Reza Pishghadam; Shima Ebrahimi; Ali Rajabi Esterabadi; Amin Parsae
Abstract
Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it ...
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Following the introduction of the concepts of apathy, sympathy, empathy, metapathy, and their correspondence with emotioncy, the present study aimed to present the concept of transpathy, and its respective type of concern, transvolvement, as the highest level of concern about others. Additionally, it sought to investigate which types of emotions are typically experienced with different concern types, and which one is deemed as the most desirable one among students. As the first step, five different scenarios measured the emotions experienced by each type of concern (i.e., apathy, sympathy, empathy, metapathy, and transpathy). The scenarios’ validity was verified with the consolation of professionals. The data obtained from 104 participants revealed that transpathy enjoys the highest percentage of positive emotions, and subsequently, transpathic teachers are deemed as the most successful ones. However, despite being overly concerned, negative emotions were also attributed to metapathatic and transpathic teachers, reaffirming the friction previously mentioned in studies.
Huda Hamad Almijbilee
Abstract
Considering that neuro-linguistic programming (NLP) is a vital approach to foreign language teaching, this study aims to explore the correlation between NLP and other factors that can influence this domain, namely, second language willingness to communicate (L2WTC), sensory motivation, and foreign language ...
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Considering that neuro-linguistic programming (NLP) is a vital approach to foreign language teaching, this study aims to explore the correlation between NLP and other factors that can influence this domain, namely, second language willingness to communicate (L2WTC), sensory motivation, and foreign language achievement. Adopting a quantitative design, 199 Iraqi EFL learners from intermediate to advanced proficiency levels were recruited to complete a newly developed NLP-Student Version Scale (NLP-SVS) along with the L2WTC scale and the active/passive motivation scale (APMS). The results confirmed the psychometric validity of the NLP-SVS. Moreover, the findings demonstrated a significant correlation among NLP-SVS, APMS, and L2WTC. Likewise, L2WTC significantly correlated with NLP and APM. Furthermore, NLP proved to predict foreign language achievement when mediated by sensory motivation (active and passive subconstructs). The results indicated that NLP, mediated by active/passive motivation, is a positive predictor of L2WTC. Lastly, implications and suggestions for further research were offered.
Nasim Boustani
Abstract
In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, ...
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In the present review, the nature of children’s ability to understand others’ mental states is described. Incremental developments in the theory of mind (ToM) during childhood are elaborated by reviewing electroencephalography (EEG) and event-related potential (ERP) components, latency, topography, and polarity. To date, there has been no comprehensive review study on temporal mechanisms underpinning ToM among 2-11-year-old children. Therefore, to address the gap, the development of ToM is delineated from early to late childhood. Based on the experiments, 4-5-year-old children are in the early developing stage of implicit false-belief understanding. During the preschool years, children’s first-order ToM develops and helps them to reflect on others’ mental states. By 7 years of age, children can think/feel about what other is thinking/feeling. By 8-11 years of age, children understand the third-order ToM. In general, developmental changes germane to mental growth are found to serve the development of ToM. Temporal alterations in children’s ToM, as well as their mental and meta-representational functions, are described.
Mir Abdullah Miri
Abstract
Using the “levels of concern” lens, this position paper presents guiding principles that articulate the relationship between social justice and refugee education. The paper offers a commentary on the contemporary theory and practice of refugee education through the lens of emotioncy. The ...
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Using the “levels of concern” lens, this position paper presents guiding principles that articulate the relationship between social justice and refugee education. The paper offers a commentary on the contemporary theory and practice of refugee education through the lens of emotioncy. The discussion begins by exploring the emotional responses such as sympathy and empathy, before moving on to unveil new concepts like metapathy and transpathy. Metapathy signifies a forward-thinking approach, emphasising future thinking, success, and personalised lasting solutions. Transpathy goes further, integrating a deep emotional investment that encompasses love. These levels of concern are woven into a cohesive set of guiding principles, offering teachers, organisations, and researchers more than strategies; they present a visionary pathway for fostering individual empowerment and integration within the refugee community. The paper calls for tangible changes in policy and practice to enhance refugee education by applying levels of concern, relational aspects of social justice, and a comprehensive emotionally invested approach. It concludes with an invitation to create a compassionate and inclusive educational landscape guided by a legacy of empathy, transformation, and love.
Fatemeh Shirzadeh; Haniyeh Jajarmi
Abstract
Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian ...
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Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian EFL learners. A total of 281 EFL learners (100 male & 181 female) completed the learner stroke quotient (LSQ), the FLCA, and the L2 WTC scales. The results of the correlational analysis revealed a significant association between EFL teachers' stroking behavior and Iranian EFL learners’ L2 WTC and ELA. Additionally, FLCA demonstrated a negative correlation with the positive verbal conditional subconstruct of LSQ. Structural equation modeling (SEM) further indicated that teacher stroke directly predicts EFL learners’ L2 WTC without the mediation of FLCA. The findings also suggested that FLCA-mediated positive and negative LSQ can predict EFL learners’ ELA, while positive LSQ is a direct predictor of learners’ ELA. These results underscore the importance of teacher-student interactions in language education and offer insights for educators to enhance language teaching and learning outcomes.
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