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Artículos de revistas sobre el tema "Lepper"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 4 de febrero de 2022

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1

Wojtyra, Wiktoria. "In Defence of Lost Causes: Counter(F)Actual Recasting of Biographies in Polish Contemporary Theatre". Art History & Criticism 14, n.º 1 (1 de diciembre de 2018): 74–85. http://dx.doi.org/10.2478/mik-2018-0007.

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Summary This article considers the impact of counterfactual strategies on the most recent Polish theatrical practices dealing with biographies of “historical” figures. The re-occurrence of these past agents on the stage will be viewed in light of the biographical turn in the humanities as well as from the perspective of Jacques Derrida’s concept of hauntology. Seemingly, both trends share a need to create an alternative space for the expression of a contemporary self which is marked by disunity and disintegration. Subjects of current semi-biographical projects are those whose voices have once been neglected, marginalised, or oppressed because of their gender, social background, or political views. This account examines the ways in which counterfactual strategies enable us to grasp the polyphonic condition of a modern subject and to see, in traces left by different Other(s), touchstones for social and political change. By taking the play Tu Wersalu nie będzie! (No Versailles over here!) by Rabih Mroué as the core case study of the analysis, I aim to demonstrate how counterfactual strategies animate emancipatory potential ascribed to the arrival of the phantom of controversial Polish politician Andrzej Lepper. His death in unknown circumstances becomes a point of divergence in which Lepper’s existence layers into counterfactual scenarios. Counterfactual strategies enable many approaches to view Lepper’s figure without the ethically dubious act of speaking in his name. By unsettling claims of truth, counterfactual strategies unravel how “facts” about Lepper resurfaced in mass media, thereby constructing his stereotyped and over-generalised image. The play has a form of investigation which, by employment of counterfactualism, reenacts the oppression of a mainstream media discourse against the disturbing Other epitomised by Lepper.

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Halim, Adriani y Andreas Soegandi. "Penerapan Teori Motivasi dalam Perancangan Aplikasi Edutainment". ComTech: Computer, Mathematics and Engineering Applications 2, n.º 2 (1 de diciembre de 2011): 1215. http://dx.doi.org/10.21512/comtech.v2i2.2935.

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The purpose of this study was to develop an edutainment application which engages user’s interest like a game application does. The application development implemented motivation theory by Malone and Lepper. The result of this study showed that implementing Malone and Lepper’s motivation theory on edutainment application concerning global warming gives positive result in engaging user’s interest. This application is expected to enhance user’s awareness about global warming.

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3

Leader, Zachary. "IIResponse to Marcel Lepper". Critical Inquiry 41, n.º 1 (septiembre de 2014): 160–62. http://dx.doi.org/10.1086/678163.

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Hulbert, Gail. "Mark H. Lepper, MD". JAMA: The Journal of the American Medical Association 272, n.º 14 (12 de octubre de 1994): 1147. http://dx.doi.org/10.1001/jama.1994.03520140083048.

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5

Rogge, Stefan. "„In der psychiatrischen Pflege hat sich alles verändert“". Psychiatrische Pflege 2, n.º 6 (1 de noviembre de 2017): 43–45. http://dx.doi.org/10.1024/2297-6965/a000128.

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Zusammenfassung. Wer kennt Heinz Lepper nicht? In der deutschsprachigen psychiatrischen Pflegeszene zählt er zu den Altvorderen. Bis zum Februar 2017 arbeitete Lepper als Pflegedirektor an der LVR-Klinik Bonn. In dieser Position stand er in den vergangenen Jahren der Berufsgruppe der Gesundheits- und Krankenpflegenden vor und prägte als Vorstandsmitglied die Entwicklung der Klinik. Daneben war er viele Jahre Vorsitzender der Bundesfachvereinigung Leitender Krankenpflegekräfte (BFLK). Grund genug, kurz nach seinem Eintritt in den wohlverdienten Ruhestand, sich mit Heinz Lepper für ein Gespräch über die vergangenen beruflichen Jahrzehnte zu treffen. Stefan Rogge hat die Gelegenheit genutzt.

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Lepper, Steven J. "Remarks by Steven J. Lepper". Proceedings of the ASIL Annual Meeting 88 (1994): 245–51. http://dx.doi.org/10.1017/s0272503700082070.

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7

Lange, E. H. M. "H. LEPPER. Die Einheit der Wissenschaften". Annalen des Historischen Vereins für den Niederrhein 191, jg (diciembre de 1988): 193–95. http://dx.doi.org/10.7788/annalen-1988-jg41.

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8

Romain, William F. y Edward W. Herrmann. "Rejoinder to Lepper Concerning Serpent Mound". Midcontinental Journal of Archaeology 43, n.º 1 (2 de enero de 2018): 76–88. http://dx.doi.org/10.1080/01461109.2017.1403738.

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9

Lepper, Lothar. "Theophrastaceae cubanae novae III. –Jacquinia bissei Lepper sp. nov." Feddes Repertorium 96, n.º 7-10 (octubre de 1985): 517–21. http://dx.doi.org/10.1002/fedr.4910960707.

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10

Rizvi, Syed Mohammad Husain, Mari Skylstad Kvernebo, Nils-Jørgen Mørk y Petter Gjersvik. "Ung gutt med feber, sår hals, såre lepper og bulløst utslett". Tidsskrift for Den norske legeforening 133, n.º 6 (2013): 646–48. http://dx.doi.org/10.4045/tidsskr.12.0939.

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11

Romain, William F. "Serpent Mound in its Woodland Period Context: Second Rejoinder to Lepper". Midcontinental Journal of Archaeology 44, n.º 1 (28 de agosto de 2018): 57–83. http://dx.doi.org/10.1080/01461109.2018.1511155.

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12

Eldridge, Hannah V. "Goethes Euphrat. Philologie und Politik im "West-östlichen Divan." by Marcel Lepper". Goethe Yearbook 25, n.º 1 (2018): 307–8. http://dx.doi.org/10.1353/gyr.2018.0020.

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13

SCHOLZE, FRANK y RAFEL MATAMALES-ANDREU. "Triassic clam shrimps (“Conchostraca”; Branchiopoda: Diplostraca) from Mallorca: Taxonomic description and interregional comparisons". Zootaxa 4964, n.º 3 (23 de abril de 2021): 471–96. http://dx.doi.org/10.11646/zootaxa.4964.3.3.

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We describe four upper Lower Triassic to lower Middle Triassic clam shrimp-bearing intervals from Mallorca, which include the clam shrimp species Hornestheria sp. aff. Hornestheria sollingensis and several other forms of carapace valve morphology: Hornestheria? Morphotype 1, Hornestheria? Morphotype 2, and other undetermined carapace valves. All of this material was obtained from red-bed units cropping out in the Serra de Tramuntana mountains of Mallorca (western Mediterranean). Except for a few morphologically similar carapace valves of Middle Triassic age from China, Hornestheria is known only from the type locality of its type species, Hornestheria sollingensis Kozur et Lepper, in the Solling Formation (Middle Buntsandstein Subgroup) in the German part of the Central European Basin. According to its original definition, the larval carapace valve of Hornestheria Kozur et Lepper is characterized by a radial sculpture, but this characteristic apparently is only variably developed. Due to both a limited number of previously known occurrences of Hornestheria and its poorly known carapace valve morphology, open nomenclature is applied to the taxonomy herein. The studied specimens were freshly collected from outcrop sections composed of greyish-green to greyish-red laminated claystones and siltstones that accumulated in a fluvial facies. The clam shrimp specimens are accompanied by remains of insects and fishes, invertebrate and tetrapod ichnofossils, and micro-/macroplant remains, all of which either have been described by previous workers or are currently part of a separate study.

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14

Chai, Choon-Lee. "The Sungei Buloh Leper Settlement: Illness and the Technology of Acquiescence". Asian Journal of Social Science 37, n.º 3 (2009): 463–79. http://dx.doi.org/10.1163/156853109x436838.

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AbstractThe Sungei Buloh Leper Settlement in British Malaya was established in 1930. It served the purposes of housing, controlling, and curing of leprosy patients. In this paper, Foucault's thesis of disciplinary power is employed to examine the settlement's techniques of leper control and to analyse the modus operandi of the leper settlement. The analysis of this paper points to a shift of emphasis in the mid-1920s in the administration of leper settlements in Malaya, from one that exercised predominantly coercive power of control of lepers to one that used primarily persuasive means. The central argument of the paper is that the changing technique of control of lepers was mainly due to the recognition of the leper settlement as being an establishment with an ambiguous identity, hovering between a total and health institution. While resembling a total institution, the leper settlement nevertheless was not a prison, and leprosy patients, like patients in hospitals, needed to be treated as ordinary citizens both on humanitarian and legal grounds. However, the need for mandatory segregation of lepers meant some degree of compulsion was necessary. The challenge to British colonial administrators was how to maintain hegemony over the lepers with minimum use of physical force and the least violation of lepers' civil rights. The investigation of the paper points to the application of a persuasive technique of social control that encouraged the voluntary enrolment and participation of lepers in the leper settlement. To promote the voluntary admission and stay of lepers, the settlement was organised in such a way that it provided a 'natural and fair atmosphere' that was akin to the external social environment. Inmates, as a result, felt comfortably at home in the settlement.

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15

Mizen, Richard. "Intersubjectivity in therapeutic interaction: a pragmatic analysis by Knox, J. & Lepper, G." Journal of Analytical Psychology 59, n.º 4 (22 de agosto de 2014): 594–96. http://dx.doi.org/10.1111/1468-5922.12104_1.

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16

Kuhn, Deanna y Joseph Lao. "Effects of Evidence on Attitudes: Is Polarization the Norm?" Psychological Science 7, n.º 2 (marzo de 1996): 115–20. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00340.x.

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A 1979 study by Lord, Ross, and Lepper has been widely cited as showing that examination of mixed evidence on a topic leads to polarization of attitudes The polarization phenomenon, we suggest, in fact encompasses two distinct change patterns—a shift from an initially moderate to a more extreme position (regarded here as genuine polarization) and a shift from an initially neutral to a moderate position (which might better be termed “articulating a position”) The findings reported here indicate that genuine polarization is a real but infrequent outcome of exposure to mixed evidence In addition, we offer data in support of the view that the effective component of such interventions is simply cognitive engagement, rather than exposure to new evidence

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17

Naz, Sadaf, Syed Afzal Shah y Anjum Qayum. "Gender Differences in Motivation And Academic Achievement: A Study Of the University Students of KP, Pakistan". Global Regional Review V, n.º I (30 de marzo de 2020): 67–75. http://dx.doi.org/10.31703/grr.2020(v-i).09.

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This descriptive survey research investigated the motivation (intrinsic and extrinsic) from a gender point of view and established a link of motivation (extrinsic and intrinsic) with students academic achievement. From two public sector universities of Khyber Pakhtunkhwa, 162 students were selected through the use of the technique of stratified random sampling. For measuring the students motivation (intrinsic and extrinsic), a scale developed by Lepper et al. (2005) was used. In order to analyze the collected data, the correlation coefficient and t-test were used. Results showed that Male students are more extrinsically motivated. A significant gender difference in the aspect of Easy work and academic outcomes exists. Furthermore, students educational attainment is significantly affected by both intrinsic and extrinsic motivation.

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18

Kastner, Dieter. "HERBERT LEPPER (Bearb.): Von der Emanzipation zum Holocaust. Die Israelitische Synagogengemeinde zu Aachen 1801-1942". Annalen des Historischen Vereins für den Niederrhein 202, jg (diciembre de 1999): 292–96. http://dx.doi.org/10.7788/annalen-1999-jg40.

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19

Nonn, Christoph. "Herbert Lepper (Bearb.): Volk, Kirche und Vaterland. Wahlaufrufe, Aufrufe, Satzungen und Statuten des Zentrums 1870-1933". Geschichte in Köln 45, n.º 1 (diciembre de 1999): 140–41. http://dx.doi.org/10.7788/gik.1999.45.1.140.

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20

Griffiths, Pamela. "Researching the Psychotherapy Process: A Practical Guide to Transcript-Based Methods ? Georgia Lepper and Nick Riding". British Journal of Psychotherapy 23, n.º 2 (enero de 2007): 285–90. http://dx.doi.org/10.1111/j.1752-0118.2007.00024_1.x.

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21

Norberg, Jakob. "Symphilologie. Formen der Kooperation in den Geisteswissenschaften eds. by Stefani Stockhorst, Marcel Lepper, and Vinzenz Hoppe". German Studies Review 41, n.º 3 (2018): 665–66. http://dx.doi.org/10.1353/gsr.2018.0121.

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22

Head, Randolph C. "Marcel Lepper and Ulrich Raulff, eds. Handbuch Archiv: Geschichte, Aufgaben, PerspektivenMarcel Lepper and Ulrich Raulff, eds. Handbuch Archiv: Geschichte, Aufgaben, Perspektiven. Stuttgart. J. B. Metzler Verlag, 2016. 294 pp. €69.95 (Hardcover). ISBN 978-3-476-02099-4." Seminar: A Journal of Germanic Studies 53, n.º 3 (septiembre de 2017): 297–99. http://dx.doi.org/10.3138/seminar.53.3.297.

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23

Woodhead, Judith. "Researching the Psychotherapy Process: A Practical Guide to Transcript-based Methods by Lepper, G. & Riding, N". Journal of Analytical Psychology 52, n.º 4 (20 de agosto de 2007): 506–7. http://dx.doi.org/10.1111/j.1468-5922.2007.00679_3.x.

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24

Dias, Cláudia, Nuno Corte-Real, Rui Corredeira, André Barreiros, Tânia Bastos y António Manuel Fonseca. "A prática desportiva dos estudantes universitários e suas relações com as autopercepções físicas, bem-estar subjectivo e felicidade". Estudos de Psicologia (Natal) 13, n.º 3 (diciembre de 2008): 223–32. http://dx.doi.org/10.1590/s1413-294x2008000300005.

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A presente investigação analisou as relações entre a prática desportiva de estudantes universitários e o modo como estes se percepcionavam a si próprios e às suas vidas. Participaram nesta investigação 2284 estudantes de ambos os sexos, com idades entre os 18 e os 30 anos (M = 21,87 ±2,37), que preencheram um questionário sobre a sua prática desportiva, bem como versões portuguesas do Physical Self-Perception Profile (Fox & Corbin, 1989), da Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), da Satisfaction With Life Scale (Diener, Emmons, Larsen, & Griffin, 1985) e da Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988). Em geral, a análise dos resultados revelou que os indivíduos que possuíam mais confiança física e que avaliavam a sua vida mais positivamente praticavam desporto mais regularmente; porém, verificou-se igualmente que quem se percebia menos forte fisicamente e tinha uma auto-estima mais baixa também praticava desporto mais regularmente do que os pares.

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25

Carter, J. Adam y Robin McKenna. "Skepticism Motivated: On the Skeptical Import of Motivated Reasoning". Canadian Journal of Philosophy 50, n.º 6 (12 de mayo de 2020): 702–18. http://dx.doi.org/10.1017/can.2020.16.

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AbstractEmpirical work on motivated reasoning suggests that our judgments are influenced to a surprising extent by our wants, desires, and preferences (Kahan 2016; Lord, Ross, and Lepper 1979; Molden and Higgins 2012; Taber and Lodge 2006). How should we evaluate the epistemic status of beliefs formed through motivated reasoning? For example, are such beliefs epistemically justified? Are they candidates for knowledge? In liberal democracies, these questions are increasingly controversial as well as politically timely (Beebe et al. 2018; Lynch Forthcoming, 2018; Slothuus and de Vreese 2010). And yet, the epistemological significance of motivated reasoning has been almost entirely ignored by those working in mainstream epistemology. We aim to rectify this oversight. Using politically motivated reasoning as a case study, we show how motivated reasoning gives rise to three distinct kinds of skeptical challenges. We conclude by showing how the skeptical import of motivated reasoning has some important ramifications for how we should think about the demands of intellectual humility.

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26

Fazaldad, Ghazala, Sameena Iqbal y Bushra Hassan. "Relationship Between Jealousy and Subjective Happiness Among University Students: Moderating Role of Self-Esteem". 2020, VOL. 35, NO. 2 35, n.º 2 (7 de julio de 2020): 393–409. http://dx.doi.org/10.33824/pjpr.2020.35.2.21.

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The main aim of present study is to test the associations between perceived jealousy, subjective happiness, and self-esteem. Moreover, it also aimed to test the role of self-esteem as a moderator between jealousy and subjective happiness. Our sample comprised of 200 university students using purposive convenient sampling technique including 100 male and 100 female students. For data collection we used Perceived Jealousy Scale (Iqbal, Fazaldad, & Hassan, 2019), Rosenberg Self-Esteem Scale (Rosenberg, 1965) and Subjective Happiness Scale (Lyubomirsky & Lepper, 1999).Findings indicate a significant negative relationship between perceived jealousy and subjective happiness (r=-.32, p <.001), and a positive relationship between subjective happiness and self-esteem. Furthermore, self-esteem acts as a moderator between perceived jealousy and subjective happiness. This study is beneficial in finding ways to enhance the self-esteem of students so that they can deal with negative emotions of jealousy and can experience positive emotions of happiness.

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Al-Kiyumi, Mohammed y Asma Hassan Albeloushi. "The Role of Emotional Intelligence as a Mediating Variable in Predicting Intrinsic Motivation in Solving Mathematical Problems among Fourth-Grade Students in the Sultanate of Oman". Journal of Educational and Social Research 11, n.º 3 (10 de mayo de 2021): 164. http://dx.doi.org/10.36941/jesr-2021-0060.

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This study aimed to investigate the role of emotional intelligence as a mediating variable in intrinsic motivation prediction of the ability to solve mathematical problems among fourth-grade students in the Sultanate of Oman. The study sample consisted of 183 male and female students from six schools of the first cycle of basic education. The study tools are: Goleman's Emotional Intelligence Scale, the Intrinsic Motivation Scale of Lepper, and a mathematical problem-solving test prepared by the researchers. The content validity, and internal consistency reliability of the three tools were measured. The results found a weak and negative correlation between the ability to solve mathematical problems and each of: emotional intelligence, intrinsic motivation, and weak and positive correlation between emotional intelligence and intrinsic motivation. The results of this study also indicated that there is no mediating role for emotional intelligence in predicting intrinsic motivation in the ability to solve mathematical problems. Received: 24 February 2021 / Accepted: 18 March 2021 / Published: 10 May 2021

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Albrecht, Jörn. "Strukturalismus in Deutschland: Literatur- und Sprachwissenschaft 1910–1975. Herausgegeben von Hans-Harald Müller, Marcel Lepper und Andreas Gardt". Historiographia Linguistica 39, n.º 1 (22 de marzo de 2012): 173–78. http://dx.doi.org/10.1075/hl.39.1.19alb.

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Lepper, Bradley T., Tod A. Frolking y William H. Pickard. "Debating the Age of Serpent Mound: A Reply to Romain and Herrmann’s Rejoinder to Lepper Concerning Serpent Mound". Midcontinental Journal of Archaeology 44, n.º 1 (10 de agosto de 2018): 42–56. http://dx.doi.org/10.1080/01461109.2018.1507806.

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Gutsche, Victoria. "Marcel Lepper/Dirk Werle (Hgg.), Entdeckung der frühen Neuzeit. Konstruktionen einer Epoche der Literatur- und Sprachgeschichte seit 1750". Arbitrium 32, n.º 1 (1 de abril de 2014): 1–3. http://dx.doi.org/10.1515/arbi-2014-0008.

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Kun, Ágota y Anett Szabó. "Boldogság tényezők a pedagógusok munkájában". Magyar Pszichológiai Szemle 72, n.º 3 (septiembre de 2017): 281–310. http://dx.doi.org/10.1556/0016.2017.001.

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Háttér és célok A munkahelyi jóllét és boldogság empirikus kutatása egyre nagyobb teret nyer már hazai viszonylatban is. Jelen kutatás a magyar pedagógusok munka során átélt boldogságának legfőbb dimenziói és jellemzői feltárását tűzte ki célul kvalitatív és kvantitatív módszerrel. Módszer A vizsgálat részeként 297 pedagógus „Mikor él át/érez boldogságot a munkája során?” nyílt kérdésre adott válaszai, valamint Lyubomirsky és Lepper (1999) nevével fémjelzett, Szubjektív Boldogság Skálán (Subjective Happiness Scale) kapott eredményei kerültek feldolgozásra. Eredmények A szöveges válaszok tartalomelemzése során négy fő dimenzió rajzolódott ki. A pedagógus munka-boldogság élményében a legmarkánsabb meghatározók az eredményesség és siker tényezője, a munkájukra vonatkozó értékelés és visszajelzés, a munkaélményt jelentő tényezők, valamint a társas kapcsolatok. A vizsgált háttérváltozók (pl. a nem, az elégedettség, a munkastressz, az egészségi és családi állapot) közül több is értelmezhető kapcsolatot mutat a Szubjektív Boldogság Skála globális boldogság mutatójával. Következtetések Eredményeink ismeretében, különböző, pozitív pszichológiai intervenciós lehetőségeket is számba véve, gyakorlati megfontolásokat teszünk a munkahelyi jóllét és boldogság növelése érdekében. Ezen javaslatok nemcsak specifikusan a pedagógusok, de más munkakörben dolgozók szempontjából is relevánsak lehetnek.

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van Overwalle, Frank y Karen Jordens. "An Adaptive Connectionist Model of Cognitive Dissonance". Personality and Social Psychology Review 6, n.º 3 (agosto de 2002): 204–31. http://dx.doi.org/10.1207/s15327957pspr0603_6.

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This article proposes an adaptive connectionist model that implements an attributional account of cognitive dissonance. The model represents an attitude as the connection between the attitude object and behavioral-affective outcomes. Dissonance arises when circumstantial constraints induce a mismatch between the model's (mental) prediction and discrepant behavior or affect. Reduction of dissonance by attitude change is accomplished through long-lasting changes in the connection weights using the error-correcting delta learning algorithm. The model can explain both the typical effects predicted by dissonance theory as well as some atypical effects (i.e., reinforcement effect), using this principle of weight changes and by giving a prominent role to affective experiences. The model was implemented in a standard feedforward connectionist network. Computer simulations showed an adequate fit with several classical dissonance paradigms (inhibition, initiation, forced compliance, free choice, & misattribution), as well as novel studies that underscore the role of affect. A comparison with an earlier constraint satisfaction approach (Shultz & Lepper, 1996) indicates that the feedforward implementation provides a similar fit with these shortcomings of this previous model.

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33

Poblete Toloza, Yohanna Del Pilar y Andrés Eduardo Jiménez Figueroa. "Propuesta de intervención psicosocial en autodeterminación, habilidades sociales y capacidad emprendedora: contribución desde la psicología a la integración de mujeres microempresarias con discapacidad intelectual". Psychologia 7, n.º 2 (1 de julio de 2013): 55–67. http://dx.doi.org/10.21500/19002386.1204.

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Se elabora una propuesta de intervención en bienestar subjetivo, autodeterminación, habilidades sociales y capacidad emprendedora en mujeres microempresarias con discapacidad intelectual a partir de un diagnóstico realizado en 20 mujeres con discapacidad intelectual. Se administró una batería de cinco instrumentos compuesta por la escala de satisfacción con la vida de Diener et ál. (1984), escala de felicidad subjetiva de Lyubomirsky y Lepper (1999), escala de autoconcepto de la Rosa y Díaz (1999), cuestionario de habilidades sociales de Goldstein (1999) y cuestionario de emprendimiento de Spencer y Spencer (1993). Los principales resultados descriptivos indican que las mujeres de la muestra manifiestan altos niveles de desarrollo de su autoconcepto (autodeterminación) (x= 382,6; σ=53,32), habilidades sociales (x= 91,6; σ=6,65) y bienestar subjetivo, tanto en felicidad subjetiva (x= 21,45; σ=3,96) como en satisfacción vital (x= 27,85; σ=5,79) y niveles moderados de su capacidad emprendedora (x= 65,85; σ=5,66). Se obtuvo un adecuado nivel en todas las variables en las mujeres de la muestra, enfocando la propuesta de intervención en potenciar sus habilidades y competencias, desarrollando conocimientos paralelos que apoyen a los ya existentes.

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Perandones González, Teresa, Lucía Herrera Torres y Asunción Lledó Carreres. "Teachers’ subjective happiness and self-efficacy in Dominican Republic and Spain". European Journal of Investigation in Health, Psychology and Education 3, n.º 3 (19 de agosto de 2013): 277–88. http://dx.doi.org/10.1989/ejihpe.v3i3.50.

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This study examines the relationship between subjective happiness levels and teacher self-efficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), which assesses the general happiness, and Teachers’ Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk, 2001), which measures three dimensions: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. The results show significant and positive correlations between subjective happiness scores and the three dimensions of teacher efficacy. Also, the Dominican population obtains higher scores than the Spanish population in all constructs analyzed. Depending on the results found, which corroborate previous research in the field of positive psychology (Seligman & Csikszentmihalyi, 2000), we propose the incorporation of emotional education training plans for teachers, since subjective happiness as part of individual emotions, is a factor with high positive implications for successfully carrying out professional challenges posed by the task of education.

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Perandones González, Teresa, Lucía Herrera Torres y Asunción Lledó Carreres. "Teachers’ subjective happiness and self-efficacy in Dominican Republic and Spain". European Journal of Investigation in Health, Psychology and Education 3, n.º 3 (19 de agosto de 2013): 277–88. http://dx.doi.org/10.3390/ejihpe3030025.

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This study examines the relationship between subjective happiness levels and teacher self-efficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), which assesses the general happiness, and Teachers’ Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk, 2001), which measures three dimensions: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. The results show significant and positive correlations between subjective happiness scores and the three dimensions of teacher efficacy. Also, the Dominican population obtains higher scores than the Spanish population in all constructs analyzed. Depending on the results found, which corroborate previous research in the field of positive psychology (Seligman & Csikszentmihalyi, 2000), we propose the incorporation of emotional education training plans for teachers, since subjective happiness as part of individual emotions, is a factor with high positive implications for successfully carrying out professional challenges posed by the task of education.

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36

Fuchs, P. "Vereinfachte Berechnung von Buttersäure, Essigsäure, Ameisensäure und Milchsäure bei der Bestimmung in Gärfutter nach dem Verfahren von Lepper-Flieg". Zeitschrift für Tierernährung und Futtermittelkunde 6, n.º 1 (9 de octubre de 2009): 89–91. http://dx.doi.org/10.1111/j.1439-0396.1943.tb00164.x.

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Perandones González, Teresa Mª, Lucía Herrera Torres y Asunción Lledó Carreres. "Felicidad subjetiva y autoeficacia docente en profesorado de República Dominicana y España". European Journal of Investigation in Health, Psychology and Education 3, n.º 3 (22 de octubre de 2015): 277. http://dx.doi.org/10.30552/ejihpe.v3i3.55.

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Este estudio analiza la relación entre los niveles de felicidad subjetiva y autoeficacia docente en una muestra de 454 docentes de todos los niveles educativos (desde Educación Infantil hasta la Universidad) de República Dominicana y España. Para ello, se ha utilizado la Escala de Felicidad Subjetiva (Lyubomirsky y Lepper, 1999), que evalúa la felicidad general, y la Escala de Autoeficacia Docente (Tschannen-Moran y Woolfolk, 2001), la cual mide tres dimensiones: eficacia en el compromiso o la dedicación al estudiante, eficacia en las estrategias instruccionales, y eficacia en el manejo de la clase. Los resultados muestran correlaciones significativas y positivas entre las puntuaciones en felicidad subjetiva y las tres dimensiones de autoeficacia docente. Asimismo, la población dominicana obtiene puntuaciones más elevadas que la población española en todos los constructos analizados. En función de los resultados hallados, los cuales corroboran los de investigaciones previas en el ámbito de la Psicología Positiva (Seligman y Csikszentmihalyi, 2000), se propone la incorporación de planes formativos de educación emocional para el profesorado, puesto que la felicidad subjetiva, como parte de las emociones individuales, es un factor con altas implicaciones positivas para llevar a cabo con éxito los retos profesionales que plantea la tarea educativa.

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Office, Editorial. "Congratulations! The Best Paper Award & Best Review Award 2016". International Journal of Automation Technology 10, n.º 6 (4 de noviembre de 2016): 851. http://dx.doi.org/10.20965/ijat.2016.p851.

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The seventh Best Paper Award 2016 ceremony was held at Guimaraes, Portugal, August 24, 2016 in the 66th CIRP General Assembly, and the second Best Review Award 2016 ceremony was held at Kasumigaseki, Tokyo, September 23, 2016, attended by the winners and IJAT committee members who took part in the selection process. The Best Paper was severely selected from among 85 papers published in Vol.9 (2015) and the Best Review was selected from 10 reviews published from 2013 to 2016. The Best Paper Award winner was given a certificate with a nearly US$1,000 honorarium and the Best Review Award winner was given a certificate with commemorative shield. We congratulate the winner and sincerely wish for their future success. The Best Paper Award 2016 Advanced Control Strategies for Active Vibration Suppression in Laser Cutting Machines by Berend Denkena, Martin Eckl, and Thomas Lepper Int. J. of Automation Technology Vol.9 No.4, pp. 425-435, July, 2015 The Best Review Award 2016 In-Process and On-Machine Measurement of Machining Accuracy for Process and Product Quality Management: A Review by Yasuhiro Takaya Int. J. of Automation Technology Vol.8 No.1 pp. 4-19, January, 2014

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Office, Editorial. "Congratulations! The Best Paper Award & Best Review Award 2016". International Journal of Automation Technology 10, n.º 6 (4 de noviembre de 2016): 851. http://dx.doi.org/10.20965/ijat.2016.p0851.

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The seventh Best Paper Award 2016 ceremony was held at Guimaraes, Portugal, August 24, 2016 in the 66th CIRP General Assembly, and the second Best Review Award 2016 ceremony was held at Kasumigaseki, Tokyo, September 23, 2016, attended by the winners and IJAT committee members who took part in the selection process. The Best Paper was severely selected from among 85 papers published in Vol.9 (2015) and the Best Review was selected from 10 reviews published from 2013 to 2016. The Best Paper Award winner was given a certificate with a nearly US$1,000 honorarium and the Best Review Award winner was given a certificate with commemorative shield. We congratulate the winner and sincerely wish for their future success. The Best Paper Award 2016 Advanced Control Strategies for Active Vibration Suppression in Laser Cutting Machines by Berend Denkena, Martin Eckl, and Thomas Lepper Int. J. of Automation Technology Vol.9 No.4, pp. 425-435, July, 2015 The Best Review Award 2016 In-Process and On-Machine Measurement of Machining Accuracy for Process and Product Quality Management: A Review by Yasuhiro Takaya Int. J. of Automation Technology Vol.8 No.1 pp. 4-19, January, 2014

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Caballero García, Presentación Ángeles y Sara Sánchez Ruiz. "La felicidad en estudiantes universitarios. ¿Existen diferencias según género, edad o elección de estudios?" Revista Electrónica Interuniversitaria de Formación del Profesorado 21, n.º 3 (29 de septiembre de 2018): 1–18. http://dx.doi.org/10.6018/reifop.21.3.336721.

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El trabajo que presentamos estudia la felicidad en estudiantes universitarios, y las posibles diferencias por género, edad, y elección de estudios que pudieran surgir en su percepción subjetiva, derivadas de una intervención en el aula basada en emociones positivas y creatividad. Utilizamos un diseño cuasi-experimental con pretest y postest. La muestra estuvo formada por 83 estudiantes universitarios y de Grados Técnicos Superiores, que fueron evaluados con la escala de Felicidad Subjetiva de Lyubomirsky y Lepper (1999) y el Cuestionario de Felicidad de Oxford de Hills y Argyle (2002). Los resultados muestran que no existen diferencias significativas en la percepción de felicidad por género, edad y elección de estudios, sin embargo, el programa de intervención en emociones positivas fue efectivo y aumentó significativamente la felicidad subjetiva de los alumnos del grupo experimental frente al control. La felicidad ha sido asociada positivamente al éxito académico, favorece el afrontamiento de situaciones estresantes de la vida universitaria; tiene efectos positivos en la salud y el bienestar personal y social, contribuye a la calidad de vida. Dada la importancia de preparar al alumno para la vida laboral y los beneficios que las emociones positivas les aporta defendemos su uso integrado en las aulas universitarias.

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Gardiner, Gwendolyn, Daniel Lee, Erica Baranski y David Funder. "Happiness around the world: A combined etic-emic approach across 63 countries". PLOS ONE 15, n.º 12 (9 de diciembre de 2020): e0242718. http://dx.doi.org/10.1371/journal.pone.0242718.

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What does it mean to be happy? The vast majority of cross-cultural studies on happiness have employed a Western-origin, or “WEIRD” measure of happiness that conceptualizes it as a self-centered (or “independent”), high-arousal emotion. However, research from Eastern cultures, particularly Japan, conceptualizes happiness as including an interpersonal aspect emphasizing harmony and connectedness to others. Following a combined emic-etic approach (Cheung, van de Vijver & Leong, 2011), we assessed the cross-cultural applicability of a measure of independent happiness developed in the US (Subjective Happiness Scale; Lyubomirsky & Lepper, 1999) and a measure of interdependent happiness developed in Japan (Interdependent Happiness Scale; Hitokoto & Uchida, 2015), with data from 63 countries representing 7 sociocultural regions. Results indicate that the schema of independent happiness was more coherent in more WEIRD countries. In contrast, the coherence of interdependent happiness was unrelated to a country’s “WEIRD-ness.” Reliabilities of both happiness measures were lowest in African and Middle Eastern countries, suggesting these two conceptualizations of happiness may not be globally comprehensive. Overall, while the two measures had many similar correlates and properties, the self-focused concept of independent happiness is “WEIRD-er” than interdependent happiness, suggesting cross-cultural researchers should attend to both conceptualizations.

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Morales Ojeda, Ismael, Zaida Rodriguez Gatica, Violeth Vásquez Fonseca, Daniela Carrasco Venegas y Melissa Toledo Mansilla. "Influencia de la autoestima sobre la felicidad subjetiva en mujeres funcionarias de un centro de salud primaria en Chillán". Revista Científica de Ciencias de la Salud 13, n.º 2 (30 de diciembre de 2020): 55–61. http://dx.doi.org/10.17162/rccs.v13i2.1427.

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Objetivo: Identificar la relación que la autoestima tiene sobre la felicidad subjetiva de las funcionariasdel área de la salud de un centro de salud primaria en Chillán. Metodología: De enfoque cuantitativo,diseño no experimental, de corte transversal, y de tipo correlacional.; la población estudiada correspondióa 250 funcionarios analizados en una muestra no probabilística intencional de 105 personas. Seutilizaron como instrumentos de medición la Escala de Autoestima de Rosemberg y la Escala deFelicidad Subjetiva de Lyubomirsky y Lepper. Resultados: Existe relación entre las medianas de lasvariables promedio de autoestima y promedio de felicidad subjetiva, con una significancia de (P<0,000)y una fuerza de R=0,386. Eso evidenció una correlación bilateral significativa entre la autoestima yla felicidad subjetiva, lo que dio cuenta de que ambas variables se influyen mutuamente. Además, seencontró una relación entre el ingreso económico y la autoestima, donde el grupo de mayores ingresospresentó un menor nivel de autoestima. Se pudo visualizar que las variables: edad, ingresos, estadocivil, escolaridad y religión no tienen una relación significativa con la felicidad subjetiva. Conclusión:La posible razón de estos resultados podría deberse a que el bienestar promueve emociones positivasy un sentido de valor individual que contribuye a que la vida sea mucho más predecible y ademásactúa como amortiguador al estrés al fortalecer la autoestima.

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Ikram, Hamid, Shahnaz Perveen y Hafsa Javed. "RELATIONSHIP BETWEEN LEARNING STRATEGIES AND MOTIVATION OF DISTANCE LEARNERS". Humanities & Social Sciences Reviews 9, n.º 3 (29 de mayo de 2021): 617–25. http://dx.doi.org/10.18510/hssr.2021.9361.

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Purpose of the study: The study aimed to discover the learning strategies of distance learners and their relationship with their intrinsic and extrinsic motivation. Methodology: The study followed a quantitative correlational research design. The study sample comprised 550 female and male students enrolled as distance learners at the university level. The tool of learning strategies MSLQ was adopted from Pintrich et al. (1991) and the scale of intrinsic and extrinsic motivation was adopted from Lepper et al. (2005). The data were analyzed through descriptive and inferential statistical techniques. Main Findings: The findings of the inquiry concluded that the learning strategies of distance learners were directly associated with both intrinsic and extrinsic motivations. Applications of this study: This study is applicable to assess the intrinsic and extrinsic motivation of distance learners enrolled at the university level. Moreover, this study is helpful to understand the relationship between the motivation of learners and their learning styles. Novelty/Originality of this study: Much of the research work has been done in the mainstream education sector, but there is a shortage of empirical data on the relationship between the learning styles of distance learners and their motivation. Thus, this research could be a torchbearer in this area.

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Hoath, Harriet. "How do Different Types of Goals and Feedback Affect Student Motivation in Latin?" Journal of Classics Teaching 16, n.º 32 (2015): 6–13. http://dx.doi.org/10.1017/s2058631015000136.

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This research studies whether different types of motivation have an effect on students' attitudes towards their own ability and success. This is assessed through a comparison of process goals and performance goals within a series of lessons, terms which have been adapted from the research of Dweck & Leggett (1988), amongst others as cited in the literature review. A study of such research has revealed that generally intrinsic motivation as ‘doing something because it is inherently interesting or enjoyable’ is preferable (Ryan & Deci, 2000, p. 55), and that this is encouraged through a focus on the process of an activity rather than an ultimate goal. The main issue here is whether students work more effectively if this goal is not made obvious to them during a lesson. The suggested benefit of focussing on process rather than performance is that students are encouraged to recognise enjoyment in each task, so that they spend time and effort improving their skills. In contrast a performance focus increases the chances of choosing an easy task or rushing through a piece of work in order to obtain the results expected (Dweck, 1999). Furthermore performance feedback seems more summative and less helpful for future work (Corpus & Lepper, 2007); comments such as “Well done you did it !” provide nothing useful, while process feedback reflects upon skills which can be applied repeatedly.

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Jedlitschka, Karsten. "Marcel Lepper / Ulrich Raulff (Hrsg.), Handbuch Archiv. Geschichte, Aufgaben, Perspektiven. Redaktion und Bibliographie: Tanja Kunz, Simone Waidmann, Julia Katharina Waltke. Stuttgart, Metzler 2016". Historische Zeitschrift 306, n.º 1 (6 de febrero de 2018): 141–42. http://dx.doi.org/10.1515/hzhz-2018-1001.

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Sorenson, Randall Lehmann. "“Where are the Nine?”". Journal of Psychology and Theology 24, n.º 3 (septiembre de 1996): 179–96. http://dx.doi.org/10.1177/009164719602400301.

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Jesus’ questions as recorded in the Gospels offer a prophetic challenge for Christian therapists who seek to integrate their faith with their clinical practice. One of my favorites is Jesus’ question in Luke 17 to the one leper who returned after all ten had been healed: “Where are the nine?” John Bunyan (1678/1969) in his classic The Pilgrim's Progresshad his protagonist, an Everyman he named “Christian,” traverse an allegorical odyssey en route to the Celestial City past adversarial characters with names like “Ignorance,” “Pliable,” and “Obstinate.” Taking inspiration from Bunyan, I propose putting the lepers in Luke to similarly imaginative use, recasting them for my purposes here as ten invented characters who represent different but common responses to the notion that integration is something indivisbly, irreducibly, and fundamentally personal. It is my thesis that we run from this notion just as the lepers ran from Christ. I have divided the lepers into four “colonies”: three of three lepers each, and the tenth as a colony of one. In this article I address the first two colonies, which I have named “No Need” and “No Good.”

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McQuinn, Julie. "The Medieval Leper Plagues Modern Paris: Sylvio Lazzari'sLa Lépreuse". Nineteenth-Century Music Review 7, n.º 1 (junio de 2010): 45–80. http://dx.doi.org/10.1017/s1479409800001142.

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February 1912: The curtain of the Opéra-Comique rises to reveal medieval Brittany. Washerwomen gossip about lepers who walk among the healthy, in defiance of the law. The women hint to Maria that her son, Ervoanik, is in love with the beautiful Aliette, who, it is rumoured, is one of these freely roaming lepers. Ervoanik does love Aliette, and when he informs his parents of his decision to marry her, his father explodes in rage. Doesn't he know that she is the daughter of a leper? Ervoanik refuses to believe it. The hideous appearance of Aliette's mother, Old Tili, betrays her own leprosy as she attempts to lure young children with her singing to eat her infected breads. When Aliette and Ervoanik stop at Old Tili's cottage to rest before making a holy pilgrimage, Tili assumes that Aliette intends to infect him, just as she has infected so many others. When she realizes that Aliette truly loves Ervoanik and plans to live with him chastely, Tili lies, telling her that he already has a wife and children. Aliette confronts Ervoanik, and he claims it is true, as a joke. She immediately touches her lips to a cup of wine and offers it to him. He drinks. In the third act, Ervoanik, now a leper, awaits the procession of the dead, which leads him to his house of exile. Aliette joins him.

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Grajcevci, Albulene y Arif Shala. "Exploring achievement goals tendencies in students: the link between achievement goals and types of motivation". Journal of Education Culture and Society 12, n.º 1 (17 de junio de 2021): 265–82. http://dx.doi.org/10.15503/jecs2021.1.265.282.

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Aim. This research explored the link between motivation types and achievement goals. More specifically the research focuses on exploring goal endorsements among learners as well as their correlation with motivation.Methods. The sample of 600 participants was gathered among students enrolled in private (N= 156) institutions and public universities (N=444). The study was a quantitative one and utilized the Achievement Goal Questionnaire (AGQ-R) as well as the Intrinsic and Extrinsic motivation scales (Lepper, Corpus, &Iyengar, 2005).Results. The results stipulate that achievement goals are closely linked to situation factors such as university and department. Supporting the premise of fluidity of goal constructs. Ultimately, mastery approach, performance approach and performance avoidance goals did not discriminate between types of motivation, with three goals being positivelycorrelated to both types of motivation. Mastery avoidance goals were not correlated to any of the motivation types (intrinsic or extrinsic), but they showed a tendency to be negatively correlated to extrinsic motivation, a correlation that was not significant.Conclusion. Present research reveals that there are significant differences among participants in goal adoption according to year of study. Specifically, as expected first year students were significantly more mastery oriented than participants attending the second and third year of studies. Gender differences were also evident, with female students reporting higher levels of mastery orientation compared to male students. Finally, the inconclusive results regarding motivation types and achievement goals need future studies to reestablish the stipulated link

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Abid, Momina. "Examining the Predictive Role of Mindfulness in Forgiveness and Happiness among Psychiatric Patients". Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 2, n.º 2 (12 de enero de 2017): 163–76. http://dx.doi.org/10.32879/pjpbs.2016.2.2.163-176.

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Mindfulness allows human to experience feelings such as forgiveness and happiness leading to an overall increase in wellbeing. Present study was carried out to explore the predictive role of mindfulness in forgiveness and happiness among psychiatric patients. It was also aimed to find out the level of mindfulness, forgiveness and happiness in patients with psychiatric disorders. Cross Sectional Research Design was selected. Study conducted in different government hospitals of Multan and completed in 6 months from January 2015 to June 2015.Through random sampling 150 diagnosed patients were taken from differ hospitals of Multan. Mindfulness Attention Awareness Scale (Brown & Ryan, 2003), Heartland Forgiveness Scale (Thompson et al., 2005) and Subjective Happiness Scale (Lyubomirsky & Lepper, 1999) was used in present research. Result indicated that mindfulness was positively and strongly correlated with forgiveness and happiness. Findings depict that level of mindfulness and forgiveness was different in patients with psychiatric disorders but no differences were found on the level of happiness .Current study concludes that mindfulness has significant positive relationship with forgiveness and happiness. Mindfulness has significant impact on forgiveness and happiness. Findings also conclude that significant differences in the level of mindfulness and forgiveness among patient with different psychiatric disorders. But no significant differences were found in the level of happiness among patient with different psychiatric disorders. Current research supports us to understand the significance of mindfulness, by embracing level of mindfulness, individual can also embrace tendency of forgiveness, happiness, peace, hope, gratitude and joy these are path that lead to mental health.

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Marmont, Jean-Jacques. "South Africa Inc. The Oppenheimer Empire by David Pallister, Sarah Stewart, and Ian Lepper London and New York, Simon and Schuster, 1987. Pp. xviii + 289. £12.95." Journal of Modern African Studies 26, n.º 4 (diciembre de 1988): 701–3. http://dx.doi.org/10.1017/s0022278x00015500.

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