URGENSI PERSONAL BRANDING BAGI PUSTAKAWAN DI ERA PANDEMI

As a result of the Covid-19 outbreak, libraries must change their habits and order in providing library services. Library services, which were initially carried out in person or on the spot, were turned into online services to facilitate and provide convenience for users and librarians. Librarians are expected to be more creative in creating new innovations in providing online services to users. Librarians must still be able to provide excellent service to users even with various existing limitations, both librarians, infrastructure, and library collections. In the midst of the limitations of excellent service, the librarian is the key to this excellent service. Librarians must have a brand. How the librarian shows brand personality, brand-ability, brand value, and has a stimulus that produces positive perceptions. The brand of personality to build is one that is friendly, cooperative, forgiving, understanding, and good on good terms with other people. Librarians must also hone their brand personality in terms of being systematic, careful, thorough, responsible, and disciplined. Librarians should also have less negative emotionality, so that they are relatively balanced, calm, steadfast, and feel safe. Librarians must be sociable, articulate, assertive, and open to new relationships. besides that the librarian must have a high, to listen to new ideas and change ideas. The brand of librarian abilities that must be built is solving problems systematically, being able to find and finding creative and original ideas, managing people, coordinating with other people or teamwork, regulating and controlling emotions, being able to draw decisions, under any conditions, have a service or service orientation, negotiate, have cognitive flexibility or are able to think spontaneously in response to adjusting to situational needs. The librarian's brand value that must be built is the value of integrity and leadership. In terms of integrity, librarians must value honesty in speaking and acting; be able to balance/be consistent between thoughts, words, and actions; fair in treating others; have a high dedication to the institution; can always be trusted in carrying out the mandate and carrying out daily tasks. In addition to leadership, librarians must build teamwork in order to generate new ideas, ideas, suggestions so that work goals can be implemented.

Emergent impoliteness and persuasive emotionality in Polish media discourses

The focus of the paper is to identify and discuss cases of what we call emergent impoliteness and persuasive emotionality based on selected types of discourse strategies in Polish media which contribute to increasingly high negative emotionality in audiences and to the radicalization of language and attitudes when addressing political opponents. The role and function of emotional discourse are particularly foregrounded to identify its persuasive role in media discourses and beyond. Examples discussed are derived from current Polish media texts. The materials are collected from the large Polish monitor media corpus monco.frazeo.pl (Pęzik 2020). The analysis is conducted in terms of quantitative corpus tools (Pęzik 2012, 2014), concerning emotive and media discourse approaches (Lewandowska-Tomaszczyk and Wilson 2013, Lewandowska-Tomaszczyk 2015, 2017a, 2017b). The analysis includes a presentation of the ways mass media construe events (Langacker 1987/1991) in terms of their ideological framing, understood as particular imposed/constructed event models and structures (cf. Gans 1979). Special attention is paid to the negative axiological evaluation of people and events in terms of mostly implicitly persuasive and offensive discourse, including the role emotion clusters of harm, hurt and offence, anger and contempt play in the media persuasive tactics. The research outcomes provide a research basis and categorization of types of emergent impoliteness and persuasive emotionality, which involve implicit persuasion directed at negative emotionality raising with the media public, as identifiedin the analyzed media texts.

Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years

Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade ( n = 90, mean age = 8.85) and fourth grade ( n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.

Can negative emotions increase students’ plagiarism and cheating?

The challenges of higher education can be stressful, anxiety-producing, and sometimes depressing for students. Such negative emotions may influence students’ attitudes toward assessment, such as whether it is perceived as acceptable to engage in plagiarism. However, it is not known whether any impact of negative emotions on attitudes toward plagiarism translate into actual plagiarism behaviours. In two studies conducted at two universities (Study 1 N = 718; Study 2 N = 490), we examined whether negative emotionality influenced plagiarism behaviour via attitudes, norms, and intentions as predicted by the theory of planned behaviour. In both studies, negative affect predicted plagiarism intentions mediated by perceived norms, and intentions predicted plagiarism behaviour. These findings suggest that students’ negative emotionality is a risk for plagiarism engagement and that higher education institutions should support students’ emotional well-being, especially regarding assessment practices.

Self-Defeating Humor and Negative Emotionality

The purpose of the present study was to examine the relationship between self-defeating humor style and features of negative emotionality.

Breast may not always be best: moderation of effects of postnatal depression by breastfeeding and infant sex

Background There is good evidence that female infants are particularly vulnerable to poor emotional outcomes following in utero glucocorticoid exposure. It is currently unclear whether such effects might persist into the postnatal period for breastfed infants, as maternal cortisol is expressed in breastmilk and is influenced by maternal psychological distress. We pre-registered hypotheses that maternal postnatal depression would be associated with infant negative emotionality, and that this effect would be moderated by breastfeeding status and infant sex. Methods We analysed data from the Wirral Child Health and Development Study (WCHADS), a prospective epidemiological study starting in pregnancy. Nine weeks after birth mothers self-reported depressive symptoms and breastfeeding status, and reported infant negative emotionality using the distress to limits subscale of the infant behaviour questionnaire (IBQ-R) when their infant was aged 9 weeks and 14 months. Maximum likelihood estimations made use of data from 857 mother-infant pairs. Results At 9 weeks of age, maternal postnatal depressive symptoms were positively associated with infant distress to limits; however, this effect was not moderated by infant sex or breastfeeding. At age 14 months, the association between postnatal depression symptoms and distress to limits was greatest in the breastfed females, whereas the association was smaller, but still significant, in the non-breastfed females. For males, the association was non-significant in both the breastfed and non-breastfed groups. A test of sex difference between breastfed males and females was significant. Conclusions We provide evidence that effects of maternal postnatal depression on child emotional outcomes are moderated by breastfeeding status and differ by infant sex. Female vulnerability to elevated maternal breastmilk glucocorticoids may, at least in part, explain these effects.

Do Negative Emotions Matter? Paths From Victimization to Cyber and Traditional Bullying From a General Strain Theory Perspective

Drawing on theoretical propositions of general strain theory (GST), the current study aims to examine whether general victimization as a source of criminogenic strain predicts two different types of bullying, traditional and cyberbullying perpetrations, and whether negative emotionality, such as trait-based anger and depression, conditions the effects of general victimization on bullying. Using a Korean adolescent sample, we adopt cross-lagged dynamic panel models to investigate the longitudinal effects and interactions of strain and negative emotionality. The results indicate a significant influence of general victimization on both types of bullying perpetrations, as expected, while the conditioning effects of negative emotionality are found only for traditional bullying, which may reflect differences in the nature of the two different forms of bullying.

Early development of negative and positive affect: Implications for ADHD symptomatology across three birth cohorts

High levels of early emotionality (of either negative or positive valence) are hypothesized to be important precursors to early psychopathology, with attention-deficit/hyperactivity disorder (ADHD) a prime early target. The positive and negative affect domains are prime examples of Research Domain Criteria (RDoC) concepts that may enrich a multilevel mechanistic map of psychopathology risk. Utilizing both variable-centered and person-centered approaches, the current study examined whether levels and trajectories of infant negative and positive emotionality, considered either in isolation or together, predicted children's ADHD symptoms at 4 to 8 years of age. In variable-centered analyses, higher levels of infant negative affect (at as early as 3 months of age) were associated with childhood ADHD symptoms. Findings for positive affect failed to reach statistical threshold. Results from person-centered trajectory analyses suggest that additional information is gained by simultaneously considering the trajectories of positive and negative emotionality. Specifically, only when exhibiting moderate, stable or low levels of positive affect did negative affect and its trajectory relate to child ADHD symptoms. These findings add to a growing literature that suggests that infant negative emotionality is a promising early life marker of future ADHD risk and suggest secondarily that moderation by positive affectivity warrants more consideration.