Ethnic Identity among Indigenous and Mestizos from Intercultural University of Chiapas = Identidad étnica entre los indígenas y los mestizos de la Universidad Intercultural de Chiapas

This study explored ethnic identity among 662 students (326 mestizos and 336 indigenous) from the Intercultural University of Chiapas (IUCh). Scholars suggest that ethnicity is more salient for ethnic minority adolescents than for adolescents who are members of the ethnic majority. The aims for this study were: 1) to determine the structure and validity of ethnic identity as measured by the Multigroup Ethnic Identity Measure in a sample of majority and minority ethnic groups from Intercultural University in Chiapas, and 2) to examine the variability of ethnic identity across ethnic groups. Specifically, it was hypothesized that the Multigroup Ethnic Identity Measure would show two factors, and that ethnic groups would differ on ethnic identity. The results supported the hypotheses

Passion for Ski Mountaineering and Relationship Quality: The Mediating Role of Team Cohesion

Vallerand and colleagues (2003) developed a dualistic model of passion, wherein two types of passion are proposed: harmonious and obsessive passions that predict adaptive and less adaptive interpersonal outcomes, respectively. The present study examined the mediating role of team cohesion between passion and relationship satisfaction and interpersonal conflict with teammates. We hypothesized that harmonious and obsessive passions would be positively and negatively related to team cohesion, respectively, which, in turn should be associated with high relationship satisfaction and low interpersonal conflict with teammates. Ski mountaineers (N = 559) participating in the "Patrouille des Glaciers" completed an initial questionnaire assessing harmonious and obsessive passions for ski mountaineering and team cohesion before the race. After the race, a second questionnaire was completed and assessed participants' relationship quality with teammates and team conflict during the race. Results from path analyses supported the hypothesized model. Future research directions are discussed in light of the dualistic model of passion and team cohesion literature.

Validation of a brief form of the Perceived Neighborhood Social Cohesion questionnaire.

The aim of this study was the validation of a brief form of the Perceived Neighborhood Social Cohesion questionnaire using data from 5065 men from the "Cohort Study on Substance-Use Risk Factors." A 9-item scale covering three factors was proposed. Excellent indices of internal consistency were measured (α = .93). The confirmatory factor analyses resulted in acceptable fit indices supporting measurement invariance across French and German forms. Significant correlations were found between the brief form of the Perceived Neighborhood Social Cohesion questionnaire, and satisfaction and self-reported health, providing evidence of the concurrent validity of the scale. Perceived neighborhood social cohesion, and depression and suicide attempts were negatively associated, sustaining the protective effect of perceived social cohesion.

Validation of French and German versions of a Perceived Neighborhood Social Cohesion questionnaire among young Swiss males, and its relationship with substance use

This study main purpose was the validation of both French and German versions of a Perceived Neighborhood Social Cohesion Questionnaire. The sample group comprised 5065 Swiss men from the "Cohort Study on Substance Use Risk Factors." Multigroup Confirmatory factor analysis showed that a three-factor model fits the data well, which substantiates the generalizability of Perceived Neighborhood Social Cohesion Questionnaire factor structure, regardless of the language. The Perceived Neighborhood Social Cohesion Questionnaire demonstrated excellent homogeneity (α = 95) and split-half reliability (r = .96). The Perceived Neighborhood Social Cohesion Questionnaire was sensitive to community size and participants' financial situation, confirming that it also measures real social conditions. Finally, weak but frequent correlations between Perceived Neighborhood Social Cohesion Questionnaire and alcohol, cigarette, and cannabis dependence were measured.

Brief report : Academic amotivation in light of the dark side of identity formation

The study intended to determine motivational profiles of first-year undergraduates and aimed their characterization in terms of identity processes. First, a cluster analysis revealed five motivational profiles: combined (i.e., high quantity of motivation, low amotivation); intrinsic (i.e., high intrinsic, low introjected and external regulation, low amotivation); "demotivated" (i.e., very low quantity of motivation and amotivation); extrinsic (i.e., high extrinsic and identified regulation and low intrinsic and amotivation); and "amotivated" (i.e., low intrinsic and identified, very high amotivation). Second, using Lebart's (2000) methodology, the most characteristic identity processes were listed for each motivational cluster. Demotivated and amotivated profiles were refined in terms of adaptive and maladaptive forms of exploration. Notably, exploration in breadth and in depth were underrepresented in demotivated students compared to the total sample; commitment and ruminative exploration were under and overrepresented respectively in amotivated students. Educational and clinical implications are proposedand future research is suggested.

Image processing of false identity documents for forensic intelligence

Forensic intelligence has recently gathered increasing attention as a potential expansion of forensic science that may contribute in a wider policing and security context. Whilst the new avenue is certainly promising, relatively few attempts to incorporate models, methods and techniques into practical projects are reported. This work reports a practical application of a generalised and transversal framework for developing forensic intelligence processes referred to here as the Transversal model adapted from previous work. Visual features present in the images of four datasets of false identity documents were systematically profiled and compared using image processing for the detection of a series of modus operandi (M.O.) actions. The nature of these series and their relation to the notion of common source was evaluated with respect to alternative known information and inferences drawn regarding respective crime systems. 439 documents seized by police and border guard authorities across 10 jurisdictions in Switzerland with known and unknown source level links formed the datasets for this study. Training sets were developed based on both known source level data, and visually supported relationships. Performance was evaluated through the use of intra-variability and inter-variability scores drawn from over 48,000 comparisons. The optimised method exhibited significant sensitivity combined with strong specificity and demonstrates its ability to support forensic intelligence efforts.

Identidad, percepción de vitalidad etnolingüística y comunicación intergrupal en Cataluña: An identity and ethnolinguistic perception vitality study in Catalonia

Catalan has drawn considerable attention given its impressive institutional support and increased usage since the restoration of the Generalitat of Catalonia. We report a study on 112 Catalan-speaking students who were administered the"subjective vitality questionnaire". Results show (and these are compared with reports 20 years ago) that it continues to gain momentum and status, even with the International stature of Spanish. The theoretical and pragmatic significance of these findings are discussed in terms of vitality"s role in shaping Language choices (Catalan vs. Castilian) in everyday communication as well as the societal level in forging Language policies for communicating in Catalan in business, political, educational, and media arenas

The experience of identity transformation process for people living with tetraplegia and paraplegia = El proceso de reconstrucción de la identidad de las personas afectadas de una paraplejia o tetraplejia

A spinal cord injury (SCI) is perceived as a source of biographical disruption, not only at a physical level but also in terms of people’s life stories, their motivation and their self-esteem. The aim of this study is to explore the factors that people with spinal cord injuries perceive as contributing to rebuilding their sense of self. Two focus groups were established from the SCIcommunity, one of which was made up of 14 people with paraplegia and the other of 9 people with tetraplegia. In addition, four individual interviews were conducted with the participants. The results of content analysis show that the two most prominent factors in the process of identity renegotiation are the partial transformation of the subject’s identity followed by a coming to terms with that new identity. To rebuild self-worth, the importance of finding a balance between change and continuity was identified. Renegotiation of identity after a spinal cord injury is a complex phenomenon that greatly influences the SCI individual’s quality of life perceptions. Reaching a balance between the changes experienced due to the injury and finding a sense of continuity can be either facilitated or obstructed by the economic, political, legal, architectural, and social context

La construcción narrativa de la identidad en un contexto educativo intercultural = The narrative construction of identity in a intercultural educative setting

En este trabajo se expone e ilustra un modelo teórico para entender las funciones de la identidad, así como los mecanismospsicosociales asociados a su construcción: “Modelo Evolutivo y Funcional de la Identidad Mediada” (MEBIM). La identidad, mediada narrativamente, cumple una función personal orientada a la dirección de la propia vida, así como una función sociocultural vinculada a la búsqueda de reconocimiento de los derechos de los grupos sociales a los que uno se siente apegado. Se ilustran los factores asociados a la construcción de la identidad personal (sí mismos posibles, transiciones vitales, vínculo afectivo) y sociocultural (acción-transformación e identificación simbólica) a partir de 12 historias de vida realizadas con mestizos e indígenasde la Universidad Intercultural de Chiapas (México). Se sugiere que en contextos educativos formales, como la escuela o la Universidad, se deben propiciar narrativas personales y socioculturales con el objetivo de optimizar la identidad en un mundo a la vez globalizado y plural

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...