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nomenclature, and Chen et al. ( 2020 ) do not specifically distinguish “addiction” and “disorder” to describe such behavioral problems. Nevertheless, the term addiction remains the most frequently used term in the international peer-reviewed literature
Background and aims
Informal workplace learning research suggests that it is highly contextual and social. Early models of such learning emphasized individual agency and control, but subsequent theorizing based on sociocultural and complexity theory unveils different interpretations of the dynamics of informal and incidental learning. The aim of this article is to critique and revisit conceptualizations of informal and incidental learning in light of recent research and theorizing that account for the dynamic complexity of learning that occurs on multiple planes or domains in the workplace.
Methods
In this conceptual article, drawing on the literature, the authors trace the development of informal and incidental learning theory from early conceptualizations of individual learning to today’s perspectives that account for the social and contextual nature of learning in the workplace. To extend current theory, we examine informal and incidental learning from the theoretical perspectives of sociocultural-historic and complexity sciences.
Results and conclusion
The results identify implications for how informal and incidental learning is described and theorized on a number of dimensions. We conclude that these more complex and dynamic theories give rise to an enriched understanding of informal and incidental learning as organic self-organizing systems and explore implications for how adult and workplace learning is conceptualized.
Background and aims
A “society in change” needs experts that are competent to support change processes at many places. This paper describes why Andragogy/Andragogues could play an important role in these changes. The aim is to widen the perception to the potential of Andragogy as a profession and to strengthen the identity of Andragogues.
Methods
For this, the concept of “lifelong learning” is complemented with the concept of “lifewide learning,” reminding that adult learning and education encompasses more than just teaching events. The methods are theory- and literature-reference, practical work (research and development), and empirical research.
Results
Research confirms that Andragogues actually work successfully in a variety of functions and institutions, theories are available for a widened understanding of the role of Andragogues. As a result, it is claimed that the identity of Andragogues is not defined by specific institutions or one single function; a shared identity of Andragogues can be based on the role as “change specialist.”
Discussion
Necessary for this is a change in perception of learning and the role of Andragogues. It also has consequences for the competencies that have to be included in the curricula for Andragogues.
Conclusion
This new and widened understanding of “lifewide learning” and the resulting tasks can contribute to a unifying identity of professional Andragogues.
Background and aims
The aim of this study is to examine the characteristics of non-suicidal self-injury (NSSI) in a group of young Italians who self-injure. In examining the characteristics, specific attention was given to the feelings and personal experiences associated with episodes of NSSI.
Methods
The research involved 362 young people (332 females and 30 males) who completed an online survey hosted on a website specifically geared to supporting young people who self-injure. This methodology enabled involving a diverse population of young people who self-injure, thus going beyond specific groups or clinical samples.
Results
Results show that the majority of respondents start injuring themselves between the ages of 12 and 16 years (72.38%, n = 262). Cutting was the most common self-injuring method (81.77%, n = 297). The 79.83% (n = 289) of respondents had not sought professional help for their wounds, preferring to care for their wounds on their own. More than half of the respondents (56.91%, n = 206) claimed to have experienced anxiety-spectrum disorders and almost half of the respondents (41.71%, n = 151) claimed to have experienced some type of eating disorder.
Discussion and Conclusions
Many similarities have been found between this study and the literature, thus strengthening the hypothesis that NSSI is becoming a universal issue with similar characteristics across countries.
Abstract
Background and aims
Problematic internet use (PIU) is a highly prevalent condition with severe adverse effects. The literature suggests that parent-child bonding and parental behavioral control exert protective effects against PIU. However, the most relevant studies rely on simplistic measurement of parenting, cross-sectional designs and mixed-aged samples. Our study analyzed the effect of maternal and paternal parenting on PIU by using a prospective design and a cohort sample of same-aged children.
Methods
Data from 1,019 Czech 12-year-old sixth-graders who were followed until ninth grade were used. Maternal and paternal responsiveness and strictness were reported by children using the Parental Acceptance-Rejection Questionnaire (PARQ) and the Parental Control Scale (PCS). PIU was measured by the Excessive Internet Use Scale (EIUS).
Results
The self-reported PIU prevalence in nine-graders (15-year-old) was 8.1%. Parenting, reported by adolescents 18 months before PIU screening, showed significant relationships with PIU: parental responsiveness was negatively and moderately associated, while maternal strictness showed a weak positive association; the authoritative parenting style in both parents decreased PIU, with a PIU probability of 3.21%, while a combination of maternal authoritarian and paternal neglectful parenting was associated with PIU probability as high as 20.9%.
Discussion and conclusions
The self-reported prevalence of PIU in Czech adolescents was found to be high. The effects of parenting on PIU were similar to the effects of parenting on other problematic behavior among adolescents. Our findings showed the need for interventions to prevent PIU by helping parents to apply optimal parenting styles.
Notes on contributors
for the Special Issue on Adult L2 Learner Autonomy of Journal of Adult Learning, Knowledge and Innovation
University, Rákóczi út 5, 1088 Budapest, Hungary; e-mail: csabakalman73@gmail.com Melinda Mikusová obtained her BA and MA degrees in Teaching of Biology and English language and literature at Selye János University, Komárno. She is currently
Lesieur , H. & Rosenthal , R. ( 1991 ) Pathological gambling: A review of the literature (prepared for the American Psychiatric Association Task Force on DSM-IV committee on disorders of impulse control not elsewhere classified) . Journal of
the international literature offers no consensus on the definition and appropriate measurement of student efficiency. In our studies, we have argued that student efficiency is best measured by complex indicators, which consist of predictors of long
whose contributions have been undervalued and underreported in the literature. As researchers who are focused on equity, diversity and inclusion, even we failed to catch this oversight in time to correct it before the article was published. None of us
Considering existing classic and contemporary proposals for preventing online addiction problems: Some old recipes for new problems
Commentary on: Problematic risk-taking involving emerging technologies: A stakeholder framework to minimize harms (Swanton et al., 2019)
prevention strategies have emerged these years from literature reviews performed by authors from Eastern and Western cultures ( Koh, 2017; Lopez-Fernandez & Kuss, 2019 ). The preventive outcomes show the level of maturity is starting to emerge in this field
