Grit in Second Language Learning and Teaching: Introduction to the Special Issue

This brief, introductory paper contextualizes the special issue in relevant literatures in psychology, education, and SLA. In addition to describing the rationale for the special issue and providing a preview of the papers included, we identify the major themes and questions raised by the authors. Balanced against the conceptual, measurement, and pedagogical issues is an argument for the applicability of the concept within SLA. Finally, we provide the implications of the special issue which should be considered in future research in L2 grit studies.

Interdisciplinarity as a Key Competence on Industry 4.0 Labor Market

The discussions on the concept of competences 4.0 in the context of 4th industrial revolution, or industry 4.0, have been being growing recently, and extensive analyses and researches have been being carried out by experts within various scientific disciplines such as management, economy, psychology, education, human resource, informatics and systemics. Due to the relevance of industry 4.0 concept in relation to current socio-economic challenges worldwide, the growing interest on the part of researchers and the proliferation of the above-mentioned terms in literature has formed a complicated network of patterns and relations constituting a scientific landscape of the discussions in questions. Accordingly, the aim of this article is to explain the contextual terminology of these discussions, namely: industry 4.0 and competences 4.0, and to discuss the nature of interdisciplinarity as one of the key factors defining future skills in the context of the new labor market needs.

Psychological Literacy

Until 2010, the phrase “psychological literacy” (PL) was used sparsely and in a variety of ways, including to refer to (a) a student’s grasp of the major concepts of the different topic areas of psychology, (b) a call to action for psychologists to contribute to increased psychological knowledge and skills in the population, or (c) a nation’s general capacity to apply psychological principles in everyday life. In 2010, PL was defined in terms of the intended outcome of undergraduate (UG) psychology education, delineating nine capabilities, broadly categorized as discipline knowledge and its application, critical thinking and research skills, and the valuing of ethical behavior and of diversity. A call to action to educate “psychologically literate citizens” was also made. Several studies have evaluated the impact of educational interventions in relation to those capabilities. A more recent and general conceptualization of PL appears to revert to some of the earlier understandings, being defined as the capacity to use psychology to achieve personal, professional, and societal goals. The broad aim of this bibliography is to identify existing and topical themes from the literature on PL. A significant proportion of the literature has a focus on psychology education. Nevertheless, there is some diversity in the themes identified. Note that there are many papers that make mention “in passing” of the modern conceptualization of PL. Although these are indicative of the general acceptance of the concept, these were deemed to be less central to the reader’s understanding of this topic. How were the themes identified? A literature search was conducted with standard databases, then additional literature was independently identified (e.g., through the examination of reference listings). In terms of what was selected for consideration, specific criteria were applied (e.g., English language only, no conference abstracts). During this process, themes emerged, and a coauthor consensus was iteratively reached regarding (a) the major existing and topical themes and their relevance, and (b) exemplars for each. Each of the sections covers one of the themes identified, except where sections are organized by subthemes.

Psychological and social factors responsible for school violence: العوامل النفسية والاجتماعية المسؤولة عن العنف المدرسي

The school violence is one of the most important topics that has attracted the interest of many researchers and specialists in psychology, education and sociology because of its complex nature for the student, teacher and the school as a whole for decades. This study was an attempt to identify the most important psychological and social factors behind the spread of violence in schools, And its interpretation through a set of theoretical theories of psychoanalysis, social learning, theory of frustration and aggression, biological theory, and the most prominent aspects of violent personality.

Comparative Analysis of Similarities and Differences between Null Hypotheses, Assumption of Breach

The main purpose of this paper is to comparatively study the similarities and differences between of the , null hypothesis and assumption of breach .The null hypothesis , in applied researches, particularly experiments for confirm or rejection .a hypothesis, regard to inferential statistics That used in many different fields of humanities researchers, particularly psychology, education, management and sociological placed assumption of breach, to prove geometric proposition( theorems), which hypothetical temporary, that with the help of reasoning, the false statements, it we conclude. Such a statement may deny our hypotheses or assume reduction ad absurdum. The use of these two words separately and hypothesis alternative in abundance, the world of science and research, has been discussed, but the relationship between these words, mention, yet. Isn’t .This article describes the relation of these assumptions. Likewise, in writing, to the similarity, their differentiation, are mentioned. Including the results, that is, the achieve results null hypothesis, researcher with the error is encountered, but In the Reduction ad absurdum the achieve results, not an error.

Comparative Analysis of Similarities and Differences between Null Hypotheses, Assumption of Breach

The main purpose of this paper is to comparatively study the similarities and differences between of the , null hypothesis and assumption of breach .The null hypothesis , in applied researches, particularly experiments for confirm or rejection .a hypothesis, regard to inferential statistics That used in many different fields of humanities researchers, particularly psychology, education, management and sociological placed assumption of breach, to prove geometric proposition( theorems), which hypothetical temporary, that with the help of reasoning, the false statements, it we conclude. Such a statement may deny our hypotheses or assume reduction ad absurdum. The use of these two words separately and hypothesis alternative in abundance, the world of science and research, has been discussed, but the relationship between these words, mention, yet. Isn’t .This article describes the relation of these assumptions. Likewise, in writing, to the similarity, their differentiation, are mentioned. Including the results, that is, the achieve results null hypothesis, researcher with the error is encountered, but In the Reduction ad absurdum the achieve results, not an error.

Racial Microaggressions: Critical Questions, State of the Science, and New Directions

Racial microaggressions are an insidious form of racism with devastating mental-health outcomes, but the concept has not been embraced by all scholars. This article provides an overview of new scholarship on racial microaggressions from an array of diverse scholars in psychology, education, and philosophy, with a focus on new ways to define, conceptualize, and categorize racial microaggressions. Racism, along with its many forms and manifestations, is defined and clarified, drawing attention to the linkages between racial microaggressions and systemic racism. Importantly, the developmental entry points leading to the inception of racial bias in children are discussed. Theoretical issues are explored, including the measurement of intersectional microaggressions and the power dynamics underpinning arguments designed to discredit the nature of racial microaggressions. Also described are the very real harms caused by racial microaggressions, with new frameworks for measurement and intervention. These articles reorient the field to this pertinent and pervasive problem and pave the way for action-based responses and interventions. The next step in the research must be to develop interventions to remedy the harms caused by microaggressions on victims. Further, psychology must make a fervent effort to root out racism that prevents scholarship on these topics from advancing.

THE EFFECTIVENESS OF COUNSELING TREATMENT PROGRAMS IN REDUCING AGGRESSIVE BEHAVIOR-SURVEY STUDY-

The trends and techniques of treatment and care of psychological and behavioral problems have varied according to the multiple causes leading to them on the one hand and different approaches adopted by specialists, especially in the fields of psychology, education and counseling in various disciplines (school, family....) On the other. From this point of view, we will try to conduct a survey of the studies that have adopted the counseling programs to deal with or reduce the severity of unwanted behaviors (such as violence, aggression, exam anxiety, poor academic achievement)... Highlight their effectiveness in treating or reducing the degrees of unwanted behaviors.