Human Capital Creation: A Collective Psychological, Social, Organizational and Religious Perspective

Psychological, social, cultural, emotional, and organizational perspectives consistently highlight human capital's importance in the literature. We argue that the collective view of different capitals with self-notion is essential for establishing impression, image, and self-esteem. According to the review findings, religious capital could predict context-specific psychological, cultural, social, emotional, and organizational capital. This acknowledgment can assist academics in better understanding how religion, social psychology, and other capitals co-create value in human capital development. This study includes several possible future paths and notes remarkable qualities that can enhance human capital value development research.

Myth of objectivity and the origin of symbols

An age-old challenge in epistemology and moral philosophy is whether objectivity exists independent of subjective perspective. Alfred North Whitehead labeled it a "fallacy of misplaced concreteness"; after all, knowledge is represented elusively in symbols. I employ the free energy principle (FEP) to argue that the belief in moral objectivity, although perhaps fallacious, amounts to an ancient and universal human myth that is essential for our symbolic capacity. To perceive any object in a world of non-diminishing (perhaps irreducible) uncertainty, according to the FEP, its constituent parts must display common probabilistic tendencies, known as statistical beliefs, prior to its interpretation, or active inference, as a stable entity. Behavioral bias, subjective emotions, and social norms scale the scope of identity by coalescing agents with otherwise disparate goals and aligning their perspectives into a coherent structure. I argue that by declaring belief in norms as objective, e.g., expressing that a particular theft or infidelity was generally wrong, our ancestors psychologically constructed a type of identity bound only by shared faith in a perspective that technically transcended individual subjectivity. Signaling explicit belief in what were previously non-symbolic norms, as seen in many non-human animals, simulates a top-down point of view of our social interactions and thereby constructs our cultural niche and symbolic capacity. I demonstrate that, largely by contrasting with overly reductive analytical models that assume individual rational pursuit of extrinsic rewards, shared belief in moral conceptions, i.e., what amounts to a religious faith, remains a motivational cornerstone of our language, economic and civic institutions, stories, and psychology. Finally, I hypothesize that our bias for familiar accents (shibboleth), plausibly represents the phylogenetic and ontogenetic contextual origins of our impulse to minimize social surprise by declaring belief in the myth of objectivity.

Teacher-Student relationship quality as a barometer of teaching and learning effectiveness: Conceptualization and measurement

BACKGROUND

The Teacher-Student relationship (TSR) is instrumental for young children and adolescents' socio-emotional development and wellbeing as well as academic engagement and progress.

AIMS

The primary aim of this study was to test the psychometric properties, including reliability and factorial, convergent, and predictive validity, of the Teacher-Student Relationship Quality Questionnaire (TSRQ-Q) with two samples of students.

SAMPLE(S)

Participants were 294 students from secondary schools in the East Midlands and the East of England. Participants were separated into two samples; those who completed the TSRQ-Q with their physical education teacher in mind (n = 150 students) and those who completed it with their mathematics teacher in mind (n = 144 students).

METHOD

A multi-section questionnaire comprised of the TSRQ-Q and other validated measures was completed on one occasion by students in both samples to assess their perceptions of the quality of the TSR, positive and negative affect, intrinsic motivation, physical self-concept, enjoyment, and perceived competence.

RESULTS

In both samples, the TSRQ-Q demonstrated good internal consistency, factorial, convergent, and predictive validity. The quality of the TSR had both direct and indirect effects through positive affect on student outcomes in mathematics and physical education.

CONCLUSIONS

The TSRQ-Q is a valid measure for assessing students' perceptions of the quality of the relationship with their teacher. The conceptual and practical significance of this unique relationship was reflected by its dual pathway effect on a range of student outcomes and via influencing students' positive affect in the classroom.

A Discourse on Teachers' Self-Concept Affecting Their Perceived Ease of ICT Use

The purpose of this study was to review the latest literature on self-concept and to explore its effect on teachers' perceived ease of information and communication technology (ICT) use. It reports descriptive survey results within the ex-post facto research design conducted among randomly selected 300 teachers of 50 Indian secondary schools. Regression was the main statistical measure used for assessing the percentage of the variance in the dependent variable that the independent variable explains. Findings revealed that teachers' ICT-related self-concept has been a significant predictor of their perceived ease of use (R=.88, R2=.77). For every one standard unit increase of self-concept, the perceived ease of use will be increased by .88 standard units. Based on these findings, the authors proposed a pertinent extension of the TAM3 viewing the complexities of today's e-adoption. The discourse ends with an anticipated counseling framework to fortify teachers' self-concept as an approach to boost their ICT use.

Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children's Interest and Pre-Academic Skills in Literacy and Math

This study investigated bidirectional links between the quality of teacher-child relationships and children's interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their pre-academic skills. Cross-lagged path models indicated that teacher-perceived conflict predicted lower interest and pre-academic skills in both literacy and math. Results were similar for boys and girls. Implications for reducing conflictual patterns of relationships, together with promoting other factors, are discussed.

The psychological and social impact of self-advocacy group membership on people with intellectual disabilities: A literature review

BACKGROUND

There is no one agreed definition of self-advocacy, but it can be taken to include actions and concepts such as standing up for one's rights and self-determination.

METHOD

A review of studies examining the psychological and social impact of self-advocacy group membership on people with intellectual disabilities was conducted. Systematic searches of electronic databases (PsycINFO, Scopus, Web of Science and ProQuest's Sociology Database), and manual searches of reference lists and citations, identified 12 studies.

RESULTS

"Empowerment" and "increased confidence" were frequently reported outcomes. "Belonging," increased opportunities for social connections and changed self-identity were also key themes.

CONCLUSIONS

Limitations of the review included difficulty categorizing outcomes, and limitations of the evidence base included a lack of quantitative studies. Implications of the review include an observation that the role of self-advocates in the research literature could be extended to the co-construction of research agendas.

Use of Praise and Reprimands as Critical Ingredients of Teacher Behavior Management: Effects on Children's Development in the Context of a Teacher-Mediated Classroom Intervention

This intervention study examined teachers' use of verbal praise and reprimands as specific components of teacher behavior management that can promote children's development in schools. The impact of teacher praise and reprimands on children's development was examined in the context of a teacher-mediated, classroom intervention. The sample involved 570 children and 30 teachers from second grade classrooms in 15 primary schools. The Good Behavior Game was implemented in half of the classrooms based on random assignment within schools. Teacher behavior management (praise for appropriate behavior and reprimands for inappropriate behavior) was observed during regular classroom lessons. Hyperactive, disruptive, and withdrawn child behavior were assessed using teacher and peer reports, global self-concept and emotional engagement were assessed using child self-reports. All variables were assessed at the beginning (pre-test) and at the end (post-test) of the school year. Multilevel regression models accounted for the nested structure of the data. The results suggested positive effects of fewer reprimands and more praise on child outcomes (except emotional school engagement), although the results differed by informant. We also found indirect effects of the Good Behavior Game (GBG) on child outcomes via teacher praise and reprimands. Overall, the study suggests that teachers' use of praise and reprimands is a malleable classroom factor that influences children's behavioral and socio-emotional development.