Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

A growing body of research supports the vulnerability model of low self-esteem and depression, which states that low self-esteem is a risk factor for depression. The goal of the present research was to refine the vulnerability model, by testing whether the self-esteem effect is truly due to a lack of genuine self-esteem or due to a lack of narcissistic self-enhancement. For the analyses, we used data from 6 longitudinal studies consisting of 2,717 individuals. In each study, we tested the prospective effects of self-esteem and narcissism on depression both separately for each construct and mutually controlling the constructs for each other (i.e., a strategy that informs about effects of genuine self-esteem and pure narcissism), and then meta-analytically aggregated the findings. The results indicated that the effect of low self-esteem holds when narcissism is controlled for (uncontrolled effect = -.26, controlled effect = -.27). In contrast, the effect of narcissism was close to zero when self-esteem was controlled for (uncontrolled effect = -.06, controlled effect = .01). Moreover, the analyses suggested that the self-esteem effect is linear across the continuum from low to high self-esteem (i.e., the effect was not weaker at very high levels of self-esteem). Finally, self-esteem and narcissism did not interact in their effect on depression; that is, individuals with high self-esteem have a lower risk for developing depression, regardless of whether or not they are narcissistic. The findings have significant theoretical implications because they strengthen the vulnerability model of low self-esteem and depression.

/pdf/refining-the-vulnerability-model-of-low-self-esteem-and-2rg2g63gal.pdf

Refining the vulnerability model of low self-esteem and depression: Disentangling the effects of genuine self-esteem and narcissism.

Social and personality psychologists are often interested in the extent to which similarity, agreement, or matching matters. The current article describes response surface analysis (RSA), an approa...

How to Test Questions About Similarity in Personality and Social Psychology Research: Description and Empirical Demonstration of Response Surface Analysis

A word may have more than one meaning or sense (polysemous). For instance, the word “light” may have a meaning of “a source of lighting or illumination” as in “Turn off the light”. It can also have a meaning of “not heavy” as in “My new phone is small and light”. The meaning can usually be differentiated or disambiguated by observing the context where the word is used. In a written text or sentence, the context can be described in the simplest case as the information of the surrounding words. In a more complex case, as in the use of word bank in “I’ll meet you at the bank”, the disambiguation requires more than just the information from the surrounding words. Since, the bank may have a meaning of “a financial institution (a building)” but can also have a meaning of “river bank”. Both meanings are possible and the correct meaning will depend on the shared knowledge between the speakers. Word sense disambiguation is the task to decide, given a text or sentence, the correct meaning of a certain word inside the text. In this project, we experimented in disambiguating the word senses of three different words: hard, line, and serve. We use the data developed by (Leacock). The data contains sentences with the target word (word to be disambiguated) tagged and disambiguated using the senses from WordNet (Fellbaum). There will be one word that we need to disambiguate in each sentence and hence, the meaning of the word will be disambiguated using this one sentence context. We will use three different machine learning methods to do the classification of the word into their respective sense. The performance of each method will be measured by its accuracy, i.e. the number of sentences with correct prediction divided by the total number of sentences predicted. We will describe the data and the features we use in Section 2. Section 3 will provide theoretical background on the selected machine learning methods. In Section 4, we will describe our experiments and our analysis of the results. The conclusions of the work will be given in Section 5.

Word Sense Disambiguation.

Current questions in the study of personality traits across cultures include (a) the universality versus cultural uniqueness of trait structure, (b) cultural differences in trait levels, (c) the consistency and validity of traits and their measures across cultures, and (d) the evolutionary, ecological, and cultural contexts of personality. Although the Five Factor Model (FFM) of personality continues to find cross-cultural support, new research suggests that the model may be difficult to replicate in less educated or preliterate groups and that indigenous social–relational concepts may be distinguishable from the FFM in some cultures. In lexical studies, two or three broad dimensions may replicate better across cultures than alternative models. Substantial evidence suggests that mean trait profiles of cultures may be reasonably accurate. Nonetheless, research on response styles and measurement invariance raises questions about cross-cultural trait comparisons. Findings regarding cultural differences in trait-related consistency and validity are mixed. Researchers are offering innovative theory and research on the evolutionary, ecological, and cultural contexts of personality.

Personality traits across cultures

Chapter 4 Challenges and Perspectives of Language Education Technology in Brazil: From Confronting Native Language Loss to Implementing EFL Classes Eliane Thaines Bodah, Thaines & Bodah Center for Education and Development, USA Josh Meuth Alldredge, Community Partnership for Child Development, USA Brian William Bodah, Washington State University, USA Alcindo Neckel, IMED University, Brazil Emanuelle Goellner, Federal University of Rio Grande do Sul, Brazil

Handbook of Research on Foreign Language Education in the Digital Age

In the self-enhancement literature, 2 major controversies remain--whether self-enhancement is a cultural universal and whether it is healthy or maladaptive. Use of the social relations model (SRM; Kenny, 1994) might facilitate resolution of these controversies. We applied the SRM with a round-robin design in both friend and family contexts in 4 diverse cultures: the United States (n = 399), Mexico (n = 413), Venezuela (n = 290), and China (n = 222). Results obtained with social comparison, self-insight, and SRM conceptualizations and indices of self-enhancement were compared for both agentic traits (i.e., egoistic bias) and communal traits (i.e., moralistic bias). Conclusions regarding cultural differences in the prevalence of self-enhancement vs. self-effacement tendencies, and the relationship between self-enhancement and adjustment, varied depending on the index of self-enhancement used. For example, consistent with cultural psychology perspectives, Chinese showed a greater tendency to self-efface than self-enhance using social comparison and self-insight indices, particularly on communal traits in the friend context. However, no cultural differences were observed when perceiver and target effects were controlled using the SRM indices. In all cultures, self-enhancement indices were moderately consistent across friend and family contexts, suggesting traitlike tendencies. To a similar extent in all 4 cultures, self-enhancement tendencies, as measured by the SRM indices, were moderately related to self-rated adjustment, but unrelated, or less so, to observer-rated adjustment.

A four-culture study of self-enhancement and adjustment using the social relations model: do alternative conceptualizations and indices make a difference?

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study explores pre-service teachers' perceptions of learning a foreign language online, and how such experience influence teaching linguistically, culturally, and technologically diverse students in the U.S. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course designed specifically for pre-service teachers. Surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1 new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2 the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3 the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Pre-Service Teachers' Perceptions of Learning a Foreign Language Online: Preparing Teachers to Work with Linguistic, Cultural, and Technological Diversity

/pdf/from-ells-to-bilingual-teachers-spanish-english-speaking-5b610afo6k.pdf

From ELLs to bilingual teachers: Spanish-english speaking latino teachers’ experiences of language shame & loss

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers’ perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Teachers' Experience as Foreign Language Online Learners: Developing Teachers' Linguistic, Cultural, and Technological Awareness

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