Introducing Emotioncy as an Invisible Force Controlling Causal Decisions: A Case of Attribution Theory

Pishghadam, Reza; Abbasnejad, Hannaneh

doi:10.1515/ppb-2017-0016

Cited by 16 publications

(14 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In connection with Persian language teaching studies, topics related to sensory awareness and sensory relativity (Pishghadam and Ebrahimi, 2018 ), lexical words (Pishghadam et al, 2017b , c ), content analysis (Jahani, 2020 ) and learner emotions (Ebrahimi et al, 2018 ) were explored. Similarly, studies related to psychosociology concentrated on emotioncy profile (Pishghadam and Abbasnejad, 2017a ), cultural weight (Pishghadam and Firoozian Pour Esfahani, 2018 ), cultuling (Pishghadam et al, 2020a ), causal decisions controlling (Pishghadam and Abbasnejad, 2017a ), identity construction and social attitudes (Pishghadam, 2016b ).…”

Section: Resultsmentioning

confidence: 99%

Toward an Emotioncy Based Education: A Systematic Review of the Literature

Miri

Pishghadam

2021

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

The current systematic review summarizes the growing body of literature on the concept of emotioncy. It presents a synthesis of 61 studies discussing emotioncy related topics. The aims were to examine, interpret, and synthesize results about emotioncy to generate an in-depth and holistic discussion of the key routes of emotioncy based education and the different influencing factors at policy and practice levels. The review revealed that emotioncy has been explored in different disciplines, particularly English language teaching, Persian language teaching, neuroscience, and psychosociology. It was shown that although both empirical and theoretical studies have been conducted on emotioncy, there is abundant room for future studies to use various research methodologies and scopes. The review offers a few data-driven pedagogical implications on emotioncy-based education. The authors argue that emotioncy warrants closer scrutiny in different disciplines.

show abstract

Section: Resultsmentioning

confidence: 99%

Toward an Emotioncy Based Education: A Systematic Review of the Literature

Miri

Pishghadam

2021

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

show abstract

“…That is maybe why individuals exhibit more stereotypical habits toward their outgroup members compared to their ingroup members (Semin & Fiedler 1991). In another study by Pishghadam and Abbasnejad (2017) on the relationship between the attribution style of people and their emotioncy levels, exvolved participants ascribed more of their judgments to internal and dispositional factors, whereas involved participants were more insightful by being cautious that external and situational factors might be at work in a situation. A more possible line of explanation is that involved individuals seem to be more mindfully entangling all senses, and are therefore, more susceptible to see a situation from different perspectives.…”

Section: Discussionmentioning

confidence: 98%

Judgments under emotioncy’s influence

Pishghadam

Abbasnejad

2017

CogLS

Self Cite

View full text Add to dashboard Cite

Following a number of studies on discovering the controlling dormant forces in linguistic biases, this study attempts to introduce the concept of emotioncy as a driving force in explicating the causes of prejudice manifested through biases in speech. To this end, two scales for measuring individuals' bias and their emotioncy levels were devised and validated through Rasch measurement. A total number of 341 participants were asked to take the scales. Afterward, structural equation modeling (SEM) was employed to investigate the probable relationships among sub-constructs of the scales. The results indicated that as individuals' emotioncy level increases, the bias level decreases. In other words, involvement slides people toward being less judgmental and thus less biased in language, while exvolvement leads people toward using more abstract words, and therefore more biased language. In the end, implications of the findings were discussed in the realm of judgment and decision making.

show abstract

“…The theory also describes how various biases and errors impact individuals' ability to explain the behavior of others. The fundamental attribution error is one of the most commonly occurring biases (Pishghadam & Abbasnejad, 2017). That is, people often underestimate environmental factors and place more emphasis on dispositional factors (Ross, 1977).…”

Section: Data Attributionsmentioning

confidence: 99%

Faculty Perspectives on Using High School Data in an Era of Placement Testing Reform

Ngo

Velásquez

Melguizo

2021

Community College Review

View full text Add to dashboard Cite

Objective: Community colleges across the country are making dramatic shifts away from traditional reliance on placement testing for developmental education and toward using high school measures to assess college-readiness. Yet the views of faculty dealing with these changes, including their perspectives on the quality and usefulness of high school data, are not well-understood. We explore faculty views of high school transcript and placement testing data, attributions made with the data, and beliefs about the extent to which these data are useful for instruction. Methods: We conducted a survey and semi-structured interviews with math faculty in one community college math department ( n = 21). We used real high school records to develop a Personalized Student Profile of student math backgrounds to engage faculty in sensemaking about high school and placement testing data. Results: Faculty did not appear to readily trust high school data, tending only to do so when it fit their existing understandings of student ability as measured by placement tests. Although faculty described opportunities to use the data to inform instruction, they noted the challenges of actually doing so. Conclusions: The findings reveal significant faculty concerns about high school measures and point toward shifts in faculty attitudes and beliefs that may need to be addressed in order for reforms that upend traditional approaches to remediation and instruction to be successful. We discuss critical future research directions for this new paradigm of developmental education in community colleges.

show abstract

Introducing Emotioncy as an Invisible Force Controlling Causal Decisions: A Case of Attribution Theory

Cited by 16 publications

References 43 publications

Toward an Emotioncy Based Education: A Systematic Review of the Literature

Toward an Emotioncy Based Education: A Systematic Review of the Literature

Judgments under emotioncy’s influence

Faculty Perspectives on Using High School Data in an Era of Placement Testing Reform

Contact Info

Product

Resources

About