Advances in Motivation Science, Volume Four is the latest in Elsevier's brand new serial on the topic of motivation science. For this release, users will find comprehensive chapters on a variety of topics, including Self-regulatory functions supporting motivated action, Motivating personality: Approach, avoidance, and their conflict, Incentives and pay for performance in the workplace, Culture and motivation: A socio-ecological approach, The evolving understanding of physical activity behavior: A multi-process action control approach, and a chapter on Motivated emotion regulation: Principles, lessons, and implications of a motivational analysis of emotion regulation. The advent of the cognitive revolution in the 1960 and 70s eclipsed the emphasis on motivation to a large extent, but in the past two decades motivation has returned en force. Today, motivational analyses of affect, cognition, and behavior are ubiquitous across psychological literatures and disciplines. This series brings together internationally recognized experts who focus on cutting-edge theoretical and empirical contributions in this important area of psychology.

This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers' identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.

This book explores discourses of foreign language education in Ireland through an ethnographic lens. Taking a critical approach to SLA, it locates students' language ideologies within wider discourses of language learning, such as discourses of gender and language learning and discourses of elite multilingualism. It also examines the role of the imagined identity in language learning investment in a world where English and a limited number of other 'global' languages dominate the foreign language learning experience. The ethnographic approach provides a unique insight into the way in which dominant discourses of identity, gender, and foreign language learning are both constructed and resisted in the institutional context, shaping our understanding of what it means to be a gendered being and what it means to be a language learner in a globalised world. This book will be of interest to postgraduate students and researchers in the fields of SLA and sociolinguistics, as well as language teachers and language policymakers.

Shoham presents existentialist and object-relationship personality theory using mythology as a projection of human behavior. Through the myth of Don Juan as well as the personality of Casanova, he highlights the biological parameter of the personality and the thought of Kierkegaard and Rabbi Nachman of Bratslav. He concludes by relating the dynamics of personality to the predisposition of crime and madness.

The purpose of this book is to show that the prevalent view of personal characteristics, which has been influenced to a large extent by factor analysis, may not be the soundest or the most useful. Structural equation modeling entails a more comprehensive approach to modeling relationships between variables than factor analysis and enables one to test alternative models to the factor model in accounting for these relationships.

In this work this proposition is demonstrated by drawing on the research the authors have conducted in three important domains of personal characteristics--abilities, personality disorders, and self-attitudes. The authors' discoveries in these areas have far-reaching and innovative implications not only for psychological and psychosocial theory but also for applied areas such as teaching, psychotherapy, and communication.

Narcissists have been much maligned, but according to clinicians who study personality, there are many productive narcissists who succeed spectacularly well in life because they can articulate a vision and make others follow. Elsa Ronningstam, who has been studying and treating narcissists for 20 years, presents a balanced, comprehensive, and up-to-date review of our understanding of narcissistic personality disorder, explaining the range from personality trait, which can be productive, to full-blown disorder, which can be highly destructive. Through fascinating case histories, Ronningstam shows us the inner life of narcissists, the tug of war that exists within them between self-confidence and arrogance on the one hand and painful shame and insecurity on the other. It is the first integrated clinical and empirical guide to assist clinicians in their work with narcissistic patients.

This book offers a philosophical analysis of what it is to be a human being in all her aspects. It analyses what is meant by the self and the I and how this feeling of a self or an I is connected to the brain. It studies specific cases of brain disorders, based on the idea that in order to understand the common, one has to study the specific. The book shows how the self is thought of as a three-fold emergent self, comprising a relationship between an objective neural segment, a subjective neural segment and a subjective transcendent segment. It explains that the self in the world tackles philosophical problems such as the problem of free will, the problem of evil, the problem of human uniqueness and empathy. It demonstrates how the problem of time also has its place here. For many people, the world includes ultimate reality; hence the book provides an analysis and evaluation of different relationships between human beings and Ultimate Reality (God). The book presents an answer to the philosophical problem of how one could understand divine action in the world.

This book presents the results of the most complete and updated assessment of cognitive resources of students in Latin America: the Study of Latin American Intelligence (SLATINT). During four years, top researchers of the region used a standardized set of cognitive measures to assess 4,000 students aged between 14 and 15 years from six countries: Brazil, Argentina, Mexico, Chile, Colombia and Peru. The data collected and now analyzed in this volume is a first step to understand the human cognitive capital of the region, a crucial resource for any country today. Intelligence research has shown that the cognitive skills of a population are strongly associated with the school performance of its students and the development of a nation. This makes Intelligence Measurement and School Performance in Latin America a valuable tool both for Latin American researchers and authorities engaged in the improvement of each country's human resources and for psychologists, educators and other social scientists dedicated to the study of the impact of intelligence in the development of nations.

Identity Politics and the Third World revisits the theories of identification in challenging existing methods of ascertaining developing world identities on the grounds of objectivity and universality. The construction of postcolonial identities refers to the creation of systems of identification. This construction is undertaken at two levels: by the colonizer, in the form of myths about the subject races and a simultaneous belief in the notion that the subject cannot represent him/herself; and subsequently, by the colonized in an attempt to resist colonization and establish a sense of solidarity against the rulers. In the global context, the third world becomes a market place where identities are framed by the laws of consumer dynamics. Identities are again constructed here on two levels: by the forces of multinational economics, in the form of essentially hybrid, homogenously differentiated communities, and, in counterpoint, by the myths of unique national cultures. This book is designed to describe and critically analyse the structuring of identity and culture and the politics that informs them. Centering on the concepts of `polarity' and `in-betweenness', the idea of cosmopolitan or global identity is deconstructed in the wake of capitalist consumerism and multinational politics using the theories of identity construction and representation as formulated by Edward Said and Homi Bhabha for understanding colonialist politics and the postcolonial condition.

This book is an edited collection of papers from international experts in philosophy and psychology concerned with time. The collection aims to bridge the gap between these disciplines by focussing on five key themes and providing philosophical and psychological perspectives on each theme. The first theme is the concept of time. The discussion ranges from the folk concept of time to the notion of time in logic, philosophy and psychology. The second theme concerns the notion of present in the philosophy of mind, metaphysics, and psychology. The third theme relates to continuity and flow of time in mind. One of the key questions in this section is how the apparent temporal continuity of conscious experience relates to the possibly discrete character of underlying neural processes. The fourth theme is the timing of experiences, with a focus on the perception of simultaneity and illusions of temporal order. Such effects are treated as test cases for hypotheses about the relationship between the subjective temporal order of experience and the objective order of neural events. The fifth and the final theme of the volume is time and intersubjectivity. This section examines the role of time in interpersonal coordination and in the development of social skills. The collection will appeal to both psychologists and philosophers, but also to researchers from other disciplines who seek an accessible overview of the research on time in psychology and philosophy.

The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.

Both an individual's personality and well-being are important throughout their lives. This book explores the current research on links between personality predictors of well-being and social adjustment using empirical studies to suggest that their influence can vary depending on the key developmental stage.

This book offers a comprehensive overview of the concept of repressed memories. It provides a history and context that documents key events that have had an effect on the way that modern psychology and psychotherapy have developed. Chapters provide an overview of how human memory functions and works and examine facets of the misguided theories behind repressed memory. The book also examines the science of the brain, the reconstructive nature of human memory, and studies of suggestibility. It traces the present-day resurgence of a belief in repressed memories in the general public as well as among many clinical psychologists, psychiatrists, social workers, "body workers," and others who offer counseling. It concludes with legal and professional recommendations and advice for individuals who deal with or have dealt with the psychotherapeutic practice of repressed memory therapy. Topics featured in this text include: The modern diagnosis of Dissociative Identity Disorder (DID) (once called MPD) The "Satanic Panic" of the 1980s and its relation to repressed memory therapy. The McMartin Preschool Case and the "Day Care Sex Panic." A historical overview from the Great Witch Craze to Sigmund Freud's theories, spanning the 16th to 19th centuries. An exploration of the cultural context that produced the repressed memory epidemic of the 1990s. The repressed memory movement as a religious sect or cult. The Repressed Memory Epidemic will be of interest to researchers and clinicians as well as undergraduate and graduate students in the fields of psychology, sociology, cultural studies, religion, and anthropology.

This book investigates how, while children used as soldiers are primarily perceived as victims of offences against international law, they also commit war atrocities. In the aftermath of armed conflict, the mainstream justice system targets warlords internationally, armed groups and militias' commanders who abduct and enrol children as combatants, leaving child perpetrators not being held accountable for their alleged gross human rights violations. Attempts to prosecute child soldiers through the mainstream justice system have resulted in child rights abuses. Where no accountability measures have been taken, demobilised young soldiers have experienced rejection, and eventually, some have returned to soldiering. This research provides evidence of the potential of restorative justice peacemaking circles and locally-based jurisprudence - specifically the Baraza - to hold former child soldiers accountable and facilitate their reintegration into society.

Erik Erikson (1902-1994) was one of the most eminent and prolific psychologists of the 20th century. Over his long career he published a dozen books, including classics such as Childhood and Society; Identity, Youth, and Crisis; and Young Man Luther . He was awarded the Pulitzer Prize and the National Book Award in 1970 for his biography Ghandi's Truth. It was also in 1970, when he retired from Harvard University, that Erikson began to rethink his earlier theories of development. He became increasingly occupied with the conflicts and challenges of adulthood--a shift from his earlier writings on the "identity crises" of adolescence. For the past twenty years, Carol Hoare has written extensively on various aspects of Erikson's work. She has been aided by access to Erikson's unpublished papers at Harvard, as well as cooperation with Joan Erikson, the psychologist's wife and longtime collaborator. By reconstructing Erikson's theory of adulthood from his unpublished papers, Hoare provides not only a much-needed revision of Erikson's work, but also a glimpse into the mind of one of the 20th century's most profound thinkers.

This book examines student identities as revealed through the pragmatics of face as observed in the context of English L2 classroom interaction between Japanese students and a native speaker teacher. Classroom recordings together with retrospective interviews reveal specific points during learning activities when the students' and their teacher's interpretations of classroom communication deviate from what was intended. This research study is a potent reminder that what students and teachers may consider as standard and conventionally acceptable language use and behaviour within the classroom context can differ dramatically according to social, cultural and individual frames of reference. The book outlines an innovative teacher professional development programme which encourages teachers to reflect on and, where desired, modify or discontinue existing pedagogic practices.

This volume features fourteen essays that examine the works of key figures within the phenomenological movement in a clear and accessible way. It presents the fertile, groundbreaking, and unique aspects of phenomenological theorizing against the background of contemporary debate about social ontology and collective intentionality. The expert contributors explore the insights of such thinkers as Martin Heidegger, Edmund Husserl, Adolf Reinach, and Max Scheler. Readers will also learn about other sources that, although almost wholly neglected by historians of philosophy, testify to the vitality of the phenomenological tradition. In addition, the contributions highlight the systematic relevance of phenomenological research by pinpointing its position on social ontology and collective intentionality within the history of philosophy. By presenting phenomenological contributions in a scholarly yet accessible way, this volume introduces an interesting and important perspective into contemporary debate insofar as it bridges the gap between the analytical and the continental traditions in social philosophy. The volume provides readers with a deep understanding into such questions as: What does it mean to share experiences with others? What does it mean to share emotions with friends or to share intentions with partners in a joint endeavor? What are groups? What are institutional facts like money, universities, and cocktail parties? What are values and what role do values play in social reality?