scholarly journals Fundamental life motivations and the prerequisites for their realization in young men in different ethnocultural groups

2018 ◽  
Vol 20 (3) ◽  
pp. 169-174
Author(s):  
I M Uliukin ◽  
V N Emelyanov ◽  
A V Berezovskii ◽  
E S Orlova ◽  
A V Zyukin ◽  
...  
Keyword(s):  
Self Regulation ◽  
Real Life ◽  
Young Men ◽  
Self Awareness ◽  
Emotional Aspect ◽  
Ethnocultural Groups ◽  
The Difference ◽  
Psychological Assistance ◽  
Different Cultures ◽  
Optimal Adaptation

Аbstract. The work deals with fundamental life motivation and preconditions for their implementation in young men of different ethnolinguistic groups in terms of existential fulfilment. It is shown as a similarity (due to a long common history in the groups of «Slavs-Turks» and well-expressed in all nations and nationalities by the concept of freedom), and the difference in scales of methodology by A. Langle and C. Orgler «Scale of Existence», conditioned for Eastern peoples by the commonality of religion and geographical features of residence, values, due to the ethnocultural characteristics of the surveyed persons. Therefore, in the process of medical and psychological support of people of different ethnolinguistic groups, it is necessary not only to pay attention to the evaluation of the characteristics of their personality, but also to take into account certain values (including religious norms) and expectations that are maintained within different cultures, as well as other circumstances, who can make psychological assistance effective or inconclusive. Since in the process of learning the personality is enriched, including by new psychological connections, relying on which and manipulating which it further solves the assigned professional tasks, when working with people, one must proceed from the basic components of self-awareness: self-understanding (cognitive aspect), relations to yourself (the emotional aspect); self-regulation (behavioral aspect). That is, all these tasks can be defined as the formation of new behaviours related to cooperation, mutual assistance, responsibility and autonomy that contribute to optimal adaptation, more successful social functioning in real life, and prevention of recidivism of unconstructive behaviour. However, a generalized view of behaviour and beliefs may not cover the diversity that exists within ethnic groups.

scholarly journals YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION

2021 ◽  
Vol 7 (4) ◽  
pp. 48-56
Author(s):  
Julia Korotsinska ◽  
Keyword(s):  
Young People ◽  
Emotional Competence ◽  
Negative Impact ◽  
Self Regulation ◽  
Real Life ◽  
Personal Characteristics ◽  
Self Awareness ◽  
Emotional States ◽  
Self Confidence ◽  
Four Levels

At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation. The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills. The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity. The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.

scholarly journals The Perceived Match Between Observed and Own Bodies, but Not Its Accuracy, Is Influenced by Movement Dynamics and Clothing Cues

2021 ◽  
Vol 15 ◽  
Author(s):  
Lize De Coster ◽  
Pablo Sánchez-Herrero ◽  
Jorge López-Moreno ◽  
Ana Tajadura-Jiménez
Keyword(s):  
Body Dysmorphic Disorder ◽  
Daily Life ◽  
Body Movement ◽  
Real Life ◽  
Self Report ◽  
Self Awareness ◽  
Body Perception ◽  
Cultural Stereotypes ◽  
Movement Dynamics ◽  
The Difference

Own-perceived body matching – the ability to match one’s own body with an observed body – is a difficult task for both general and clinical populations. Thus far, however, own-perceived body matching has been investigated in situations that are incongruent with how we are used to experience and perceive our body in daily life. In the current study, we aimed to examine own-perceived body matching in a context that more closely resembles real life. More specifically, we investigated the effects of body movement dynamics and clothing cues on own-perceived body matching. We asked participants to match their own body with an externally perceived body that was a 3D-generated avatar based on participants’ real bodies, fitted with a computer-generated dress. This perceived body was (1) either static (non-walking avatar) or dynamic (walking avatar), (2) either bigger, smaller, or the same size as participants’ own body size, and (3) fitted with a dress with a size either bigger, smaller, or the same as participants’ own dress size. Our results suggest that movement dynamics cues did not improve the accuracy of own-perceived body matching, but that confidence about dress fit was higher for dynamic avatars, and that the difference between dynamic and static avatars was dependent on participants’ self-esteem. Furthermore, when participants were asked to rate the observed body in reference to how they wanted to represent themselves to others, dynamic avatars were rated lower than static avatars for the biggest-sized bodies only, possibly reflecting the influence of movement cues on amplifying socio-cultural stereotypes. Finally, while smaller body/dress sizes were systematically rated higher than bigger body/dress sizes for several self-report items, the interplay between body and dress size played an important role in participants’ self-report as well. Thus, while our research suggests that movement and garment dynamics, allowing for realistic, concrete situations that are reminiscent of daily life, influence own-body perception, these cues did not lead to an improvement in accuracy. These findings provide important insights for research exploring (own-) body perception and bodily self-awareness, with practical (e.g., development of online avatars) and clinical (e.g., anorexia nervosa and body dysmorphic disorder) implications.

scholarly journals CORRELATION OF EMOTIONAL INTELLIGENCE AND LEADERSHIP QUALITIES OF UNIVERSITY TEACHERS

2021 ◽  
Vol 2 (2) ◽  
pp. 28-35
Author(s):  
O. V. VOSHCHEVSKA ◽  
Keyword(s):  
Emotional Intelligence ◽  
Leadership Behavior ◽  
Self Regulation ◽  
Great Part ◽  
Self Awareness ◽  
Specific Question ◽  
Self Evaluation ◽  
Johari Window ◽  
The Difference ◽  
Definition Of

The article describes emotional intelligence of a university lecturer. It is given the definition of the term «emotional intelligence», revealed its origin. The work describes the main emotional intelligence skills: self-awareness, self-regulation, empathy, motivation, social skills. The author pays attention to Johari Window technique, which helps people better understand their relationship with themselves and others. The article gives a possibility to get acquainted with a list of questions which could be used to assess teacher’s work in a class, content of the course, students’ satisfaction with the course, recommendations of improving the course etc. These questions are divided into the following categories: 1) instructor-specific question themes; 2) course-specific question themes; 3) student self-evaluation questions; 4) open-ended questions. The author of the article also represents some emotional self-regulation strategies, which can be applied in a class. It is explained the difference between a teacher, who is a leader and a usual teacher, who is just an executor of the demanded actions. There is an example of a questionnaire, which helps to determine leader’s style. According to Hersey and Blanchard Situational Leadership Theory a leader’s ability to lead depends upon situation factors. These scientists focused a great part of their research on the characteristics of followers in determining appropriate leadership behaviours. According to this theory, leader’s styles are divided into: directing, coaching, supporting, delegating. The author also explains the difference between a relation-oriented and a task-oriented leader. Key words: emotional intelligence, university lecturer, leader’s style, leadership behavior, questionnaire.

scholarly journals THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE ACCOUNTING COMPREHENSION: GENDER BASED STUDY

2019 ◽  
Vol 1 (1) ◽  
pp. 30-36
Author(s):  
Sinarti Sinarti ◽  
Ulfa Dwi Mustika Sari
Keyword(s):  
Emotional Intelligence ◽  
Self Regulation ◽  
Financial Accounting ◽  
Accounting Students ◽  
Future Research ◽  
Self Awareness ◽  
Male And Female ◽  
Analysis Technique ◽  
The Difference ◽  
Gender Based

The purpose of this research is to examine the influence of emotional intelligence on the level of accounting comprehension and to examine the difference of emotional intelligence and accounting comprehension between male and female accounting students. Emotional intelligence is measured by five components which is self-awareness, self-regulation, motivation, empathy, and social skills. Accounting comprehension is measured by accounting subject grade, consist of accounting principles, intermediate accounting, advanced financial accounting, auditing and accounting theory. Sampling method in this research using purposive sampling. Linier analysis and t-test independent are used as a data analysis technique. The results show that emotional intelligence has an effect on accounting comprehension, and there is no difference of emotional intelligence and a difference of accounting comprehension between male and female students. This research only using emotional intelligence in measuring accounting comprehension and there is a different number of male and female respondents. The future research may added more variable such as learning behavior.

scholarly journals Emotional intelligence in Belva Plain’s Blessings

2019 ◽  
Vol 4 (2) ◽  
pp. 204
Author(s):  
Nori Indriyani ◽  
Rahmi Munfangati
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Interpersonal Relations ◽  
Self Regulation ◽  
Real Life ◽  
Self Awareness ◽  
The Novel ◽  
Emotional Challenges ◽  
Psychological Phenomena ◽  
Qualitative Descriptive

Everyone faces emotional challenges. It can influence their behavior since emotion is an incredibly strong drive on human behavior. This powerful emotion can lead someone to take actions that he might not regularly do, or keep away from the conditions that someone enjoys. Emotionality is related to a range of psychological phenomena, including mood, temperament, personality, and motivation. The ability to control emotions in the self and others is called Emotional Intelligence (EI). EI can be found not only in real life but in literary works such as a novel. In line with that interesting topic, this article, therefore, explores the EI and the implications of EI of the main character in Belva Plain’s Blessings. In analyzing the novel, the study applied a psychological approach. The technique of analyzing the data was a qualitative descriptive method. The findings of the study showed Jennie’s EI, that is composed of emotional self-awareness, self-regulation, motivation, and social skills. Furthermore, the results revealed the implications of Jennie’s EI; she becomes successful because she is good at self-regulation and motivation. She is also good at self-awareness, empathy and social skills, so she has better interpersonal relations.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

Relationships Between Cognitive and Driving Self-Awareness in Older Drivers

2020 ◽  
Author(s):  
Laurence Paire-Ficout ◽  
Sylviane Lafont ◽  
Marion Hay ◽  
Amandine Coquillat ◽  
Colette Fabrigoule ◽  
...  
Keyword(s):  
Experimental Study ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Older Drivers ◽  
Driving Ability ◽  
Digit Symbol Substitution Test ◽  
Self Awareness ◽  
Subjective Data

Abstract Objectives Many older drivers incorrectly estimate their driving ability. The present study aimed to determine whether, and if so, to what extent unawareness of cognitive abilities affects self-awareness of driving ability. Methods Two successive studies were conducted. A cohort study investigated cognitive self-awareness and an experimental study examined driving self-awareness in older drivers. In each one, self-awareness was assessed by cross-analyzing objective (respectively Trail-Making Tests A & B and the Digit Symbol Substitution Test and driving performance of on-road assessment) and subjective data (responses about everyday cognitive skills and driving ability). Older drivers were then classified as being over-, correct or underestimators. The three cognitive and driving self-awareness profiles were then cross-analyzed. Results In the cohort study, 1,190 drivers aged 70 years or older were included. The results showed that 42.7% of older drivers overestimated their cognitive ability, 42.2% estimated it correctly, and 15.1% underestimated it. The experimental study included 145 participants from the cohort. The results showed that 34% of participants overestimated, 45% correctly estimated, and 21 % underestimated their driving ability. There was a significant relationship between cognitive and driving self-awareness profiles (p=0,02). This overlap was more marked in overestimators. Discussion Significant overlap between cognitive and driving self-awareness provides useful and new knowledge about driving in the aging population. Misestimation of cognitive ability could hamper self-awareness of driving ability, and consequently self-regulation of driving. It is now crucial to develop measures that promote self-awareness of ability.

Early manifestations and first-contact incidence of schizophrenia in different cultures: A preliminary report on the initial evaluation phase of the WHO Collaborative Study on Determinants of Outcome of Severe Mental Disorders

1986 ◽  
Vol 16 (4) ◽  
pp. 909-928 ◽  
Author(s):  
N. Sartorius ◽  
A. Jablensky ◽  
A. Korten ◽  
G. Ernberg ◽  
M. Anker ◽  
...  
Keyword(s):  
Collaborative Study ◽  
Strong Support ◽  
Developed Countries ◽  
Incidence Rates ◽  
Symptom Profiles ◽  
Evaluation Phase ◽  
Different Populations ◽  
The Difference ◽  
Different Cultures ◽  
First Contact

SynopsisIn a context of a WHO collaborative study, 12 research centres in 10 countries monitored geographically defined populations over 2 years to identify individuals making a first-in-lifetime contact with any type of ‘helping agency’ because of symptoms of psychotic illness. A total of 1379 persons who met specified inclusion criteria for schizophrenia and other related non-affective disorders were examined extensively, using standardized instruments, on entry into the study and on two consecutive follow-ups at annual intervals. Patients in different cultures, meeting the ICD and CATEGO criteria for schizophrenia, were remarkably similar in their symptom profiles and 49% of them presented the central schizophrenic conditions as defined by CATEGO class S+. However, the 2-year pattern of course was considerably more favourable in patients in developing countries compared with patients in developed countries, and the difference could not be fully explained by the higher frequency of acute onsets among the former. Age- and sex-specific incidence rates and estimates of disease expectancy were determined for a ‘broad’ diagnostic group of schizophrenic illness and for CATEGO S+ cases. While the former showed significant differences among the centres, the differences in the rates for S+ cases were non-significant or marginal. The results provide strong support for the notion that schizophrenic illnesses occur with comparable frequency in different populations and support earlier findings that the prognosis is better in less industrialized societies.

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