Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning

Syntagmatic relations as a means of representation of the semantic scope of agentives male teacher / female teacher in the prose of F. A. Vigdorova of the 1950s –1960s

Филология научные исследования ◽

10.7256/2454-0749.2021.7.36100 ◽

2021 ◽

pp. 50-60

Author(s):

Evgeniya Vyacheslavovna Kulicheva

Keyword(s):

Personal Growth ◽

Special Role ◽

Female Teacher ◽

Teacher Engagement ◽

Data Semantics ◽

Male Teacher ◽

The Subject ◽

The 1950S

The subject of this research is the units of predicate lexis with regards to the terms male teacher / female teacher in the texts of F. A. Vigdorova of the 1950s – 1960s. The goal is to determine the role of syntagmatic relations of agentives male teacher / female teacher in the prose of F. A. Vigdorova of the indicated period. The article explores the lexicographic data, semantics of adjectives, participles and verbs for the terms male teacher / female teacher, adjectives, participles, verbs as a means of characterization in the prose of F. A. Vigdorova of the 1950s – 1960s. The article employs the methods of linguistic observation, description, statistical calculation, and the elements of component analysis. It is established that the important role in literary space, the writer assigns to adjectives (less often to participles) and verbs, which express the author's intention manifested in the pragmatic potential of the terms male teacher / female teacher. The adjectives and participles as a means of predication compile a generalized “portrait” of the teacher, implicitly translating the message of F. A. Vigdorova on professionalism, duty, and responsibility of the teacher before children, nation, and the country. The verbs represent the multifaceted activity of the teacher, engagement in all spheres of life, aspiration to create. Adjectives, participles, and verbs as a means of characterization of agentives male teacher / female teacher reveal the author’s perspective upon the problems of education and upbringing, indicating the special role of the teacher in life of an individual and personal growth. The relevance of the article lies in the analysis of syntagmatic relations of agentives male teacher / female teacher in the prose of F. A. Vigdorova of the 1950s – 1960ws. The acquired results can be used in preparation of lectures, practical classes on linguistic semantics, linguoculturology, as well as literary language in the higher education institutions.

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Bidirectional Associations Between Self-Perceptions of Aging and Processing Speed Across 3 Years

GeroPsych ◽

10.1024/1662-9647/a000165 ◽

2017 ◽

Vol 30 (2) ◽

pp. 49-59 ◽

Cited By ~ 12

Author(s):

Anna L. Seidler ◽

Julia K. Wolff

Keyword(s):

Processing Speed ◽

Personal Growth ◽

Significant Loss ◽

Path Model ◽

Outcome Variable ◽

Beneficial Effects ◽

Self Perceptions ◽

Chi Squared ◽

Perceptions Of Aging ◽

Bidirectional Associations

Abstract. Background: Previous studies point to a potential relationship between self-perceptions of aging (SPA) and cognitive performance. However, most of these studies are limited by their experimental design. Previous longitudinal studies looked solely at memory as an outcome variable without examining the directionality of effects. The present study examines the direction of effects between two domains of SPA (personal growth and physical losses) and processing speed (PS). Methods: The sample consists of 8,198 participants of the German Ageing Survey (DEAS), aged between 40 and 93 years. A cross-lagged path model was estimated to examine directions of relationships across 3 years via chi-squared difference tests for each domain of SPA. Results: In the unconstrained models, the effect of SPA domain personal growth in 2008 on PS in 2011 and vice versa were marginally significant. For SPA domain physical losses, the effect of SPA on PS was significant, whereas the other direction of the effect did not reach significance. However, the cross-lagged paths of both domains of SPA on PS and vice versa could be set equal without a significant loss of model fit. The resulting associations indicate a significant bidirectional relationship between both domains of SPA and PS. Discussion and conclusion: This study provides initial evidence that SPA can influence trajectories of cognitive decline and vice versa. The results emphasize the detrimental and beneficial effects that stereotypes can have on individuals and add further evidence to the theory of stereotype embodiment.

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Persönliche Reifung (Personal Growth) durch Belastungen und Traumata:

Diagnostica ◽

10.1026//0012-1924.47.3.153 ◽

2001 ◽

Vol 47 (3) ◽

pp. 153-162 ◽

Cited By ~ 124

Author(s):

Andreas Maercker ◽

Robert Langner

Keyword(s):

Personal Growth ◽

Soziale Unterstützung ◽

Soziale Erwünschtheit

Zusammenfassung. Die deutschsprachigen Versionen der Selbstbeurteilungsfragebögen “Persönliche Reifung nach Belastungen“ (PRB) und “Posttraumatische Persönliche Reifung“ (PPR) werden vorgestellt und teststatistisch überprüft. Der PRB-Fragebogen ist eindimensional, während der PPR-Fragebogen fünf Subskalen umfaßt: Neue Möglichkeiten, Beziehungen zu Anderen, Persönliche Stärken, Wertschätzung des Lebens und Religiöse Veränderungen. Die untersuchte Stichprobe (N = 141; MAlter = 37.5 Jahre, SD = 17.8, Altersbereich 19-78 Jahre; 63.8% weiblich) setzt sich aus Teilstichproben älterer Studenten mit schweren Lebensereignissen sowie Patienten aus internistischen Kliniken zusammen. Es werden Angaben zur Reliabilität, faktoriellen und diskriminanten Validität der beiden Fragebögenversionen gemacht, die die Faktorenstruktur der englischsprachigen Originalversionen weitgehend bestätigen. Beide Fragebögen korrelieren sehr hoch miteinander. Zur externen Validierung der Fragebögen wurden Bewältigungsstrategien, wahrgenommene soziale Unterstützung, Symptome der Posttraumatischen Belastungsreaktion sowie die soziale Erwünschtheit untersucht. Aufgrund von theoretischen und faktorstrukturellen Gesichtspunkten wird die Verwendung des fünf Dimensionen erfassenden PPR-Fragebogens empfohlen. Offene Probleme der Validierung werden abschließend diskutiert.

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