On the need to investigate the barriers to physical activity that are specific to stigmatized individuals

Understanding what predicts behavior change is a hot topic in health psychology, especially with regard to physical activity. While existing research has revealed key factors of physical activity (e.g., reasoned cognitions, automatic processes), it fails to accurately identify those that are specific to the most inactive populations (e.g., older adults, obese individuals, women, people living with chronic disease). In this commentary, we propose to articulate current approaches of health behavior change with the social psychology of stereotypes, based on the observation that inactive groups are often targeted by negative stereotypes. This articulation may allow to better identify the barriers to physical activity that are specific to individuals from the most inactive groups. More particularly, we propose that low self-control resources and self-perceptions may be key factors of physical inactivity in these individuals. This proposition could in turn help to explain why some behavioral change techniques that are efficient in healthy or young adults are inefficient in other individuals.

Filling Gaps in the Nomological Networks for Dominance and Affiliation by Examining Self-Informant Agreement on Momentary Interpersonal Behavior

Interpersonal functioning involves an interplay of subjective perceptions and overt behavior. This study examines agreement between self and informant reports of behavior measured naturalistically to investigate the associations between observable behavior, self-perceptions, and others’ perceptions and to enrich the nomological networks for the domains of dominance and affiliation. We studied a sample of romantic couples (N=193) who rated their own and their partner’s interpersonal behavior during a 21-day ambulatory assessment (AA) protocol. We used a multitrait-multimethod-multirater correlation matrix including self- and informant-reported averages and variability of dominance and affiliation measured by AA and cross-sectional self-reports of dominance, affiliation, and interpersonal distress. There was no self-informant agreement on dominance measured by AA, but there was moderate agreement on affiliation averages and variability. Only AA self-reports of average dominance and affiliation, not informant reports, converged with analogous cross-sectional self-reports. Both self and informant reports of dominance and affiliation variability correlated with self-reported interpersonal distress. Results suggest that the internal versus external experiences of dominance and affiliation differ and that these differences have important implications in everyday interpersonal functioning. Our findings also show that self-perceptions of variability in dominance and affiliation, others’ perceptions of variability, and actual behavioral variability relate to interpersonal problems.

The effects of theatre-based vocal empowerment on young Egyptian women’s vocal and language characteristics

This study investigates the impact of a theatre-based vocal empowerment program on the vocal and language characteristics and the self-perceptions of young bilingual Egyptian women. The program used applied theatre, a dramatic practice that promotes civic action by utilizing improvisational techniques to engage participants in exploring solutions to self-identified community concerns. These techniques supported participants’ pursuit of vocal empowerment: the ability to comfortably express their intended content with a clear audible voice, accompanied by the belief that what they had to say was worthwhile. The program was implemented in Alexandria and Aswan, two Egyptian cities in different regions of the country, with distinct socio-economic profiles. Thirty-six young women from Aswan and nineteen from Alexandria participated. The program was facilitated in Arabic, for 90 minutes per day over twelve consecutive days in 2018. Participants in both groups spoke Arabic as a home language and studied English in school settings but differed in their educational experiences and English proficiency. The vocal and language characteristics of each participant were tested in Arabic and English pre- and post- program using a spontaneous speech task and a reading aloud task. Their self-perceptions were evaluated through a vocal self-perception survey. Results indicated that participants responded differently in each city. In Alexandria, participants showed significant improvement in language skills (e.g., mean length of utterance). In contrast, participants in Aswan showed a significant change in fundamental frequency. Overall, the self-surveys indicated that all participants experienced an increased sense of confidence, a stronger belief in self-authorship, and an increased desire to voice their opinions clearly in public; however, there were subtle differences between the groups. In analyzing these results, we conclude that to design effective vocal empowerment outreach programs internationally, it is necessary to consider participants’ cultural backgrounds, language diversity, and socio-economic status.

An Ecological Study of Identity in Teaching English as a Foreign Language in Light of the Dynamic Systems Model of Role Identity

Influenced by the growing urge of investigating the combined nature of teacher identity with the dynamic teacher professional learning processes in recent years, the present study aimed to cast an ecological look at identity role construction and change in L2 teaching. To this aim, Dynamic Systems Model of Role Identity (DSMRI) meta-theoretical framework was employed with the centrality of social–cultural roles in framing an EFL teacher’s experiences and guiding actions. In a single-case study, a Chinese EFL teacher’s dynamic construction of identity (as a single-case design) was traced in three phases: before a practicum (teacher professional development program), during the practicum, and during the first year of teaching. A triangulation of data was used to ensure the adequacy and representativeness of the required data. The data were analyzed qualitatively to find traces of change and development in the teacher’s ontological beliefs, goals, self-perceptions, and action possibilities. The DSMRI-oriented analysis of pre-, mid-, and post-practicum data emphasized the traces of role identities of the teacher trainee in her professional development process, that also created both emerging patterns and emerging challenges in her role, fostering a more negotiated, adaptive and realistic teacher role identity. This study substantiated the usefulness of the DSMRI for viewing language teachers’ professional development and the dynamic identity development processes as several temporal and situated factors contribute to the alignment or misalignment of a teacher’s ontological beliefs, goals, self-perceptions, and action possibilities.

Audit on Clinical Competency of Fresh Medical Graduates in a Malaysian Private University Using Kirkpatrick Level-1 Evaluation Model

Clinical competency is the core of the medical curriculum. Careful ongoing evaluation of clinical competency is required to ensure continuous reviewing for curriculum development. The objective of this study was to investigate self-perceptions of clinical competency of fresh medical graduates using the Kirkpatrick framework – the most convenient and widely used model for measuring clinical competency. A cross-sectional study was conducted among 50 fresh medical graduates of Widad University College, Malaysia in 2019 using a standardised questionnaire containing 43-items of competency. Respondents were asked to rate self-perceptions of his/her competency in these attributes using a five-point Likert scale against each attribute, where 5 = always competent and 1 = never competent. The response rate was 92%. Out of 43 items, graduates were always competent in taking clinical history and examining a patient thoroughly; frequently competent in eight attributes; sometimes competent in 29; and occasionally competent in four. The graduates have not yet started their houseman-training; and thus, got fewer chances to practice all the procedures. It is expected that graduates’ competency will improve during their houseman training. There is scope for improvement, as faculty need to pay more attention to improving student competency by arranging additional training. The teaching of clinical competency also needs integration with the pre-clinical phase for early exposure. The findings have direct implications for faculty development towards competency-based education that would bridge the gap between education and practice. This study offers other medical schools a window towards comprehensive use of competency tools to assess the competency of their graduates.

Investigating the Self-Perceptions and Experiences of Veiled Women in Pakistan

The present phenomenological study aimed to explore the perceptions and experiences of veil-taking women. For this purpose, semi-structured interviews were conducted with 15 purposefully selected Pakistani veil-taking women. Construct validity of the tool was checked through expert opinion from 5 experts from social sciences and qualitative research fields. Respondents reported three main reasons for taking the veil: Islam and Quranic values, family norms, and fashion. All the participants looked at their veil approvingly and considered it a sign of respect, freedom, and empowerment. However, some women reported that they had faced prejudice, discrimination, and stereotypical attitude due to their veil. The study suggests that wearing a veil or not should be the right of a woman. Neither should a person be ridiculed, harassed, or discriminated for taking; nor for not taking it.

Shifts in Spiritual and Religious Self-Perceptions in the First Year of College

This study draws on an original national and longitudinal survey to examine patterns and predictors of change in religious and spiritual self-perceptions among over seven thousand college students in their first year on campus. The chapter identifies the personal characteristics, institutional contexts, and collegiate experiences that shaped students’ perceptions of themselves in relation to religion and spirituality. Twenty-eight percent of first-year students changed their self-perception in the first year of college; a switch to “spiritual but not religious” was the most common type of change. The study illuminates parallel reactions to religious and spiritual descriptors among certain groups. For example, both atheists and evangelical Christians were less likely than mainline Protestants to adopt the “religious but not spiritual” and “spiritual but not religious” labels. Lived experiences in the first year of college made a notable impact on students’ self-perceptions of spirituality.