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psychology</title> <meta name="description" content="Search results for: cognitive psychology"> <meta name="keywords" content="cognitive psychology"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="cognitive psychology"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2494</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: cognitive psychology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2494</span> The Postcognitivist Era in Cognitive Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Jameke">C. Jameke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the cognitivist era in cognitive psychology, a theory of internal rules and symbolic representations was posited as an account of human cognition. This type of cognitive architecture had its heyday during the 1970s and 80s, but it has now been largely abandoned in favour of subsymbolic architectures (e.g. connectionism), non-representational frameworks (e.g. dynamical systems theory), and statistical approaches such as Bayesian theory. In this presentation I describe this changing landscape of research, and comment on the increasing influence of neuroscience on cognitive psychology. I then briefly review a few recent developments in connectionism, and neurocomputation relevant to cognitive psychology, and critically discuss the assumption made by some researchers in these frameworks that higher-level aspects of human cognition are simply emergent properties of massively large distributed neural networks <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connectionism" title="connectionism">connectionism</a>, <a href="https://publications.waset.org/abstracts/search?q=emergentism" title=" emergentism"> emergentism</a>, <a href="https://publications.waset.org/abstracts/search?q=postocgnitivist" title=" postocgnitivist"> postocgnitivist</a>, <a href="https://publications.waset.org/abstracts/search?q=representations" title=" representations"> representations</a>, <a href="https://publications.waset.org/abstracts/search?q=subsymbolic%20archiitecture" title=" subsymbolic archiitecture "> subsymbolic archiitecture </a> </p> <a href="https://publications.waset.org/abstracts/27103/the-postcognitivist-era-in-cognitive-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">578</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2493</span> Analytical Study of Educational Theories of Educational Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Krishan%20Tiwari">Ajay Krishan Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on educational psychology have demonstrated the interest of the child's psychological and cognitive environment in the quality of their school commitment. The educational psychologist works with children and adolescents to remedy these factors. The task of the educational psychologist is to liberate the child and adolescent intellectually. Its purpose is to harmonize the child with the system of learning. Psychoanalytic support requires practice in creativity, reading, math, and meditation methods. The goal of educational psychology is to restore the desire and enjoyment of learning. The educational psychologist takes into account the concerns and personality traits that hinder student learning and restores self-esteem. Educational psychologists specialize in supporting children or adolescents who have a different approach to learning. Its role is to consider the child as a whole (cognitive, affective, physical, school, family factors, etc.). It welcomes the child's way of thinking and participates in its development. It is an essential point of contact between the child and his school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title="educational psychology">educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20theories" title=" educational theories"> educational theories</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologist" title=" psychologist"> psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20environment" title=" cognitive environment"> cognitive environment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalytic%20support" title=" psychoanalytic support"> psychoanalytic support</a>, <a href="https://publications.waset.org/abstracts/search?q=enjoyment%20of%20learning" title=" enjoyment of learning"> enjoyment of learning</a> </p> <a href="https://publications.waset.org/abstracts/179614/analytical-study-of-educational-theories-of-educational-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2492</span> Towards Overturning the Dismal Mathematics Performance in Schools by Capitalizing on the Overlooked Cognitive Prowess for Adolescents to Learn Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dudu%20Ka%20Ruth%20Mkhize">Dudu Ka Ruth Mkhize</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents are at the front and centre of poor mathematics performance in schools. Literature has concluded in some countries that there is a permanent and perpetual mathematics crisis in schools of the persistent poor performance in mathematics by teens. There is no shortage of interventions and research to solve this problem. However, none has capitalised on the cognitive prowess of adolescents, which was revealed at the turn of the century by the introduction of neuroimaging technologies such as structural and functional magnetic resonance imaging (sMRI and fMRI). This research found that brain growth during adolescence results in enhanced cognitive abilities essential for mathematics learning. This paper is based on the four-year case study of rural high school adolescents who had a negative attitude towards mathematics and hence were failing mathematics. But through a ten-day intervention where teaching revolved around invoking their cognitive ability, their attitude and motivation for mathematics changed for the better. The paper concludes that despite educational psychology being part of teacher education as well as education systems, there are numerous overlooked gems of psychological theories which have the potential to enhance academic achievement for youth in schools. A recommendation is made to take cues from positive psychology, whose establishment was a rejection of the dominance of the disease model in psychology. Similarly, the general perspective of poor mathematics performance can take a u-turn towards the cognitive ability acquired by adolescents because of their developmental stage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20growth" title=" cognitive growth"> cognitive growth</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20performance" title=" mathematics performance"> mathematics performance</a> </p> <a href="https://publications.waset.org/abstracts/167518/towards-overturning-the-dismal-mathematics-performance-in-schools-by-capitalizing-on-the-overlooked-cognitive-prowess-for-adolescents-to-learn-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2491</span> Discursive Psychology of Emotions in Mediation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Oberda">Katarzyna Oberda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to conceptual emotions in the process of mediation. Although human emotions have been approached from various disciplines and perspectives, e.g. philosophy, linguistics, psychology and neurology, this complex phenomenon still needs further investigation into its discursive character with the an open mind and heart. To attain this aim, the theoretical and practical considerations are taken into account both to contextualize the discursive psychology of emotions in mediation and show how cognitive and linguistic activity expressed in language may lead to the emotional turn in the process of mediation. The double directions of this research into the discursive psychology of emotions have been partially inspired by the evaluative components of mediation forms. In the conducted research, we apply the methodology of discursive psychology with the discourse analysis as a tool. The practical data come from the recorded mediations online. The major findings of the conducted research result in the reconstruction of the emotional transformation model in mediation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20psychology" title=" discursive psychology"> discursive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation" title=" mediation"> mediation</a> </p> <a href="https://publications.waset.org/abstracts/126740/discursive-psychology-of-emotions-in-mediation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2490</span> Right-Wing Narratives Associated with Cognitive Predictors of Radicalization: Direct User Engagement Drives Radicalization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julius%20Brejohn%20Calvert">Julius Brejohn Calvert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This Study Aimed to Investigate the Ecological Nature of Extremism Online. The Construction of a Far-Right Ecosystem Was Successful Using a Sample of Posts, Each With Separate Narrative Domains. Most of the Content Expressed Anti-black Racism and Pro-white Sentiments. Many Posts Expressed an Overt Disdain for the Recent Progress Made Regarding the United States and the United Kingdom’s Expansion of Civil Liberties to People of Color (Poc). Of Special Note, Several Anti-lgbt Posts Targeted the Ongoing Political Grievances Expressed by the Transgender Community. Overall, the Current Study Is Able to Demonstrate That Direct Measures of User Engagement, Such as Shares and Reactions, Can Be Used to Predict the Effect of a Post’s Radicalization Capabilities, Although Single Posts Do Not Operate on the Cognitive Processes of Radicalization Alone. In This Analysis, the Data Supports a Theoretical Framework Where Individual Posts Have a Higher Radicalization Capability Based on the Amount of User Engagement (Both Indirect and Direct) It Receives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology" title="cognitive psychology">cognitive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radicalization" title=" cognitive radicalization"> cognitive radicalization</a>, <a href="https://publications.waset.org/abstracts/search?q=extremism%20online" title=" extremism online"> extremism online</a>, <a href="https://publications.waset.org/abstracts/search?q=domestic%20extremism" title=" domestic extremism"> domestic extremism</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20science" title=" political science"> political science</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20psychology" title=" political psychology"> political psychology</a> </p> <a href="https://publications.waset.org/abstracts/165570/right-wing-narratives-associated-with-cognitive-predictors-of-radicalization-direct-user-engagement-drives-radicalization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165570.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2489</span> The Applications of Group Counseling on Self-Concept, Depression, and Resilience of Teenage Pregnancy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fauziah%20Mohd%20Sa%E2%80%99ad">Fauziah Mohd Sa’ad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Aziz%20Shah"> Mohammad Aziz Shah</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Mohammad%20Arip"> B. Mohammad Arip</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazani%20Ahmad"> Norazani Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Noor%20Idris"> Mohd Noor Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Hapsah%20M.%20Yusof"> Hapsah M. Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to assess the application of person-centred therapy and Cognitive Psychology Ad-Din group counseling on self-concept, depression, and resilience of teenage pregnancy. This study involved 55 teenage pregnancy at three women’s refuge centers which are from KEWAJA, Rhaidatus Sakinah, and Taman Seri Puteri Cheras (JKM). Subjects were classed into two treatment groups and one control group. The Multidimensional Self-Concept Scale (MSCS), Beck Depression inventory (BDI) and Adolescent Resiliency Attitude Scale (ARAS) was administered to assess self-concept, depression, and resilience of teenage pregnancy. The control pre and post test design was used for this study. The research data were analyzed using descriptive analysis, ANOVA, MANCOVA and Tuckey Post Hoc with the significant level of .01 and .05. All treatment group received group counseling sessions for 7 consecutive week, once in each week. The Person-centred group and Cognitive Psychology Ad-Din group counseling showed a significant reduction (pre-test to post-test) on depression, enhancing self-concept and resilience of teenage pregnancy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20counseling" title="group counseling">group counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=person-centred%20therapy" title=" person-centred therapy"> person-centred therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology%20Ad-Din" title=" cognitive psychology Ad-Din"> cognitive psychology Ad-Din</a>, <a href="https://publications.waset.org/abstracts/search?q=teenage%20pregnancy" title=" teenage pregnancy"> teenage pregnancy</a> </p> <a href="https://publications.waset.org/abstracts/24585/the-applications-of-group-counseling-on-self-concept-depression-and-resilience-of-teenage-pregnancy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">573</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2488</span> Exploring the Interplay of Attention, Awareness, and Control: A Comprehensive Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Venkateswar%20Pujari">Venkateswar Pujari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study tries to investigate the complex interplay between control, awareness, and attention in human cognitive processes. The fundamental elements of cognitive functioning that play a significant role in influencing perception, decision-making, and behavior are attention, awareness, and control. Understanding how they interact can help us better understand how our minds work and may even increase our understanding of cognitive science and its therapeutic applications. The study uses an empirical methodology to examine the relationships between attention, awareness, and control by integrating different experimental paradigms and neuropsychological tests. To ensure the generalizability of findings, a wide sample of participants is chosen, including people with various cognitive profiles and ages. The study is structured into four primary parts, each of which focuses on one component of how attention, awareness, and control interact: 1. Evaluation of Attentional Capacity and Selectivity: In this stage, participants complete established attention tests, including the Stroop task and visual search tasks. 2. Evaluation of Awareness Degrees: In the second stage, participants' degrees of conscious and unconscious awareness are assessed using perceptual awareness tasks such as masked priming and binocular rivalry tasks. 3. Investigation of Cognitive Control Mechanisms: In the third phase, reaction inhibition, cognitive flexibility, and working memory capacity are investigated using exercises like the Wisconsin Card Sorting Test and the Go/No-Go paradigm. 4. Results Integration and Analysis: Data from all phases are integrated and analyzed in the final phase. To investigate potential links and prediction correlations between attention, awareness, and control, correlational and regression analyses are carried out. The study's conclusions shed light on the intricate relationships that exist between control, awareness, and attention throughout cognitive function. The findings may have consequences for cognitive psychology, neuroscience, and clinical psychology by providing new understandings of cognitive dysfunctions linked to deficiencies in attention, awareness, and control systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=control" title=" control"> control</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20functioning" title=" cognitive functioning"> cognitive functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=neuropsychological%20assessment" title=" neuropsychological assessment"> neuropsychological assessment</a> </p> <a href="https://publications.waset.org/abstracts/170759/exploring-the-interplay-of-attention-awareness-and-control-a-comprehensive-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170759.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2487</span> The Embodied World — A Redefinition of "Emptiness" in Heart Sutra from the Perspective of Cognitive Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ke%20Ma">Ke Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through the long course of history, Buddhism has captivated generations of brilliant minds with its enlightening but elusive discernment. Far from religious dogmas, Buddhism not only represents spiritual revelation, but also logical reasoning.Among all of Buddhism’s concepts, emptiness is the most famous, and abstruse one. This word resulted from an inaccurate translation confuses both Buddhists and religious scholars who understand Heart Sutra based on its English version. In this essay, the idea of “emptiness” will be reinterpreted as “information,” leading not only to a clarification of the ideology of Buddhism, but also to greater correspondence between Buddhism concepts and cognitive science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=religion" title="religion">religion</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Buddhism" title=" Buddhism"> Buddhism</a> </p> <a href="https://publications.waset.org/abstracts/17114/the-embodied-world-a-redefinition-of-emptiness-in-heart-sutra-from-the-perspective-of-cognitive-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2486</span> Chinese Fantasy Novel: New Word Teaching for Non-Native Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bok%20Check%20Meng">Bok Check Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=Goh%20Ying%20Soon"> Goh Ying Soon </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Giving additional learning materials such as Chinese fantasy novel to non-native learners can be strenuous. Instructors have to understand the underpinning theories about cognitive theory for new word instruction. This paper discusses the underpinning theories. Relevant literature reviews are given. There are basically five major areas of cognitive related theories mentioned in this article. These include motivational learning theory, Affective theory of learning, Cognitive psychology theory, Vocabulary acquisition theory and Bloom’s cognitive levels theory. A theoretical framework has been constructed. Thus, this will give a hand in ensuring non-native learners might gain positive outcomes in the instruction process. Instructors who are interested in teaching new word from Chinese fantasy novel in specific to support additional learning might be able to get insights from this article. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20fantasy%20novel" title="Chinese fantasy novel">Chinese fantasy novel</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20word%20teaching" title=" new word teaching"> new word teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=non-native%20learners" title=" non-native learners"> non-native learners</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20theory" title=" cognitive theory"> cognitive theory</a>, <a href="https://publications.waset.org/abstracts/search?q=bloom" title=" bloom "> bloom </a> </p> <a href="https://publications.waset.org/abstracts/15944/chinese-fantasy-novel-new-word-teaching-for-non-native-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">735</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2485</span> When Psychology Meets Ecology: Cognitive Flexibility for Quarry Rehabilitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Fenianos">J. Fenianos</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Khater"> C. Khater</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Brouillet"> D. Brouillet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ecological projects are often faced with reluctance from local communities hosting the project, especially when this project involves variation from preset ideas or classical practices. This paper aims at appreciating the contribution of environmental psychology through cognitive flexibility exercises to improve the acceptability of local communities in adopting more ecological rehabilitation scenarios. The study is based on a quarry site located in Bekaa- Lebanon. Four groups were considered with different levels of involvement, as follows: Group 1 is Training (T) – 50 hours of on-site training over 8 months, Group 2 is Awareness (A) – 2 hours of awareness raising session, Group 3 is Flexibility (F) – 2 hours of flexibility exercises and Group 4 is the Control (C). The results show that individuals in Group 3 (F) who followed flexibility sessions accept comparably the ecological rehabilitation option over the more classical one. This is also the case for the people in Group 1 (T) who followed a more time-demanding “on-site training”. Another experience was conducted on a second quarry site combining flexibility with awareness-raising. This research confirms that it is possible to reduce resistance to change thanks to a limited in-time intervention using cognitive flexibility. This methodological approach could be transferable to other environmental problems involving local communities and changes in preset perceptions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptability" title="acceptability">acceptability</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20restoration" title=" ecological restoration"> ecological restoration</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20psychology" title=" environmental psychology"> environmental psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Lebanon" title=" Lebanon"> Lebanon</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20communities" title=" local communities"> local communities</a>, <a href="https://publications.waset.org/abstracts/search?q=resistance%20to%20change" title=" resistance to change"> resistance to change</a> </p> <a href="https://publications.waset.org/abstracts/75534/when-psychology-meets-ecology-cognitive-flexibility-for-quarry-rehabilitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2484</span> Cultural Influence on Social Cognition in Social and Educational Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mbah%20Fidelix%20Njong">Mbah Fidelix Njong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabi%20Emile%20Forkwa"> Sabi Emile Forkwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social cognition is an aspect of social psychology that focuses on how people process, store and apply information about others and social situations. It lay emphasis on how cognitive processes play in our social interactions. In this article, we try to show how culture can influence our ways of thinking about others, how we feel and interact with the world around us. Social cognitive processes involve perceiving people and how we learn about the people around us. It concerns the mental processes of remembering, thinking and attending to other people with different cultural backgrounds and how we attend to certain information about the world. Especially in an educational setting, students’ learning processes are most often than not influenced by their cultural background. We can also talk of social schemas. That’s people’s mental representation of social patterns and norms. This involves information about the societal role and the expectations of individuals within a group. These cognitive processes can also be influence by culture. There are important cultural differences in social cognition. In any social situation, two individuals may have different interpretations. Each person brings in a unique background of experiences, knowledge, social influence, feelings and cultural variations. Cultural differences can also affect how people interpret social situations. The same social behavior in one cultural setting might have completely different meaning and interpretation if observed or applied in another culture. However, as people interpret behaviors and bring out meaning from the interpretations, they act based on their beliefs about situations they are confronted with. This helps to reinforce and reproduce the cultural norms that influence their social cognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title="social cognition">social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20schema" title=" social schema"> social schema</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20influence" title=" cultural influence"> cultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/172627/cultural-influence-on-social-cognition-in-social-and-educational-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2483</span> Psychological Biases as Obstacles to Environmental Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=De%20Biase%20Ilaria">De Biase Ilaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Della%20Rocca%20Mattia"> Della Rocca Mattia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our work aims to highlight the role played by cognitive biases in the reception of environmental information, including scientific communication from expert to the lay public, especially in relationship with environmental data coming from biological and biotechnological recording. Some alternative strategies are suggested in order to maximize public awareness on environmental changes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20communication" title="science communication">science communication</a>, <a href="https://publications.waset.org/abstracts/search?q=environment%20and%20psychology" title=" environment and psychology"> environment and psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20biases" title=" cognitive biases"> cognitive biases</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20awareness" title=" environmental awareness"> environmental awareness</a> </p> <a href="https://publications.waset.org/abstracts/149015/psychological-biases-as-obstacles-to-environmental-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149015.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2482</span> Current Account on Teaching Psychology and Career Psychology in Portuguese Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sivia%20Amado%20Cordeiro">Sivia Amado Cordeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruna%20Rodrigues"> Bruna Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Do%20Ceu%20Taveira"> Maria Do Ceu Taveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Catia%20Marques"> Catia Marques</a>, <a href="https://publications.waset.org/abstracts/search?q=Iris%20Oliveira"> Iris Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Daniela%20Silva"> Ana Daniela Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work intends to analyse the teaching of Psychology in Portugal and, particularly, the teaching of Career Psychology, reflecting about the changes that have occurred to date. Were analysed the educational offerings of 31 Portuguese higher education institutions, 12 public and 19 private, who teach the course of Psychology. The three degrees of study were considered, namely, bachelors, masters and doctoral. The analysis of the data focused on the curricular plans of the different degrees of studies in Psychology made available online by higher education institutions. Through them, we identified the curricular units with themes related to the teaching of Career Psychology. The results show the existence of 89 higher psychology courses in Portugal, distributed throughout the three degrees of studies. Concerning to the teaching of Career Psychology there were registered 49 curricular units with themes dedicated to this area of knowledge. There were identified 16 curricular units in the bachelor’s degree, 31 in master’s degree, and two in doctoral degree. It was observed a reduction in the number of degrees in Psychology in the last nine years in Portugal. We discuss the current situation of Psychology teaching, particularly the teaching of Career Psychology. The aim is to stimulate reflection about future perspectives of Psychology teaching, and specifically, specialized training in Psychology of Career, in Portugal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20psychology" title="career psychology">career psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/72737/current-account-on-teaching-psychology-and-career-psychology-in-portuguese-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72737.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2481</span> Relationship between Relational Energy, Emotional Labour and Cognitive Flexibility of Cabin Crew</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rithi%20Baruah">Rithi Baruah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aviation industry is one such sectors whose primary aim is to work for the safety and comfort of their clients and customers. The crew members in the aviation industry include pilots, flight attendants, air traffic controllers, baggage personnel and maintenance personnel. This study will concentrate on the frontline employees of the aviation industry, the flight attendants. Flight attendants belong to the niche group of population who are paid to smile. Although the profession seems to be very glamorous, it is physically and psychologically very taxing. Energy at workplace is a fairly new concept and is an organizational resource which helps employee attain their goals. Therefore, the researcher will aim to establish the relationship between relational energy and the major issue of emotional labor and cognitive flexibility among flight attendants. The researcher will hypothesize that there will be a negative relationship between relational energy and emotional labour, and a positive relationship between relational energy and cognitive flexibility. Also, a positive relationship will be expected between cognitive flexibility and emotional labour of cabin crew. A quantitative research design will be used to study the relationship among 50 flight attendants in India. The findings of the research will not only help the aviation sector but will be a major contribution to the existing literature of aviation psychology in India which is scanty. The relationships can also provide scope to develop a model using the same. From crew resource management and aviation psychology perspectives, relationships among the study variables will not only provide scope for helping the aviation employees in particular but also develop the performance and safety of aviation sector at large. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cabin%20crew" title="cabin crew">cabin crew</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20flexibility" title=" cognitive flexibility"> cognitive flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20labour" title=" emotional labour"> emotional labour</a>, <a href="https://publications.waset.org/abstracts/search?q=relational%20energy" title=" relational energy"> relational energy</a> </p> <a href="https://publications.waset.org/abstracts/63140/relationship-between-relational-energy-emotional-labour-and-cognitive-flexibility-of-cabin-crew" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2480</span> Turkey in Minds: Cognitive and Social Representation of "East" and "West"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feyzan%20Tuzkaya">Feyzan Tuzkaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Nihan%20S.%20Soylu"> Nihan S. Soylu</a>, <a href="https://publications.waset.org/abstracts/search?q=Caglar%20Solak"> Caglar Solak</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Peker"> Mehmet Peker</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilal%20Peker"> Hilal Peker</a>, <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Ozeralp"> Kemal Ozeralp</a>, <a href="https://publications.waset.org/abstracts/search?q=Ceren%20Mete"> Ceren Mete</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezgi%20Mehmetoglu"> Ezgi Mehmetoglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Karasu"> Mehmet Karasu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cihan%20Elci"> Cihan Elci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ece%20Akca"> Ece Akca</a>, <a href="https://publications.waset.org/abstracts/search?q=Melek%20Goregenli"> Melek Goregenli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Perception, evaluation and representation of the environment have been the subject of many disciplines including psychology, geography and architecture. In environmental and social psychology literature there are several evidences which suggest that cognitive representations about a place consisted of not only geographic items but also social and cultural. Mental representations of residence area or a country is influenced and determined by social-demographics, the physical and social context. Thus, all mental representations of a given place are also social representations. Cognitive maps are the main and common instruments that are used to identify spatial images and the difference between physical and subjective environments. The aim of the current study is investigating the mental and social representations of Turkey in university students’ minds. Data was collected from 249 university students from different departments (i.e. psychology, geography, history, tourism departments) of Ege University. Participants were requested to reflect Turkey in their mind onto the paper drawing sketch maps. According to the results, cognitive maps showed geographic aspects of Turkey as well as the context of symbolic, cultural and political reality of Turkey. That is to say, these maps had many symbolic and verbal items related to critics on social and cultural problems, ongoing ethnic and political conflicts, and actual political agenda of Turkey. Additionally, one of main differentiations in these representations appeared in terms of the East and West side of the Turkey, and the representations of the East and West was varied correspondingly participants’ cultural background, their ethnic values, and where they have born. The results of the study were discussed in environmental and social psychological perspective considering cultural and social values of Turkey and current political circumstances of the country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20maps" title="cognitive maps">cognitive maps</a>, <a href="https://publications.waset.org/abstracts/search?q=East" title=" East"> East</a>, <a href="https://publications.waset.org/abstracts/search?q=West" title=" West"> West</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20representations" title=" social representations"> social representations</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/25127/turkey-in-minds-cognitive-and-social-representation-of-east-and-west" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">408</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2479</span> Predicting the Effects of Counseling Psychology on the Sexual Risk Behavior of In-School Adolescents: Implication for National Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olusola%20Joseph%20Adesina">Olusola Joseph Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Adebayo%20Adeyinka%20Salako"> Adebayo Adeyinka Salako</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study adopted a descriptive research design. Two hundred (200) in-school adolescents were purposely selected in Afijio Local Government Area of Oyo State. Two hypotheses were also raised to pilot the study. The researchers developed an instrument which was validated by psychological experts, the instrument tagged counseling psychology and sexual risk behavior questionnaire (CPSRBQ)(r = 0.78). The results were analysed using t-test at 0.05 level of significance. The result showed that there is a significant relationship between counseling psychology and sexual risk behavior of in-school adolescents. It was also noticed that there is a significant difference in the sexual risk behavior of male and female adolescents. Based on the findings, it was recommended that more counselors are still needed in Nigeria schools. There is need for restructuring Nigeria Curriculum most especially on sex education and related diseases. Lastly, adolescents should be more exposed to seminars on HIV/AIDS, sex education enlightenment programmes and marital counseling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling%20psychology" title="counseling psychology">counseling psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20behavior" title=" sexual behavior"> sexual behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20and%20adolescent" title=" risk and adolescent"> risk and adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20sciences" title=" cognitive sciences"> cognitive sciences</a> </p> <a href="https://publications.waset.org/abstracts/6773/predicting-the-effects-of-counseling-psychology-on-the-sexual-risk-behavior-of-in-school-adolescents-implication-for-national-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2478</span> The Need for Educational Psychology in Teacher Education for Sustainable Transformation and Security in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaltume%20Kabir%20Sharrif">Kaltume Kabir Sharrif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education is the bedrock of educational growth and development of any nation. With development in education all human problems can be overcome. Educational Psychology, on the other hand, is in a strategic position for any programme in teacher education to be successful hence other aspects of societal issues. In other words, no teacher education can be of any help in ensuring transformation and security without adequate study in Educational Psychology. Without adequate knowledge and skills in Educational Psychology the teacher may not function effectively in the course of discharging his duty. It is in view of this, that the paper discusses some aspects of Educational Psychology that are of paramount importance in teacher education for sustainable transformation and security of Nigeria. Some recommendations were offered on the role educational psychology play in resolving security challenges facing the country. These include enriching educational psychology with topics from forensic psychology that will provide the teacher the skills of fighting crime in the school, Behavioural Science Unit should be established in each school to monitor the behavior of students, among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformation" title="transformation">transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20challenges" title=" security challenges"> security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a> </p> <a href="https://publications.waset.org/abstracts/23923/the-need-for-educational-psychology-in-teacher-education-for-sustainable-transformation-and-security-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2477</span> The Role of Psychology in Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elahesadat%20Emrani">Elahesadat Emrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of psychology in language teaching has gained significant recognition and importance in recent years. This article explores the intersection of psychology and language teaching and highlights the profound impact that psychological principles and theories have on language learning and instruction. It discusses how an understanding of learners' cognitive processes, motivations, and affective factors can inform instructional strategies, curriculum design, and assessment practices. Additionally, the article sheds light on the importance of considering individual differences and diverse learning styles within the psychological framework of language teaching. This article emphasizes the significance of incorporating psychological insights into language classrooms to create a supportive and effective learning environment. Furthermore, it acknowledges the role of psychology in fostering learner autonomy, enhancing learner motivation, promoting effective communication, and facilitating language acquisition. Overall, this article underscores the necessity of integrating psychology into language teaching practices to optimize learning outcomes and nurture learners' linguistic and socio-emotional development. So far, no complete research has been done in this regard, and this article deals with this important issue for the first time. The research method is based on qualitative method and case studies, and the role of psychological principles in strengthening the learner's independence, increasing motivation, and facilitating language learning. Also, the optimization of learning results and fostering language and social development are among the findings of the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a> </p> <a href="https://publications.waset.org/abstracts/168608/the-role-of-psychology-in-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2476</span> Teaching Practices for Subverting Significant Retentive Learner Errors in Arithmetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The systematic identification of the most conspicuous and significant errors made by learners during three-years of testing of their progress in learning Arithmetic throughout the development of the Kassel Project in England and Greece was accomplished. How much retentive these errors were over three-years in the officially provided school instruction of Arithmetic in these countries has also been shown. The learners’ errors in Arithmetic stemmed from a sample, which was comprised of two hundred (200) English students and one hundred and fifty (150) Greek students. The sample was purposefully selected according to the students’ participation in each testing session in the development of the three-year project, in both domains simultaneously in Arithmetic and Algebra. Specific teaching practices have been invented and are presented in this study for subverting these learners’ errors, which were found out to be retentive to the level of the nationally provided mathematical education of each country. The invention and the development of these proposed teaching practices were founded on the rationality of the theoretical accounts concerning the explanation, prediction and control of the errors, on the conceptual metaphor and on an analysis, which tried to identify the required cognitive components and skills of the specific tasks, in terms of Psychology and Cognitive Science as applied to information-processing. The aim of the implementation of these instructional practices is not only the subversion of these errors but the achievement of the mathematical competence, as this was defined to be constituted of three elements: appropriate representations - appropriate meaning - appropriately developed schemata. However, praxis is of paramount importance, because there is no independent of science ‘real-truth’ and because praxis serves as quality control when it takes the form of a cognitive method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arithmetic" title="arithmetic">arithmetic</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology" title=" cognitive psychology"> cognitive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=information-processing%20paradigm" title=" information-processing paradigm"> information-processing paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20project" title=" Kassel project"> Kassel project</a>, <a href="https://publications.waset.org/abstracts/search?q=level%20of%20the%20nationally%20provided%20mathematical%20education" title=" level of the nationally provided mathematical education"> level of the nationally provided mathematical education</a>, <a href="https://publications.waset.org/abstracts/search?q=praxis" title=" praxis"> praxis</a>, <a href="https://publications.waset.org/abstracts/search?q=remedial%20mathematical%20teaching%20practices" title=" remedial mathematical teaching practices"> remedial mathematical teaching practices</a>, <a href="https://publications.waset.org/abstracts/search?q=retentiveness%20of%20errors" title=" retentiveness of errors"> retentiveness of errors</a> </p> <a href="https://publications.waset.org/abstracts/69727/teaching-practices-for-subverting-significant-retentive-learner-errors-in-arithmetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69727.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2475</span> Transcendence, Spirituality and Well-Being: A Cognitive-Theological Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monir%20Ahmed">Monir Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at discussing transcendence, spirituality, and well-being in light of the psychology of religion and spirituality. The main purpose of this paper is i) to demonstrate the importance of cognitive psychological process (thoughts, faith, and beliefs) and the doctrine of creation (‘creatio ex nihilo’) in transcendence, spirituality, and well-being; ii) to discuss the relationships among transcendence, spirituality, and well-being. Psychological studies of spiritual and religious phenomena have been advanced in the decade, mainly to understand how faith, spiritual and religious rituals influence or contribute to well-being. Psychologists of religion and spirituality have put forward methods, tools, and approaches necessary for promoting well-being. For instance, Kenneth I. Pargament, an American psychologist of religion and spirituality, developed spiritually integrated psychotherapy for clinical practice in dealing with the spiritual and religious issues affecting well-being. However, not much progress has been made in understanding the ability of transcendence and how such ability influences spirituality and religion as well as well-being. A possible reason could be that well-being has only been understood in a spiritual and religious context. It appears that transcendence, the core element of spirituality and religion, has not been explored adequately for well-being. In other words, the approaches that have been used so far for spirituality, religion, and well-being lack an integrated approach combining theology and psychology. The author of this paper proposes that cognitive-theological understanding involving faith and belief about the creation and the creator, the transcendent God is likely to offer a comprehensive understanding of transcendence as well as spirituality, religion, and their relationships with well-being. The importance of transcendence and the integration of psychology and theology can advance our knowledge of transcendence, spirituality, and well-being. It is inevitable that the creation is contingent and that the ultimate origin, source of the contingent physical reality, is a non-contingent being, the divine creator. As such, it is not unreasonable for many individuals to believe that the source of existence of non-contingent being, although undiscoverable in physical reality but transcendentally exists. ‘Creatio ex nihilo’ is the most fundamental doctrine in the Abrahamic faiths, i.e., Judaism, Christianity and Islam, and is widely accepted scriptural and philosophical background about the creation, creator, the divine that God created the universe out of nothing. Therefore, it is crucial to integrate theology, i.e., ‘creatio ex nihilo’ doctrine and psychology for a comprehensive understanding of transcendence, spirituality and their relationships with well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transcendence" title="transcendence">transcendence</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%98creatio%20ex%20nihilo%E2%80%99%20doctrine" title=" ‘creatio ex nihilo’ doctrine"> ‘creatio ex nihilo’ doctrine</a> </p> <a href="https://publications.waset.org/abstracts/126895/transcendence-spirituality-and-well-being-a-cognitive-theological-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2474</span> Spatial Cognition and 3-Dimensional Vertical Urban Design Guidelines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hee%20Sun%20%28Sunny%29%20Choi">Hee Sun (Sunny) Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerhard%20Bruyns"> Gerhard Bruyns</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang%20Zhang"> Wang Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Sky%20Cheng"> Sky Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Saijal%20Sharma"> Saijal Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main focus of this paper is to propose a comprehensive framework for the cognitive measurement and modelling of the built environment. This will involve exploring and measuring neural mechanisms. The aim is to create a foundation for further studies in this field that are consistent and rigorous. Additionally, this framework will facilitate collaboration with cognitive neuroscientists by establishing a shared conceptual basis. The goal of this research is to develop a human-centric approach for urban design that is scientific and measurable, producing a set of urban design guidelines that incorporate cognitive measurement and modelling. By doing so, the broader intention is to design urban spaces that prioritize human needs and well-being, making them more liveable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vertical%20urbanism" title="vertical urbanism">vertical urbanism</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20centric%20design" title=" human centric design"> human centric design</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20cognition%20and%20psychology" title=" spatial cognition and psychology"> spatial cognition and psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=vertical%20urban%20design%20guidelines" title=" vertical urban design guidelines"> vertical urban design guidelines</a> </p> <a href="https://publications.waset.org/abstracts/174035/spatial-cognition-and-3-dimensional-vertical-urban-design-guidelines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2473</span> A Study of EFL Learners with Different Goal Orientations in Response to Cognitive Diagnostic Reading Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuxuan%20Tang">Yuxuan Tang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive diagnostic assessment has received much attention in second language education, and assessment for it can provide pedagogically useful feedback for language learners. However, there is a lack of research on how students interpret and use cognitive diagnostic feedback. Thus the present study aims to adopt a mixed-method approach mainly to explore the relationship between the goal-orientation and students' response to cognitive diagnostic feedback. Almost 200 Chinese undergraduates from two universities in Xi'an, China, will be invited to do a cognitive diagnostic reading test, and each student will receive specialized cognitive diagnostic feedback, comprising of students' reading attributes mastery level generated by applying a well-selected cognitive diagnostic model, students' perceived reading ability assessed by a self-assessing questionnaire and students’ level position in the whole class. And a goal-orientation questionnaire and a self-generated questionnaire on the perception of feedback will be given to students the moment they receive feedback. In addition, interviews of students will be conducted on their future plans to see whether they have awareness of carrying out studying plans. The study aims to find a new perspective towards how students use and interpret cognitive diagnostic feedback in terms of their different goal-orientation (self-based, task-based, and other-based goals) by applying the newest goal orientation model, which is an important construct of motivation in psychology, seldom researched under language learning area. And the study is expected to provide evidence on how diagnostic feedback promotes students' learning under the educational belief of assessment for learning. Practically speaking, according to the personalized diagnostic feedback, students can take remedial self-learning more purposefully, and teachers can target students' weaknesses to adjust teaching methods and carry out tailored teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title="assessment for learning">assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20diagnostic%20assessment" title=" cognitive diagnostic assessment"> cognitive diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=goal-orientation" title=" goal-orientation"> goal-orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20feedback" title=" personalized feedback"> personalized feedback</a> </p> <a href="https://publications.waset.org/abstracts/132567/a-study-of-efl-learners-with-different-goal-orientations-in-response-to-cognitive-diagnostic-reading-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2472</span> Teaching English to Engineers: Between English Language Teaching and Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irina-Ana%20Drobot">Irina-Ana Drobot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English to Engineers is part of English for Specific Purposes, a domain which is under the attention of English students especially under the current conditions of finding jobs and establishing partnerships outside Romania. The paper will analyse the existing textbooks together with the teaching strategies they adopt. Teaching English to Engineering students can intersect with domains such as psychology and cultural studies in order to teach them efficiently. Textbooks for students of ESP, ranging from those at the Faculty of Economics to those at the Faculty of Engineers, have shifted away from using specialized vocabulary, drills for grammar and reading comprehension questions and toward communicative methods and the practical use of language. At present, in Romania, grammar is neglected in favour of communicative methods. The current interest in translation studies may indicate a return to this type of method, since only translation specialists can distinguish among specialized terms and determine which are most suitable in a translation. Engineers are currently encouraged to learn English in order to do their own translations in their own field. This paper will analyse the issue of the extent to which it is useful to teach Engineering students to do translations in their field using cognitive psychology applied to language teaching, including issues such as motivation and social psychology. Teaching general English to engineering students can result in lack of interest, but they can be motivated by practical aspects which will help them in their field. This is why this paper needs to take into account an interdisciplinary approach to teaching English to Engineers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognition" title="cognition">cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP" title=" ESP"> ESP</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/52676/teaching-english-to-engineers-between-english-language-teaching-and-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52676.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2471</span> Experiencing Negative Thoughts? Write It, Crumple It and Throw It</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasmin%20Othman%20Mydin">Yasmin Othman Mydin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When one experiences problems, this may lead to negative thoughts. These thoughts may occur repetitively. The present study investigates the effectiveness of cognitive and behavioural techniques to reduce negative thoughts. 20 undergraduate university students participated as the sample in these experimental therapy sessions. Ten students received the intervention while the other ten students were in control group. 15 items Perseverative Thinking Questionnaire was administered before and after the intervention to test the effectiveness of the techniques. The behavioural techniques applied were such as, write down the negative thoughts, crumple it and throw it away. While the cognitive technique was to imagine that the thoughts are being taken out of the mind while throwing it away. Paired samples t-test analysis revealed that there were significant reductions (t=4.245,df=9, p .003) in the negative thoughts in the group that received the intervention compared to the control group. This indicates that these techniques are effective to reduce the repetitive negative thoughts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behaviour%20and%20cognitive%20intervention" title="behaviour and cognitive intervention">behaviour and cognitive intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20thoughts" title=" negative thoughts"> negative thoughts</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/24285/experiencing-negative-thoughts-write-it-crumple-it-and-throw-it" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24285.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2470</span> Teaching English as a Second/Foreign Language Under Humanistic and Sociocultural Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Baig">Mahrukh Baig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper, sets out to draw some traditional english language teaching practices and to suggest ways for their improvement under the light of humanistic and socio-cultural psychology. This is going to aid language teachers by applying principled psychological methods on the field of education in order to introduce a reciprocal mode of teaching where teacher and learner begin with a mutual effort. However the teacher, after initiating most of the work, gradually passes on more and more responsibility to the learners resulting in their independent endeavors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title="English Language Teaching (ELT)">English Language Teaching (ELT)</a>, <a href="https://publications.waset.org/abstracts/search?q=Second%20Language%20Acquisition%20%28SLA%29" title=" Second Language Acquisition (SLA)"> Second Language Acquisition (SLA)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20english%20as%20second%2Fforeign%20language" title=" teaching english as second/foreign language"> teaching english as second/foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20psychology" title=" socio-cultural psychology"> socio-cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20psychology%20to%20language%20teaching" title=" application of psychology to language teaching"> application of psychology to language teaching</a> </p> <a href="https://publications.waset.org/abstracts/30329/teaching-english-as-a-secondforeign-language-under-humanistic-and-sociocultural-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">608</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2469</span> Epistemological Functions of Emotions and Their Relevance to the Formation of Citizens and Scientists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Den%C3%AD%20Stincer%20G%C3%B3mez">Dení Stincer Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuraya%20Monroy%20Nasr"> Zuraya Monroy Nasr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogy of science historically has given priority to teaching strategies that mobilize the cognitive mechanisms leaving out emotional. Modern epistemology, cognitive psychology and psychoanalysis begin to argue and prove that emotions are relevant epistemological functions. They are 1) the selection function: that allows the perception and reason choose, to multiple alternative explanation of a particular fact, those are relevant and discard those that are not, 2) heuristic function: that is related to the activation cognitive processes that are effective in the process of knowing; and 3) the function that called carrier content: on the latter it arises that emotions give the material reasoning that later transformed into linguistic propositions. According to these hypotheses, scientific knowledge seems to come from emotions that meet these functions. In this paper I argue that science education should start from the presence of certain emotions in the learner if it is to form citizens with scientific or cultural future scientists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epistemic%20emotions" title="epistemic emotions">epistemic emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=formation%20of%20citizens%20and%20scientists." title=" formation of citizens and scientists."> formation of citizens and scientists.</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20emotions" title=" philosophy of emotions"> philosophy of emotions</a> </p> <a href="https://publications.waset.org/abstracts/147079/epistemological-functions-of-emotions-and-their-relevance-to-the-formation-of-citizens-and-scientists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2468</span> Narrative Psychology and Its Role in Illuminating the Experience of Suffering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maureen%20Gibney">Maureen Gibney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The examination of narrative in psychology has a long tradition, starting with psychoanalytic theory and embracing over time cognitive, social, and personality psychology, among others. Narrative use has been richly detailed as well in medicine, nursing, and social service. One aspect of narrative that has ready utility in higher education and in clinical work is the exploration of suffering and its meaning. Because it is such a densely examined topic, suffering provides a window into identity, sense of purpose, and views of humanity and of the divine. Storytelling analysis permits an exploration of a host of specific manifestations of suffering such as pain and illness, moral injury, and the impact of prolonged suffering on love and relationships. This presentation will review the origins and current understandings of narrative theory in general, and will draw from psychology, medicine, ethics, nursing, and social service in exploring the topic of suffering in particular. It is suggested that the use of narrative themes such as meaning making, agency and communion, generativity, and loss and redemption allows for a finely grained analysis of common and more atypical sources of suffering, their resolution, and the acceptance of their continuation when resolution is not possible. Such analysis, used in professional work and in higher education, can enrich one’s empathy and one’s sense of both the fragility and strength of everyday life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaning%20making" title="meaning making">meaning making</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20theory" title=" narrative theory"> narrative theory</a>, <a href="https://publications.waset.org/abstracts/search?q=suffering" title=" suffering"> suffering</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/79749/narrative-psychology-and-its-role-in-illuminating-the-experience-of-suffering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79749.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2467</span> Subjective Well-Being through Coaching Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pendar%20Fazel">Pendar Fazel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Well-being is a good or satisfactory condition of existence; a state characterized by health, happiness, and prosperity. Well-being of people is correlated with, the cognitive, social, emotional, and physical aspect of their personality. Subjective well-being, people’s emotional and cognitive evaluations of their lives, includes what lay people call happiness, peace, fulﬁllment, and life satisfaction. Unfortunately in this period of time people are under the pressure of financial, social problems, and other stress factors which made them vulnerable, and their well-being is threatened. Personal Coaching as a holistic orientation and novel approach is ideal for the present century which help people, to find balance, enjoyment and meaning in their lives as well as improving performance, skills and effectiveness. The aim of the present article besides introducing the personal coaching is determining how personal coaching can positively effects on subjective well-being, under this aim we tend to describe how coaching impact on the cognitive and emotional reconstruction. Present qualitative research is descriptive analytic study, which data gathered by manual library research and search within authentic article through internet; analyzed personal coaching which integrated different views into an operational one helps people promote self-awareness as well as evaluate, emotional and cognitive aspect of their personality and provide appropriate subjective well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title="subjective well-being">subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20growth" title=" personal growth"> personal growth</a> </p> <a href="https://publications.waset.org/abstracts/34052/subjective-well-being-through-coaching-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">527</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2466</span> Effect of Positive Psychology (PP) Interventions on College Students’ Well-Being, Career Stress and Coronavirus Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erva%20Kaygun">Erva Kaygun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to investigate the effects of positive psychology interventions on college students' positive-negative emotions, coronavirus anxiety, and career stress. 4 groups of college students are compared in terms of the level of exposure to PP constructs ( Non-Psychology, Psychology, Positive Psychology Course, and Positive Psychology Boot Camp). In this research, Pearson Correlation, independent t-tests, ANOVA, and Post-Hoc tests are conducted. Without being significant, the groups exposed to PP constructs showed higher positive emotions and total PERMA scores, whereas negative emotions, career stress, and coronavirus stress remained similar. It is crucial to indicate that career stress is higher among all psychology students when compared to non-psychology students. The results showed that the highest exposure group (PP Boot Camp) showed no difference in negative emotions, whereas higher PERMA scores and positive emotion scores were on the Positive and Negative Affect Schedule (PANAS) scale. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=well%20being" title=" well being"> well being</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/141064/effect-of-positive-psychology-pp-interventions-on-college-students-well-being-career-stress-and-coronavirus-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141064.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2465</span> Search for the Sacred: A conceptual Analysis of Divine Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monir%20Ahmed">Monir Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this paper is to analyze existing conceptual papers on the divine relationship. The primary objective of the paper is to illustrate cognitive orientation as a determinant of divine relationship. A further aim of the paper is to establish whether spiritual or religious practices, rituals, or acts alone could confirm a relationship with the sacred or the divine. Searching for the sacred or the divine is known to be a novel way of understanding the meaning and purpose of human existence, including the existence of everything around us. Inevitably, searching for the sacred provides an opportunity for human beings to form a relationship with the divine. Research suggests that discovering meaning and purpose through searching for the sacred or forming relationship with the divine enhances psychological well-being and eventually helps individuals to flourish. The search for the sacred and the discovery of the divine relationship thus have become interesting areas of study in Psychology of Religion and Spirituality. The existing conceptual papers on the relationship with the transcendent source, i.e., the divine creator, were systematically reviewed and analyzed. The outcome of the review reveals that the existing understanding of the relationship with the divine source is inadequate and that such understanding is unable to indicate or confirm a relationship with psychological well-being, including spiritual well-being. The importance of cognitive orientation, including cognitive processes as well as ‘creatio ex nihilo’ doctrine in searching for the sacred, is indicated. The author of this paper proposes that cognitive-theological understanding involving faith and belief about the creation and the divine source, the transcendent God is likely to offer a comprehensive understanding of the divine relationship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=divine" title="divine">divine</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis" title=" analysis"> analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20orientation" title=" cognitive orientation"> cognitive orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%98creatio%20ex%20nihilo%E2%80%99%20doctrine" title=" ‘creatio ex nihilo’ doctrine"> ‘creatio ex nihilo’ doctrine</a> </p> <a href="https://publications.waset.org/abstracts/126942/search-for-the-sacred-a-conceptual-analysis-of-divine-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126942.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20psychology&page=3">3</a></li> <li class="page-item"><a class="page-link" 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