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The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students' freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals' free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals' transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.

This is a concept paper to review the needs of holistic life planning as a new pathway towards retirement preparation. It is based on the review of literature on the importance of this knowledge to fulfil individual successful planning and preparation for retirement. It includes the review on a planning process theory by Friedman and Scholnick (1997) which provides the basis for generation of retirement preparation. Meanwhile Hansen's Integrative Live Planning (ILP) theory is embedded within the theoretical framework to help better understanding on the domains of planning and preparation for retirement. The purpose is to develop a theoretical model for measuring employees' retirement preparation in government organizations. The primary problem in retirement preparation is the lack of theory to show the development of retirement preparation process. Although prior research has theories explained on retirement thoughts, behaviors, attitudes or goals undertaken to fulfil the retirement preparation, none of it measures applied in the studies were established to directly test the theories according to the process and development of retirement. According to the process theory, individuals acquire an understanding of the problem, goals will be set in making a decision to start preparing and finally behaviors is considered necessary to fulfil the goals (Noone et al., 2009). This raises intriguing questions: What factors influence retirement preparation? Which stages in retirement planning and preparation require intervention and support? (Noone et al., 2009) Which domain in life is significant to retirement preparation? The theory is discussed throughout the paper in the context of the needs of retirement preparation. This paper would be useful for policy makers, practitioners and employees in considering their own retirement preparation for future well-being.

During the advancement of COVID-19, many safety protocols, including facial masks, were incorporated into public settings. The Centers for Disease Control and Prevention (CDC) (2021), due to safety regulations, recommended wearing face masks when in close contact with other people in public environments, such as in a classroom, where social distancing was difficult. Many industries smoothly transitioned to daily use of traditional cloth masks, but other industries that served children sought masking alternatives. This study examined related research to explore whether wearing masks had any impact on student engagement, particularly in Early Childhood Education (ECE) and Education of Students with Exceptionalities (ESE) settings. The synthesis of research here suggested that masks influenced children's engagement, including intellectual, emotional, social, behavioral, and physical aspects, and recommended the use of transparent masks with young children and children with exceptionalities. The paper also provides recommendations for future research.

In this study, we apply theories about self-efficacy, empowerment and motivation to account for the phenomena that people with diabetes Mellitus type 1 express as being influential for people with diabetes' behaviour regarding self-regulation. They must make significant changes to their lifestyle, to keep the disease stabilized. The changes can be cumbersome and hard to implement why people with diabetes receive training in self-regulation. For many people it can be challenging to comply with the recommendations. We conducted field observations and surveys to understand how people with diabetes experience their perceived self-efficacy, and what motivates them to perform blood sugar measurements and physical activities. We found differences in people with diabetes' ability to follow the recommendation based on gender, motivation, and their level of self-efficacy. We also found indications on how a motivational dialog may affect both professionals and people with diabetes. Thus, we suggest that guidance of people with diabetes should be based on an emancipating motivational approach such enabling the possibility of strengthening the people with diabetes' motivation and thereby their self-efficacy. Through these processes, the people with diabetes may become able to achieve a higher level of health literacy such experiencing a better outcome of their self-regulation. With this paper we contribute to the contemporary overall knowledge about the diabetes field, such our investigation focus on people with diabetes ability to act upon information provided by healthcare professionals and how to best approach the issues people with diabetes experience as being essential for their general well-being and everyday lives.

Professional learning networks (PLN) in Higher Education represent new social configurations for networked workplaces in which education, research and innovation can be combined. Here academic staff engages with others outside of their everyday organisational community. This study identifies and conceptualizes essential behaviours that facilitators of professional learning networks use to promote value creation of various kinds. The two-phase study started with an empirical field study on the value creation stories of 11 participants within 3 professional networks to investigate essential facilitator behaviours. A panel study including 30 researchers, lecturers and practitioners representing a wide range of learning and innovation networks, was conducted to validate and enrich the findings derived from the field study. From the field study 54 facilitator behaviours were identified. The panel study raised 68 complementary statements on essential facilitator behaviours. Qualitative data analysis lead to five themes of facilitator behaviour. Facilitators? contributions to value creation in networked workplace contexts can be understood as the interplay of five foci of facilitative behaviour: 1. relationship, 2. space, 3. ownership, 4. direction, 5. result. Findings concerning facilitator behaviours are synthesised in an conceptualisation of the process dynamic of value creation in networked workplaces: The Facilitator Compass. This paper provides insight on what plays a major role in the success of professional networks: the way they are facilitated. While the role of a facilitator is acknowledged in literature and in practice, this study adds to the knowledge base by showing how academic staff can navigate for value creation in networked workplaces.

Purpose: This paper aims to examine whether happiness at workplace (HAW) impacts organisational citizenship behaviour (OCB) and whether this impact can be further improved by promoting learning capabilities in organisations, thus investigating the mediating role of organisational learning capabilities (OLC). Design/methodology/approach: This study was conducted on knowledge-intensive workers (employees of EdTech companies) in India. Responses were collected via questionnaire in online mode, and after discarding the incomplete responses, 500 replies were considered for data analysis with PLS-SEM technique. Findings: The outcomes reveal that the HAW has a significant influence on OCB. The outcomes also reveal that this impact is further enhanced with the presence of OLC, thus confirming that OLC operates as a mediator in the link connecting HAW and OCB. Originality/value: This study makes a distinctive contribution by bringing out the significance of workplace learning in the connection between the workplace happiness and citizenship behaviour of employees that will provide impetus to the practitioners to formulate strategies in such a manner that the employees voluntarily perform the actions beyond their designated roles.

Mathematical dispositions, or an individual's behavioral (i.e., things they say and do), cognitive (i.e., attention and memory), and affective (i.e., emotions and beliefs) tendencies related to mathematics, are critical to the learning of mathematics and choices related to STEM. Previous research has suggested that adult learners may possess unproductive mathematical dispositions, such as high math anxiety and low math self-efficacy. This paper argues that unproductive mathematical dispositions may serve as a barrier to adult learners' STEM choices and provides strategies and techniques to help move adult learners towards productive mathematical dispositions and potentially stronger attraction to STEM fields.

Purpose: This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU. Design/methodology/approach: An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU. Findings: This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior. Originality/value: While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.

This paper examines how humans judge the capabilities of artificial intelligence (AI) to evaluate human attributes, specifically focusing on two key dimensions of human social evaluation: morality and competence. Furthermore, it investigates the impact of exposure to advanced Large Language Models on these perceptions. In three studies (combined N = 200), we tested the hypothesis that people will find it less plausible that AI is capable of judging the morality conveyed by a behavior compared to judging its competence. Participants estimated the plausibility of AI origin for a set of written impressions of positive and negative behaviors related to morality and competence. Studies 1 and 3 supported our hypothesis that people would be more inclined to attribute AI origin to competence-related impressions compared to morality-related ones. In Study 2, we found this effect only for impressions of positive behaviors. Additional exploratory analyses clarified that the differentiation between the AI origin of competence and morality judgments persisted throughout the first half year after the public launch of popular AI chatbot (i.e., ChatGPT) and could not be explained by participants' general attitudes toward AI, or the actual source of the impressions (i.e., AI or human). These findings suggest an enduring belief that AI is less adept at assessing the morality compared to the competence of human behavior, even as AI capabilities continued to advance.

One's attachment style forms early in life and can aid in dealing with future setbacks. Equally, Coping and resilience are two specific psychological mechanisms that form how one deals with problems and recovers from stressful situations. These three concepts are well-known interrelated concepts within psychology but to what extent they overlap is still unclear. The present study investigated attachment, resiliency and coping using structural equation modeling. Participants (N = 390), aged between 9 and 12 y old, completed an paper survey including Experiences in Close Relationship-Revised questionnaire (ECR-RC-12), Resiliency Scales for Children & Adolescents (RSCA), and the Brief-CPE (Coping Orientation to Problems Experienced). Path analysis revealed strong associations between attachment and resiliency as well as strong associations between resiliency and coping. Specifically, the predictive value of anxious attachment on resiliency was seen for all three resiliency sub-scales. However, the predictive value of avoidance attachment on resiliency was only revealed for two of the resiliency sub-scales. The two resiliency protective factors (sense of mastery and sense of relatedness) have a positive predictive value for three coping strategies. Equally, the resiliency risk factor (emotional reactivity) also positively predicted two coping strategies. The current findings demonstrate clear associations between these three concepts. Equally, the theoretical connections are discussed in light of these findings. Equally, stemming from this study, clinical implications are discussed that can inform practice in terms of approaching psychopathologies from different angles (resilience, coping, and attachment) as well as, the development of coping and resilience skills in order to support healthy development.

Purpose: Building on the theories of social learning and social information processing, this paper aims to examine the effect of green servant leadership (GSL) on green voice behavior among staff working in Qatari higher education. In this relationship, the climate for green initiative (CFGI) was used to act as a mediating mechanism. Design/methodology/approach: Data in this study were collected from 275 staff working in Qatari higher education. Structural equation modeling was used to analyze the data. Findings: The results suggest that GSL positively influences green voice behavior, whereas CFGI mediated this link. Practical implications: The results can be beneficial to higher education pertaining to the importance of GSL in generating positive green behaviors such as green voice behavior. Furthermore, the results highlight the significant role CFGI plays in motivating such behaviors. Originality/value: To the best of the authors' knowledge, this is the first study that examines the link between GSL and green voice behavior in the higher education context. Furthermore, research on CFGI has received limited attention so far.

Co-regulation refers to warm, receptive, and supportive interactions between caregiver and child that provide guidance and modulation of the child's emotions, behaviours, and thoughts. This study identifies basic elements of co-regulation between parents and children in relatively well-functioning interactions. The data material consists of 24 video clips of eight dyadic parent-child relationships (child age = 2-8 years), drawn from the Marte Meo therapeutic method. The video analysis indicates that parental responses to an initiative, negotiation, and parental attunement emerge as basic elements and form part of a complex interplay with each other. The findings further imply that parental attunement represents a key element in defining the quality of the processes of initiation and negotiation between children and adults. The issue of balance between power/responsibility vested in adults and children's right to autonomy during these co-regulative interactions is also discussed. The paper ends with potential avenues for future research.

Background: In Southeast Asia from 2004 to 2006, highly pathogenic avian influenza (HPAI) resulted in culling 45 million birds and jeopardizing sustainable agricultural production. HPAI is highly virulent; small-scale farms present a high-risk environment for disease transmission between animals and humans. We investigated how attitudes toward HPAI influence water-related biosecurity mitigation behaviors on small-scale farms in Vietnam using the conceptual framework Social Cognitive Theory., Method: We analyzed a secondary cross-sectional data set from northern (Thai Binh) and southern (An Giang) provinces in Vietnam, describing a stratified randomized selection of 600 small-scale farmers who were interviewed using questionnaires and in-person interviews. Logistic regression analysis and odds ratios were used to examine relationships between factors influencing HPAI attitudes, social norms, perceived importance, and behaviors (α = 0.10) RESULTS: Concern about the severity of HPAI was significantly associated with increased perceived importance for all water management biosecurity methods (p < 0.01). Media and/or peer influence had negative effects on perceived importance to practice water-related biosecurity (p < 0.10). High importance of practice water-related biosecurity resulted in high uptake (p < 0.05). Past experiences with HPAI were significant in predicting perceived importance; none were significant in describing behavior uptake., Discussion: Biosecurity guidelines may not be consistent with management styles of Vietnamese small-scale farms; perceived importance of a behavior may be an important mediating variable. Gaps exist in uptake of water management practices as biosecurity for HPAI, potentially negatively affected by peer and media influence. Our results should be of interest to public health and policy authorities addressing HPAI mitigation., (© 2021 Society for Risk Analysis.)

Paper wasps (Polistes dominula), parasitized by the strepsipteran Xenos vesparum, are castrated and desert the colony to gather on plants where the parasite mates and releases primary larvae, thus completing its lifecycle. One of these plants is the trumpet creeper Campsis radicans: in a previous study the majority of all wasps collected from this plant were parasitized and focused their foraging activity on C. radicans buds. The unexpected prevalence and unusual feeding strategy prompted us to investigate the influence of this plant on wasp behavior and physiology through a multidisciplinary approach. First, in a series of laboratory bioassays, we observed that parasitized wasps spent more time than non-parasitized ones on fresh C. radicans buds, rich of extra-floral nectaries (EFNs), while the same wasps ignored treated buds that lacked nectar drops. Then, we described the structure and ultra-structure of EFNs secreting cells, compatible with the synthesis of phenolic compounds. Subsequently, we analysed extracts from different bud tissues by HPLC-DAD-MS and found that verbascoside was the most abundant bioactive molecule in those tissues rich in EFNs. Finally, we tested the immune-stimulant properties of verbascoside, as the biochemical nature of this compound indicates it might function as an antibacterial and antioxidant. We measured bacterial clearance in wasps, as a proxy for overall immune competence, and observed that it was enhanced after administration of verbascoside—even more so if the wasp was parasitized. We hypothesize that the parasite manipulates wasp behavior to preferentially feed on C. radicans EFNs, since the bioactive properties of verbascoside likely increase host survival and thus the parasite own fitness. [ABSTRACT FROM AUTHOR]

Threats to the health of our environment are numerous. Much research in science and engineering is devoted to documenting, understanding, and attempting to mitigate the harm itself. The root challenge for sustainability, however, is human behavior. As such, changes to human behaviors and the internal processes that drive them are also essential. Critical to understanding sustainability-related behaviors is the individual's conceptualization of the natural world and its components and processes. The papers in this topiCS issue address these conceptualizations by drawing from anthropological, linguistic, educational, philosophical, and social cognitive perspectives as well as traditional psychological approaches to the study of concepts and their development in children. They engage with many domains bearing on environmental sustainability including climate change, biodiversity, land and water conservation, resource use, and design of the built environment. They coalesce around four broad themes: (a) What people know (or believe) about nature broadly and about specific aspects of nature, and how they acquire and use this knowledge; (b) how knowledge is expressed and shared via language; (c) how knowledge and beliefs interact with affective, social, and motivational influences to yield attitudes and behaviors; and (d) how members of different cultures and speakers of different languages differ in these ways. The papers also point to lessons for advancing sustainability via public policy and public messaging, education, conservation and nature management, and design of the built environment., (© 2023 Cognitive Science Society LLC.)

The end of the COVID-19 pandemic is in sight, but it brought tremendous challenges and opportunities to academia. This paper analyzes the equilibrium between teaching laxity and strictness and corresponding outcomes through the lens of the approach-avoidance framework. On one side, instructors are likely to allow flexibility in course policies and procedures, given the learners' difficulties amid the pandemic. On the other hand, however, this intention could lead to a lack of control in class and eventually jeopardize academic integrity and rigor. Therefore, we explicate the motivation mechanism and the adverse effects of teaching laxity. Furthermore, a portfolio of teaching methods and mapping based on psychological distance and behavioral control theories is presented. This research contributes to a further understanding of pedagogical innovations in the Information Systems (IS) domain in the unprecedented crisis.

The term "Thin Slice," first coined and defined by Ambady and Rosenthal (1992), is a brief sample of behavior, not exceeding five minutes in length, extracted from the full-length behavior stream. These thin slices are an efficient means to form judgments and predict outcomes of interpersonal relations from the full-length behavior (Ambady, LaPlante, Johnson, 2001). Previous research using the thin slice method propels the following research questions for this proposed study: can the thin slice method be applied to judge the quality of college level speeches? Communication studies professors have claimed to be able to assess the quality of the speech they are observing within only 30-seconds (Hossman & Erickson, personal communication, 2015). Is this statement true or is it only based on the experience of the observer? Hence, can an individual through only the observation of speech thin slices accurately evaluate the overall quality of a speech? This proposed study aims to establish a framework to investigate and test these claims in hopes of finding an explanation as to whether or not thin slices can be used in the communication education arena to evaluate speeches. The implications of this study, if the findings suggest that the thin slice method can be used effectively to evaluate the overall quality of a speech, would be to apply the thin slice method in assisting universities with their assessment efforts pertaining both to the improvement of students' ability to speak proficiently and communication center operations. [Paper presented at the National Association of Communication Centers (Pittsburgh, PA, 2016).]

As machines powered by artificial intelligence (AI) influence humans' behaviour in ways that are both like and unlike the ways humans influence each other, worry emerges about the corrupting power of AI agents. To estimate the empirical validity of these fears, we review the available evidence from behavioural science, human-computer interaction and AI research. We propose four main social roles through which both humans and machines can influence ethical behaviour. These are: role model, advisor, partner and delegate. When AI agents become influencers (role models or advisors), their corrupting power may not exceed the corrupting power of humans (yet). However, AI agents acting as enablers of unethical behaviour (partners or delegates) have many characteristics that may let people reap unethical benefits while feeling good about themselves, a potentially perilous interaction. On the basis of these insights, we outline a research agenda to gain behavioural insights for better AI oversight.

The experience of stuttering is wide ranging and includes a variety of perceived and unperceived behaviors and experiences. One of those experiences is anticipation of stuttering. While anticipation of stuttering is commonly discussed in terms of being a prediction of an upcoming event, it has also been equated to an internal realization of stuttering – which is the conceptualization applied here. The aim of this paper is to impress upon the reader that anticipated moments of stuttering (whether at a conscious or subconscious level) must be met with an adaptive reaction or response (which may also occur consciously or subconsciously). While these adaptive reactions and responses may differ based on whether they promote positive or negative communicative behaviors, they still represent adaptations by the speaker. Among the broad category of reactions and responses to anticipation of stuttering are motoric adaptations to speech, which include characteristic stuttering behaviors and other adaptations that may contribute to speech that is perceived by listeners as fluent. An outcome of this conceptualization is, even when adaptations result in listener perceived fluency, the speech of the person who stutters is still controlled by stuttering – meaning that some observable or unobservable adaptation is required. It is critical that speech-language pathologists recognize that the behaviors of people who stutter may reflect reactions and responses to an internal realization of stuttering and observable and unobservable reactions and responses must be considered in both assessments and interventions. • Stuttering is conceptualized as first being internally realized by the speaker. • Internal realization of stuttering occurs both consciously and subconsciously. • Internal realization can be met with adaptive reactions and/or responses. • Speech can be adapted in many ways, including listener perceived fluent speech. • Stuttering can still be present amidst perceivably fluent speech. [ABSTRACT FROM AUTHOR]

The topic of camouflaging, masking, and compensatory behaviors as it relates to autistics/individuals diagnosed with autism spectrum disorder has seen increasing discussions both in the peer reviewed literature and at professional conferences. Some professionals claim there is a link between those autistics/ individuals diagnosed with autism spectrum disorder who received behavioral intervention and demonstrating camouflaging, masking, and compensatory behaviors. The purpose of this literature review was to evaluate the current state of experimental and non-experimental research on camouflaging, masking, and compensatory behaviors as it relates to autistics/individuals diagnosed with ASD. Additionally, the researchers evaluated the link between behavioral intervention and camouflaging, masking, and compensatory behaviors for autistics/ individuals diagnosed with ASD. Future directions both in terms of clinical practice and research are discussed in this paper.

Many complex physical systems exhibit a rich variety of discrete behavioural modes. Often, the system complexity limits the applicability of standard modelling tools. Hence, understanding the underlying physics of different behaviours and distinguishing between them is challenging. Although traditional machine learning techniques could predict and classify behaviour well, typically they do not provide any meaningful insight into the underlying physics of the system. In this paper we present a novel method for extracting physically meaningful clusters of discrete behaviour from limited experimental observations. This method obtains a set of physically plausible functions that both facilitate behavioural clustering and aid in system understanding. We demonstrate the approach on the V-shaped falling paper system, a new falling paper type system that exhibits four distinct behavioural modes depending on a few morphological parameters. Using just 49 experimental observations, the method discovered a set of candidate functions that distinguish behaviours with an error of 2.04%, while also aiding insight into the physical phenomena driving each behaviour. [ABSTRACT FROM AUTHOR]