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offer even greater added value and be able to serve with innovations in order
mitigate
the action or state of forcing or being forced to do
something
compulsion
a difference in level or treatment, especially one that is
seen unfair
feasible
to make less severe, harmful or painful
highlight
the act of buying and using things and resources
disparity
possible to do easily or conveniently, likely, probable
consumption
draw special attention to
disparities, consumption, feasible, highlight, mitigate, compulsion
to be successful in a future post-growth society.
It was highlighted that the luxury market can have a future in a post-
growth society and position itself accordingly. However, the experts
interviewed are unanimous in their opinion that the luxury market must
change in its current form. The present study has already been able to outline
initial indications of necessary changes. However, further research is needed
for a complete analysis. It should also be noted that representative results
might not emerge until the societal transformation to a post-growth society is
more advanced; for currently, the concept of a post-growth society is seen as
a vision of the future that is emerging, but the extent of which is very limited
and not foreseeable in its fullness. For companies in the luxury industry, it is
nevertheless essential to address the question of how they need to change in
detail in order to remain competitive in the face of continuing developments
in the direction of a post-growth society. To this end, corporate processes
and economic conditions must be analyzed and restructured.
From: Galić, L.M., & Perret, J.K. (2021).Luxury in a Post-Growth Society –
Success or Disparity?: First Prospective Results. International Journal of Applied
Research in Management and Economics,4(4):74-92 View of Luxury in a PostGrowth Society – Success or Disparity? (dpublication.com)
1. Match the words with their definitions.
2. Fill in the missing words in the sentences from the table.
a) You are under _________ to pay immediately.
b) There are economic ________ between different regions of the country.
c) Emergency funds are provided to help _______ the effects of the disaster.
d) Recycling the waste from our increased _______ is better than burning it.
e) With the extra resources the project seems_________.
f) There are vital issues _________by the report.
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3. Answer the questions.
a) What is characteristic of the post-growth society? b) What is the
subject of the present paper? c) What is the sustainable consumption (SC)
and how does it influence the society? d) What is the hyperconsumption and
how important is it in the society? e) What is the common good and what
role does it play in the post-growth society? f) What are the prospects of the
luxury market? g) What are the luxury companies to do in the post-growth
society? h) What conclusion does the author come to?
4. Write the text's summary.
5. Translate the text into Russian.
5.3.1 ОБЩАЯ ПСИХОЛОГИЯ, ПСИХОЛОГИЯ ЛИЧНОСТИ, ИСТОРИЯ
ПСИХОЛОГИИ
5.3.4 ПЕДАГОГИЧЕСКАЯ ПСИХОЛОГИЯ, ПСИХОДИАГНОСТИКА ЦИФРО-
ВЫХ ОБРАЗОВАТЕЛЬНЫХ СРЕД
Does the Emotional Stance of Human and Virtual Instructors in
Instructional Videos Affect Learning Processes and Outcomes?
In the present study, we examine the idea that the emotional stance of the
instructor during teaching can affect the way that students process the lesson
and the quality of their learning outcomes. In particular, we examine the idea
that students’ learning processes and outcomes are improved when their
instructor exhibits positive emotion in delivering a lecture, as reflected in
positive emotional cues in the instructor’s voice, gestures, facial expression,
eye contact, and body movements. In short, we are interested in whether the
emotional style of the instructor is an important ingredient in the teaching
and learning.
Given the popularity of instructional video, we contextualize our study
using instructional videos of an instructor – either a human or an animated
character – standing next to a series of slides as she lectures. Instructional
video has become a popular medium for delivering instruction, both in
formal venues such as online, blended, or flipped classrooms and in informal
venues such as Massive Open Online Courses (MOOCs), YouTube, or other
online learning platforms. Although instructional films date back to the early
1900s, they had surprisingly little lasting impact on education during the 20th
century (Cuban, 1986, Orgeron et al., 2012). In contrast, the 21st century has
seen an increase in the popularity of instructional video, which may be
attributed to advances in communication and video technology and the
demands of remote learning.
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The goal of the present study is to examine techniques for improving the
emotional – ________
learning – ________
instructional – ________
remote – ________
virtual – ________
effectiveness of video lectures in which an instructor stands next to a series
of slides as she lectures, such as exemplified in Fig. 1. Although researchers
have discovered several evidence-based principles for how to design
effective instructional video lectures, there has been less research on how
students respond to the emotional stance of human and virtual instructors.
Virtual instructors are onscreen animated, human-like agents, sometimes
referred to as animated pedagogical agents.
In line with increasing interest in the role of emotion in academic
learning, we seek to expand the scope of inquiry to include the effects of
human and virtual instructors’ positive or negative emotional stance. We
draw on Russell, 1980, Russell, 2003 model of core affect, which
distinguishes between positive and negative emotions as well as active and
passive emotions. In our study we focus on an active positive emotion (e.g.,
happy) and a passive positive emotion (e.g., content) as the positive
emotions displayed by our onscreen human and virtual instructors through
voice and gesture, and we focus on an active negative emotion (e.g.,
frustrated) and a passive negative emotion (e.g., bored) as the negative
emotions displayed by our human and virtual instructors.
From: Lawson A.P. et al. Does the emotional stance of human and virtual
instructors in instructional videos affect learning processes and outcomes?
Contemporary Educational Psychology. 2022. Vol.70
https://www.sciencedirect.com/science/article/pii/S0361476X2200039X
1. Write the word from the text to complete the phrases (e.g. affordable
– affordable housing).
2. Choose the correct preposition.
a) On/In particular, the stores lower the height of store shelving and put
products next to each other that customers typically buy together.
b) The poor economy is impacting on/at small businesses.
c) The new policy is in line with/to the plans that were discussed last year.
d) He displayed cooperation on/by responding favourably to our request.
e) Institutions, bodies of law, administrative regulations – in/on short: all
social rules and norms – were changed.
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3. Complete the summary of the text. Fill in each gap with one word.
This study explores the impact of a/an ______’s emotional stance on
______’ learning outcomes and the quality of their lessons. The research
uses instructional videos of human or animated instructors delivering
______, which have gained popularity in the 21st century due to
advancements in communication and video technology. The study aims to
improve the effectiveness of ____ lectures by examining techniques for
designing effective instructional videos. The research draws on the Russell
model of core affect, which distinguishes between positive and ______
emotions, as well as active and passive emotions. The study focuses on
active positive ______ (e.g., happy) and passive negative emotions (e.g.,
frustrated) displayed by both human and virtual instructors.
4. Do the following statements agree with the information in the text?
a) Emotional style of the instructor includes intonation, gestures, facial
expression and body movement.
b) Instructional media is the novelty of the 21st century.
c) Nowadays there is still no objective standard for how to design effective
video classes.
d) Virtual instructors look similar to humans.
e) The research objective is to find out if the emotional state of the teacher
during instruction may influence their learning results.
5. Translate the excerpt into Russian.
Classroom Environment Predicts Changes
in Expressed Intellectual Humility
(1)Schools seek to cultivate many competencies that promote success
inside and outside of the classroom. In the last decade, intellectual humility–
awareness and acknowledgement of one’s ignorance and intellectual
fallibility–has emerged as a predictor of learning, critical thinking, and
effective collaboration. Nonetheless, little is known about why some
students exhibit intellectual humility more than others or how school
environments might promote it. In the current study of over 500 middle
school students, we examined the potential role that mastery-oriented
teaching practices and perceived classroom goal structure might play in the
development of expressed intellectual humility.
(2)Intellectual humility is conceptualized as recognition and expressed
awareness of one’s ignorance and fallibility, and recognition and expressed
appreciation for others’ intellect (Porter et al., 2021). The cognitive features
of intellectual humility include attitudes and beliefs about one’s intellectual
fallibility and others’ intellectual strengths; the expressed features comprise
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observable behavioral manifestations including admitting ignorance, owning
up to mistakes, and seeking help to learn rather than remain in ignorance
(Meagher et al., 2021, Porter et al., 2021, Whitcomb et al., 2017).
Intellectual humility (often measured as a mix of cognitive and expressed
features) is empirically distinct from cognitive ability and may help
compensate for lower IQ by increasing cognitive flexibility and remediation
(Owens et al., 2013, Zmigrod et al., 2019).
(3)Intellectual humility has several noteworthy motivational and
behavioral correlates. Motivationally, intellectually humbler individuals tend
to have higher need for cognition (Leary et al., 2017) and to believe that their
intelligence is malleable rather than fixed. Intellectually humbler individuals
also tend to endorse mastery-approach achievement goals (strivings to
understand) rather than performance goals (strivings to look smart; KrumreiMancuso et al., 2019). Behaviorally, adults and adolescents higher in
intellectual humility tend to persist more through difficulty and show greater
resilience following failure even after accounting for growth mindset and
ability (Porter et al., 2020). Intellectually humble adults are also more
thorough, open-minded, and conscientious information-seekers (Bowes et al.,
2021, Koetke et al., 2021).
(4)Though related to other constructs, intellectual humility is theoretically
and empirically distinct. Conceptually, intellectual humility belongs to a
family of dispositions including open-mindedness and curiosity that
characterize “good thinker[s] and learner[s]”. Intellectual humility is unique in
its emphasis on recognizing and acknowledging one’s intellectual limitations.
By contrast, curiosity can be defined as the overall drive to know more (Clark
et al., 2019) and open-mindedness as the fair consideration of contrary views
(Baehr, 2011). Intellectual humility is correlated with both of these and other
facets of intellectual character in the range of r = 0.40 to 0.56.
From: Porter T. Classroom environment predicts changes in expressed intellectual
humility. In: Tenelle Porter a, Diego Catalán et al. Contemporary Educational
Psychology. 2022. Volume 70. https://doi.org/10.1016/j.cedpsych.2022.102081
1. Scan the text to find these ideas. Write the paragraph number on the line.
a) In terms of behavior, those who have higher levels of intellectual
humility tend to persevere through challenges and to be more resilient
after failing.
b) Intellectual humility, or the recognition and admission of one’s ignorance
and intellectual fallibility, has recently become recognized as a predictor
of learning, critical thinking, and successful teamwork.
c) In general, curiosity is the interest leading to enquiry, the desire to learn
more.
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d) Intellectual humility is experimentally separate from cognitive ability
and might increase cognitive flexibility and rehabilitation to make up for
lower IQ.
2. Choose the correct word or phrase.
a) It’s an excellent indicator of how much you exercise, and is used as a
diagnostic tool and even a predictor / fallibility of future health.
b) The cognitive highlights of intellectual / intelligent humility incorporate
states of mind and convictions about one’s intellectual fallibility and
others’ intellectual strengths.
c) The newspaper has endowed / endorsed the conservative candidate for
mayor.
d) Their research has revealed the fungus’s reliance / resilience: it needs
moisture to grow, flourishing when the rains arrive, then stagnating when
the ground dries up again.
e) The arrival of a construction crew at their house attracted the curiosity /
correlation of their neighbors.
3. Complete the summary of the text. Fill in each gap with one word.
Intellectual humility, the awareness and acknowledgement of one’s
______ and intellectual fallibility, has been identified as a predictor of
learning, critical _____, and effective collaboration in schools. A study of
over 500 middle school ______ examined the role of mastery-oriented
teaching practices and perceived classroom goal structure in the
development of expressed intellectual humility. _______ humility is distinct
from cognitive ability and may help compensate for lower IQ by increasing
cognitive flexibility and remediation. It has significant motivational and
behavioral correlates, such as higher need for cognition, belief in the
malleability of intelligence, and persistence through difficulty. Intellectual
humility is unique in its emphasis on recognizing and acknowledging one’s
intellectual limitations, contrasting with _______ and open-mindedness,
which are correlated with intellectual character traits.
4. Answer the questions.
a) What is “intellectual humility”?
b) How many students participated in the study?
c) How does intellectual humility relate to cognitive ability?
d) What motivational and behavioral implications does it have?
126
5. Translate the excerpt into Russian.
Parent–Child Conflict during Homeschooling in Times of the COVID-
19 Pandemic: a Key Role for Mothers’ Self-Efficacy in Teaching
The COVID-19 pandemic has led to temporary school closures in many
countries around the world. As a result, hundreds of millions of children
were forced to do their schoolwork at home for weeks in a row (Unesco,
2021). During this period, parents often had to assist their children with their
schoolwork. This role as a part-time teacher put extra demands on parents,
posing a number of additional problems for them. Due to stress or a lack of
support some parents might have felt less able to teach their child at home.
Furthermore, parents might have experienced difficulties regulating the
behavioral problems and negative emotions of their child that can occur
during their help with schoolwork. In the present study, we examined parent
factors (i.e., parents’ level of education and amount of stress) and social
contextual factors (e.g., household chaos and school support) that may have
contributed to parents’ sense of efficacy in teaching young children during
the COVID-19 pandemic, as well as the extent to which these parental selfefficacy beliefs in teaching in turn contributed to parent–child conflict
around schoolwork.
Parents’ home-based involvement with schoolwork, including practices
such as creating a quiet and orderly place to study, talking about schoolrelated issues, and helping children in completing their homework, is
nowadays increasingly considered a relevant yet controversial factor in
affecting children’s school adjustment. Not only is parents’ assistance with
schoolwork the most frequent form of involvement, it can also be viewed as
the central activity in which the home and school environment intersect most
closely and in which most school-related interactions are exchanged. As
such, the atmosphere that parents create around their children’s schoolwork
may provide plenty opportunities to either enhance or hamper children’s
motivational and academic development.
One factor that may influence how parents act and behave toward their
child during school-related activities is their parental self-efficacy in
teaching (Bandura, 1997). Generally, parental self-efficacy reflects parents’
beliefs about their ability to parent children successfully–to guide and
support children such that it optimizes their development. From the moment
their children enter formal schooling, however, parents’ role as a caregiver
naturally broadens to include school-related responsibilities as well.
Conceivably, such responsibilities also come with specific expectations of
efficacy to adequately assist with schoolwork (cf. Bandura, 1997). This may
have been especially true during the COVID-19 pandemic, which forced
many parents to assist their children with schoolwork for weeks in a row.
127
To date, no formal definition of parents’ self-efficacy in teaching in the
pose – ________
experience – ________
examine – ________
complete – ________
provide – ________
context of homeschooling exists. Conceivably, though, there may be broad
similarities between teachers’ and parents’ roles during the COVID-19
pandemic in terms of cognitive (e.g., providing alternative explanations
when children do not understand the task at hand) and affective supports
(e.g., helping children to value learning and providing a safe and secure
learning environment).
From: De Jong P., Schreurs B., Zee M. Parent–child conflict during
homeschooling in times of the COVID-19 pandemic: A key role for mothers’ selfefficacy in teaching. Contemporary Educational Psychology. 2022. Volume 70.
https://www.sciencedirect.com/science/article/pii/S0361476X2200042X
1. Write the word from the text to complete the phrases (add a noun, e.g.
put – put demands (on somebody).
2. Choose the correct preposition.
a) Due of/to the complaints of customers he lost his job.
b) She assisted the boy by/with his homework.
c) Depending on the extent to/on what children come into contact with
water, it can be dangerous and fully opposite – friendly.
d) They have won 12 matches in/on a row since the beginning of the year.
e) To make an omelet, you can use whatever ingredients are on/at hand.
3. Complete the summary of the text. Fill in each gap with one word.
The COVID-19 pandemic forced millions of children to do their
schoolwork at _____, putting additional demands on _______ This role as
part-time teachers posed additional problems, such as stress and difficulties
regulating behavioral problems and negative ______. This study examined
parent factors, such as education level and stress, and social contextual
factors, such as ________ chaos and school support, that may have
contributed to parents’ sense of efficacy in teaching young children during
the pandemic. Parental self-efficacy in teaching is a factor that influences
how parents act and behave towards their child during school-related
activities. While no formal definition of parents’ ______ in teaching in the
context of homeschooling exists, there may be broad similarities between
teachers’ and parents’ roles during the pandemic in terms of cognitive and
affective supports.
128
4. Do the following statements agree with the information in the text?
a) Many nations throughout the world have temporarily closed their schools
due of the COVID-19 outbreak.
b) Some parents may have felt less skilled to educate their children at home
as a result of stress or a lack of guidance.
c) The environment that parents construct around their kids’ schooling does
not have any impact on kids’ academic and motivational growth.
d) Parental self-efficacy, in general, represents parents’ perceptions of their
capacity to successfully parent–to lead and assist kids in a way that
maximizes their growth.
e) There is a scientifically recognized definition of parents’ self-efficacy in
teaching.
5. Translate the excerpt into Russian.
Coping Profiles among Teachers: Implications for Emotions,
Job Satisfaction, Burnout, and Quitting Intentions
Teaching is arguably a stressful occupation that poses numerous
challenges to instructors on a daily basis including the effective use of varied
pedagogical techniques, promoting student engagement, and managing
difficult classroom behaviors (...). Teachers also inevitably experience
stressful events and negative emotions during class, such as anxiety or anger
(Frenzel, 2014), requiring the use of coping strategies to maintain their
personal well-being and teaching quality (...). Whereas adaptive coping
strategies consistently lead to more positive emotions, better psychological
well-being, and lower attrition intentions (...), maladaptive coping tends to
give rise to negative emotions, greater stress, and greater mental health
challenges (MacIntyre et al., 2020).
Most prior studies on teachers’ coping strategies have used variable-
centered approaches that focus on how a given type or category of coping
strategies correspond with emotional, motivational, and behavioral
adjustment outcomes (e.g., Chang, 2013). However, these studies do not
account for teachers’ simultaneous use of multiple coping strategies nor the
possibility of subpopulations of teachers who use distinct combinations of
coping strategies and, hence, exhibit different patterns of occupational wellbeing outcomes. More recently, researchers have started to adopt a personcentered approach to study how teachers use various coping strategies
simultaneously. Such studies are important as they provide essential
knowledge to researchers and school practitioners to better understand how
different combinations of coping strategies among teachers correspond with
critical professional outcomes (e.g., psychological well-being, teacher
turnover). Informed by Lazarus, 1991, Tobin et al., 1989 frameworks and
129
classifications of coping strategies, the current study explored the structure
On a ___ basis
_____strategy
_____approach
_____knowledge
_____well-being
_____exhaustion
and outcomes of teachers’ coping strategies by adopting a person-centered
approach (Marsh et al., 2009) and investigating potential differences
between teachers’ coping profiles in their positive and negative emotions,
job satisfaction, emotional exhaustion, and quitting intentions.
Results from the current study suggest that teachers do indeed exhibit
distinct patterns of coping strategies. The results further suggest that three
main profiles (addressing Research Question 1) of teachers’ coping
strategies can be differentiated, with each differing from the other in their
magnitude of both engagement coping (problem-focused and emotionfocused) and disengagement coping (problem-focused and emotion-focused;
addressing Research Question 2). Moreover, the present findings indicate
that these profiles correspond to significant differences on critical indicators
of not only teaching-related emotions, but also psychological well-being and
quitting intentions.
From: Hui Wang, So Yeon Lee, Nathan C. Hall. Coping profiles among teachers:
Implications for emotions, job satisfaction, burnout, and quitting intentions.
Contemporary Educational Psychology, Volume 68, 2022, 102030, ISSN 0361476X, https://doi.org/10.1016/j.cedpsych.2021.102030.
https://www.sciencedirect.com/science/article/pii/S0361476X21000898
1. Write the word from the text to complete the phrases (add an
adjective to a noun, e.g. ___ housing – affordable housing).
2. Choose the correct word.
a) He was arguably / inevitably the greatest writer of his era.
b) We must inevitably / reliably make some sacrifices if we are going to
save money.
c) In the notice Thursday, Mayorkas said the decision to resume
construction was simultaneous / consistent with the purpose of the
appropriated funds.
d) Several complex things are now happening arguably / simultaneously.
e) He knew he could not win the election, hence / since, he decided to
withdraw.
3. Complete the summary of the text. Fill in each gap with one word.
Research indicates that teachers use coping strategies regularly to
manage ____ and negative emotions. However, previous studies have
primarily adopted a variable-centered _____ that examines the effects of
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