Examining the Robustness of the Graded Response and 2-Parameter Logistic Models to Violations of Construct Normality

When fitting unidimensional item response theory (IRT) models, the population distribution of the latent trait (θ) is often assumed to be normally distributed. However, some psychological theories would suggest a nonnormal θ. For example, some clinical traits (e.g., alcoholism, depression) are believed to follow a positively skewed distribution where the construct is low for most people, medium for some, and high for few. Failure to account for nonnormality may compromise the validity of inferences and conclusions. Although corrections have been developed to account for nonnormality, these methods can be computationally intensive and have not yet been widely adopted. Previous research has recommended implementing nonnormality corrections when θ is not “approximately normal.” This research focused on examining how far θ can deviate from normal before the normality assumption becomes untenable. Specifically, our goal was to identify the type(s) and degree(s) of nonnormality that result in unacceptable parameter recovery for the graded response model (GRM) and 2-parameter logistic model (2PLM).

Human Resources and their Tendency to Information Security Crimes Based on Holland Theory

Security systems are often the target of cyber-criminals and professional hackers, but often they fail in hiding all traces of the attack, thereby leaving critical evidence that could lead to identifying and arresting the criminal. However, hacking skills vary from one hacker to another depending on the hacker's personal traits, behavior, and intellectual tendencies. The aim of this study is to develop a proposed descriptive model of the behavioral patterns and motives of hackers based on programmable psychological theories, modeled using object-oriented programming models. The study proposes a descriptive model of an inverse algorithm that simulates Holland's Theory of Behavioral Patterns. Findings show that this descriptive model is applicable to be produced as a code map for the human resources of an investigative nature.

Psychological theories of aggression

This paper aimed to provide a short exposition of the main theories of aggression. The choice of the theories reflected, in part, the historical progression and rising complexity of the theories over time. A brief overview of the following theoretical perspectives on aggression was presented: Freud’s psychoanalytic theory; Lorenz’s ethological theory; Behaviorist theory; Frustration-aggression hypothesis; Cognitive neo-association theory; and Social learning theory. These theories are representatives of the traditional perspective, which posits that by piecing together fragments of data gained through research, we arrive at the truth about aggression. A radically different perspective was offered through the constructivist perspective, which argues that any theory is just one way of organizing the data. Drawing from personal construct theory, a different psychological perspective on aggression was proposed.

Paul and the Author of 1 Clement as Entrepreneurs of Identity in Corinthian Crises of Leadership

When Paul and the author of 1 Clement write letters to Corinth to address crises of leadership, both discuss Moses’ παρρησία (frankness and openness), yet they evaluate it rather differently. In this article, I view both authors as entrepreneurs of identity and explore the ways in which they try to shape their audience’s social identity and influence their behaviour in the crisis by selectively retelling scriptural narratives related to Moses. The article shows that social psychological theories under the umbrella term of the social identity approach help to illuminate the active role of leaders in identity construction as well as the processes of retelling the past in order to mobilize one’s audience.

Investigating Mindful Awareness from Moment-to-Moment in Meditation: The Mindful Awareness Task (MAT)

Buddhist and contemporary psychological theories propose that training attention and awareness in mindfulness meditation is a fundamental mechanism of mindfulness, essential for producing its salutary effects. Yet, the empirical foundation for this central idea in mindfulness science is surprisingly small due to a limited methodological capacity to measure attention and awareness during mindfulness meditation. Accordingly, we set out to study these processes (N = 143) via a novel behavioral paradigm measuring the objects and temporal dynamics of mindful awareness during meditation – the Mindful Awareness Task (MAT). Using this paradigm, we empirically characterized attention and awareness during mindfulness meditation. We provide novel behavioral evidence indicating that, as long-theorized, attention and awareness during mindfulness meditation are related to previous mindfulness meditation practice, attitudinal qualities of mindfulness, attention regulation, and mental health. We found that in contrast to widely held assumptions, sustained attention and executive functions, as measured via common cognitive-experimental tasks, may not be meaningfully related to the cognitive capacities trained and expressed in mindfulness meditation. Furthermore, we found that the accuracy of self-reported mindfulness is, paradoxically, dependent on behaviorally measured capacities for mindful awareness. Collectively, our behavioral findings reveal that, as long-theorized, attention and awareness during mindfulness meditation may indeed be fundamental to the practice, cultivation, and salutary functions of mindfulness. Findings indicate that the MAT paradigm may overcome significant limitations of extant measurement methods, and thereby enable future scientific insights into attention and awareness in mindfulness meditation and their salutary effects.

“Every human action is anthropophagic”

The Freudian theory and the era of acceleration announced by the Futurist Manifesto arrived in Brazil in 1899 and 1909, respectively. Afterwards the concrete reception of these two significant events became more than the symptomatic revelation of the shocks provoked by industrial modernity and its powerful undercurrent of anxieties. The poet, „clown“, writer and major figure of the Brazilian modernist avant-garde, Oswald de Andrade (1890-1954) absorbed Freud and the Futurist Manifesto at once, re-pragmatized and re-semantized them. Oswald's concept of Cultural Anthropophagy (1928) as a central interpretative strategy, to be exact, an hermeneutic approach is defined by Haroldo de Campos aptly: “Oswald's ‘Anthropophagy’ [...] is the thought of critical devoration of the universal cultural heritage” (Campos,1986). The introduction of the anthropophagic trope inspired by Native Americans’ metaphysics leads the poet to a subversion of the Gestalt/Behavior psychological theories: “The anthropophagic function of the psychological behavior is reduced to two parts: 1) totemiser the external taboos; 2) create a new taboo in exogamic function” (Andrade,1929). From 1928 to 1950 the Anthropophagy approach on the interaction between the individual and the environment gained philosophical consistency. Oswald's thesis is a conceptual alternative that attempted to bring answers through the amplification of our ethical becoming. As an epistemological perspective attentive to the different modes of existence, the proposition of Oswald is a field of transformative practices having the power to overcome the techno-industrial paradigms. I will examine the contribution of Oswald de Andrade to theoretical psychology and to the issues that arise in an “Era of Acceleration” where the symbolic field is replaced by a cybernetic field.

LEADERSHIP QUALITIES IN A INTEGRATED STRUCTURE PERSONALITIES OF THE TEACHER

The article analyses the main psychological theories and considers the theoretical aspects of the concept of leadership qualities in future teachers. Purpose. The purpose of the publication is scientific study and systematization of experience on this issue, to identify the essential characteristics in the holistic structure of the personality of future teacher leaders in the educational space of Institutions of Higher Education.Methods. In the research were used such a theoretical methods: content analysis, synthesis, classification and generalization of scientific and theoretical provisions of the concept of "leadership qualities" in the modern educational environment. The methodological basis of the article is the scientific concepts of native and foreign researchers who have dealt with issues of leadership and leadership qualities. Different approaches of scientists on understanding the essence of leadership qualities of the individual and their features are considered. The components and criteria of leadership qualities from the standpoint of the psychology of work of the teacher are described. Leadership qualities of future teachers has an important role of the formation.Results. As a result of theoretical and methodological research, we analyzed, systematized and identified the following components of leadership qualities in the holistic structure of the future teacher's personality from the point of view of psychology of pedagogical work: motivational-value, emotional-communicative, organizational-regulatory and reflexive-evaluative.Conclusions. It is concluded that in the conditions of modernization of the educational system the teacher-leader becomes an important strategic resource of all transformations, and is able to generate and perceive innovations, ready to show activity and creativity. Subjectivity and congruence are defined as the fundamental qualities that determine the purposeful development of important personal and professional characteristics that contribute to the development of personality to the position of a leader.Key words: leadership, leadership qualities, future teachers, pedagogical activity. У статті проаналізовано основні психологічні підходи і теорії, розглянуто теоретичні аспекти поняття лідерських якостей у майбутніх педагогів. Мета публікації – наукове вивчення та систематизація досвіду з даної проблематики, виявлення сутнісних характеристик у цілісній структурі особистості майбутніх педагогів-лідерів в освітньому просторі закладу вищої освіти.Методи. Під час проведення дослідження використовувалися такі теоретичні методи: контент-аналіз, синтез, класифікація та узагальнення науково-теоретичних положень поняття «лідерські якості» в системі сучасного освітнього середовища. Методологічну основу статті становлять наукові концепції сучасних вітчизняних та зарубіжних дослідників, котрі займалися питаннями лідерства та лідерських якостей, зокрема у педагогів. Розглядаються різні підходи та погляди науковців на розуміння сутності лідерських якостей особистості та їхні особливості. Описуються структура, компоненти та критерії лідерських якостей з позиції психології праці педагога. Підкреслюється важлива роль формування лідерських якостей у майбутніх учителів. Результати. У результаті теоретико-методологічного дослідження нами проаналізовано, системати-зовано та виокремлено такі компоненти лідерських якостей у цілісній структурі особистості майбутнього педагога з точки зору психології педагогічної праці: мотиваційно-ціннісний, емоційно-комунікативний, організаційно-регулятивний та рефлексивно-оцінювальний. Висновки. З’ясовано, що в умовах модернізації освітньої системи педагог-лідер стає важливим стратегічним ресурсом усіх перетворень, здатним генерувати і сприймати інновації, готовим проявляти активність і творчість. Основоположними якостями, що зумовлюють цілеспрямований розвиток важливих особистісно-професійних характеристик, які сприяють розвитку особистості до позиції лідера, визначені суб’єктність і конгруентність. Перспективи подальшого дослідження ми вбачаємо в дослідженні лідер-ських якостей та розробленні психолого-педагогічного супроводу в процесі фахової підготовки педагогів.Ключові слова: лідерство, лідерські якості, майбутні педагоги, педагогічна діяльність.