scholarly journals The Cruel Optimism of The Good Wife

2016 ◽  
Vol 18 (2) ◽  
pp. 165-183 ◽  
Author(s):  
Shani Orgad
Keyword(s):  
Middle Class ◽  
Lived Experience ◽  
Sense Of Self ◽  
Professional Performance ◽  
Self Confidence ◽  
Professional Woman ◽  
Good Wife ◽  
Individual Self ◽  
The Impact

This article juxtaposes The Good Wife’s ( TGW) representation of Alicia Florrick’s experience as a professional woman and a mother, against interview accounts of middle-class women who left successful careers after having children. I show that TGW furnishes a compelling fantasy based on (1) the valorization of combining motherhood with competitive, long-hours high-powered waged work as the basis for a woman’s value and liberation, and (2) an emphasis on women’s professional performance and satisfaction as depending largely on their individual self-confidence and ability to “lean in,” while marginalizing the impact of structural issues on women’s success and workplace equality. This fantasy fails to correspond to women’s lived experience, but shapes their sense of self in painful ways. The TGW fantasy thus involves a relation of “cruel optimism”: it attracts women to desire it while impeding them from tackling the structural issues that are obstructing realization of their desire.

“Scrap-Heap Storiesˮ: Oral Narratives of Labour and Loss in Scottish Mining and Manufacturing

2020 ◽  
Vol 31 (2-2018) ◽  
pp. 8-21
Author(s):  
Arthur McIvor
Keyword(s):  
Working Class ◽  
Lived Experience ◽  
Oral History ◽  
Job Loss ◽  
Sense Of Self ◽  
Oral Narratives ◽  
Industrial Work ◽  
Working Lives ◽  
Plant Closures ◽  
The Impact

This article is an attempt to comprehend deindustrialisation and the impact of plant downsizing and closures in Scotland since the 1970s through listening to the voices of workers and reflecting on their ways of telling, whilst making some observations on how an oral history methodology can add to our understanding. It draws upon a rich bounty of oral history projects and collections undertaken in Scotland over recent decades. The lush description and often intense articulated emotion help us as academic “outsidersˮ to better understand how lives were profoundly affected by plant closures, getting us beyond statistical body counts and overly sentimentalised and nostalgic representations of industrial work to more nuanced understandings of the meanings and impacts of job loss. In recalling their lived experience of plant run-downs and closures, narrators are informing and interpreting; projecting a sense of self in the process and drawing meaning from their working lives. My argument here is that we need to listen attentively and learn from those who bore witness and try to make sense of these diverse, different and sometimes contradictory stories. We should take cognisance of silences and transgressing voices as well as dominant, hegemonic narratives if we are to deepen the conversation and understand the complex but profound impacts that deindustrialisation had on traditional working-class communities in Scotland, as well as elsewhere.

scholarly journals Mediators and Moderators of Reinforced Self-Affirmation as a Method for Reducing the Memory Misinformation Effect

2021 ◽  
Vol 12 ◽  
Author(s):  
Malwina Szpitalak ◽  
Romuald Polczyk
Keyword(s):  
Sense Of Self ◽  
Self Esteem ◽  
Misinformation Effect ◽  
Sources Of Information ◽  
Witness Testimony ◽  
Self Confidence ◽  
Forensic Psychologists ◽  
External Sources ◽  
The Impact ◽  
Memory Confidence

The misinformation effect occurs when an eyewitness includes information in his or her account that is incongruent with the event he or she witnessed, and stems from being exposed to incorrect external sources. This is a serious threat to the quality of witness testimony and to the correctness of decisions reached by courts. However, few methods have been developed to reduce the vulnerability of witnesses to misinformation. This article presents such a method, namely, reinforced self-affirmation (RSA), which, by increasing memory confidence of witnesses, makes them less inclined to rely on external sources of information and more on their own memory. The effectiveness of this method was confirmed in three experiments. It was also found that memory confidence, but not general self-confidence, is a mediator of the impact of RSA on misinformation effect (ME), and that contingent self-esteem and feedback acceptance, but not sense of self-efficacy or general self-esteem, are moderators of this impact. It is concluded that RSA may be a promising basis for constructing methods, which can be used by forensic psychologists in real forensic settings.

scholarly journals Training in Integrative Therapies Increases Self-Efficacy in Providing Nondrug Therapies and Self-Confidence in Offering Compassionate Care

2017 ◽  
Vol 22 (4) ◽  
pp. 618-623 ◽  
Author(s):  
Kathi J. Kemper ◽  
Ellie Hill
Keyword(s):  
Self Efficacy ◽  
Professional Training ◽  
Sense Of Self ◽  
Compassionate Care ◽  
Self Confidence ◽  
Workforce Engagement ◽  
Integrative Therapies ◽  
The Impact

Background. Patient demand and clinician interest have driven professional training in integrative therapies, but few rigorous evaluations have been published. Methods. This project evaluated the proof of concept of training in acupressure, guided imagery, massage, and Reiki on clinicians’ sense of self-efficacy in providing nondrug therapies, self-confidence in providing compassionate care, and engagement with work. Results. Three out of 4 topics met minimum enrollment numbers; 22 of 24 participants completed follow-up as well as pretraining surveys. All would recommend the training to others and planned changes in personal and professional care. There were significant improvements in self-efficacy in using nondrug therapies, confidence in providing compassionate care, and unplanned absenteeism ( P < .05 for each). Conclusion. Training in integrative therapies is feasible and associated with significant improvements in clinicians’ sense of self-efficacy, confidence in providing compassionate care, and engagement with work. Additional studies are needed to determine the impact on quality of care and long-term workforce engagement.

scholarly journals A Trace of Motivational Theory in Education through Attribution Theory, Self-Worth Theories and Self-Determination Theory

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Sonja Van der Putten
Keyword(s):  
Social Context ◽  
Education System ◽  
Attribution Theory ◽  
Sense Of Self ◽  
Self Determination Theory ◽  
Self Determination ◽  
Self Confidence ◽  
School Programs ◽  
Self Worth ◽  
The Impact

If motivation is the desire to act or move toward a particular activity, task or goal, just what influences one’s desire to do so remains complex. The impact of social context, or even just the perception of social context, can greatly influence what one attributes to their sense of self, as conveyed in attribution theory (AT), their perception of self-worth, as conveyed in self-worth theories (SWT) and subsequently their mindset and their behaviour to act, as conveyed in self-determination theory (SDT). Even more unclear is exactly what role the education system plays in fostering/hindering one’s motivation to learn. It is clear however, that the structure of the education system, the influence of educator’s actions and attitudes (whether deliberate or inadvertent), and the nature of peer competition can act as detrimental forces on the impact of one’s sense of ability and self. Educational policy that is created based on generalizations about universally innate human abilities, needs and drives, makes the question of how to foster intrinsically motivated students in schools even more challenging. Outside school programs such as Motivate Canada, which aim to foster motivation in youth by strengthening their self-confidence, and in-school programs, such as Inter-A, which aims to generate intrinsic, mastery orientated motivation, may not address all the complex factors underlying student motivation, but are a good start. Subsequently, motivational theories, despite their inconclusiveness provide hope that for students to grow into emotionally well-adjusted adults prepared to constructively contribute to our societies.

Mentoring Experiences of Latina Graduate Students

2015 ◽  
Vol 10 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Irán O. García ◽  
Sheila J. Henderson
Keyword(s):  
Graduate Students ◽  
Lived Experience ◽  
Doctoral Students ◽  
San Francisco ◽  
Sequential Analysis ◽  
Cross Cultural ◽  
Mentoring Relationships ◽  
Graduate Studies ◽  
Self Confidence ◽  
The Impact

AbstractIn order to contribute to knowledge on the Latina graduate students’ experiences and the role of mentoring relationships in their pursuit of higher education, the purpose of this qualitative study was to interview Latina doctoral students about their lived experience. Four Latina graduate students at a graduate university in San Francisco, California were recruited by way of student email lists, flyers, and social networks such as Facebook, LinkedIn, Hi5, and word of mouth. Participants took part in a face-to-face interview guided by semi-structured questions. Within the same cultural and cross-cultural mentoring relationship experiences described, a sequential analysis of the interview transcripts revealed the following themes consistent with the Kram model of mentoring: (a) conceptualizations of a “good mentor,” (b) how mentoring influenced their pursuit of graduate studies, and (c) the impact of mentoring on their self-confidence and self-esteem. While many studies exist on mentoring students, there is relatively little research on the mentoring experiences of Latina graduate students. It is hoped that this small study will motivate much needed further research in the mentoring needs of the Latina/o community. One possible issue revealed in this study was the absence of within culture or cross-cultural mentoring for Latina graduate students.

Success and Failure in the “Land of Opportunities”: How Social Class Informs Educational Attitudes Among Newcomer Immigrants and Refugees

2019 ◽  
Vol 57 (4) ◽  
pp. 1567-1591 ◽  
Author(s):  
Aaron Leo
Keyword(s):  
Middle Class ◽  
Sense Of Self ◽  
Lower Class ◽  
Ethnographic Study ◽  
Educational Attitudes ◽  
Self Blame ◽  
Class Background ◽  
Newcomer Immigrants ◽  
Using Data ◽  
The Impact

Despite the wide-ranging scholarship on the educational attitudes held by native-born members of the middle and working class, few researchers have examined the impact of class on the attitudes of new arrivals. This article addresses this gap using data gathered through an ethnographic study conducted among 30 newly arrived refugee and immigrant youth from varying class backgrounds. Although all the students expressed high aspirations, those from a middle-class background were more likely to view academic performance in individualistic terms than their working- and lower-class peers, who were more critical of meritocracy. Optimistic views of opportunity may motivate students to overcome barriers, yet they may also obscure the significance of class disparities in education and foster a sense of self-blame among failing students.

scholarly journals ISSUES AND CHALLENGES IN MAINTAINING MOTIVATION TO LEARN ENGLISH IN RURAL MADRASAH CONTEXT

2016 ◽  
Vol 5 (2) ◽  
pp. 173-183
Author(s):  
Mochammad Imam Machfudi
Keyword(s):  
Lived Experience ◽  
Rural Areas ◽  
Cultural Context ◽  
Self Esteem ◽  
Motivational Strategies ◽  
Teaching English ◽  
Self Confidence ◽  
Compulsory Subject ◽  
The Impact ◽  
Difficult Subject

Issues and challenges in teaching English in rural madrasahs are enormous. Despite the fact that English is considered to be a difficult subject, its presence as a compulsory subject does not seem desirable in such a situation. In this socio-cultural context, maintaining motivation is an important element among the challenges where the students are not motivated to learn English. This article explains the issues and challenges and the motivational strategies developed by Madrasah Tsanawiyah teachers of English in teaching English in their context and the impact on their students. By analysing the teachers’ lived-experience through their stories this research finding shows that there are three kinds of motivational strategies enacted by the teachers of English in the rural areas of East Java including giving rewards, positive feedback, and increasing self-esteem and self-confidence. These three elements of external motivation indicate that the motivation plays a significant role in engaging students to learn English.

Gifted Students' Motivation and its Impact on the Development of their Giftedness

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Hussein SALEM MUBARAK BARABWD ◽  
Mohammad YUSOFF BIN MOHD NOR ◽  
Noriah Mohd Ishak
Keyword(s):  
Extrinsic Motivation ◽  
Gifted Students ◽  
Qualitative Approach ◽  
The Other ◽  
Phenomenological Method ◽  
Self Confidence ◽  
Verbal Praise ◽  
Intrinsic Motivations ◽  
The Impact ◽  
Intrinsic And Extrinsic Motivations

The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motivation, whereas 40 % of them consider exams scores, verbal praise, parents and environment as their extrinsic motivations. Regarding the impact of intrinsic and extrinsic motivations on the development of giftedness, the majority of the participants believe that intrinsic and extrinsic motivations affect positively the development of their giftedness development. Finally, based on the findings, some recommendations were provided. 

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