Teachers' self-efficacy is assumed to be affected by self-esteem and teachers' general self-efficacy. Self-esteem is considered to be a trait reflecting an individual's characteristic affective evaluation of self (Gist & Mitchell, 1992). The current study explores the factors that would affect teachers' efficacy in cultural context. In the current study 200 teachers participated from various public schools. Multivariate analysis of variance and correlational analysis were employed to understand the effect of self-esteem and self-efficacy on teachers' efficacy. The results indicated significant relationship between teachers' efficacy and general self-efficacy and self-esteem. It was found that low self-esteem and low general self-efficacy led to low teachers' efficacy and consequently substandard performance in the class. On the contrary, high teachers' efficacy was a reflection of high self-esteem and high general self-efficacy. Self-esteem influenced only in decision making, perceived education self-efficacy, perceived disciplinary self-efficacy, ability to get cooperation from community, and in the development of positive school environment of teachers' efficacy. General self-efficacy influenced all the components of teachers' efficacy except decision making and ability to influence school council/authorities. In the study, it was observed that self-esteem significantly influenced teachers' efficacy.

Imagined speech can be used to send commands without any muscle movement or emitting audio. The current status of research is in the early stage, and there is a shortage of open-access datasets for imagined speech analysis. We have proposed an openly accessible electroencephalograph (EEG) dataset for six imagined words in this work. We have selected six phonetically distributed, monosyllabic, and emotionally neutral words from W-22 CID word lists. The phonetic distribution of words consisted of the different places of consonants’ articulation and different positions of tongue advancement for vowel pronunciation. The selected words were “could,” “yard,” “give,” “him,” “there,” and “toe.” The experiment was performed over 15 subjects who performed the overt and imagined speech task for the displayed word. Each word was presented 50 times in random order. EEG signals were recorded during the experiment using a 64-channel EEG acquisition system with a sampling rate of 2,048 Hz. A preliminary analysis of the recorded data is presented by performing the classification of EEGs corresponding to the imagined words. The achieved accuracy is above the chance level for all subjects, which suggests that the recorded EEGs contain distinctive information about the imagined words.

-The aim of the current study is to understand impulsivity, reward and loss sensitivity in decision making using Iowa Gambling Task and investigate how impulsivity affects decision-making using BIS/BAS scale. We investigate how the personality trait determines decision making using NEO-FFI scale. Method: We assessed 130 participants for conducting two types of experiment (1) Choice Behavior Test is conducted with the help of Iowa Gambling Task (IGT) on the computer screen.(2) Personality Test is conducted with the help of Behavior Inhibition system and Behavior Approach System (BIS/BAS), NEO-F FI( NEO-Five Factor Inventory) scale and Rational-Experiential Inventory (REI).Results: The result indicated that participants who were low on impulsivity fared worst on IGT task compared to the participants who were high on impulsivity. Similar results were demonstrated for personality traits and information processing styles. The results imply that personality traits determine decision-making process. Similarly, information processing styles evaluate preferences for information processing that determine the decisions making and Impulsivity affects decision making.

Time estimation is the ability to judge the duration or apprehend the passage of time by the order of occurrence of experience or by physiological rhythm (Fraisse, 1984). It plays quite a significant role in language disorder especially developmental dyslexia. It is characterized by deficits in phonological processing abilities. However, it is unclear what the underlying factors for poor phonological abilities or speech sound representations are. The deficit in phonological processes has been for the processing of paired tones or temporal sequences different when relatively short time intervals are used in individuals with dyslexia compared to typical readers. This paper presents the results of a study that was undertaken to determine the effects of method of time judgment, and paradigm on dyslexic and atypical readers. An experiment was conducted using 115 children (age: M = 12.23 years, SD = 1.30), 51 dyslexics and 64 typical readers. The data were obtained through the method of verbal estimation and reproduction. Analysis of variance was used to analyse the data. Time judgments data were analyzed using directional error. For directional error, all the main effects and few interactions were significant. Children with dyslexia showed more errors in time estimation (M = 0.59, SD = 0.52) as compared to typical readers (M = 0.83, SD = 0.74). Estimation of duration under the prospective paradigm was more accurate than under the retrospective paradigm for both dyslexics and typical readers. However, dyslexics were more error prone as compared to typical readers. Time judgment was accurate under verbal time estimation as compared to reproduction method.

There are three major hypotheses regarding the lateralization of emotion in the brainthe right-hemisphere hypothesis (RHH), the valence hypothesis, and the approachwithdrawal hypothesis. The approach-withdrawal hypothesis, which is the most widely accepted, states that emotions that elicit approach behaviors are lateralized to the left hemisphere, while emotions that elicit withdrawal behaviors are lateralized to the right hemisphere. In line with this hypothesis, it has been found that persons with depression show left frontal hypoactivity and right frontal hyperactivity. This hemispheric asymmetry appears not to influence mood but rather emotional reactions to affective stimuli. That is, a person with such an asymmetry does not show a predominant negative mood, but rather heightened negative reactions to occurrences in the environment. The asymmetry may also be a biological marker of depression, with research evidence that it is found in remitted depressives and in infants of depressed mothers. Currently, research in this area focuses on identifying the mechanism underlying the link between the asymmetry and depression.