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I Deserve What You Have: The Relationship Between Pattern of Envy and Achievement Motivation in Egypt: The Moderating Effect of Self-Esteem
Issue:
Volume 9, Issue 6, November 2020
Pages:
145-149
Received:
15 October 2020
Accepted:
27 October 2020
Published:
4 November 2020
Abstract: Envy is a common and complex emotion and a concept with religious specificity; however, investigating envy and its real-life outcomes is limited in Egypt. To this end, the current study examined the relationship between patterns of envy (benign and malicious) and achievement motivation. Moreover, the study examined the moderating effect of self-esteem in that relationship. A convenience sample of 248 Egyptian participants (45 men and 203 women), Mean participant age was 32.15 years (standard deviation = 9.75), with an age range of 15–70 years. Participants responded to three questionnaires assessing the Benign and Malicious Envy Scale (BeMaS), The Achievement Motivation Measure (AMM) and the Rosenberg's scale for self-esteem. Results indicated that a significant positive relationship exists between benign envy and achievement motivation and with its components (Achievement thoughts and behaviors). However, no significant relationship was observed between malicious envy and achievement motivation. A significant interaction effect was observed between malicious envy and self-esteem on achievement motivation. The findings of this study will contribute to distinguishing between two patterns of envy and their outcomes through assistance in real life by improvement one's personal beliefs to reduce the negative feelings result of envy. These findings were discussed in the light of the extant theoretical and empirical literature. Furthermore, limitation and conclusion are also stated.
Abstract: Envy is a common and complex emotion and a concept with religious specificity; however, investigating envy and its real-life outcomes is limited in Egypt. To this end, the current study examined the relationship between patterns of envy (benign and malicious) and achievement motivation. Moreover, the study examined the moderating effect of self-est...
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Three Approaches to a Cultural Object: The Film Under the Skin
Ana Belchior Melícias,
Maria Aparecida Cabral,
João Augusto Frayze-Pereira
Issue:
Volume 9, Issue 6, November 2020
Pages:
150-159
Received:
10 September 2020
Accepted:
15 October 2020
Published:
11 November 2020
Abstract: This article presents three approaches to the film Under the Skin by Jonathan Glazer (2014) that correspond to three interpretative vertices. The film is an adaptation of Michel Faber´s science fiction novel set in Northern Scotland which follows an extraterrestrial that, manifested in a female human form, drives around the countryside picking up male travelers. She seduces and sends them to her home planet. Her experience on Earth is complex and causes tragical consequences. The impact of the film offered an opportunity for the authors to expand their perspectives on different directions. The first part of the article refers to psychoanalytic concepts that are applied to the film, mainly the psychoanalytical conceptualizations about the body and the starting point of mental functioning. In the second part subjective constructions are evoked by the method of free association which is applied to the film recalling the Marsyas Myth, the confrontation of Oedipus with the Sphynx, the work of Anish Kapoor in his modern version of Flaying Marsyas. A subjective construction is built. These two ways of reading the film are called applied psychoanalysis. The third part, a perspective derived from the articulation between Psychoanalysis, Aesthetics and Art Criticism serves as a trigger to read the film in its specificity as a cultural object allowing the expansion of psychoanalytic reflection in the interdisciplinary sense. This third way of reading a piece of art is called implicated psychoanalysis.
Abstract: This article presents three approaches to the film Under the Skin by Jonathan Glazer (2014) that correspond to three interpretative vertices. The film is an adaptation of Michel Faber´s science fiction novel set in Northern Scotland which follows an extraterrestrial that, manifested in a female human form, drives around the countryside picking up m...
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Specific Learning Disorder in School: Clinical View of Parental Support on Student Reading Disabilities
Issue:
Volume 9, Issue 6, November 2020
Pages:
160-165
Received:
27 October 2020
Accepted:
9 November 2020
Published:
19 November 2020
Abstract: It is known that the specific learning disorder is linked to risk of school failure and emotional disturbance. The aim of this study is to grasp the clinical view of specific learning disorder and the incidence of parental support on the reading disabilities of students. Using the qualitative study approach, four school children (age included between 10 to 12) were selected in Government Bilingual Primary School (GBPS) at Kumba I council (Cameroon) base on eligibility criteria. The students have participated in this study with their parents. The semi-structured interview guide was used to collect data which were analyzed through the thematic content analysis. The result shows that the lack of parental support impacts on student’s level of reading disabilities. This situation negatively affects the cognitive development of a student because, the construction of knowledge inevitably involves reading and writing. The significant link between parent-child’s quality relationship and student’s reading disability shows that peculiar importance should be given to family factors in such a context. In conclusion, this study highlights the importance of parental support of students and show how it can reduces difficulties in their academic performance. It can also reduce their psychological difficulties as anxiety, low self-esteem and other behavioral difficulties. There is a need of parental training session with collaboration of school community in such a context, to help parents identify the learning difficulties of their children and to be more psychologically supportive with their children.
Abstract: It is known that the specific learning disorder is linked to risk of school failure and emotional disturbance. The aim of this study is to grasp the clinical view of specific learning disorder and the incidence of parental support on the reading disabilities of students. Using the qualitative study approach, four school children (age included betwe...
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Emotional Concept WAR Within the Ukrainian Military Subculture
Issue:
Volume 9, Issue 6, November 2020
Pages:
166-171
Received:
24 November 2020
Accepted:
7 December 2020
Published:
11 December 2020
Abstract: The aim of the article is to characterize the emotional concept WAR within the Ukrainian military subculture. The study of the emotional concept WAR is carried out from the standpoint of a comprehensive psycholinguistic approach based on the integration of discourse analysis and psychoanalytic interpretation. Selection of a research approach to concept WAR study as to the problem of professional markedness of emotional language is due to the growing interest for the emotional sphere of consciousness and its impact on the speech activity. An analysis of three successive stages of the emotional concept WAR formation has to be carried out to achieve the aim: 1) obtaining information and formation of primary concepts of emotions; 2) generalization of available information and creation of a general classification system of knowledge; 3) the formation of individual emotional knowledge. It has been proven that the specificity of the emotional concept WAR within the Ukrainian military subculture is the assimilation of altruistic motives and motives of neglect. At the heart of such conglomerate there are, on the one hand, a willingness to sacrifice, a need to give and a sense of responsibility, and on the other hand, an awareness of undervaluing of sacrifice, the fear of being rejected. Dominant motifs in the concept WAR are mental pain and moral suffering, they have a high level of intensity. The motif of neglect acts as means of tacit reproach from a person who is in need of love, care, attention and who tries to get them by invoking people’s sense of social duty. Filling the concept WAR with such senses has a certain pragmatic aspect, which is associated with the existential semantic content and with the corresponding fears that arise from the unconscious: death, sense of live, loneliness, freedom. When a person feels himself neglected then existential fears recede into the background and the realization of his mortality becomes secondary.
Abstract: The aim of the article is to characterize the emotional concept WAR within the Ukrainian military subculture. The study of the emotional concept WAR is carried out from the standpoint of a comprehensive psycholinguistic approach based on the integration of discourse analysis and psychoanalytic interpretation. Selection of a research approach to con...
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Fairy Tale Situation Test for Implicit Theories of Personality
Yichen Cui,
Zengkui Wan,
Qi Xia,
Yonghui Feng,
Wentai Gu,
Lu Yang,
Zhenzhong Zhou
Issue:
Volume 9, Issue 6, November 2020
Pages:
172-181
Received:
9 December 2020
Accepted:
11 January 2021
Published:
22 January 2021
Abstract: When judging others, individuals often unconsciously apply their own special knowledge and personal constructs about human beings, which eventually forms some implicit theories of personality (ITPs). On the basis of different implicit personality theories, these individuals thus divided into two categories: a type of people believe that personality attributes or traits are sequestration, namely entity theorists; another type of people believe that personality attributes or characteristics are gradient, i.e. incremental theorists. Unlike studies that focus on how personality traits interact, implicit personality theory explores people’s beliefs about the fixity and plasticity of personality traits. Based on projective techniques, a fairy tale situation test is developed to explore whether the implicit personality theories of college students have consistency across different personal attributes (such as characteristic or ability), as well as whether entity theory and incremental theory are two dimensions or two poles of the same dimension. The result of the pretest shows that the compiled fairy tale situation test could be a measurement to analyse the universality of implicit personality theory and the structural pattern of its dimension. A formal test separated the implicit personality theories of 120 college students. The results of both the pretest and the formal test indicated that (a) college students had a common and consistent implicit theory across five personal attributes including character, ability, temperament, morality, and emotion and that (b) entity theory and incremental theory were two inverse poles of the same dimension in implicit theories of personality. These results show that Implicit Theories of Personality has the characteristics of two dimensions (entity theory vs. gradient theory).
Abstract: When judging others, individuals often unconsciously apply their own special knowledge and personal constructs about human beings, which eventually forms some implicit theories of personality (ITPs). On the basis of different implicit personality theories, these individuals thus divided into two categories: a type of people believe that personality...
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