th-grade advanced course on history (Study 2) played and discussed a commercial video game related to the current curricular topic. We examined the reflection processes of students in terms of their reactions to the teachers’ game-related statements and questions. Regarding teachers’ statements, students discussed several topics related to game enjoyment and the games’ representation of topic-related content. Regarding teachers’ questions, students discussed multiple goals in each game, how the games represented topic-related content, and how the games could be appropriate for learning. In Study 2, students additionally discussed emotions, stereotypes, violence, and the narrative related to the digital history game. We found that the discussions provided students opportunities to reflect on their game experiences and the current curricular topic as well as to practice media criticism. We further provide quantitative results on students’ perceived topic knowledge, on several facets of their learning motivation, and on their acceptance of video games. Overall, our findings illustrate the educational value of using commercial video games as objects of reflection.

In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.

Case studies were conducted on eight serial killers in India who were inmates in central prisons of Kerala and Tamil Nadu. The study is a pioneering one on serial killers in the locale of the study. All available information about the lives of offenders were collected through multiple sources, including in-depth interviews with serial killers in the prisons, interviews of relatives of the killers, surviving victims, Investigators, crime scene studies, etc. The collected data have been chronologically arranged to construct biographies of the offenders. The rich biographies were carefully analyzed to construct an inclusive motivation model that can explain the process of individuals evolving into serial killers from a life-course approach. The motivation in each of the eight cases was explained with the proposed motivation model. The constructed motivation model is unique from the existing models, which were mostly rigid and, therefore, not applicable to cases outside the studies. The model proposes three critical determinants for explaining the evolution of a person into a serial killer, “nature,” “Deep Resting Life Factor,” and “key Incidents.” The study found a relatively short incident named “trigger” in the lives of six serial killers, which played a significant role in bringing out the dormant killer instinct and push the subjects toward the first murder. The comparative analysis of the motivation in different cases revealed that though there were recurring factors in the lives of serial killers, their interactions were more important than standalone factors. The study also found that there are no predetermined recipes for the making of a killer like some past researchers claimed.

The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines and courses and were familiar with using technology in the classroom. Using qualitative content analysis, the data from in-depth interviews, questionnaires and researcher reflective journal entries were analyzed. The findings indicate that faculty are convinced of the benefits of technology and its potential impact on student success. However, their choices are influenced by those tools that align with their pedagogical beliefs and have a foundation in learning theory, that are easy to learn, and that demonstrate increased student engagement and motivation. This study contributes to the current gap in research related to low technology adoption rates by faculty, and highlights the complexity of selecting innovative technology for online global environments.