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specific coping strategies and does not address how teachers use different
combinations of coping strategies. The present study used a person-centered,
latent profile analytical approach to _____varied coping strategies among
Canadian practicing teachers in relation to positive and negative emotions,
___ satisfaction, burnout, and quitting intentions. Results demonstrated three
main coping profiles characterized by different combinations of problemfocused and emotion-focused ____ strategies. Whereas adaptive copers
(high problem-solving and seeking social support, low disengagement)
represented the most adaptive profile, problem-avoidant copers (low
problem-solving and support seeking, high problem avoidance) and social-
withdrawal copers (high disengagement and social withdrawal)
demonstrated poorer outcomes.
4. Do the following statements agree with the information in the text?
a) Teachers may experience stressful events and negative emotions during
class, such as anxiety or anger.
b) Adaptive coping strategies consistently lead to more positive emotions,
better psychological well-being, and lower attrition intentions in
teachers.
c) Most prior studies on teachers’ coping strategies have used person-
centered approaches.
d) The current study found that teachers exhibit distinct patterns of coping
strategies.
e) The present findings indicate that teachers’ coping profiles correspond to
differences in teaching-related emotions, psychological well-being, and
quitting intentions.
5. Translate the excerpt into Russian.
An Empirical Basis for Linking Social
and Emotional Learning to Academic Performance
(1) Schools are central sites for the promotion of students’ wellbeing
(Domitrovich et al., 2017, Vostanis et al., 2013) and are, by their nature, a
primary developmental context in which many concerns arise and can be
effectively addressed (Greenberg, 2010). Thus, in addition to knowledge and
academic skills, they are increasingly encouraged to provide explicit support
to help develop students’ social-emotional competence (Farrington et al.,
2012, McCombs, 2004), such as their self-awareness (e.g., identifying and
recognizing emotions, self-efficacy), self-management (e.g., impulse control
and stress management, help seeking), social awareness (e.g., empathy,
respect for others), relationship skills (e.g., communication, relationship
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building), and responsible decision-making (e.g., problem solving, personal,
social, and ethical responsibility.
(2) Universal social and emotional learning (SEL) programs provide a
framework for preventing maladaptive outcomes by promoting such skills.
Through the implementation of SEL, schools can provide all students with
opportunities to acquire and further develop social-emotional skills in a
supportive and caring environment (Elias et al., 1997) by engaging in
positive activities in and out of the classroom (Zins & Elias, 2007).
(3) A key driver of the growth of SEL has been the claimed links to a
range of favorable outcomes. Meta-analyses find that SEL interventions can
provide practically meaningful short- and long-improvements in socialemotional skills, mental health, and academic performance. However, while
such efforts are useful in describing program effects, they do not assess the
key mechanisms through which SEL is theorized to lead to change (RimmKaufman & Hulleman, 2015). The current study aims to address this critical
gap in the knowledge base.
(4) Learning is a social process, and schools are social places. This
basic reasoning is built upon in the SEL logic model (CASEL, 2003). The
starting point of SEL, articulated by Zins, Bloodworth, Weissberg, and
Walberg (2004), suggests intervention core components trigger change in
proximal outcomes, which in turn lead to improvements in distal outcomes
(Rimm-Kaufman & Hulleman, 2015). It is here where some proposed
mechanisms that inform the current study are based. SEL programs focus on
developing social-emotional competence in the context of a safe, caring, and
well-managed school and classroom environment. Improved academic
attainment is theorized to directly and indirectly eventuate from intermediate
changes in school attachment, and risky behavior and positive development.
(5) To date, however, there have been few efforts to model these
theorized mechanisms, and published studies have been limited in terms of
methodology (e.g., lack of longitudinal data, as in Banerjee, Weare, & Farr,
2014), focus, or both (e.g., partial examination of _heorized mechanisms, as
in Reyes, Brackett, Rivers, White, & Salovey, 2012).
From: Panayiotou M., Humphrey N., Wigelsworth M. An empirical basis for
linking social and emotional learning to academic performance. Contemporary
Educational Psychology, Volume 56, 2019, pp.193-204. ISSN 0361-476X,
https://doi.org/10.1016/j.cedpsych.2019.01.009.
https://www.sciencedirect.com/science/article/pii/S0361476X18303382
1. Write the word from the list to complete the sentences. Two are the
odd ones out (attainment, partial, empathy, explicit, intervention, proximal,
well-being).
a) I gave him ____instructions, so there should be no mistake.
132
b) The planted forest is thriving now and requires no human ______.
c) The ______ of his goal required both time and careful planning.
d) The play didn’t interest him as he could not feel _______ with characters
having such great wealth and high social status.
e) His family’s _________ is very important to him.
2. Scan the text to find these ideas. Write the paragraph number on the
line.
Universal social and emotional learning (SEL) programs aim at
preventing maladaptive outcomes through supportive environments and
positive activities.
The study aims to address the knowledge gap in understanding the
mechanisms through which social-emotional skills (SEL) interventions lead
to change mental health and academic performance.
There have only been few modeling attempts, and published research
frequently lack focus, technique, or both.
Schools promote students’ wellbeing and address developmental
concerns.
SEL programs focus on developing social-emotional competence in a
safe, caring environment, with improved academic attainment resulting from
intermediate changes in school attachment and risky behavior.
3. Complete the summary of the text. Fill in each gap with one word.
Schools play a crucial role in promoting students’ wellbeing and are
increasingly encouraged to ______ support for developing social-emotional
competence, such as self-awareness, self-management, social awareness,
relationship skills, and responsible decision-making. Universal social and
emotional learning (SEL) programs provide a ________ for preventing
maladaptive outcomes by promoting these skills. Meta-analyses show that
SEL interventions can offer meaningful improvements in social-emotional
skills, mental health, and academic performance. However, there is a gap in
the knowledge base regarding the ____ mechanisms through which SEL
leads to change. The current study aims to address this ______ by focusing
on the SEL logic model, which suggests intervention core components
trigger change in proximal outcomes, which in turn lead to improvements in
distal ________.
4. Answer the questions.
a) What kind of environment should schools provide?
b) How should schools develop students’ social-emotional skills?
c) What is the aim of the above research?
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d) When did SEL emerge as a research point of interest?
e) Are there any comprehensive models of SEL nowadays?
5. Translate the excerpt into Russian.
Running Is Contagious among Those with the Competitive Bug
A new study shows that among runners using a fitness social network,
logging miles is infectious – if the runner you’re comparing yourself to is
slightly worse than you. The work shows a clever new way to determine if a
behavior is socially contagious. But the results also confirm something about
runners: We might be a little too competitive.
Glance at any group of kids with fidget spinners or teens wearing the
same brand of shoes, and it’s easy to buy into the idea of social contagions.
But it’s actually not so simple to distinguish between that kind of peer
influence and other outside factors, says Johan Ugander, an applied
mathematician at Stanford University. It’s easy for marketers to say they
want something to go viral. But it’s a lot harder to be confident that the thing
that’s spreading is really a social contagion and not a common factor like
location or a group of people with common interests.
For one thing, birds of a feather really do flock together. People become
friends because they have things in common. You might share an important
article to Facebook, and find a friend has shared the same article 20 minutes
later. But is that because you influenced your friend? Similarly, people tend
to have friends who are near them geographically. To get around this
problem of homophily, Sinan Aral, a computational social scientist at MIT,
decided to look at a single behavior – running.
So Aral and colleagues used the weather as their cattle prod. Good weather
beckons a runner outdoors. Rain, snow, sleet or hail will keep a runner off the
street. The researchers combed through data, noting what the weather was like
on a given day and how far a runner went. They then compared that runner’s
logs to their friends in other cities – places far enough away that the weather
would be different. With the weather serving as the prod for some to put on
their running shoes or keep others at home, the scientists got a good idea of
who socially infected who with the running bug.
They found that for every additional kilometer run by someone’s distant
friends, the runner would add another 0.3 km (0.18 mi). Timewise, a friend
spending an additional 10 minutes running will inspire an extra three minutes in
someone else, Aral and his group reported April 18 in Nature Communications.
But social contagion didn’t affect everyone the same way. The runners
most influenced were those who compared themselves to runners slightly
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worse than they were. “In the loose analogy of a race, I’m more motivated by
A
B
1) contagious
a) determine
2) beckon
b) surpass
3) confident;
c) postulate;
4) confirm
d) infectious
5) define
e) differentiate
6) prod
f) call up
7) outrace
g) poke
8) posit
h) claim
9) distinguish
i) call up
the guy behind me than I am motivated by the person ahead of me,” Aral says.
The study also showed some gender effects. Men were most influenced by
other men, but were also ready to outrace the women. In contrast, women did not
tend to be influenced by men. “There have been experimental studies showing
men are more competitive with one another, while women are more self-directed
and motivated by internal factors,” Aral says. But that doesn’t mean that women
aren’t competitive. Women were just influenced by other women.
We don’t really know what exactly drives social contagion. One theory –
the complex contagion theory – posits that costly behaviors (like going for
an exhausting run) require a lot of signals from a lot of people. In other
words, the more people in your network are running, the more likely you are
to run. Another theory developed by Ugander’s group posits that it’s not
quantity that matters, but variety, a theory called structural diversity. Your
family all going running is one thing. A family member, a friend and
coworker is another. “If you’re getting it from two people from different
parts of your life, say sibling and coworkers, it carries more weight,”
Ugander says. “But two coworkers probably got it from each other.” A third
theory suggests that embeddedness – the number of mutual connections –
matters most. After all, seeing all your friends virtuously running and
knowing that they are also seeing each other live the wholesome life is a lot
of peer pressure. The data from Aral’s group suggests that for running,
embeddedness and structural diversity may prove the most catching.
From: Brookshire B. Running is contagious among those with the competitive
bug. Science News
https://www.sciencenews.org/blog/scicurious/running-contagious-among-thosecompetitive-bug
1. Match the words in the column A with their synonyms in the column B.
135
2. Match the words on the left in A to B on the right to make the
A
B
1) go
a) spinner
2) logging
b) differentiate
3) cattle
c) data
4) fidget
d) viral
5) distinguish
e) prod
6) comb through
f) miles
collocations. Reproduce them in the context.
3. Answer the questions
a) What determines the social contagion in recent studies?
b) What does the proverb ‘Birds of a feather really do flock together’ mean
and how is it related to the text?
c) What is the homophily?
d) How is the social contagion explained in the scientific theories?
e) What is the embeddedness?
4. Write the summary of the text.
5. Translate the text into Russian.
Lonely Brains Crave People Like Hungry Brains Crave Food
After being alone, people’s brains showed increased responses to
pictures of other humans. A hungry brain craves food. A lonely brain craves
people. After spending a day completely isolated from anyone else, people’s
brains perked up at the sight of social gatherings, like a hungry person’s
brain seeing food, scientists report November 23 in Nature Neuroscience.
Cognitive neuroscientist Livia Tomova, then at MIT, and her colleagues
had 40 participants fast for 10 hours. At the end of the day, certain nerve cells
in the midbrain fired up in response to pictures of pizza and chocolate cake.
Those neurons – in the substantia nigra pars compacta and ventral tegmental
area – produce dopamine, a chemical messenger associated with reward.
On a different day, the same people underwent 10 hours of isolation (no
friends, no Facebook and no Instagram). That evening, neurons in the same
spot activated in response to pictures of people chatting or playing team sports.
The more hunger or isolation the subject reported, the stronger the effect.
In people who reported that they were generally more lonely, the social
responses were blunted. “We don’t really know what causes that,” Tomova
136
says. “Maybe being isolated doesn’t really affect them as much, because it’s
increase, decrease
crave, long
alone, lonely
different, same
response, reply
important, significant
spot, site
affect, influence
something that is not that different, perhaps, from their everyday life.”
The midbrain, which plays an important role in people’s motivation to
seek food, friends, gambling or drugs, responds to food and social signals
even when people aren’t hungry or lonely. After all, a person always could
eat or hang out. But hunger and loneliness increased the reaction and made
people’s responses specific to the thing they were missing.
The findings “speak to our current state,” says Tomova, now at the
University of Cambridge. COVID-19 has left many more socially isolated,
putting mental as well as physical health at stake and leaving people with
cravings for more than food. “It’s important to look at the social dimension
of this kind of crisis.”
From: Lonely brains crave people like hungry brains crave food. Science News
https://www.sciencenews.org/article/lonely-brains-social-isolation-people-mental-health
1. Write S if the words are similar and O if the words are opposite.
2. Find in the text the English equivalents for the following words.
Мозг, изоляция, изолированный, награда, притупленный, ставить на
кон, зависать, игра в карты, измерение, быть причиной, клетки, искать,
болтать.
3. Speak on the problem raised in the article.
4. Translate the text into Russian.
Scientists Should Report Results with Intellectual Humility
Psychologists have shown that intellectual humility helps people learn
for the sake of learning, has the potential to reduce political polarization and
encourages people to interrogate news stories for misinformation. A humble
approach could also help restore faith in the social sciences. The field has
been in a state of crisis for about a decade as researchers have repeatedly
tried and failed to replicate original research. In 2016, personality
psychologist Julia Rohrer launched the Loss-of-Confidence Project, which
asked researchers to submit work they no longer believed in, along with a
detailed explanation for their changed position. While publicly discrediting
137
one’s own work is retroactive, intellectual humility in science would be
proactive – a way for researchers to avoid common pitfalls from the get-go,
says Rohrer. Because scientists’ careers often hinge on publishing research
papers in top-tier journals, Hoekstra says, they can feel pressure to
exaggerate their findings. Scientists might hype the novelty of a study, tinker
with statistics to obscure uncertainties in the data, gloss over failed
experiments or imply that theoretical results are closer to real-life application
than they actually are. Below Hoekstra explains how each component of a
scientific paper – from the abstract that sets up the work to the discussion
that points to conclusions – can be imbued with intellectual humility.
Title and abstract. Setting up the nuances at the top of a study is crucial.
For instance, if the study was conducted with a limited pool of participants,
researchers should not imply that their findings apply to all people.
Introduction. Researchers should refrain from exaggerating how much
their findings advance current knowledge. They also shouldn’t cherry-pick
among previous studies to make it sound like existing evidence
overwhelmingly supports the new findings. Researchers often treat this part
of the report as a persuasive argument, Hoekstra says. Instead, researchers
should honestly address similar findings, as well as controversies or
disagreements around the topic of research.
Methods. The purpose of this section is for an outside researcher to be
able to replicate the study by following the instructions, Hoekstra says. “The
recipe should be so specific … that you can’t screw it up.” But scientists
frequently omit details on timing. That includes basic details, such as what
time of day data were gathered, as well as the timing of various decisions.
Though it is still an exception rather than a rule, a growing number of
journals now require researchers to preregister their research plan with an
online services- spelling out their hypothesis, research design and analyses
before beginning their research. That can help protect against bias. “Even if
you don’t want to do anything bad, you want to play by the rules, the
inclination is to fiddle around with your data to see what works and what
doesn’t,” Hoekstra says.
Results. Rather than focus on what the data show, researchers should
focus on where the data might fall short. This approach might include
conducting multiple analyses to understand how seemingly small decisions
in the research design, such as what participants are excluded or how key
variables are measured, affect the results. And researchers should put their
statistical findings in context.
Discussion. In the final words of a paper, researchers tend to present a
more ironclad story than the data allow. Instead, researchers should reiterate
potential flaws in the research design and honestly assess how broadly the
138
results might apply. “We typically sweep uncertainty under the rug in an
replicate
the quality of having a modest or low view of one’s
importance
interrogate
give or offer something for a decision to be made by others
submit
ask questions of someone closely, obtain data
pitfall
make or do something again in exactly the same way
humility
a hidden or suspected danger or difficulty
hinge
fix or work with something in an unskilled or experimental
manner
tinker
prolonged public disagreement or heated discussion
controversy
fail or neglect to do
omit
spend your time doing things that are not important
fall short
depend entirely on
fiddle
around
to fail to reach an amount or standard that was expected or
hoped for, causing disappointment
replicate, hinge, interrogate, for the sake of, fall, short, submit, pitfalls,
controversy, omit, fiddle around
attempt to be perceived as strong or knowledgeable,” Hoekstra says. “I think
it would be much stronger to accept that there’s always uncertainty.”
From: Gupta S. Scientists should report results with intellectual humility. Here’s
how. from How and why scientists should show intellectual humility Science News
1. Match the words with their definitions.
2. Fill in the missing words in the sentences from the table.
a) Researches tried many times to _________the original experiment.
b) He was __________by the police
c) He conducted the experiment _________ of science.
d) The participants of the conference are to ______the papers by June 1.
e) A possible _________for postgraduates is wasting time on trifles.
f) He is to publish his paper since his career of Associate Professor
______on it.
g) His conception is a subject of_________.
h) He _______very important aspect in his report.
i) He was to _____ the data, read through the article before submitting it.
j) His paper was rejected because it _________ in many aspects.
3. Answer the questions.
a) What is the ‘humble approach’?
b) What is the ‘Loss-of-confidence’ project?
139
c) Do you ever tinker with statistics?
d) Are you usually asked to make changes after submitting your papers?
e) Why do the scientific careers hinge on the quantity of the published
papers?
f) Do you ever exaggerate your findings or hype the novelty of the study?
g) Do you fiddle around with the data before submitting the article?
h) What advice does the author give to imbue the humility while submitting
papers?
4. Write the text's summary.
5. Translate the text into Russian.
Your Brain Wires Itself to Match Your Native Language
Wiring patterns seem to reflect grammatical characteristics specific to
different languages. Language isn’t just the words we say, it’s who we are –
literally. New research hints that our native languages shape the network of
white matter that connects and speeds communication between languageprocessing parts of the brain.
‘The specific difficulties [of each language] leave distinct traces in the
brain’, says neuroscientist Alfred Anwander of the Max Planck Institute for
Human Cognitive and Brain Sciences in Leipzig, Germany. ‘So we are not
the same if we learn to speak one language, or if we learn another’.
Every human language expresses itself using a different set of tricks. Some
use rich systems of suffixes and prefixes to build enormous, dense words.
Others change how words sound or how they are arranged within phrases to
create meaning. Our brains process these tricks in a constellation of brain
regions connected by white matter. This tissue routes long, cable like nerve
cells from one part of the brain to another and speeds up communication
between them. Wiring brain regions together this way is part of how we learn:
The more often we use a connection, the more robust it becomes.
Different parts of the brain’s language circuit have different jobs. But
while the large-scale structure of this circuit is universal, every language has
‘its own difficulties’, which might result in different white matter networks,
Anwander says. He and his team recruited 94 healthy volunteers who spoke
one of two unrelated native languages – German or Levantine Arabic – for
structural MRI brain scans. The Arabic speakers had arrived recently in
Germany as refugees and didn’t yet speak German. They tended to have
stronger connections across their left and right hemispheres, the scans
revealed, whereas the German speakers had a denser network of connections
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