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TheAngryindian looks at the role of what is termed ‘Perception Management’ by those who create propaganda for the mainstream population. Few people realise, or are willing to accept/admit that covert, or subliminal messaging is a standard factor of modern advertising and other public service industries and that the same dynamics behind advertising lie behind ‘Fake News’ and ‘Moral Panics’ like the false #Pizzagate controversy which recently lead to civil disorder in the nation’s capitol. We should all be asking questions since the Eurosettler perpetrator is still alive, after opening fire in a crowded restaurant during his ‘independent investigation’ of the (supposed) Satanic sexual abuses taking place under the direction of the US Democratic Party in the United States. This single example only serves to show how highly gullible conservatives have begun looking back towards the early 1980’s and the nonsensical Satanic Panic freak-out by evangelical neo-conservative Republicans in North America and how the incoming Trump administration has used the fears and prejudices of this group to bully their way to the White House. Extras : audio-articles from mainstream media profiling False-Memory Syndrome and how the Satanic Panic of the 1980’s ruined the lives of thousands of people and many professionals based upon a false rumour that Devil-worshipping Pagans were attempting to undermine the United States system though sex-group cults dedicated to violence; rape and the murder of White Christians. All this and much more on, 4WR. The official internet radio broadcast of the Aboriginal Press News Service/ANG

This field study was undertaken to investigate the relationship between the level of counselor self-actualization and student perception of the guidance program. Self-actualization was measured by Shostrom's Personal Orientation Inventory (POI). Student perception of the guidance program was measured by Wysong's Guidance Program Evaluation Student Survey (GPES). The sample for this study included counselors in 23 Ohio high schools and their respective 11th grade students. The categories of the GPES were: Individual Counseling and Perceptions of the Counselor; Guidance Program Activities and Provisions; Guidance Objectives; Identification of Persons in School Who Are Regarded as the Most Helpful in Assisting Students to Accomplish Guidance Objectives; and Semantic Differential Items Used to Rate Generally the Guidance Program. The grand mean serves as an overall index of student perception of the entire guidance program. Guidance programs which received a high rating by students tended to be administered by counselors who received high scores on the Time-Competence scale of the POI. A Time-Competent Individual tends to be able to respond to the needs and expectations of the moment while simultaneously placing them into their proper perspective in terms of the past and future. (Author)

This field study was undertaken to investigate the relationship between the level of counselor self-actualization and student perception of the guidance program. Self-actualization was measured by Shostrom's Personal Orientation Inventory (POI). Student perception of the guidance program was measured by Wysong's Guidance Program Evaluation Student Survey (GPES). The sample for this study included counselors in 23 Ohio high schools and their respective 11th grade students. The categories of the GPES were: Individual Counseling and Perceptions of the Counselor; Guidance Program Activities and Provisions; Guidance Objectives; Identification of Persons in School Who Are Regarded as the Most Helpful in Assisting Students to Accomplish Guidance Objectives; and Semantic Differential Items Used to Rate Generally the Guidance Program. The grand mean serves as an overall index of student perception of the entire guidance program. Guidance programs which received a high rating by students tended to be administered by counselors who received high scores on the Time-Competence scale of the POI. A Time-Competent Individual tends to be able to respond to the needs and expectations of the moment while simultaneously placing them into their proper perspective in terms of the past and future. (Author)

This field study was undertaken to investigate the relationship between the level of counselor self-actualization and student perception of the guidance program. Self-actualization was measured by Shostrom's Personal Orientation Inventory (POI). Student perception of the guidance program was measured by Wysong's Guidance Program Evaluation Student Survey (GPES). The sample for this study included counselors in 23 Ohio high schools and their respective 11th grade students. The categories of the GPES were: Individual Counseling and Perceptions of the Counselor; Guidance Program Activities and Provisions; Guidance Objectives; Identification of Persons in School Who Are Regarded as the Most Helpful in Assisting Students to Accomplish Guidance Objectives; and Semantic Differential Items Used to Rate Generally the Guidance Program. The grand mean serves as an overall index of student perception of the entire guidance program. Guidance programs which received a high rating by students tended to be administered by counselors who received high scores on the Time-Competence scale of the POI. A Time-Competent Individual tends to be able to respond to the needs and expectations of the moment while simultaneously placing them into their proper perspective in terms of the past and future. (Author)

The main purpose of this descriptive research study is to investigate the conceptual and psychometric properties of a self-efficacy perception scale developed for determining self-efficacy perception of 3rd and 4th grade Turkish pre-service teachers, who took Turkish as a Foreign Language (TFL) course theoretically in undergraduate level, towards teaching TFL. As a result of analysis of the related literature and written responses of participants, researchers initially formed an item-pool by considering that they best suit to TFL context. Then, they adapted the items into 5-point Likert scale. The current instrument was administered to 176 pre-service Turkish teachers with a random sampling design. The repetitive statistics showed that the instrument has three factors with 25 items that measure the self-efficacy of participants. The factors which have been identified in the instrument possess the construct validity and psychometric properties of internal consistency. The reliability and validity of the scale were analyzed with SPPS 17.0. According to exploratory factor analysis results for maintaining construct validity of the scale, factor values of the scale changed between 0.57 and 0.82, and total variant of the scale was found to be %70.379. As for the Kaiser-Meyer-Olkin (KMO) measuring of sampling adequacy and Bartlett's test of sphericity, KMO is found to be 0.95 being greater than 0.60 and Bartlett's test is large with Chi-square value (?[superscript 2] (300) = 4143.5; p<0,0001) and significant at 0.000. As for reliability, the results showed that the items of scale in terms of item-total correlation changed between 0.45 and 0.84, and the total internal reliability coefficient of the scale (Cronbach's Alpha) was calculated as 0.972. Additionally, the two scholars gave their positive opinions in favor of the scale for face validity. The results indicates that the scale has the validity and reliability. Furthermore, the findings of the study confirmed that this scale had validity and reliability that could be used in TFL context for exploring pre-service teachers' self-efficacy perception towards teaching TFL.

In a previous experiment (“experiment 1”, not preregistered), subjects’ ability to perceive another person’s gaze was studied using a setup consisting of wearable eye-tracking (Tobii Pro Glasses 3) synchronized with a motion capture system (Qualisys Miquis Hybrid, 8 camera setup). The “looker” (wearing eye-tracking glasses) gazed at multiple points across the body of the participant (self condition) or that of a third person (other condition), while participants used a pointer (trackable using motion capture) to indicate perceived gazed target. We registered the looker’s 3D gaze vector and the 3D position of the participants’ perceived gaze target, which were used to create gaze perception error maps across the body (consisting of local gaze perception error vectors) in self and other. We found an unexpected and striking perceptual bias: while participants showed high accuracy for face targets, they consistently perceived gaze targets below the face as significantly lower than they actually were. This ‘away-from-face’ downward bias was significantly in self and in other, but was significantly greater in self than other. We hypothesize that this away-from-face bias is the result of a specific mechanism for processing others’ gaze towards social agents; which, effectively, exaggerates the perceived difference in gaze toward the face versus the body-below-the-face. To exclude alternative explanations that this away-from-face bias could be due to perceiving others’ gaze toward any body-shaped object (not necessarily social agents), or related subjects’ perception of the looker’s eyes, we will conduct the following experiment (“Experiment 2”) featuring three interleaved conditions: other (same as in exp 1), mannequin (third person replaced by a body-shaped object, a mannequin), and blank screen (third person replaced by a blank screen with no visual landmarks indicating a body).

The United Nations 2030 Agenda for Sustainable Development and the Inner Development Goals argue that addressing the world's challenges in the 21st century requires people to develop diverse skills. On the one hand, anyone, regardless of age and educational level, can develop multifaceted, transdisciplinary, and integrated competencies to address these challenges. On the other hand, people must work on skills and qualities relevant to inner growth to contribute to a more sustainable global society. Latin America is one of the regions in the world with the lowest skills indexes. Developing complex thinking competency allows individuals to increase their ability to address problems and challenges in their environment, a necessary skill for any professional. However, little progress has been made in documenting pedagogical implementations that develop disciplinary and transversal competencies, such as complex thinking competency, and students' results in mastering this competency. The present contribution identifies the units of analysis for an educational ethnography focused on recording the complex dynamics of educational systems and the implications of a competency-based educational model and presents students' perceived achievement of complex thinking competency as measured by a validated instrument. [For the full proceedings, see ED654100.]

This qualitative, quantitative and descriptive research aims to research and verify the perception of customers regarding self-service in the virtual channels of the Banco Agency in Tocantins. The work initially consisted of a bibliographic survey, analysis of the theoretical framework, preliminary study and application of a questionnaire prepared by the researcher via "Google Forms" in the collection of information with a link sent to customers by electronic communication in 2017 (Project) and completed in 2021 (TCC). Data from 260 customers identified that the majority are aged between 31 and 40 years, male, complete graduation, salary range of 2 and 5 minimum wages and use the virtual channels in self-service/Internet Banking and/or App for Smartphone and use other virtual channels for more than 4 years. They are used daily in payment services, transfers, Pix, balance inquiries and statements. Since most of the services are aware of their need and for security measures, they close the application after finishing operations. Go to the bank if essential, have confidence in the agency and would recommend it to friends. They presented a level of difficulty in installing, registering the password, first accessing and using the App for the first time. He considers the assistance received by the agency to be of a very good level and that the virtual services have made life easier, saving time and satisfied by following daily movements in real time. It considers that excessive use by virtual channels can indeed influence the relationship with the agency and not its products.

This study explores the learner dimension in learning biological science topics in five elementary school classrooms instructed by different teachers using a common course of study and outcome measures. Specifically, the study addressed the associations among conceptual, metacognitive, cognitive, stylistic, and affective characteristics and science achievement. Results of the cognitive learning style assessment suggests that the students were primarily field-dependent. In terms of personality-based learning style, the students were described primarily as either sensing-feeling or intuition-feeling learners with differences between males and females. No clear pattern of relationships was found between cognitive-based learning style and personality-based learning style. Findings suggest that students with high metacognitive awareness and metacognitive self-management made greater gains in conceptual knowledge than did those with low metacognitive awareness and self-management. Cognitive learning styles were found to correlate strongly with prior conceptual knowledge, metacognitive measures, and science achievement. Contains 52 references. (JRH)

This study investigated professional growth as an individually reflective and authentically collaborative phenomenon. The study examined the extent to which self-directed professional learning, personal and shared reflection, and authentic collaboration within a supportive study group could create changes in secondary teachers' perceptions of themselves and their work and catalyze professional growth. Eight individuals, including the researcher, met monthly over 5 months for focused reflection, professional study, and collaboration. Participants shared group leadership. Data collection included pre- and post-intervention interviews about motivation and job satisfaction; questionnaires to assess locus of control, self-efficacy, self-directed learning readiness, and potential for flow; journal writings; and participant observation. Motivation was found to be intrinsic in all participants and demotivation was also largely intrinsic, in combination with extrinsic factors in some participants. Most participants indicated shifts toward the optimal center in locus of control and toward increased self-directed learning readiness, teacher self-efficacy and potential for flow of work. All participants reported changes in their perceptions of self and work as a result of the intervention. They felt more motivated and satisfied, more in control, more confident about their ability to self-direct professional learning, more confident about their effectiveness and ability to reflect on their effectiveness, and more likely to experience flow in connection with their work. Participants considered the experience deeply satisfying emotionally, intellectually, personally, and professionally. (Contains 56 references.) (SM)

This monograph reports the development of a semantic differential designed to measure professional self perception in student teachers. Seven scales were identified by factor analysis of the responses of 396 student teachers to 56 adjectival pairs used to rate the concepts "Myself,""Myself as I would like to be,""Myself as a teacher," and "The teacher I would like to be." The seven scales measure self perception along the dimensions of creativity, orderliness, warmth-supportiveness, satisfaction, clarity, energy-enthusiasm and non-conformity. Selection of items for the scales involved consideration of possible concept-scale and subject-scale interactions. Reliability estimates are reported. Construct validity is examined from the viewpoint of predicted systematic differences in self perception between male and female student teachers, and primary and secondary student teachers. Examples of the uses of the scales in evaluative research in teacher education are described. Two instruments, the Original Semantic Differential and the Professional Self Perception Questionnaire, are included as appendices. (Author/RL)

Historically, military innovation is a difficult process, argued and counter-argued not only on the merits of the proposed innovation, but also stilted by the organizational and personal biases of the military and its members. The proposal of Network Centric Warfare (NCW) has generated the normal resistance, but being a difficult concept to grasp, and one that is easy to confuse with simple information technology, the debate has lost focus on the core issues of the concepts of NCW and instead drifted to a peripheral issue the network infrastructure. In addition, the self-perception of the military professional is one of being innovative, yet this is probably not the case for the majority of the group.

The purpose of the present study was to examine the association between students' self-efficacy beliefs, satisfaction with their academic performance, expected grade, willingness to delay gratification, use of volitional strategies, and final course grade among Korean college students. The results support the hypothesized relationship between students' motivational beliefs, use of self-regulation, such as delay of gratification and volitional learning strategies, and final course grade. Final course grade was related to delay of gratification and expected grade. Delay of gratification was significantly related to expected grade, satisfaction with academic performance, use of volitional control, and self-efficacy beliefs. These findings serve to establish academic delay of gratification as an important self-regulatory strategy useful to protect intentions from distracting tendencies while academic goals are pressing and that delay of gratification is associated with the students' self-efficacy beliefs for learning, as well as expected grade, satisfaction with academic performance, and final course grade. The Academic Delay of Gratification Scale (ADOGS) is appended. (Contains 1 table.)

This study explores the relationship between pre-service teachers' (PSTs) early experiences and their current views on mathematics. The data were collected through an online survey from 107 PSTs and were analysed using descriptive statistics and Pearson's Chi-square test. Study results suggest that PSTs' early mathematics experiences relate to their current self-perception of mathematics. The majority of participants who loved mathematics as children are confident in using mathematics, whereas those who dreaded it at school lack current mathematical confidence. This highlights the importance of early mathematics education in shaping future perceptions.

This study was performed with the participation of 20 teacher candidates from the science education department of a university in Turkey. During the study, the teacher candidates were asked two questions, one of which was open-ended, while the other was multiple choice. The validity of these questions developed for this study was evaluated by two expert researchers. The aim of this study was to determine how science teacher candidates defined scientific creativity, and how they assessed themselves in terms of scientific creativity. The study results indicated that the science teacher candidates considered themselves to be somewhat inadequate in terms of scientific creativity, and that they were unable to fully understand or interpret this concept.

Seventy culturally deprived preschool children, primarily of Mexican-American ethnicity, were chosen to participate in this study of self-perception. One of the most important aspects of a child's personality development concerns the conceptions he has of himself. It is posited that two important influences upon these conceptions are (1) interpersonal relationships and (2) physical environment. To test these postulates, 39 of the subjects of this study were placed in an experimental class presided over by mothers with no teacher training and with a ratio of one adult to four children. The remaining preschoolers attended a regular Head Start class. It was hypothesized that all subjects would demonstrate greater sensitivity to their own selves at the conclusion of the 6-week summer program than they had at the beginning and that the children in the experimental class would show a more significant change in accuracy of self-perception than the others because of the low adult-child ratio. A Doll-Self Point task and a Draw-A-Person task were used as pretests and posttests. The results from these tasks supported the first part of the hypothesis and, with reservations, the second part. Although the experimental class group showed significantly greater increases in self-drawing scores, they also had higher pretest scores. (WD)

This study analyses the self-perception of 274 teachers from public, urban, and rural schools in Manizales, Colombia, using a Likert scale instrument developed considering the scientific competencies determined by UNESCO. In the analysis of the results, it was found that, even though in the sample analyzed, women have greater training in research and scientific competencies, their perception of their abilities in this aspect is lower than that of men. With the Mann-Whitney U test and rank-biserial correlation, it was possible to test the alternative hypothesis that the female self-perception of capabilities is lower than the male for each question. The instrument was validated with the internal consistency index with an α=0.98. Additionally, the instrument has been validated with a confirmatory factor analysis, obtaining values of comparative fit index (CFI) of 0.869 and Tucker-Lewis’s index (TLI) of 0.858 with RMSEA and SRMR of 0.103 and 0.063, respectively. The paper provides insights into the self-perception of scientific competencies among teachers, which can inform teacher training and professional development programs. The study highlighted the gender gap in self-perception of scientific competencies, which can inform policies and interventions to promote gender equity in science education.

This study analyses the self-perception of 274 teachers from public, urban, and rural schools in Manizales, Colombia, using a Likert scale instrument developed considering the scientific competencies determined by UNESCO. In the analysis of the results, it was found that, even though in the sample analyzed, women have greater training in research and scientific competencies, their perception of their abilities in this aspect is lower than that of men. With the Mann-Whitney U test and rank-biserial correlation, it was possible to test the alternative hypothesis that the female self-perception of capabilities is lower than the male for each question. The instrument was validated with the internal consistency index with an α=0.98. Additionally, the instrument has been validated with a confirmatory factor analysis, obtaining values of comparative fit index (CFI) of 0.869 and Tucker-Lewis’s index (TLI) of 0.858 with RMSEA and SRMR of 0.103 and 0.063, respectively. The paper provides insights into the self-perception of scientific competencies among teachers, which can inform teacher training and professional development programs. The study highlighted the gender gap in self-perception of scientific competencies, which can inform policies and interventions to promote gender equity in science education.

This study analyses the self-perception of 274 teachers from public, urban, and rural schools in Manizales, Colombia, using a Likert scale instrument developed considering the scientific competencies determined by UNESCO. In the analysis of the results, it was found that, even though in the sample analyzed, women have greater training in research and scientific competencies, their perception of their abilities in this aspect is lower than that of men. With the Mann-Whitney U test and rank-biserial correlation, it was possible to test the alternative hypothesis that the female self-perception of capabilities is lower than the male for each question. The instrument was validated with the internal consistency index with an α=0.98. Additionally, the instrument has been validated with a confirmatory factor analysis, obtaining values of comparative fit index (CFI) of 0.869 and Tucker-Lewis’s index (TLI) of 0.858 with RMSEA and SRMR of 0.103 and 0.063, respectively. The paper provides insights into the self-perception of scientific competencies among teachers, which can inform teacher training and professional development programs. The study highlighted the gender gap in self-perception of scientific competencies, which can inform policies and interventions to promote gender equity in science education.

This study analyses the self-perception of 274 teachers from public, urban, and rural schools in Manizales, Colombia, using a Likert scale instrument developed considering the scientific competencies determined by UNESCO. In the analysis of the results, it was found that, even though in the sample analyzed, women have greater training in research and scientific competencies, their perception of their abilities in this aspect is lower than that of men. With the Mann-Whitney U test and rank-biserial correlation, it was possible to test the alternative hypothesis that the female self-perception of capabilities is lower than the male for each question. The instrument was validated with the internal consistency index with an α=0.98. Additionally, the instrument has been validated with a confirmatory factor analysis, obtaining values of comparative fit index (CFI) of 0.869 and Tucker-Lewis’s index (TLI) of 0.858 with RMSEA and SRMR of 0.103 and 0.063, respectively. The paper provides insights into the self-perception of scientific competencies among teachers, which can inform teacher training and professional development programs. The study highlighted the gender gap in self-perception of scientific competencies, which can inform policies and interventions to promote gender equity in science education.

This study aims to look at how people see themselves after having behaved unethically. This study is looking at two things, in particular, relating to this. First, we plan to look at how anonymity will affect people's self- perception after behaving unethically. Secondly, we plan to look at how successfully or unsuccessfully cheating will affect one's self-perception.

In this research project we investigate whether the role of the perception of the self in the perception of the other.

Personalization has been widely applied in mobile health applications to provide appropriate health services and a better user experience. To enable personalization, health apps tend to request users to share personal information at the app sign-up stage. However, users may be concerned with this early privacy disclosure without knowing the true value of the service. According to a U.S. nationwide survey, half of Americans give up using a website or online service to avoid sharing personal information (Perrin, 2020). When personalization is the core service of an app, through what kind of interface design, users would feel more comfortable with such information requests? In other words, what type of interface design or user-system interaction might trigger privacy concerns preventing users from further engaging with the service? In the field of communication technology, the majority of studies focused on investigating the positive effects of online interactivity (e.g., Yang & Shen, 2018). However, we have little understanding of the effect of interactivity in non-reciprocal conditions (I.e., asking for private information without providing benefit right away). Also, the interaction of two types of interactivities, message interactivity and modality interactivity, does not get enough attention yet. Hence, this study seeks to untangle the elusive effects of interactivity on privacy-related perceptions and behaviors. By understanding users' psychological mechanisms when disclosing private information on health apps, we are able to suggest a better interactive design to help users make informed decisions in the private information disclosure procedures.

This study aims to investigate the relationship between personality traits—specifically neuroticism and conscientiousness—and the use of coping strategies. It is hypothesized that individuals high in neuroticism are more likely to engage in maladaptive coping strategies, due to their heightened perception of stress. Conversely, individuals with high levels of conscientiousness are expected to use adaptive coping strategies, which can be explained by their greater self-control. The study seeks to explore these associations and examine whether stress perception and self-control serve as partial mediating factors in the relationship between personality traits and coping behavior.

This study aims to investigate the relationship between personality traits—specifically neuroticism and conscientiousness—and the use of coping strategies. It is hypothesized that individuals high in neuroticism are more likely to engage in maladaptive coping strategies, due to their heightened perception of stress. Conversely, individuals with high levels of conscientiousness are expected to use adaptive coping strategies, which can be explained by their greater self-control. The study seeks to explore these associations and examine whether stress perception and self-control serve as partial mediating factors in the relationship between personality traits and coping behavior.

This study examines how novelty perception of new product introduction would be influenced by visual complexity. The study hypothesizes the mediation effect of arousal and the moderation effect of self-construal. This study also distinguished the shape incongruity and patterns on the product design from visual complexity to explore the different impacts to novelty perception.

This study examines how novelty perception of new product introduction would be influenced by visual complexity. The study hypothesizes the mediation effect of arousal and the moderation effect of self-construal. This study also distinguished the shape incongruity and patterns on the product design from visual complexity to explore the different impacts to novelty perception.

This study examines how novelty perception of new product introduction would be influenced by visual complexity. The study hypothesizes the mediation effect of arousal and the moderation effect of self-construal. This study also distinguished the shape incongruity and patterns on the product design from visual complexity to explore the different impacts to novelty perception.

The results of Osgood's Semantic Differential Scale, administered to 81 teachers, revealed that teachers saw themselves as "fair, alert, active, good" and, above all, "clean." The fact that these teachers were inclined to see Mexican American, black, and Caucasian students in much the same light (making only minor discriminations between ethnic groups) is interpreted as evidence of the tendency of teachers to project middle-class values onto their perceptions of students. This perception of children, in a similar pleasant and desirable image, but, significantly, not quite as desirable or pleasant, suggests that the teacher wants and needs the children to become as he or she would like to be, i.e., middle-class. (KG)

This study was designed to both replicate and expand upon previous research on self-concept formation in selected ethnic and socio-economic status (SES) groups, and to assess its relationship with specific academically related variables. Subjects were 785 students drawn from large urban and small city schools. The Soares and Soares Self Concept Scales was used to obtain five measures of self perception. The results showed that those students with the highest self-concepts were most likely to be male, white, having parents with a high SES, and having a high level of vocational aspiration. It was concluded that these results agree with the many studies which have found a positive relationship between SES, race, and ego concepts. However, these results do not support the findings of some of the more recent studies which report higher ego concepts among disadvantaged children. (Author/BW)

This study aims to replicate and extend results of Study 1. We will examine whether conveying agentic messages will decrease stigma expectancy among gay men who self-perceive as gay-sounding. We expect that engaging in agentic (vs. neutral) messages would lead gay individuals, and gay-sounding speakers in particular, to self-perceive as more agentic and powerful and to expect less discrimination

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The objective of this study is to empirically test the conditional role of a social mobility priming procedure (high vs. moderate), highlighting both upward and downward mobility, on self-perception (i.e., sense of control, expected future self, perceived personal threat) and attitudes toward society (i.e., tolerance towards economic inequality, trust in institutions, and attitudes towards higher political representativity). We expect these relationships to be moderated by the individuals’ perceived socioeconomic status (SES).

This study aims to find if there is a relations between a person's self-concept and their actions in a romantic relationship. Specifically, we aim to find if the unethical behavior of cheating on a partner is related to an individual's perception of themselves.

research data

This study will examine the impact of a correction of perception about income on comparative self-evaluation of carbon footprint. In previous research, we found that when British participants are asked to make comparative self-evaluations of their carbon footprint, a better-than-average effect is elicited. The existence of such a better-than-average effect suggests that some people underestimate their carbon emissions compared to the national average. We also found that participants were aware that wealth and environmental pollution are associated, and that the better-than-average effect was affected by participants’ perceived relative level of wealth (although not by their objective education and income). The present study aims to investigate if misperceptions about one’ relative carbon footprint are due to misperceptions about one’s relative income. Do people underestimate their carbon emissions because they underestimate how rich they are compared to the rest of the population? In order to answer this question, we want to examine if correcting participants’ distorted perceptions about their relative income affects their comparative self-evaluations of carbon footprint. This study will have a between-participants experimental design. As in a previous study (Grandin et al., 2022), we will rely on a similar methodology to Karadja et al. (2015): in order to induce variations in the perception of one's wealth, they used an informational treatment which consists of correcting misperceptions about one's position in the national income distribution. Similarly, we will employ an information shock about relative income on a British sample. We will ask our participants to estimate how rich they are compared to the rest of the British population, and then provide participants in the treatment group with information about their actual position in the national income distribution.

Understanding self perception of sentience in Animal, Human and Artificial Intelligence by observational studies of human attitudes and practices towards sentient beings.

Introduction: Self-efficacy is a valuable ability that can help academicians improve their performance as well as their emotional health and well-being. Academicians who believe they have sufficient control over their circumstances, allowing them to complete specific activities, are more inclined to establish ambitious goals and commit to accomplishing them. Well-being is an increasingly relevant and necessary consideration in modern workplace. Methods: The proposed scoping review will be conducted as per the Arksey & O'Malley methodology for scoping reviews (1). Electronic databases (CINAHL, PubMed, ProQuest, ERIC, Web of Science, Scopus, EMBASE, Open athens) will be searched for studies published in English language, by combining appropriate MeSH terms and keywords. The search and the research inclusion process outcomes will be given in a Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review (PRISMA-ScR) flow diagram in the final scoping review.

Online study comparing change in affect between groups of adult participants (experimental and controls) as a result of perception of facial expression of the subject's own face.

This study aims to compare the influence of a man's speech versus a woman's speech on women's self-discrepancies and psychological distress, and the protective effect of adherence to feminist ideology on this influence.

Examines self-verification effects of self-esteem differences in grandiose and vulnerable narcissism via “AB1 brain” bogus color-perception task.

Examines self-verification effects of self-esteem differences in grandiose and vulnerable narcissism via “AB1 brain” bogus color-perception task.

Examines self-verification effects of self-esteem differences in grandiose and vulnerable narcissism via “AB1 brain” bogus color-perception task.

We assess the impact of self-construal on the decoding accuracy and speed of emotional facial expressions in a social context. Participants will complete a German version of the "pronoun circling task" as a "grammar task," where they will read a short paragraph and find either "I, my, mine" or "we, our, ours" pronouns. They will then answer: "Please reflect on the story you just read, and describe how it made you feel." Following this, participants will complete a flanker task, responding to the facial expressions of the central metahuman as quickly and accurately as possible by pressing "1" and "7" while ignoring the flanker expressions. After completing five blocks, they will fill out the German version of the "Self-Construal Scale" as a manipulation check, which includes independent and interdependent subscales.

For this study, we will be surveying college-age students 18-25 within the Mountain West region. This includes Air Force Academy, San Jose University, San Diego State University, Boise State, the University of New Mexico, the University of Nevada, Utah State, Fresno State, the University of Hawaii, the University of Wyoming, and Colorado State University. We will be using an online survey to assess participants' self-perception and ethical behavior. our hypothesis believes that engaging in ethical behavior correlates with higher self-perception, while engaging in unethical behaviors especially if they are caught results in lower self-perception. We want to see if individuals who engage in ethical behavior have higher self-perception than those who engage in unethical behavior.

Recent research has identified inner speech as an important factor in various psychological disorders (Alderson-Day & Pearson 2023, Alderson-Day et al. 2018, Brinthaupt et al. 2020), particularly in schizophrenia and autism spectrum disorder (ASD). These linguistic processes influence self-perception, relationships, emotional regulation, and cognitive functions (Morin et al., 2015, Brébion et al. 2016, Petrolini et al., 2020). Given the symptom overlap between these conditions and Borderline Personality Disorder (BPD), inner speech likely affects how individuals with BPD perceive themselves and regulate emotions. Research on inner speech in BPD falls into three categories: First, studies examining dialogical structures metaphorically as frameworks for understanding self-integration. Models like the Multiple Self States Model (Ryle et al., 1997), Dialogical Self Theory (Hermans & Kempen 1993, Hermans 2001), and Assimilation Model (Stiles et al. 1990) suggest that identity comprises various "voices" representing different self-aspects, focusing on integration rather than actual inner speech experiences. Second, research on auditory verbal hallucinations (AVHs), which are common in BPD. D'Agostino (2019) found approximately 50% of individuals with BPD experience AVHs, while Niemantsverdriet et al. (2017) reported 27%. Evidence shows that AVHs in BPD and schizophrenia are comparable regarding duration, frequency, and impact (Slotema et al. 2012, Tschoeke et al. 2014, Merrett et al. 2016, 2022). However, in BPD, AVHs tend to be more emotionally charged and trauma-associated (Tschoeke et al. 2014). Third, qualitative studies examining self-talk in BPD (Koivisto et al. 2022 a,b) and highlighting negative self-invalidation practices in inner speech (Schie et al. 2024, Nath & Bhuva 2023). Despite these research streams, quantitative studies measuring relationships between specific aspects of inner speech and BPD symptomatology remain limited, indicating a need for further investigation. The aim of the study is to determine the relationships between inner speech and borderline symptomatology. On one hand, various aspects of inner speech and also speaking aloud to oneself are differentiated and measured, and their correlations with different parameters of the borderline experience are investigated. In addition to the general clinical symptomatology, this includes especially the experience of emotions and self-perception. Exploratively, possible underlying mechanisms will be examined by means of several structural equation models in order to identify viable future research paths. Alderson-Day, B., Mitrenga, K., Wilkinson, S., McCarthy-Jones, S., & Fernyhough, C. (2018). The varieties of inner speech questionnaire – Revised (VISQ-R): Replicating and refining links between inner speech and psychopathology. Consciousness and Cognition, 65, 48–58. https://doi.org/10.1016/j.concog.2018.07.001 Alderson-Day, B., & Pearson, A. (2023). What can neurodiversity tell us about inner speech, and vice versa? A theoretical perspective. Cortex, 168, 193–202. https://doi.org/10.1016/j.cortex.2023.08.008 Brébion, G., Stephan-Otto, C., Ochoa, S., Roca, M., Nieto, L., & Usall, J. (2016). Impaired Self-Monitoring of Inner Speech in Schizophrenia Patients with Verbal Hallucinations and in Non-clinical Individuals Prone to Hallucinations. Frontiers in Psychology, 7, 1381. https://doi.org/10.3389/fpsyg.2016.01381 Brinthaupt, T. M., Smartt, D. D., & Long, K. R. (2020). Schizotypal Tendencies Are Positively Associated With Self-Talk Frequency. Psychological Reports, 123(6), 2215-2226. https://doi.org/10.1177/0033294119868808 D’Agostino, A., Rossi Monti, M., & Starcevic, V. (2019). Psychotic symptoms in borderline personality disorder: An update. Current Opinion in Psychiatry, 32(1), 22–26. Hermans, H. J. M., & Kempen, H. J. G. (1993). The Dialogical Self: Meaning as Movement. Academic Press. Hermans, H. J. M. (2001). The dialogical self: toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243-281. https://doi.org/10.1177/1354067X0173001 Koivisto, M., Melartin, T., & Lindeman, S. (2022a). Processing of self-concept and identity in individuals with borderline personality disorder: Findings from a content-analytic follow-up study. European Journal for Qual. Research in Psychotherapy, 12, 93-110. Koivisto, M., Melartin, T., & Lindeman, S. (2022b). Self-invalidation in borderline personality disorder: A content analysis of patients’ verbalizations. Psychotherapy Research, 32(7), 922- 935. Merrett, Z., Rossell, S. L., & Castle, D. J. (2016). Comparing the experience of voices in borderline personality disorder with the experience of voices in a psychotic disorder: A systematic review. Australian & New Zealand Journal of Psychiatry, 50(7), 640–648. https://doi.org/10.1177/0004867416632595 Merrett, Z., Castle, D. J., Thomas, N., Toh, W. L., Beatson, J., Broadbear, J., Rao, S., & Rossell, S. L. (2022). Comparison of the phenomenology of hallucination and delusion characteristics in people diagnosed with borderline personality disorder and schizophrenia. Journal of Personality Disorders, 36(4), 413–430. https://doi.org/10.1521/pedi.2022.36.4.413 Morin, A., El-Sayed, E., & Racy, F. (2015). Self-awareness, inner speech, and theory of mind in typical and ASD individuals: A critical review. In E. Sherwood (Ed.), Theory of Mind (pp. 43–70). Nova Science Publishers. Nath, A., & Bhuvan, H. (2023). Self-reliance therapy: Reflections and a new model. Archives of Psychiatry, 1(1), 29-38. Niemantsverdriet, M. B. A., Slotema, C. W., Blom, J. D., Franken, I. H., Hoek, H. W., Sommer, I. E. C., & van der Gaag, M. (2017). Hallucinations in borderline personality disorder: Prevalence, characteristics and associations with comorbid symptoms and disorders. Scientific Reports, 7, Article 13920. https://doi.org/10.1038/s41598-017-13108-6 Petrolini, V., Jorba, M., & Vicente, A. (2020). The role of inner speech in executive functioning tasks: Schizophrenia with auditory verbal hallucinations and autistic spectrum conditions as case studies. Frontiers in Psychology, 11, Article 572035. https://doi.org/10.3389/fpsyg.2020.572035 Ryle, A., Leighton, T., & Pollock, P. (1997). Cognitive Analytic Therapy and Borderline Personality Disorder: The model and the Method. Chichester: Wiley. Schie, C. C. van, Lewis, K., Barr, K. R., Jewell, M., Malcolmson, N., Townsend, M. L., & Grenyer, B. F. S. (2024). Borderline personality disorder and stigma: Lived experience perspectives on helpful and hurtful language. Personality and Mental Health, 18(3), 216–226. Slotema, C. W., Daalman, K., Blom, J. D., Diederen, K. M., Hoek, H. W., & Sommer, I. E. (2012). Auditory verbal hallucinations in patients with borderline personality disorder are similar to those in schizophrenia. Psychological Medicine, 42(9), 1873–1878. https://doi.org/10.1017/S0033291712000185 Stiles, W. B., Elliott, R., Llewelyn, S. P., Firth-Cozens, J. A., Margison, F. R., Shapiro, D. A., & Hardy, G. (1990). Assimilation of problematic experiences by clients in psychotherapy. Psychotherapy: Theory, Research, Practice, Training, 27(3), 411–420. https://doi.org/10.1037/0033-3204.27.3.411 Tschoeke, S., Steinert, T., Flammer, E., & Uhlmann, C. (2014). Similarities and differences in borderline personality disorder and schizophrenia with voice hearing. The Journal of Nervous and Mental Disease, 202(7), 544–549.

Recent research has identified inner speech as an important factor in various psychological disorders (Alderson-Day & Pearson 2023, Alderson-Day et al. 2018, Brinthaupt et al. 2020), particularly in schizophrenia and autism spectrum disorder (ASD). These linguistic processes influence self-perception, relationships, emotional regulation, and cognitive functions (Morin et al., 2015, Brébion et al. 2016, Petrolini et al., 2020). Given the symptom overlap between these conditions and Borderline Personality Disorder (BPD), inner speech likely affects how individuals with BPD perceive themselves and regulate emotions. Research on inner speech in BPD falls into three categories: First, studies examining dialogical structures metaphorically as frameworks for understanding self-integration. Models like the Multiple Self States Model (Ryle et al., 1997), Dialogical Self Theory (Hermans & Kempen 1993, Hermans 2001), and Assimilation Model (Stiles et al. 1990) suggest that identity comprises various "voices" representing different self-aspects, focusing on integration rather than actual inner speech experiences. Second, research on auditory verbal hallucinations (AVHs), which are common in BPD. D'Agostino (2019) found approximately 50% of individuals with BPD experience AVHs, while Niemantsverdriet et al. (2017) reported 27%. Evidence shows that AVHs in BPD and schizophrenia are comparable regarding duration, frequency, and impact (Slotema et al. 2012, Tschoeke et al. 2014, Merrett et al. 2016, 2022). However, in BPD, AVHs tend to be more emotionally charged and trauma-associated (Tschoeke et al. 2014). Third, qualitative studies examining self-talk in BPD (Koivisto et al. 2022 a,b) and highlighting negative self-invalidation practices in inner speech (Schie et al. 2024, Nath & Bhuva 2023). Despite these research streams, quantitative studies measuring relationships between specific aspects of inner speech and BPD symptomatology remain limited, indicating a need for further investigation. The aim of the study is to determine the relationships between inner speech and borderline symptomatology. On one hand, various aspects of inner speech and also speaking aloud to oneself are differentiated and measured, and their correlations with different parameters of the borderline experience are investigated. In addition to the general clinical symptomatology, this includes especially the experience of emotions and self-perception. Exploratively, possible underlying mechanisms will be examined by means of several structural equation models in order to identify viable future research paths. Alderson-Day, B., Mitrenga, K., Wilkinson, S., McCarthy-Jones, S., & Fernyhough, C. (2018). The varieties of inner speech questionnaire – Revised (VISQ-R): Replicating and refining links between inner speech and psychopathology. Consciousness and Cognition, 65, 48–58. https://doi.org/10.1016/j.concog.2018.07.001 Alderson-Day, B., & Pearson, A. (2023). What can neurodiversity tell us about inner speech, and vice versa? A theoretical perspective. Cortex, 168, 193–202. https://doi.org/10.1016/j.cortex.2023.08.008 Brébion, G., Stephan-Otto, C., Ochoa, S., Roca, M., Nieto, L., & Usall, J. (2016). Impaired Self-Monitoring of Inner Speech in Schizophrenia Patients with Verbal Hallucinations and in Non-clinical Individuals Prone to Hallucinations. Frontiers in Psychology, 7, 1381. https://doi.org/10.3389/fpsyg.2016.01381 Brinthaupt, T. M., Smartt, D. D., & Long, K. R. (2020). Schizotypal Tendencies Are Positively Associated With Self-Talk Frequency. Psychological Reports, 123(6), 2215-2226. https://doi.org/10.1177/0033294119868808 D’Agostino, A., Rossi Monti, M., & Starcevic, V. (2019). Psychotic symptoms in borderline personality disorder: An update. Current Opinion in Psychiatry, 32(1), 22–26. Hermans, H. J. M., & Kempen, H. J. G. (1993). The Dialogical Self: Meaning as Movement. Academic Press. Hermans, H. J. M. (2001). The dialogical self: toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243-281. https://doi.org/10.1177/1354067X0173001 Koivisto, M., Melartin, T., & Lindeman, S. (2022a). Processing of self-concept and identity in individuals with borderline personality disorder: Findings from a content-analytic follow-up study. European Journal for Qual. Research in Psychotherapy, 12, 93-110. Koivisto, M., Melartin, T., & Lindeman, S. (2022b). Self-invalidation in borderline personality disorder: A content analysis of patients’ verbalizations. Psychotherapy Research, 32(7), 922- 935. Merrett, Z., Rossell, S. L., & Castle, D. J. (2016). Comparing the experience of voices in borderline personality disorder with the experience of voices in a psychotic disorder: A systematic review. Australian & New Zealand Journal of Psychiatry, 50(7), 640–648. https://doi.org/10.1177/0004867416632595 Merrett, Z., Castle, D. J., Thomas, N., Toh, W. L., Beatson, J., Broadbear, J., Rao, S., & Rossell, S. L. (2022). Comparison of the phenomenology of hallucination and delusion characteristics in people diagnosed with borderline personality disorder and schizophrenia. Journal of Personality Disorders, 36(4), 413–430. https://doi.org/10.1521/pedi.2022.36.4.413 Morin, A., El-Sayed, E., & Racy, F. (2015). Self-awareness, inner speech, and theory of mind in typical and ASD individuals: A critical review. In E. Sherwood (Ed.), Theory of Mind (pp. 43–70). Nova Science Publishers. Nath, A., & Bhuvan, H. (2023). Self-reliance therapy: Reflections and a new model. Archives of Psychiatry, 1(1), 29-38. Niemantsverdriet, M. B. A., Slotema, C. W., Blom, J. D., Franken, I. H., Hoek, H. W., Sommer, I. E. C., & van der Gaag, M. (2017). Hallucinations in borderline personality disorder: Prevalence, characteristics and associations with comorbid symptoms and disorders. Scientific Reports, 7, Article 13920. https://doi.org/10.1038/s41598-017-13108-6 Petrolini, V., Jorba, M., & Vicente, A. (2020). The role of inner speech in executive functioning tasks: Schizophrenia with auditory verbal hallucinations and autistic spectrum conditions as case studies. Frontiers in Psychology, 11, Article 572035. https://doi.org/10.3389/fpsyg.2020.572035 Ryle, A., Leighton, T., & Pollock, P. (1997). Cognitive Analytic Therapy and Borderline Personality Disorder: The model and the Method. Chichester: Wiley. Schie, C. C. van, Lewis, K., Barr, K. R., Jewell, M., Malcolmson, N., Townsend, M. L., & Grenyer, B. F. S. (2024). Borderline personality disorder and stigma: Lived experience perspectives on helpful and hurtful language. Personality and Mental Health, 18(3), 216–226. Slotema, C. W., Daalman, K., Blom, J. D., Diederen, K. M., Hoek, H. W., & Sommer, I. E. (2012). Auditory verbal hallucinations in patients with borderline personality disorder are similar to those in schizophrenia. Psychological Medicine, 42(9), 1873–1878. https://doi.org/10.1017/S0033291712000185 Stiles, W. B., Elliott, R., Llewelyn, S. P., Firth-Cozens, J. A., Margison, F. R., Shapiro, D. A., & Hardy, G. (1990). Assimilation of problematic experiences by clients in psychotherapy. Psychotherapy: Theory, Research, Practice, Training, 27(3), 411–420. https://doi.org/10.1037/0033-3204.27.3.411 Tschoeke, S., Steinert, T., Flammer, E., & Uhlmann, C. (2014). Similarities and differences in borderline personality disorder and schizophrenia with voice hearing. The Journal of Nervous and Mental Disease, 202(7), 544–549.

Preregistration of methods

This study will expose participants to virtual reality simulations during which they may participate in unethical behavior. We are then going to test their self-esteem before and after these situations in order to see whether or not virtual unethical behavior had an impact on their self-esteem. We hypothesize that people with high agreeableness will experience a higher negative impact on their self-perception than those with low agreeableness since these people are normally considered sympathetic, cooperative, and warm.