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These findings are in line with previous studies suggesting mediating effects of SSE between personality traits and military competence ( Fosse et al. 2015 ) and correlate with research demonstrating potentially detrimental effects of high self-efficacy on motivation to increase performance in officer cadets ( Buch
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experienced stressors ( Driskell et al. 2006 ). It has been documented that as a coping strategy, social support has had a positive impact on military performance ( Hall 2009 ; Limbert 2004 ; Milgram et al. 1989 ; Moldjord et al. 2015 ; Overdale and Gardner 2012 ). The Big Five personality factors and hardiness are also factors that have been shown to predict leader performance in the military (e.g., Bartone et al. 2009 ).
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An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.
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 See Herbert C. Kelman: Informal Mediation by the Scholar/Practitioner, in Jacob Bercovitch and Jeffrey Z. Rubin (eds.): Mediation in International Relations, (London, 1992), 64–95.
 A view first put forward by Ronald J. Fisher and Loraleigh Keashly in: Third Party Interventions in Intergroup Conflict: Consultation is not Mediation, Negotiation Journal, 4 (1988), 381–93.
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