Seeking reputation or money? The influence of sociality mental modes on sense of agency in social contexts

Sociality mental modes (i.e., market mode primed by money cues and communal mode primed by eye gaze) refer to the ways people interact with others in distinct manners(individuals are inclined to share resources with others regardless of the personal costs and benefits in the communal mode but have a personal relationship with others based on cost-benefit ratios in the market mode), and they affect social interaction and even affect the subjective experience. The sense of agency (SoA) is a subjective experience of one’s degree of control over external events. But little is known about the influence of sociality mental modes on the SoA. Previous studies have shown that social exclusion reduces the SoA. Here, we examined whether sociality mental modes affect the sense of agency by intentional binding paradigm and 9-point Likert scale (experiment 1) in social contexts by priming social exclusion and social inclusion through a recall task (experiment 2). The results showed that in social exclusion conditions, the market mode group had a shorter estimate of time, and the communal mode group had a higher rating of agency than the control group. This study demonstrates that social inclusion context improves the explicit sense of agency. In the context of social exclusion and inclusion, the market mode enhances the implicit sense of agency, that is, pursuing money; the communal mode reduces the explicit sense of agency, that is, seeking reputation.

Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches

: Flipped learning has become a popular approach for supporting higher education, but less is known about its link with the learners’ emotions, which are known to play an important role in science education. The main purpose of this study is to analyse the effects of the flipped learning approach on students’ learning emotions. This research utilised a quasi‑experimental design with two data collection time points (pre‑ and post‑study). The sample involved 65 students from the science track in one Saudi university. The participants were distributed into two groups, taught by the traditional and the flipped learning methods respectively. Data collection took place over a period of 4 study weeks. The results show that the flipped mode group had obtained higher learning emotions mean score compared to its traditional counterpart, and they showed improvement in learning emotions mean score over the period of the study. The findings indicate that further study is needed both to validate the current study in a different context , and also to determine how the flipped learning environment can better support students’ interactions and their emotions.