The study tested 4 direct and 28 indirect teacher expectancy effects on students' results in the mathematics and literacy sections of the matriculation test, and their final marks in the 12th-grade mathematics and literacy class. The following were considered as mediators: student self-esteem, their self-expectancy, and time spent learning mathematics and literacy. The study involved 1374 first year college students. Conducted path analyses revealed: (1) the total teacher expectancy effects was the strongest for final marks in mathematics, followed by test results in mathematics, test results in literacy, and final marks in literacy; (2) the direct effect was stronger than the total indirect teacher expectancy effects in the case of mathematics, while for literacy outcomes, the order of the effects was reversed; (3) the direct teacher expectancy effects were positive; the indirect effects reversed after including student self-esteem/student self-expectancy into relations between teachers' expectancy and mathematics and literacy outcomes; (4) teachers' expectancy was mediated most strongly by student self-esteem, time spent learning, and student self-expectancy, or by student self-expectancy and time spent learning, respectively for mathematics and literacy outcomes; (5) the impact of teachers' expectancy was stronger than student self-expectancy for mathematics, but was the same or weaker for literacy outcomes, respectively. The obtained results were discussed in the light of the theory and results of studies concerning teacher expectancy effects.

The article attempts to answer the question why females prefer humanities/social studies, whereas males opt for technology/science. For this purpose, the study majors selected by 445 females and 431 males were linked by logit functions with: (1) parents' and (2) teachers' expectancies, (3) students' self-expectancies, (4) their self-concepts of abilities and (5) time spent on learning mathematics and (6) literacy, (7) test results in mathematics and (8) literacy, (9) gender of mathematics, and (10) literacy teacher in the 12th grade. Interaction effects of the mathematics and literacy teacher's gender with the abovementioned predictors were also quantified. Females' selections were mostly influenced by teachers' expectancies, while for males, by their self-concepts. The teacher's gender modified tested relations in five (females) and nine (males) cases. The results were discussed on the grounds of the theory of intra-and interpersonal expectancies as learning regulators.

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Over the past few years, virtual assistant solutions used in Contact Center systems are gaining popularity. One of the main tasks of the virtual assistant is to recognize the intentions of the customer. It is important to note that quite often the actual intention expressed in a conversation is also directly influenced by the emotions that accompany that conversation. Unfortunately, scientific literature has not identified what specific types of emotions in Contact Center applications are relevant to the activities they perform. Therefore, the main objective of this work was to develop an Emotion Classification for Machine Detection of Affect-Tinged Conversational Contents dedicated directly to the Contact Center industry. In the conducted study, Contact Center voice and text channels were considered, taking into account the following families of emotions: anger, fear, happiness, sadness vs. affective neutrality of the statements. The obtained results confirmed the usefulness of the proposed classification—for the voice channel, the highest efficiency was obtained using the Convolutional Neural Network (accuracy, 67.5%; precision, 80.3; F1-Score, 74.5%), while for the text channel, the Support Vector Machine algorithm proved to be the most efficient (accuracy, 65.9%; precision, 58.5; F1-Score, 61.7%).

Referring to the children of circular migrants as Euro-orphans could arouse implicit negative attitudes, serving as an essential source of stereotyping, prejudice, and discrimination against them. Based on: (1) the three-factor theory of attitude, (2) the automatisation of cognitive, emotional and behavioural processes concept, and (3) the linguistic relativism theory, and the aforementioned assumption was tested in eight experiments (n = 160 subjects), and the gathered data were summarised in the meta-analysis. It turned out that contact with the term “Euro-orphan” (vs. “child”) was the source of negative attitudes among 73% of participants (Cohen’s d = 0.693). The strongest effect was recorded in the behavioural (1.195), affective (0.556) and cognitive domain of attitude (0.309). The observed regularities and their practical (educational) implications were discussed in the light of the theory of stereotyping, prejudice and discrimination of various social groups.