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College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes. [ABSTRACT FROM AUTHOR]

This article analyzes the nature and temporal change of conceptual contributions in marketing scholarship with two complementary studies. First, based on a computer-aided text analysis of 5,922 articles published in the four major marketing journals between 1990 and 2021, the authors analyze how conceptual contributions have changed over time using the MacInnis (2011) framework. Results indicate that over the past three decades, theorizing efforts have strongly favored "envisioning" and "explicating" at the expense of "relating" and "debating," with this imbalance increasing over time. Second, the authors draw on 48 in-depth interviews with editors, department heads, and authors to validate these patterns and uncover the underlying mechanisms. The findings indicate that a prevalent thought style has developed in the field—defined by the research ideals of novelty, clarity, and quantification—that shapes the collective view of how marketing scholars, in their roles as authors, reviewers, and mentors, can make a valuable contribution to marketing scholarship. This thought style favors envisioning and explicating contributions and disfavors relating and debating contributions. Jointly, the two studies point to several rebalancing options that can reinvigorate relating and debating contributions while preserving the current strengths of the marketing field. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to managerial decision styles, following the General Decision-Making Style Inventory, as potential predictors of individual bias awareness and bias blind spots, with a focus on the rational decision style. Design/methodology/approach: The research is based on a survey of 50°C-1 level managers within Forbes 2000 companies. It explores their decision styles and their assessments of their own and others' decision behavior. Findings: The results show that the awareness of one's own susceptibility to biases and bias blind spots is highly dependent on an individual's (self-declared) decision style and type of cognitive bias; decision-makers with a strong tendency toward a rational or spontaneous decision style see themselves as less vulnerable to cognitive biases but also show a much stronger bias blind spot than those with a tendency toward other decision styles. Meanwhile, decision-makers with a strong tendency toward an intuitive decision style tend to recognize their own vulnerability to cognitive biases and even show a negative blind spot, thus seeing themselves as more affected by cognitive biases than others. Originality/value: To date, decision styles have not been used as a lens through which to view susceptibility to cognitive biases and bias blind spots in managerial decision-making. As demonstrated in this article, decision styles can serve as predictors of individual awareness and susceptibility to cognitive biases and bias blind spots for managers. [ABSTRACT FROM AUTHOR]

Data analysis can unearth important insights like patterns, trends, and deductions. In education, it can be utilized to tailor teaching methods to suit student traits or devise new activities to foster different skills or reinforce existing ones, for example. Understanding the particular context and past experiences can aid in this endeavor. Surveys and questionnaires yield a wealth of data. Yet, the sheer volume of questions can lead to challenges in data management for teachers and a decline in student interest due to the time-consuming nature of fulfilling these tasks. This work presents a methodology designed to decrease the number of questions in questionnaires. This method can be applied to general questionnaires that consist of closed-ended questions with a set number of response choices, where each question can have a varying number of options compared to the other questions in the form. This methodology has been adapted into a newly developed software tool for examining learning styles based on a specific learning styles questionnaire: the Honey–Alonso Learning Styles Questionnaire (CHAEA). This software is available to the public and integrated with Moodle, arguably the most extensively used learning management system globally. To evaluate the effectiveness of the proposed method, it has been used across various subjects in Computer Sciences Engineering degrees over different academic years. The outcomes from this case study validate the appropriateness of the technique. Consequently, these findings could establish patterns that could assist in devising more suitable learning methodologies for students. [ABSTRACT FROM AUTHOR]

Background/Objectives: There is growing interest in neuroscience-informed education, as well as neuroscience-derived strategies that maximise learning. Studies on neuroscience literacy and neuromyths, i.e., understandings or misconceptions about the brain, have primarily focused on their prevalence in educators, and few studies have examined their impact on students' study habits or academic performance. Methods: To address this gap, we surveyed 576 university students in different academic programmes to investigate the relationship between neuromyths and academic outcomes in university students. In this quantitative, cross-sectional study design, we used a validated neuroscience knowledge survey and the Revised Two-factor Study Process (R-SPQ-2F) Questionnaire. We also inquired about students' interest in, exposure to, and awareness of neuroscience, as well as their academic grades. Results: Students showed significant awareness of and interest in neuroscience; this was highest among students in health science programmes and lowest among students in computer and engineering programmes. The most common sources of general neuroscience knowledge were internet articles. Higher neuroscience literacy was associated with higher interest in neuroscience and having taken more neuroscience courses. Neuromyth scores were also better among those with higher neuroscience literacy scores. Higher neuroscience literacy scores were significantly associated with higher grades, higher surface strategy scores, and lower surface motive study habits. Conclusions: Our study sheds light on the variations in foundational neuroscience literacy among students in different academic programmes. It also provides insight into how this foundation affects academic performance and study habits. This insight may help guide educational policymakers to adopt neuroscience-based strategies that may be beneficial for learning. [ABSTRACT FROM AUTHOR]

While creativity anxiety has been found to have negative relationships with various creative outcomes, whether creativity anxiety would also negatively influence creative cognitive styles (i.e. idea generation; idea selection) and the mechanisms underlying these impacts are still unknown. Based on the Self-Efficacy Theory (SET) and the Dual Pathway to Creativity Model (DPCM), we designed cross-sectional and cross-lagged models to examine the potential chain mediating effects of creative self-efficacy and novelty seeking in the influence of creative anxiety on creative cognitive styles. Five hundred and ninety-one participants were recruited to complete self-report measures of creativity anxiety, creative self-efficacy, novelty seeking, and creative cognitive styles at Time1, with 301 participants conducting a second wave of surveys within a year interval (Time 2). Results in both models showed that creativity anxiety negatively predicted idea generation and selection. More importantly, both mediation analyses showed that creativity anxiety negatively predicted idea generation indirectly through creative self-efficacy and then novelty seeking. However, creativity anxiety negatively predicted idea selection only through creative self-efficacy. This study provides empirical evidence for the negative effect of creativity anxiety on creative cognitive styles and illustrates that creative self-efficacy and novelty seeking could explain these impacts in different mediating patterns. [ABSTRACT FROM AUTHOR]

Clinical decision-making in the context of asynchronous ‘store-and-forward’ telemedicine can be susceptible to the cognitive shortcut of anchoring bias. This paper aims to (1) examine the effect of cognitive style, cognitive ability, and information breadth on anchoring bias in telemedicine, (2) validate the effectiveness of a composite debiasing strategy, (3) investigate how the extent of debiasing is affected by cognitive style, cognitive ability, and information breadth. A pre-test–post-test experiment was conducted among 72 medical students with a composite debiasing strategy as an intervention. Results indicated that information breadth increased individuals’ susceptibility to anchoring bias. The composite debiasing strategy was successful in reducing anchoring bias. The debiasing effect was particularly pronounced among individuals with high cognitive ability. Furthermore, cognitive style interacted with cognitive ability to affect the reduction in anchoring bias. The debiasing worked best for high cognitive ability and intuitive cognitive style. The paper draws on the literature on cognitive psychology and clinical decision-making to contribute as one of the earliest efforts to study anchoring bias in telemedicine. [ABSTRACT FROM AUTHOR]

The "cognitive styles" hypothesis suggests that individual differences in behavior are associated with variation in cognitive performance via underlying speed-accuracy trade-offs. While this is supported, in part, by a growing body of evidence, some studies did not find the expected relationships between behavioral type and cognitive performance. In some cases, this may reflect methodological limitations rather than the absence of a true relationship. The physical design of the testing arena and the number of choices offered in an assay can hinder our ability to detect inter-individual differences in cognitive performance. Here, we re-investigated the cognitive styles hypothesis in threespine stickleback (Gasterosteus aculeatus), adapting the maze design of a previous study which found no cost to decision success by faster (bolder) individuals. We used a similar design but increased the size of the maze and incorporated an additional choice in the form of a third maze arm. We found, in accordance with cognitive style expectations, that individuals who were consistently slower to emerge from the start chamber made fewer errors than fish that emerged faster. Activity in an open field test, however, did not show evidence of a relationship with decision success, possibly due to the low number of repeated observations per fish in this separate assay. Our results provide further empirical support for the cognitive styles hypothesis and highlight important methodological aspects to consider in studies of inter-individual differences in cognition. [ABSTRACT FROM AUTHOR]

Psychological entitlement describes the dispositional tendency to claim excessive and unearned rewards and resources, and to demand undeserved special treatment. In one experiment, one cross-sectional survey, and one time-separated survey (total n = 721), we show that psychological entitlement is associated with general conspiracy theory endorsement, COVID-19 specific conspiracy theory endorsement, and conspiracy theorizing as an overarching cognitive style. We find those high in entitlement are more likely to report having made discretionary visits to non-essential venues and services (e.g. buffets, spas, casinos) during the pandemic, and that these risky public health behaviors are mediated through beliefs in conspiracy theories. We identify consequences for public health behavior and conclude with a research agenda for better understanding the underlying mechanisms linking entitlement and conspiracy beliefs. [ABSTRACT FROM AUTHOR]

The development of self-regulation is influenced by children's experiences at home, with parenting styles and parenting stress being important contextual factors. However, little is known about how parenting styles and stress are related to the emotional (hot) and cognitive (cool) aspects of self-regulation. This study examined the relationships between different parenting styles (authoritative, authoritarian, and permissive) and children's performance on hot and cool self-regulation tasks and the role of parenting stress in moderating this relationship in Chinese households. The participants included 310 preschoolers (51% girls/49% boys; Mage = 4.96 years; SD = 0.96) enrolled in four kindergartens in Beijing, China. The hierarchical regression results showed that after controlling for demographic variables, the level of authoritative parenting positively predicted children's cognitive flexibility performance, while parenting stress moderated the relationship between authoritative parenting and children's inhibitory control performance. The positive association between authoritative parenting and children's inhibitory control was found only among children who experienced a lower level of parenting stress. Parenting styles were not associated with children's hot self-regulation or working memory performance. These findings provide nuanced evidence on the relationships between parents' parenting style, parenting stress, and children's performance on hot and cool self-regulation. The implications for parenting education and future studies are discussed. [ABSTRACT FROM AUTHOR]

The evolving landscape of educational technology has not only affected the design of teaching learning contents but also the employment of methods of delivery. In Vietnam's language education discipline, research indicates that the integration of educational technology has significantly expanded the range of delivery modalities available to educators. However, whether the existing modalities can effectively cater to the needs of diverse learning styles remains uncertain. To bridge the research gap, this study initially seeks to assess the effectiveness of commonly utilized delivery modalities in K-12 EFL education. Thirty volunteer EFL teachers from across Vietnam, representing the north, central, and south regions, participated in in-depth interviews. These teachers teach English at primary, secondary, and high schools. The main findings include their current ICT competence levels and preferences for instructional design regarding diverse modalities of delivery. Then, grounding on an in-depth analysis of their choices and perspectives, a trichronous model is proposed and innovated to accommodate diverse learning preferences and maximize learning potential. The research findings and proposal are significant for professional development trainers and teacher educators, providing valuable insights for decision-making regarding the increasing use of technology in current EFL research and practice. This study can contribute to shaping a forward-thinking approach to EFL education in an increasingly digitalized world by addressing challenges and identifying more practical practices in language teacher education. [ABSTRACT FROM AUTHOR]

Critical information is frequently lost when individuals with intellectual/developmental disabilities (I/DD) and co-occurring communication challenges transition from one educational/clinical setting to another. To encourage a seamless transition, speech–language pathologists (SLPs) developed This is Me (TiME), a customizable, digital transition tool designed to help students/patients share personal information and advocate for needed support in their new settings. Researchers conducted a content analysis of 92 TiME transcripts to determine how SLPs used the tool across school and inpatient contexts. Findings indicate the most common content domains included in TiME were personal information (e.g., strengths, hobbies, and preferences) and information about communication, learning styles, and behavior/emotion regulation. While school and inpatient units demonstrated similar patterns of domain use, TiME created in an inpatient context contained more information about behavior plans/supports and were almost twice as long on average. They also included more information about safety and diagnoses/medical needs and less information about self-advocacy strategies than TiME created in school contexts, reflecting the very different settings within which they were created. These findings suggest that TiME offers a solution that can readily be adapted to meet the needs of varied groups of individuals with disabilities as well as different audiences. [ABSTRACT FROM AUTHOR]

With the continuous development of embodied cognition theory and virtual reality (VR) technology, its application in teaching has been paid more and more attention by researchers. However, there are still few practical studies on the combination of VR technology and embodied learning. Starting from literature research, the paper analyzes the factors that affect the embodied learning in the VR environment; then, put forward the design principles under the support of VR based on the previous studies; finally, constructs the embodied learning design framework, combined with the two parts of study. The research chooses a course (namely Discrete Mathematics) as an example of embodied learning design case, which organizes the application facing college students in Computer Science and Technology major of Nanchang Institute of Technology. The study found that the body is indeed involved in the cognitive process, and the embodied learning based on VR can effectively improve the learning achievement and has a positive impact on learners' learning participation and interest in learning during the experiment. [ABSTRACT FROM AUTHOR]

The project-based learning system on the metaverse through design thinking for Buddhism innovators, or the PjBL system on the metaverse, is designated to be used as a tool to promote self-directed learning and Buddhism in Thailand. The PjBL system on the metaverse emphasizes the learning style that can develop the 21st-century skills, and the system relies mainly on the processes of project-based learning and design thinking, which are believed to bring about creative strategies for the development of new innovations based on new ideas. The PjBL system on the metaverse can be put into practical use in digital learning environments on the metaverse, which are capable of providing realistic and immersive learning experiences in such a way that users can feel as if they were in the physical world. The system also supports interactions, easy access to learning resources, and sharing of information, all of which are said to increase learners' confidence and practical skills in using digital technologies. This study was carried out by means of pre-experimental research method with a one-group pre- and post-test design, and the research results are consistent with all four research hypotheses. According to the observations, it is found that the PjBL system on the metaverse is considered a learning tool in the virtual world that Buddhist innovators can practically apply to create new innovations to promote Buddhism through immersive learning technology. Furthermore, the PjBL system in the metaverse can promote experiential learning, enabling users to acquire new bodies of knowledge as to their own abilities, find out new methods to solve problems, create their own works, carry out their tasks efficiently, develop different knowledge and experiences, and improve necessary technological skills needed in today's era. [ABSTRACT FROM AUTHOR]

The rapid advancement of technology enables the development of technology-based learning media that can visualize concepts clearly, such as learning videos. These videos can be developed based on various sources, including research findings. Therefore, this study aims to develop a learning video on the topic of the circulatory system for high school students in the eleventh grade, based on the hemostatic activity test of sungkai leaves extract (Peronema canescens Jack.). The development process follows the Research and Development (R&D) approach, which includes analyzing potential issues, gathering information, designing the product, validating the design, making improvements, and producing the final product. The video contains nine learning objectives organized into five sessions. The validity of the learning video is assessed based on four aspects: format, content, linguistic, and presentation. According to the validation results from the validators, all aspects received a very valid rating, with average scores of 0.96 for format, 0.95 for content, 0.93 for linguistic, and 0.95 for presentation. Overall, the average score for all four aspects is 0.95, indicating a very valid rating. This suggests that the developed video is suitable for use as a learning media. [ABSTRACT FROM AUTHOR]

Using a sample of nearly 2,100 people incarcerated in Minnesota's prison system, this study examined the concurrent and predictive validity of a needs and responsivity assessment system. For concurrent validity, we evaluated the relationship between the 13 needs and responsivity domains with assessed recidivism risk levels. For predictive validity, we analyzed the association between the domains and recidivism for a sub-sample that had been released from prison prior to 2023. The hypothesized needs domains – anti-social thinking, anti-social peers, education, employment, substance use disorder, housing/homelessness, and family/domestic – were significantly associated with assessed and observed recidivism, while most of the hypothesized responsivity domains – mental health, religiosity, motivation and learning style – were not. The results suggest self-identity is a distinct criminogenic need. Gender and racial/ethnic differences for concurrent and predictive validity were relatively minimal across the 13 domains. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the impact of perceived variety on consumers' online shopping cart abandonment (OSCA). It also discerns how e-tail format (single- vs multi-brand), the cognitive processing styles of consumers (System 1 vs System 2) and device type (mobile vs laptop) influence shopping cart abandonment asymmetrically. Design/methodology/approach: Three studies were conducted. Data were analysed using Hayes' Process macro. Findings: Perceived variety increases the likelihood of OSCA via the mediation of cognitive load. The consumer is likely to experience a greater (lesser) cognitive load for a multi-brand (single-brand) e-tailer. System 1–oriented thinkers tend to experience lesser cognitive load, thus diminishing the effect of cognitive load on OSCA compared to individuals who rely on System 2 processing. Furthermore, the impact of perceived variety on cognitive load decreases significantly when a laptop is used rather than a mobile phone. Originality/value: This paper establishes linkages between OSCA and choice overload literature to demonstrate how an excess of choice may be detrimental to e-retailers' prospects and the asymmetries of single-brand vs multi-brand e-tail formats for this effect. [ABSTRACT FROM AUTHOR]

Objectives: Medical student education is critical in equipping future doctors to impact patient healthcare and the national public health system significantly. This study aimed to identify factors influencing student academic success (honors level or high-grade group) among medical students using data mining techniques applied to multidimensional educational data. Materials and methods: A retrospective cohort study was conducted using a standardized questionnaire administered to 145 medical students. A total of 13 factors spanning four domains—academic activity, demographics, environment, and psychology or learning style—were examined. The prevalence ratio (PR) and adjusted prevalence ratio (APR) were calculated using multivariate logistic regression. Unsupervised learning techniques, including cluster analysis and association rules, were used to identify hidden patterns. Visualization techniques, such as heatmaps and centroid plots derived from cluster analysis, were employed to depict data relationships and facilitate the interpretation of key trends. Internal validation was also evaluated. Results: Among the 13 factors analyzed, logistic regression identified a pre-med GPAX ≥3.75 and an interest in internal medicine as statistically significant predictors of high academic performance, with adjusted prevalence ratios (APRs) of 1.73 (95% CI, 1.02–2.91, p = 0.040) and 1.52 (95% CI, 1.14–2.03, p = 0.005), respectively. Cluster analysis revealed characteristic traits of high-grade students, including metropolitan residence, very high pre-med GPAX, and a preference for kinesthetic and reading learning styles. Association rules analysis further emphasized the importance of environmental factors, particularly transportation time to school and access to learning resources, in supporting academic success. Conclusion: Educational data mining (EDM) provided valuable insights into factors contributing to medical student success. Logistic regression highlighted pre-med GPAX and an interest in internal medicine as key predictors. Cluster analysis uncovered patterns linking learning styles and academic performance, while association rules emphasized the role of environmental factors, such as school proximity and resource availability. Together, these methods provide a comprehensive and visually engaging framework to inform educational planning, potentially generating novel insights for addressing medical challenges and enhancing clinical practice. [ABSTRACT FROM AUTHOR]

As technology advances, it is crucial to reduce generational gaps by supporting older people's engagement with digital technology for lifelong learning. This research investigates how digital technology can facilitate learning among older generations, exploring both challenges and benefits. Using a mixed methods approach, the study combines literature review with expert interviews to develop a learning platform for elderly users. The platform was evaluated using confirmatory factor analysis (CFA), which revealed four key factors: perceived usefulness, perceived ease of use, facilitating condition, and social influence. The study emphasizes strategies to promote digital technology use for lifelong learning among the elderly, implementing the Japanese Ikigai concept. By understanding acceptance factors and developing an ICT literacy learning platform based on senior learners' preferences, this research provides insights for creating technology-enhanced learning opportunities for older generations. The findings can guide educators and policymakers in using technology to enhance elderly people's quality of life through lifelong learning. [ABSTRACT FROM AUTHOR]

Neuroeducation, an emerging interdisciplinary field at the intersection of neuroscience and education, investigates into the complex processes underpinning learning which offering novel insights and methodologies. This article examines the foundational principles of neuroeducation, descriptive dynamic interplay between neuronal mechanisms and pedagogical strategies. Central to this exploration is an appreciation for the brain's remarkable plasticity and adaptability, highlighting how learning experiences sculpt neuronal networks. Utilizing advanced imaging techniques and rigorous neuroscientific research, a wealth of insights has emerged, enhancing our understanding of cognition, memory formation, and information processing. These insights enrich our comprehension of individual learning mechanisms and guide the development of effective educational interventions. Grounded in interdisciplinary collaboration, neuroeducation seamlessly integrates perspectives from neuroscience, psychology, and education to develop instructional approaches aligned with the brain's intrinsic learning processes. This collaboration nurtures, innovation in teaching methodologies, enhances student engagement, and bolsters academic achievement. Furthermore, the integration of technology into educational practices, ranging from brain-computer interfaces to immersive virtual reality experiences, presents new possibilities for enhancing learning engagements and accommodating diverse learning styles and curricula. Through the strategic use of technology's transformative power, educators can create immersive learning environments that stimulate cognitive processes and enhance knowledge retention. Neuroeducation emerges as a transformative force in educational theory and practice, empowering educators to design pedagogical approaches finely attuned to the complexities of the human brain, this paves the way for a more inclusive and effective educational landscape. This study is nested within a systematic review of the past 15 years of digital depository research and models of neuroeducational discourses, underscoring the field's evolving nature and its impact on contemporary education. [ABSTRACT FROM AUTHOR]

Objective: This study examined the longitudinal development of metacognitive skills and clinical decision-making abilities in nursing students, focusing on the interactions between metacognitive processes, situational factors, and individual differences. Methods: A longitudinal, quantitative design was employed, following 185 third-year nursing students from a major university in China over one academic year. Data were collected at six time points using the Metacognitive Awareness Inventory, Nursing Decision-Making Instrument, and custom-designed clinical scenario assessments. Latent Growth Curve Modeling, Multilevel Modeling, and Moderation Analysis were used to analyze the data. Results: Significant positive growth trajectories were observed for both metacognitive awareness (mean slope = 0.07, p <.001) and decision-making skills (mean slope = 0.08, p <.001). Metacognitive regulation emerged as the strongest predictor of decision-making outcomes (β = 0.188, p <.001 for quality; β = 0.168, p <.001 for efficiency). Task complexity negatively impacted decision-making quality (β = -0.129, p <.001), while time pressure more strongly affected efficiency (β = -0.121, p <.001). Cognitive style and emotional intelligence moderated the relationship between metacognitive processes and decision-making outcomes. The effectiveness of metacognitive strategies in mitigating the negative effects of situational factors varied across individuals and over time. Conclusion: This study provides robust evidence for the complex interplay between metacognitive processes, situational factors, and individual differences in the development of clinical decision-making skills among nursing students. The findings highlight the importance of tailoring educational interventions to enhance specific metacognitive skills, particularly regulation, while considering the impact of situational factors and individual cognitive styles. These insights can inform the design of more effective, personalized approaches to nursing education, potentially enhancing the preparation of nursing students for the complexities of clinical practice. [ABSTRACT FROM AUTHOR]

A biased mindset can foster confirmatory reasoning and suggestive questioning when adults talk to children about abuse suspicions in child-protection, healthcare, educational or investigative settings. We developed a self-report instrument on Cognitions and Emotions about Child Sexual Abuse (CECSA) that may predict individual propensity for a bias toward the abuse hypothesis. Three subscales, 23 items in total, were created in a sample of 801 students of human sciences via exploratory factor analysis and Ant Colony Optimization. The ‘Naive Confidence’ subscale reflects overestimating one's ability to recognize abused children and overestimating the accuracy of children’s abuse reports, the ‘Emotional Reactivity’ subscale measures the intensity of one's emotional reactions towards the topic of child sexual abuse (CSA), and the ‘Justice System Distrust’ subscale covers distrusting the justice system’s ability to prosecute CSA. The CECSA showed adequate model fit and good internal consistencies. Correlations with other self-report measures demonstrated convergent validity. All subscales predicted biased evaluations towards the abuse hypothesis in scenarios of children displaying unspecific behavioral problems. Given context-specific validations, the CECSA may be used to evaluate training programs or to assess training needs of professionals who talk to children about CSA suspicions. [ABSTRACT FROM AUTHOR]

Backgrounds: Negative cognitive styles (NCSs) have been identified as risk factor for the onset of depression. However, little empirical evidence is available to support its role in psychological disorders in the perinatal period. Moreover, less is known about the underlying mechanism in the relation between NCSs and depression in pregnant women. The purpose of this study was to examine the mediation effect of rumination on the relationship between NCSs and antenatal depression (AD). Specifically, the mediation effects of two subtypes of rumination were tested. Methods: A cross-sectional study was conducted from February to May 2023 using anonymous online questionnaire among women in their third trimester of pregnancy in the antenatal care clinic of a tertiary hospital. The Edinburgh Postnatal Depression Scale was used to screen antenatal depression. Attributional Style Questionnaire and Ruminative Responses Scale were employed to assess NCSs and rumination respectively. Correlational analysis of the associations between NCSs, rumination, and AD was conducted. Bootstrap mediation analysis and multiple mediation models were applied to investigate whether rumination, and its brooding and reflection components would mediate the relationship between NCSs and AD. Results: NCSs had a significant positive effect on depression in pregnant women (c=1.45, SE=0.03, p <0.001, 95%CI: 0.92∼1.70). Rumination mediated the relationship between NCSs and depression in pregnant women (point estimate=0.41, 95%CI: 0.13∼0.79, effect size=0.22, K2 = 0.19). Multiple mediation analysis revealed that brooding, instead of reflection, mediated the relationship between NCSs and depression in pregnant women (point estimate=0.41, 95%CI: 0.15∼0.78). Conclusion: This study provided novel evidence for the role of rumination, specifically its brooding subtype, in shaping the link between NCSs and depression in pregnant women, highlighting potentially useful targets for interventions aimed at preventing the onset of AD. [ABSTRACT FROM AUTHOR]

Background setting: Punitive approaches to deter offending remain popular despite limited evidence of their effectiveness. This study investigated what effect presenting empirical criminological findings about the effectiveness of deterrence to a general public has on their punishment preferences. It builds on earlier research showing that such presentation reduces the public's inclination towards strict punishment. The present study extended this research by exploring whether the impact of scientific evidence on public punishment preferences is affected by crime severity and by exploring cognitive and psychological factors that may underpin this relationship. Methods: Using a vignette study paradigm, a general public sample of 330 participants were asked to make hypothetical punishment decisions to reduce crime (whether or not to double sentences) for one of three crime types that varied in severity. For each crime type, half of participants were additionally provided with a summary of research on the deterrent effect of punitive policy measures. Results: Presenting scientific evidence reduced participants' preferences for stronger punishment and that this effect remained consistent regardless of crime severity—ranging from burglary to homicide. In addition, we did not find evidence that difference in individuals' cognitive style, negative emotional reactions, perceptions about seriousness, or beliefs about redeemability moderated or mediated this relationship. Conclusions: This study provides compelling findings that further clarify the circumstances required for scientific evidence to be successfully disseminated to a general public to bring their punishment preferences more in line with the state of empirical science. [ABSTRACT FROM AUTHOR]

The study focused mainly with the development of Android-based Learning Materials in Genetics based from the Curriculum Guide of Senior High School given by the Department of Education conducted at Morong National High School - Senior High School School Year 2021-2022. The topics are included in the Curriculum Guide of General Biology 2 based on the K to 12 Basic Education Curriculum for Senior High School - Science, Technology, Engineering and Mathematics (STEM) Track. The study included the evaluation of the developed Android-Based Learning Materials in Genetics through a modified evaluation tool for quantitative analysis of data. The study employed the Developmental and Descriptive methods of Research specifically, in describing the development of the mobile application and assessing the quality of the developed learning material through the utilization of a Questionnaire-Checklists for the two groups of respondents which are the twenty (20) Teachers of Science and twenty (20) Information and Communication Technology (ICT) Experts as they were capable to objectively evaluate the developed learning material in terms of instructional content, alignment to the curriculum, depth of knowledge, learner engagement interactivity, graphics and multimedia, lay-outs, operation, and performance. Based on the intensified treatment of the data gathered, the Android-Based Learning Materials in Genetics was designed and constructed aligned to the learning competencies of the current curriculum. The evaluation of the developed mobile application in terms of instructional content, alignment to the curriculum, depth of knowledge, learner engagement interactivity, graphics and multimedia, lay-outs, operation, and performance had a 100% Highly Agree as interpretation on the developed material. In the light of the summary of the findings, it is concluded that the developed Android-Based Learning Materials in Genetics was generally efficient, simple to learn, easy to navigate, appealing and engaging. It was also pedagogically constructive as the content and the tools used in the application were useful from the perspective of both the content experts and the ICT experts. Thus, accomplishing the primary goal of this research study by providing effective instruction through mobile learning. Based from the results of evaluation and conclusion on the developed Android-Based Learning Materials in Genetics, the following are hereby recommended: the developed Android-Based Learning Materials in Genetics can be used to facilitate teaching-learning process. The developed Android-Based Learning Materials in Genetics maybe subjected to revision and modifications in the future depending on the needed competency for a particular topic and the needs and abilities and sustainability of learning styles of the future learners. It may be subjected for improvement to be utilized in iOS or apple devices. The developed Android-Based Learning Materials in Genetics may be modified for an automatic update of the content. Encourage other teachers in science specifically Biology teachers to use the developed Android-Based Learning Materials in Genetics. Additional studies maybe conducted with regards to more content-based courses to be placed in other areas that could supplement the findings of this study. [ABSTRACT FROM AUTHOR]

Characterized by early Internet exposure, Gen A's learning preferences and behavioral patterns are different from previous generations. The study aimed to investigate the impact of learning styles and teaching styles on the learning engagement of Generation Alpha students. It sought to (1) determine their learning styles, (2) assess their teachers' teaching styles, (3) examine their learning engagement, (4) whether there is a significant difference in the learning engagement when grouped according to learning styles, and (5) examine if there is a significant difference in the learning engagement when grouped according teaching styles. Using a descriptive-comparative research design, the data was obtained from 100 Gen A students. Data was analyzed using descriptive statistics such as mean, standard deviation, and ANOVA. Results revealed that Gen A students utilize the visual learning style the most, are more Behaviorally Engaged, and perceive the Facilitator or Activity Style as the most used by teachers. ANOVA results conclude that there is a statistically significant difference in student engagement among different learning style groups. Visual learners exhibit significantly higher engagement than others. Teaching styles also have a significant influence on student engagement with the Facilitator and Delegator styles resulting in higher engagement. The study concluded that both learning styles and teaching styles have significant influence on students' engagement. Additionally, teacher training programs should prioritize addressing diverse learning styles to optimize engagement and learning. Thus, recognizing the influence of teaching styles on student engagement can lead to more dynamic and inclusive learning environments for a new generation of learners. [ABSTRACT FROM AUTHOR]

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Knowing how students engage with their materials helps educators design methodologies to enhance the learning process. To help teachers in determining students' average learning style profiles and analyzing potential connections between learning styles and academic performance, new freely accessible software, integrated with Moodle, has been developed in this work. A comprehensive case study involving one thousand students across various subjects and degrees from several branches of knowledge in different years has been conducted using this tool. The analysis reveals low participation in the survey, with only 6 out of 19 courses having a participation rate that surpasses 50%), where respondents generally achieved higher grades compared to non-participants (on a grade scale from 0 to 10, participants scored on average one point higher than those who did not complete the questionnaire), suggesting that they were more motivated. Higher-level courses have higher participation rates, but overall participation has declined over the years. Despite slight differences in learning styles between courses, the general pattern remains similar. The correlation between learning styles and grades, analyzed through linear regression, shows that this model performs better when both learning styles and grade marks are distributed by score rather than by level. [ABSTRACT FROM AUTHOR]

The flexible learning modality empowers both learners and teachers to adjust to a variety of learning styles, preferences, and circumstances. This approach acknowledges the diverse needs of students, offering a range of alternatives beyond the traditional, one-size-fits-all educational model. In this study, a flexible learning material was designed as a strategic innovation to enhance the mathematical skills of Grade 10 students at Esperanza National High School for the school year 2022-2023. The primary tool used was adapted from the Grade 10 Mathematics Self-Learning Modules provided by the Department of Education, focusing on the Quarter 1 lessons. These materials were designed to target key skills, including comprehension, computation, vocabulary, and the recognition of mathematical symbols. The research employed a quantitative methodology, specifically a quasi-experimental design. The findings revealed that students in the experimental group, who were exposed to the blended learning modality using the flexible learning materials created by the researcher, showed significant growth in their problem-solving abilities and overall mathematical competence. In contrast, students in the control group, who continued with conventional learning methods, demonstrated little to no improvement. The results highlight that learner engaged in the blended learning modality outperformed their peers, scoring considerably higher than those taught through traditional methods. Overall, the flexible learning modality proved to have a highly positive impact on students' mathematical skills, promoting adaptability and resilience in problem-solving. [ABSTRACT FROM AUTHOR]

The study aimed to determine the extent of use of reading strategies, the learning styles manifested and the reading comprehension level in English of the senior high school students in the Division of Sultan Kudarat. Specifically, it ascertained the degree to which students apply reading strategies and learning styles (global, problem-solving, supportive, and global), the extent of learning style manifestation (active, reflective, sensing, intuitive, visual, verbal, sequential, and global), and the significant relationship between reading comprehension level and these manifestations. Using Slovin's Formula with a 5% margin of error, the study involved 378 respondents from all independent schools in the Sultan Kudarat Division. Additionally, a non-experimental quantitative design utilizing the descriptive correlation technique was applied in this study. The students were given three instruments: a Survey of Reading Strategies (SORS), an Index of Learning Styles (ILS), and a Reading Comprehension Test (RCT). Based on the result of the study, the students usually used problem-solving reading strategies followed by global and support reading strategies. Also, they usually manifest verbal learning styles followed by intuitive, active, reflective, global, sequential, visual, and sensing learning styles. They were instructional in their reading comprehension level. It was also revealed that the reading strategies used by the students and their manifested learning styles did not have a significant relationship to the reading comprehension level of the students. This study suggests further investigation of the other factors that contribute to the student's reading comprehension. [ABSTRACT FROM AUTHOR]

Animation is a widespread artistic expression that holds a special place in people's hearts. Traditionally, animation creation has relied heavily on manual techniques, demanding skilled drawing abilities and a significant amount of time. For instance, many Japanese anime films draw inspiration from real-world settings, requiring access to relevant references and artists capable of translating them into anime visuals. Consequently, the development of technology that automatically converts images into anime holds great significance. Numerous methods for style transfer have been developed using unsupervised learning and have achieved impressive results. However, unsupervised learning methods suffer when the image contains multiple styles within itself because they learn the style of the image globally. To solve this problem, we propose splitting these styles within the image into multiple classes: sky, buildings, greenery, water, and other objects. Then, we style these separated classes using existing image-to-image translation models. Finally, we train a pix2pix model to learn image style transfer in a paired manner. The experimental results show that the images are effectively styled into the resulting anime-styled image domain with comparable results to existing unsupervised learning GAN-based methods. The proposed method can effectively transfer the style from real-world photos into the anime-styled image domain. [ABSTRACT FROM AUTHOR]

E-students sometimes feel isolated due to the lack of face-to-face communication with teachers. It is important to pay attention to students' learning styles and the virtual education methods used by teachers. This study aimed to investigate the preferences of students at Shiraz University of Medical Sciences (SUMS) regarding virtual education and their learning styles. A descriptive survey research was conducted on postgraduate e-students in 2019-2020. A stratified random sampling was performed among 300 students from four virtual master's programs at SUMS. A total of 180 questionnaires were distributed, and 155 samples completed the questions. The VEPQ questionnaire was used to measure the participants' virtual education preferences, while the VARK standard questionnaire was utilized to determine their learning styles. The data were analyzed using SPSS 24 software via one-sample T-tests, independent T-tests, and ANOVA tests. All students exhibited a unimodal learning style, with their dominant style being reading/writing (P < 0.05). All educational methods received scores higher than the cut-off point (P < 0.01). Students' virtual education preferences were as follows: e-content (5.26 ± 0.74), self-directed projects (4.70 ± 0.90), face-to-face modules (4.67 ± 1.14), online presentations (4.32 ± 0.94), and text interaction (3.98 ± 1.18). There was no significant difference in students' virtual education preferences based on their learning styles (P > 0.05). E-students have different learning styles, but their educational preferences are more influenced by their circumstances. Therefore, the use of multimedia and independent learning is essential for them. It can be stated that "flexibility," "personalization," and "independence" are the three main preferences of e-students that should be considered in educational planning. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Critical thinking and learning styles are important in students' learning processes. The study examined the relationship between critical thinking and cognitive learning styles with general English proficiency and success in examinations. Method: In this descriptive cross-sectional study, 138 students at Gonabad University of Medical Sciences in 2019-2020 were selected through convenience sampling. To collect data, a critical thinking scale, a learning cognitive style questionnaire, a general English proficiency test, and a general English final exam were used. The obtained data were analyzed using descriptive and inferential statistics through SPSS V.22. Results: Descriptive statistics showed that among critical thinking components, 35.4% of participants had deductive and inductive reasoning components. Out of cognitive learning styles, most had divergent styles, claiming 47.1% of the cases. ANOVA results showed a significant relationship between critical thinking and general English proficiency as well as success in the English final exam (p=0.045 and p=0.037, respectively). However, ANOVA results revealed no significant relationship between cognitive learning styles and general English proficiency as well as success in the English final exam among students (p=0.41 and p=0.06, respectively). Conclusion: It is concluded that the higher the critical thinking skills in deductive and inductive components among students are, the greater their proficiency in the English language and their success in English final exams will be. Regarding cognitive learning styles, the students would integrate concrete experimental methods and reflective observational methods and have the greatest ability to observe concrete situations. [ABSTRACT FROM AUTHOR]

Persons with prototypical autism often present unique strengths that traditional intelligence assessments overlook, together with absence of oral language at the preschool age. Here, we propose a strengths-based approach in understanding and engaging with non-verbal autistic children. It emphasizes recognizing unique intellectual abilities often masked by communication challenges and conventional understanding of repetitive behaviors. By observing these children’s interests in structured objects, patterns, and screens, caregivers and clinicians can gain insights into their cognitive potential. We then present methods to leverage autistic strengths to support wellbeing of the families, including using “lateral tutorship”—a non-intrusive, side-by-side engagement method—as a way to connect with autistic children, respecting and utilizing their intrinsic learning style. [ABSTRACT FROM AUTHOR]

Self‐determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self‐determined motivation, well‐being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well‐being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well‐Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well‐being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT. [ABSTRACT FROM AUTHOR]

Objective This study examined the relationship between culture and cognitive abilities by comparing WAIS-IV subtests, index scores, and Full-Scale Intelligence Quotient (FSIQ) scores across various age groups in the Taiwanese and U.S. populations. Method The Taiwanese and U.S. versions of WAIS-IV are comprehensively compared, examining subtest items, psychometrics, and sample characteristics. Scaled scores are compared by extracting raw scores with a scaled score of 10 from each subtest scale in the Taiwanese version and applying U.S. age norms to acquire U.S. scaled scores. Results Despite the mean FSIQ score closely aligning with the U.S. sample, notable discrepancies are evident in the Taiwanese Verbal Comprehension Index (VCI) score, potentially influenced by cultural fairness of the tests. Significant variations are observed among age cohorts in the Taiwanese sample, with younger individuals excelling in Processing Speed Index, Working Memory Index, Perceptual Reasoning Index, and FSIQ, while maintaining comparable VCI scores to their U.S. counterparts. Conversely, older cohorts demonstrate lower performance across various domains, except for visuospatial reasoning and organizational skills, compared to their U.S. counterparts. These subtest variations robustly correlate with educational disparities between the Taiwanese and U.S. samples. Conclusions Despite the similarity in factor structures between the Taiwanese and U.S. versions of WAIS-IV, this study reveals cultural bias in both verbal and non-verbal subtests. The study highlights the intricate interplay among cognitive processing styles, cultural influences, and educational factors contributing to performance disparities. [ABSTRACT FROM AUTHOR]

Internet start-ups have the most dynamic organisational structure due to the rapid growth of network information technology. Based on social cognition theory and information processing theory, this study investigates the connection between boundary-spanning search and business model design, proposing two types of cognitive styles: adaptive and innovative. Based on the questionnaire survey data of 223 Internet start-ups, this study finds that: (1) boundary-spanning search of technical knowledge is positively related to the efficiency-centered business model. (2) boundary-spanning search of market knowledge is positively related to the novelty-centered business model; (3) hybrid boundary-spanning search is positively related to the combined business model. (4) cognitive style weakens or enhances the relationship between boundary-spanning search and business model design. The research provides practical guidance for Internet start-ups and contributes to a better understanding of the antecedent variables of the business model. [ABSTRACT FROM AUTHOR]

Past research on people's moral judgments about moral dilemmas has revealed a connection between utilitarian judgment and reflective cognitive style. This has traditionally been interpreted as reflection is conducive to utilitarianism. However, recent research shows that the connection between reflective cognitive style and utilitarian judgments holds only when participants are asked whether the utilitarian option is permissible, and disappears when they are asked whether it is recommended. To explain this phenomenon, we propose that reflective cognitive style is associated with a greater moral leniency—that is, a greater tendency to be tolerant of moral violations, and that moral leniency predicts utilitarian judgment when utilitarian judgment is measured through permissibility. In Study 1 (N = 192), we design a set of vignettes to assess moral leniency. In Studies 2 and 3 (N = 455, 428), we show that reflective cognitive style is indeed associated with greater moral leniency, and that moral leniency mediates the connection between cognitive style and utilitarian judgment. We discuss the implication of our results for the interpretation of the relationship between utilitarianism and reflective cognitive style. [ABSTRACT FROM AUTHOR]

Background & Objective: Aligning faculty members' learning styles with their teaching approaches is a complicated topic in education. Understanding these inclinations can help enhance pedagogical practices and build a more inclusive learning environment. Thus, this study examined the relationship between learning style preferences and teaching technique choices among Iranian faculty members. Material & Methods: From May to July 2022, a cross-sectional online survey was conducted among faculty members at Iranian medical universities via the Porsline website. Virtual snowball sampling was used to recruit 526 individuals. The VARK questionnaire was translated into Persian and showed excellent reliability, with a Cronbach's alpha of 0.94. The final data collection tools included the translated VARK questionnaire, self-assessment questions about teaching methods, university resources, and digital media center equipment. Analytical methods included descriptive statistics, logistic regression analysis, and chi-square testing for data evaluation. Results: The survey found that clinical teachers preferred reading and writing (54%), whereas fundamental science educators preferred visual-auditory and reading-writing. The effect of gender, field of study, learning style, age, and professional academic factors on the dependent variable, teaching method, was investigated using chi-square tests and logistic regression. The findings revealed that while there was no significant relationship between the variable gender and teaching method, significant associations were found with the variables field of study, learning style, age, and professional academic. Notably, it was observed that the effect size of field of study, age, and professional academic on teaching method is small, while for learning style, it is medium in magnitude. Conclusion: The study uncovers a significant correlation between learning styles and teaching methods, suggesting that their learning backgrounds may shape teachers' teaching methods. [ABSTRACT FROM AUTHOR]

Background & Objective: The concept of academic procrastination among nursing students holds significant importance due to the sensitive nature of the field and the necessity to attain adequate educational and clinical competence. The purpose of this research therefore was to determine the correlation between nursing students' learning styles and academic procrastination. Material & Methods: This study with the nature of a correlational descriptive method took place in 2023 and the population sample included 253 students from first to sixth semesters enrolled in Abhar School of Nursing, associated with Zanjan University of Medical Sciences, employed by the census method. Participants filled in three questionnaires, namely demographic, learning style according to Kolb, and academic procrastination. Results: According to the survey, the most and least common learning styles were convergent (15.9%) and divergent (32.1%). The mean procrastination score in academia was 70.89 ± 8.34. The findings of the ANOVA test showed a substantial correlation between students' academic procrastination and their learning styles. Study showed that students with divergent and assimilator learning styles were more likely to procrastinate academically than those with convergent and accommodator learning styles (p < 0.05). Additionally, among nursing students, academic procrastination was predicted by both accommodating and divergent learning styles (P<0.05). Conclusion: The results of this study showed a connection between nursing students' academic procrastination and their learning styles. It is recommended that vulnerable students be identified, and workshops be planned and implemented to enhance their learning styles and reduce procrastination. [ABSTRACT FROM AUTHOR]

Cognitive styles and affective factors are critical factors affecting e-learning performance in this digital era. Learners can enhance their affective learning with a correct cognitive style. This study aims to examine various cognitive styles with effective learning measurement tools through subjective and objective instruments by observing physiological signals and mental load questionnaires as the matching and mismatching styles matter to learning outcomes. The research design adopted multiple measurements to examine the effects of cognitive styles on learning outcomes. The mental load measure included the system usability scale and the NASA task load index (NASA-TLX) scale. The objective measure adopted physiological signals, including emotion, brainwave attention, heart rhythm variability, blood oxygen concentration, breathing, skin temperature, and galvanic skin response. The results revealed that matching cognitive style learners had better learning performance with more positive emotion and less mental load, fatigue, and stress than mismatching cognitive style learners. We concluded that the matching cognition of learning materials could benefit learning outcomes. [ABSTRACT FROM AUTHOR]

This scoping review of studies on patients' mental workload (MWL) in health education via e‐learning was conducted to characterize the state of research and to identify barriers to and facilitators of e‐learning. The Cochrane Library, PubMed, Embase, Web of Science, and PsycINFO electronic databases were searched through September 10, 2023. A descriptive analysis of study characteristics and a content analysis of barriers to and facilitators of MWL were conducted. Among the 2837 studies screened for eligibility, 38 were included. A relatively small number of articles used a comprehensive framework to explore barriers to and facilitators of e‐learning or used indicators of MWL to assess application usability and user experience. Analyses of factors influencing the effectiveness of e‐learning in health education identified key predictors across five domains: individual, task, technical, environmental, and interactive aspects. The incorporation of multifaceted influencing factors that contribute to optimizing the MWL should be a priority when using e‐learning in health education. Future research should give more attention to investigating the generative mechanism of e‐learning in health education to enhance targeted program design. [ABSTRACT FROM AUTHOR]

The early connection children form with nature is vital in fostering positive attitudes towards the environment. Television plays a significant role in shaping these attitudes, yet the inclusion of environmental messaging in children's programs remains unexplored. This study investigates the extent of conservation messages and nature portrayals on Australian free-to-air children's television. A mixed-methods approach was employed, analysing all programs airing on ABC Kids, a network aimed at children aged two to six years old, over a seven-day period. Phase 1 involved summarising program descriptions, types, styles, moral themes, and durations. Phase 2 entailed viewing all episodes and noting environmental representations, which were then analysed using content analysis. Only 14.3% of programs (10/70), representing 10.3% of airtime (481/4652 min), included an 'Environmental Experiences' moral theme. Content analysis revealed six distinct themes in environmental representations, with more positive than negative messages. These messages were predominantly implicit, conveyed through character dialogue and imagery. Environmental moments represented a balance of flora and fauna but were largely not fact-based. This study suggests a need for increased airtime for environmentally focused programs and more consideration of current environmental issues. Producers are encouraged to include more positive environmental morals and align themes with children's learning styles to enhance their connection to and understanding of environmental issues. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore students' backtracking patterns in using a digital textbook, reveal the relationship between backtracking behaviors and academic performance as well as learning styles. This study was carried out for 2 semesters on 102 university students and they are required to use a digital textbook system called DITeL to review courseware. Students' backtracking behaviors are characterized by seven backtracking features extracted from interaction log data and their learning styles are measured by Felder–Silverman learning style model. The results of this study reveal that there is a subgroup of students called backtracker who backtrack more frequently and performed better than the average students. Furthermore, the causal inference analysis reveals that a higher initial ability can directly cause a higher frequency of backtracking, thus affecting the final test score. In addition, the significance analysis reveals no significant correlation between backtracking behavior and learning style. Building upon these experimental findings, we offer several suggestions for the future advancement of digital teaching materials development. [ABSTRACT FROM AUTHOR]

3D Human motion style transfer is a fundamental problem in computer graphic and animation processing. Existing AdaIN‐based methods necessitate datasets with balanced style distribution and content/style labels to train the clustered latent space. However, we may encounter a single unseen style example in practical scenarios, but not in sufficient quantity to constitute a style cluster for AdaIN‐based methods. Therefore, in this paper, we propose a novel two‐stage framework for few‐shot style transfer learning based on the diffusion model. Specifically, in the first stage, we pre‐train a diffusion‐based text‐to‐motion model as a generative prior so that it can cope with various content motion inputs. In the second stage, based on the single style example, we fine‐tune the pre‐trained diffusion model in a few‐shot manner to make it capable of style transfer. The key idea is regarding the reverse process of diffusion as a motion‐style translation process since the motion styles can be viewed as special motion variations. During the fine‐tuning for style transfer, a simple yet effective semantic‐guided style transfer loss coordinated with style example reconstruction loss is introduced to supervise the style transfer in CLIP semantic space. The qualitative and quantitative evaluations demonstrate that our method can achieve state‐of‐the‐art performance and has practical applications. The source code is available at https://github.com/hlcdyy/diffusion-based-motion-style-transfer. [ABSTRACT FROM AUTHOR]

Background: The use of computer‐assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self‐directed learning and accommodating various learning preferences and schedules. Objectives: The objective of the study was to investigate the impact of computer‐assisted and direct strategy teaching on reading comprehension, reading comprehension self‐efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer‐assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer‐based resources. The principal objective of the study was to evaluate the efficacy of computer‐assisted strategy instruction. Methods: This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth‐grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre‐test–post‐test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self‐Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi‐structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data. Results and Conclusions: Upon examination of the post‐test scores of the CAST, DST and control group students in the Reading Comprehension Test, it was observed that the CAST group exhibited the highest average. A statistically significant difference was also identified between the CAST group and the control group. Nevertheless, no statistically significant difference was identified between the DST group and the control group. Nevertheless, an examination of the mean scores reveals that the DST group exhibited considerably higher Reading Comprehension Test scores. Lay Description: Computer aided tools can be used to teachvarious reading strategies.CAST can help students improve their readingcomprehension.CAST can contribute to students' reading andcomprehension motivation.CAST can offer customised learning materialsaccording to the individual needs of the students. [ABSTRACT FROM AUTHOR]

Educational philosophy provides a strong pillar of support and guidance to an institution. The scoping review aims to examine the significance of educational philosophies to curriculum implementation in Physical Education. The purpose was to provide a comprehensive overview of other relevant literature to identify gaps and observe existing cases related to this review. Additionally, it explores how these theoretical-based approaches influence the selection of content, teaching pedagogy, and preferred learning styles to deliver instructions effectively. Arksey and O'Malley's (2005) five-stage framework was employed for a comprehensive and transparent process. Moreover, the study covered a criterion for inclusion and exclusion studies. The researchers selected articles from 1998 to 2024 that focused on the accuracy and consistency of the scope and material and underwent a rigorous evaluation to identify peer-reviewed papers. Further, the references list was manually searched and extracted from Google Scholar. The results indicate that educational philosophies are the common basis of reflection on how certain curriculum content should be properly implemented. Though learning contents might vary, teachers could still find an effective way to sustain the demands of learners providing substantial experiences in academic pursuit. [ABSTRACT FROM AUTHOR]

This study examines the relationship between learning preferences and academic performance among third-year high school students in two Franciscan-managed schools in Negros Oriental, Philippines. Using the Felder-Silverman Learning Style Model and a descriptive research design, the profiles and preferences of 120 students were analyzed across four dimensions. Pearson's correlation revealed a significant relationship between gender and academic performance, with females outperforming males, while family size and income showed no significant impact. The sensing/intuitive learning style exhibited a weak but positive relationship with academic outcomes, highlighting the need for differentiated instructional strategies. The findings advocate for gender-sensitive and adaptive teaching approaches to enhance student engagement and holistic development in Franciscan-managed schools. [ABSTRACT FROM AUTHOR]