scholarly journals POLISH-ENGLISH CERTIFIED INTERPRETERS IN PSYCHO-AFFECTIVELY CHALLENGING CONTEXTS

2021 ◽  
Vol 8 ◽  
pp. 394-448
Author(s):  
Marcin Walczyński
Keyword(s):  
Final Section ◽  
Self Esteem ◽  
Affective Factors ◽  
Police Station ◽  
Station Hospital ◽  
Language Boundaries ◽  
Constituent Elements ◽  
Consecutive Interpreting ◽  
Occupational Settings

The purpose of this article is to bring to light selected Polish-English certified interpreters’ working contexts which trigger the activation of those interpreters’ psycho-affectivity. In other words, this study aims at illuminating those occupational settings in which Polish-English certified interpreters working in Poland experience psycho-affective factors which – in turn – can affect adversely interpreting quality. The first part of the article presents the concept of the interpreter’s psycho-affectivity with its constituent elements – seven psycho-affective factors (i.e., anxiety, fear, language inhibition/language ego/language boundaries, extroversion/introversion/ambiversion, self-esteem, motivation and stress). What follows is an overview of the profile of a Polish-English certified interpreter by referring to some legal and practical issues inherent in this profession practised in Poland. The final section of this article is devoted to the analysis of several occupational contexts (i.e., courtroom, notary’s office, police station, hospital) in which the studied interpreters’ psycho-affectivity comes into play by affecting the interpreters and their interpreting performance. The data for the analysis were derived from factual, attitudinal and behavioural data collected during a qualitative psycho-affectivity-related study conducted among 76 Polish-English interpreters. Keywords: psycho-affective factors, interpreter’s psycho-affectivity, certified interpreters, occupational contexts of interpreting, consecutive interpreting

scholarly journals Certified Interpreters’ Subjective Experience of Psycho-Affective Factors in Court Interpreting

2020 ◽  
Vol 58 ◽  
pp. 165-185
Author(s):  
Marcin Walczyński
Keyword(s):  
Major Part ◽  
Subjective Experience ◽  
Self Esteem ◽  
Affective Factors ◽  
Court Interpreting ◽  
Language Boundaries ◽  
Study Participants ◽  
Consecutive Interpreting ◽  
Selection Of ◽  
Positive Character

This paper touches upon the theme of the certified interpreter’s psycho-affectivity, a construct studied within a branch of interpreting studies known as interpreter psychology, or more precisely, within its psycho-affective strand. What also lays the groundwork for the presentation of the outcomes of the investigation into the certified interpreters’ experience of the psycho-affective factors is an overview of certified interpreting. The major part of this paper is dedicated to the discussion of the results of a survey carried out among Polish-English certified interpreters who interpret consecutively in the courtroom. Seven factors experienced by study participants (i.e. anxiety, fear, language inhibition/language ego/language boundaries, extroversion/introversion/ambiversion, self-esteem, motivation and stress) are discussed. The discussion is supplemented with a selection of quotes taken from the certified interpreters’ responses, in which they directly or indirectly refer to the selected psycho-affective factors and their impact on the interpreting process and the output rendered. All in all, it emerges that, in quite a number of cases, in the respondents’ opinions, the psycho-affective factors under consideration are of a more negative than positive character, thereby disrupting the process of consecutive interpreting in the courtroom.

Power

2017 ◽  
Author(s):  
Alfonso Troisi
Keyword(s):  
Final Section ◽  
Social Groups ◽  
Self Esteem ◽  
Ecological Condition ◽  
Hunter Gatherers ◽  
Social Hierarchies ◽  
Agricultural Revolution ◽  
Personality Correlates ◽  
Health And Disease ◽  
The Impact

This chapter focuses on social control obtained through coercion. To answer the question of why some people strive for power, evolutionary behavioral biologists look at the phylogeny of dominance systems. Sociophysiology has unveiled the physiological correlates, such as levels of serotonin and testosterone, of dominant and subordinate status in monkeys and humans, and comparative studies have shown the impact of social hierarchies on health and disease vulnerability. Unlike most human societies that arose after the agricultural revolution of 12,000 years ago, groups of hunter-gatherers actively ostracized any individual attempt to attain dominant status. This ecological condition was wiped out by the agricultural revolution, and the more primitive predisposition toward hierarchical relationships re-emerged in human societies. The final section of the chapter illustrates recent data from psychological studies showing the personality correlates of two types of power that coexist in contemporary social groups: power based on intimidation and oppression, and power based on prestige and self-esteem.

scholarly journals ‘Biracial’-Looking Twins: A New Twin Type?/Twin Research: Twins with Cystic Teratomas; Sleep Quality and Body Mass Index; Previable Membrane Rupture/Print and Online Reports: Twins Born to a Sister Surrogate; NASA Twin Study; African-Cosmopolitan Twin Fashion Inspirations; Triplet Hockey Stars

2017 ◽  
Vol 20 (3) ◽  
pp. 260-265 ◽  
Author(s):  
Nancy L. Segal
Keyword(s):  
Body Mass Index ◽  
Sleep Quality ◽  
Body Mass ◽  
Final Section ◽  
Twin Studies ◽  
Self Esteem ◽  
Mothers And Fathers ◽  
Twin Research ◽  
Membrane Rupture ◽  
The Media

Dizygotic (DZ) co-twins born to mothers and fathers from different racial or ethnic backgrounds often resemble one parent much more than the other. As such, these pairs comprise a unique subset of twins for investigating how others’ responses to their different looks may affect their personalities and self-esteem. This article describes some of these twin pairs and some challenges of raising them, and suggests ways they may be used in research. Next, recent twin research on cystic teratomas, relations between sleep quality and body mass index, and previable membrane rupture is described. The final section concerns twins, twin studies, and related events in the media, namely: twins born to a sister surrogate, the NASA twin investigation, inspiring African-Cosmopolitan twins in fashion, and triplet Hockey Stars.

More Than Words: Anxiety, Self-Esteem and Behavioral Problems in Children and Adolescents With Dyslexia

2021 ◽  
pp. 073194872110411
Author(s):  
Linda Zuppardo ◽  
Francisca Serrano ◽  
Concetta Pirrone ◽  
Antonio Rodriguez-Fuentes
Keyword(s):  
Children And Adolescents ◽  
Behavioral Problems ◽  
School Personnel ◽  
Self Esteem ◽  
Control Group ◽  
Behavioral Correlates ◽  
Academic Difficulties ◽  
Affective Factors ◽  
Affective Symptoms ◽  
Reading Measures

This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of native Italian-speaking students. Characteristics of anxiety and self-esteem, as psycho-affective factors, and a variety of associated behavioral problems were studied in a sample of children and adolescents with dyslexia ( n = 22) and compared to those of a group without learning disabilities ( n = 25). The findings suggest the group of participants diagnosed with dyslexia exhibited psycho-affective symptoms, especially anxiety and low self-esteem in social, and academic situations more frequently than the control group. These problems were related to reading measures. More research is needed to determine how they are related and their interaction. Overall, these findings are useful in clarifying the profile of psycho-affective symptoms in the development of academic difficulties in children and adolescents with dyslexia. In some cases, school personnel focus their interventions only on the academic difficulties and not the psycho-affective or behavioral problems. These findings could have implications regarding intervention for this population.

The Effects of Motivation on EFL College Students’ Achievement

2014 ◽  
Vol 2 (4) ◽  
pp. 385
Author(s):  
Fahad Alqurashi
Keyword(s):  
Foreign Language ◽  
Extrinsic Motivation ◽  
Learning Experience ◽  
Self Esteem ◽  
Target Language ◽  
Secure Base ◽  
Language Aptitude ◽  
College Life ◽  
Affective Factors ◽  
Efl College Students

<em>The current study examined the motivation of 48 newly-admitted students at the English department of Umm Al-Qura University for the study and learning of English as a foreign language. The surveyed informants responded to a two-part questionnaire that measured their intrinsic and extrinsic motivation in an attempt to explore the problems that many students encounter during their college life that negatively affect their academic progress. Students’ responses revealed that they were highly motivated to learn the target language—which may indicate that there are other factors related to students’ underachievement. The study recommends that students’ motivation be reexamined at different stages during their enrollment in the BA program and that other aspects related to students’ achievement, such as language aptitude, cognitive style and memory, and other affective factors, such as attitudes and anxiety, be scrutinized. In addition, promoting students’ motivation is a key step towards improving classroom atmosphere and making learning more effective and persistent. Learners need to have positive relationships with teachers. Positive affirmations, constructive guidance, and encouraging words serve as a secure base to enhance their self-esteem, create a positive learning experience, and build constructive attitudes towards learning the target language.</em>

Identity Development and Substance Use in Adolescence

2015 ◽  
pp. 478-504
Author(s):  
Thomas Wills ◽  
Steve Sussman ◽  
Meghan McGurk
Keyword(s):  
Substance Use ◽  
Identity Development ◽  
Final Section ◽  
Peer Groups ◽  
Theoretical Work ◽  
Self Esteem ◽  
Adolescent Identity ◽  
Self Perceptions ◽  
Religious Identification ◽  
The Relationship

This chapter considers how identity-related variables operate as risk or protective factors for substance use/dependence in adolescence. We discuss theoretical work that has distinguished between identity and self-concept and present a model of personal identity as a second-order concept based on self-perceptions in specific areas. We then consider research on identity development in adolescence, including self-esteem, gender identity, religious identification, ethnic identity, and identification with particular peer groups or “crowds.” Finally, we discuss the relation of each aspect of identity to substance use and the probable mediators and moderators of the relationship. A final section summarizes the implications of our model of adolescent identity for prevention and treatment and provides suggestions for further research in this area.

scholarly journals Impact of ESL Learners’ Self-Esteem on Their Oral Proficiency

2018 ◽  
Vol 8 (3) ◽  
pp. 210
Author(s):  
Shugla Mandokhail ◽  
Fouzia Rehman Khan ◽  
Mehwish Malghani
Keyword(s):  
English Language ◽  
Positive Relationship ◽  
Oral Proficiency ◽  
Self Esteem ◽  
Target Language ◽  
Significant Positive Relationship ◽  
Affective Factors ◽  
Affective Filter ◽  
Esl Learners ◽  
The Relationship

This study attempted to investigate the relationship between ESL learners’ Oral proficiency and their level of Self-esteem. The sample consisted of 30 students of Master studying English language at SBK Women’s University Quetta Baluchistan. The data were gathered through two instruments: Rubric for ESL Oral Proficiency along with voice recording and the Rosenberg (1965) Self-esteem Scale. The technique applied was non participant controlled observation. To determine the relationship between ESL learners’ Oral proficiency and their level of Self-esteem, correlational analysis was employed quantitatively. The findings revealed a significant positive relationship between the two variables and asserted Krashen’s Affective Filter Hypothesis that an imaginary barrier of affective factors in learner prevents the learner from acquiring the target language.

scholarly journals The Effects of Motivation on EFL College Students’ Achievement

2019 ◽  
Vol 7 (1) ◽  
pp. 83
Author(s):  
Fahad Alqurashi
Keyword(s):  
Foreign Language ◽  
Extrinsic Motivation ◽  
Learning Experience ◽  
Self Esteem ◽  
Target Language ◽  
Secure Base ◽  
Language Aptitude ◽  
College Life ◽  
Affective Factors ◽  
Efl College Students

<p><em>The current study examined the motivation of 48 </em><em>newly-admitted students at the English department of Umm Al-Qura University for the study and learning of English as a foreign language. The surveyed informants responded to a two-part questionnaire that measured their intrinsic and extrinsic motivation in an attempt to explore the problems that many students encounter during their college life that negatively affect their academic progress. Students’ responses revealed that they were highly motivated to learn the target language—which may indicate that there are other factors related to students’ underachievement. The study recommends that students’ motivation be reexamined at different stages during their enrollment in the BA program and that other aspects related to students’ achievement, such as language aptitude, cognitive style and memory, and other affective factors, such as attitudes and anxiety, be scrutinized. In addition, promoting students’ motivation is a key step towards improving classroom atmosphere and making learning more effective and persistent. Learners need to have positive relationships with teachers. Positive affirmations, constructive guidance, and encouraging words serve as a secure base to enhance their self-esteem, create a positive learning experience, and build constructive attitudes towards learning the target language.</em></p>

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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