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2. CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)
- Author
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Research-publishing.net (France), Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, Frederiksen, Karen-Margrete, Larsen, Sanne, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
3. A Profile of Youth Not in Employment, Education or Training (NEET) in Canada, 2015 to 2017. Analytical Studies Branch Research Paper Series
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Statistics Canada, Davidson, Jordan, and Arim, Rubab
- Abstract
Reducing the proportion of youth not in employment, education or training (NEET) is one of the targets of the United Nations Sustainable Development Goal 8. This has become an important indicator that is monitored by many countries and international organizations since youth NEET are prone to long-term economic and social difficulties. Although Canada-centric studies on youth NEET exist, they tend to focus on sociodemographic characteristics and on educational and employment outcomes. This report aims to expand the information on Canadian youth NEET by examining various sociodemographic and psychosocial characteristics. It also aims to explore whether different subgroups of youth NEET experience similar psychosocial characteristics. This study is based on data from three recent Canadian Community Health Survey cycles (2015 to 2017). This study indicated various sociodemographic and psychosocial differences between Canadian youth NEET and non-NEET, and also highlighted the diversity among different youth NEET subgroups. Future research should continue to identify risk and protective factors related to NEET status by distinguishing among the subgroups of this population.
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- 2019
4. Reading from Screen vs Reading from Paper: Does It Really Matter?
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Ocal, Turkan, Durgunoglu, Aydin, and Twite, Lauren
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This study investigated whether reading comprehension would differ when the texts are studied and tested on screen or on paper. Participants were 69 college students who were attending a college in midwestern United States. Participants read two expository texts each, under comparable paper and screen conditions and answered comprehension questions. Test forms and the order of the conditions were counterbalanced. The correlations between reading outcomes and reader characteristics were examined. Participants also completed a survey on their views on the two media (paper or screen). The results did not indicate a significant difference on students' reading comprehension as a function of medium and reader characteristics. However, students reported preferring paper-based reading for complex material.
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- 2022
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5. Worries of Novice Researchers in Writing Research Papers
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Wilang, Jeffrey Dawala, Jantori, Parinda, and Chutataweesawas, Sirikoy
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Due to 'pressures' to publish research papers, a group of novice researchers (n = 9) was encouraged to attend a 'Write right' workshop. The participants were asked to fill out a self-report anxiety questionnaire to understand their worries in writing research papers in English. Afterwards, they were asked to write an essay on situations that provoke their anxiety when writing research papers. Descriptive analysis of the survey questionnaire revealed their worries on the process of research paper writing and evaluation. Additionally, responses of the participants in the open-ended question included their worries on the following situations: grammar usage (n = 6), appropriateness of word use (n = 4), weak English writing skills (n = 3), negative perception of the readers, writing arguments, writing the discussion, difficulty of the research topic, lack of research background, unsure of methods in writing 'arts' research, unsure if its research, difficulty of finding the topic, data analysis, writing a sentence, and designing the paper. Such worries were thematized into technical writing-related worries, research writing-related worries, research knowledge-related worries, and negative perception. Further, error analysis, which was used to explore their written outputs, showed grammatical, lexical and syntactic errors. Data triangulation confirmed that their writing apprehensions are due to lack of writing skill and lack of confidence in writing research papers. The responses of the participants were used to redesign the workshop as series of group and individualized sessions to respond to their needs. Some resources on technical and research writing, research methods and publishing papers are also recommended. [This paper was published in: "International and National Conference on Learning Innovation in Science and Technology" (ICLIST & NCLIST 2018). p171-180.]
- Published
- 2018
6. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
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The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
7. Non-Cognitive Characteristics and Academic Achievement in Southeast Asian Countries Based on PISA 2009, 2012, and 2015. OECD Education Working Papers, No. 233
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Organisation for Economic Cooperation and Development (OECD) (France) and Lee, Jihyun
- Abstract
Non-cognitive characteristics of students in four Southeast Asian countries -- Indonesia, Malaysia, Thailand, and Viet Nam -- were reviewed based on the PISA 2009, 2012, and 2015 data. Overall, students in this region demonstrated similarities with respect to their non-cognitive dispositions such as learning habits, approaches to learning, motivation for school subject matters and self-beliefs about their abilities. The non-cognitive characteristics that were most prevalent in the region included enjoyment and instrumental motivation to learn, which were evidenced by the indices of "intrinsicmotivation for mathematics" (INTMAT), "instrumental motivation for mathematics" (INSTMOT), "enjoyment in learning of science" (JOYSCIE), and "instrumental motivation in learning science" (INSTSCIE). However, these variables were not strong predictors of student achievement in this region. The review also revealed that the best non-cognitive predictors of student achievement were metacognitive awareness (METASUM and UNDREM) for reading achievement; self-efficacy, self-concept, and anxiety (MATHEFF, SCMAT, and ANXMAT) for mathematics achievement; and environmental awareness and epistemological beliefs (ENVAWARE and EPIST) for science achievement. These variables were also the best predictors, on average, across all PISA participants and economies. However, some region-specific non-cognitive predictors were also noted. These were "intrinsic motivation" (INTMAT) in Malaysia; "perseverance" (PERSEV) in Thailand; and "mathematics intentions" (MATINTFC)in Viet Nam. Overall, the similarities found in the non-cognitive characteristics among Southeast Asian students suggest that (a) regional collaboration in designing the educational strategies may be beneficial and that (b) an implementation of regional questionnaires in future PISA surveys may be useful to gain an in-depth understanding of achievement-related factors in this region.
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- 2020
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8. No Strings Attached: Using 2D Paper Dolls and 3D Toy Puppets to Promote Young Children's Positive Responses towards Immigrants
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Jones, Siân E., Dalnoki, Laura, Kaliff, Alicia, Muir, William, Uusitalo, Kiia, and Uytman, Clare
- Abstract
Previous research indicates that imagining contact with someone who is an immigrant can reduce prejudice and promote positive friendship intentions. Much less is known about the optimal ways of effecting imagined contact. The reported research used an experimental design, where the status of a target-child toy puppet (immigrant versus refugee versus control) and the type of imagined contact (2D or 3D figures) was changed. Children aged 4-10 years, were tested for their responses towards immigrants and refugees, before and after a three-minute interactive play session with 2D or 3D toy puppet figures. Children were asked to show in the session how they would 'have a really good time' with the target-child toy puppet. Measures of children's direct contact with immigrants were also taken. The results suggest that 3D figures have a similar positive impact as 2-D figures on friendship intentions following imagined play. It was in the 2D experimental conditions only that children's friendship intentions were more positive with greater anxiety reduction.
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- 2020
9. Trust in Online Information and Psychological Well-Being
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Ershova, Regina V., Moore, Brian, editor, Murray, Elizabeth, editor, Winslade, Matthew, editor, and Tan, Lee-Ming, editor
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- 2024
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10. Applying a User-Centered Design (UCD) Approach to the Increasing Number of Anxiety Disorders in Students and Workers
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Šebíková, Anna, Hartmanis, Juris, Founding Editor, Goos, Gerhard, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Bramwell-Dicks, Anna, editor, Evans, Abigail, editor, Winckler, Marco, editor, Petrie, Helen, editor, and Abdelnour-Nocera, José, editor
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- 2024
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11. Needs Assessment of National Communication Association Conference Presentations: Members' Perceptions of Presentation Effectiveness, Values, and Challenges
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Charoensap-Kelly, Piyawan, Priddis, DeAnne, and Punyanunt-Carter, Narissra M.
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This study analyzed the National Communication Association (NCA) members' perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others' presentations has a significant association with members' perceived value of the conference presentations. The "lack of experience" and "lack of confidence" are key variables that heighten anxiety which can impact the effectiveness of presentations. "Process anxiety" was positively associated with presentation effectiveness whereas "performance anxiety" was negatively associated with presentation effectiveness. This needs assessment provides informed suggestions for making academic presentations more effective in the future.
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- 2022
12. Impacts of Technology Use on Children: Exploring Literature on the Brain, Cognition and Well-Being. OECD Education Working Papers, No. 195
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Organisation for Economic Cooperation and Development (OECD) (France) and Gottschalk, Francesca
- Abstract
Children in the 21st century are avid users of technology--more so than generations past. This rise in use has led to much attention on the consequences of technology use, and how this impacts children's brains and their socio-emotional, cognitive and physical development. Much of the research in these fields, especially brain-based research, is in its infancy. Furthermore, it often shows very small correlations between technology use and child outcomes; whether technology causes these outcomes is unclear, and small effect sizes bring questions about real-life implications for children. Despite these issues, policy-makers in various countries have set guidelines for technology use in children, which are often restriction-focused. This paper explores some of the literature on the effects of technology use on children in terms of their brain, cognitive, socio-emotional and physical development, and summarises what is clearly demonstrated in the literature. It also highlights where more quality research is needed to better understand the impact of technology on children, and support the development of effective, evidence-based guidelines.
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- 2019
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13. Pregnant Women's Views on the Feasibility and Acceptability of Web-Based Mental Health E-Screening Versus Paper-Based Screening: A Randomized Controlled Trial.
- Author
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Kingston D, Austin MP, Veldhuyzen van Zanten S, Harvalik P, Giallo R, McDonald SD, MacQueen G, Vermeyden L, Lasiuk G, Sword W, and Biringer A
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- Adult, Feasibility Studies, Female, Humans, Mass Screening methods, Mental Health, Paper, Pregnancy Complications psychology, Anxiety diagnosis, Depression diagnosis, Internet, Patient Acceptance of Health Care psychology, Pregnancy psychology, Telemedicine methods
- Abstract
Background: Major international guidelines recommend mental health screening during the perinatal period. However, substantial barriers to screening have been reported by pregnant and postpartum women and perinatal care providers. E-screening offers benefits that may address implementation challenges., Objective: The primary objective of this randomized controlled trial was to evaluate the feasibility and acceptability of Web-based mental health e-screening compared with paper-based screening among pregnant women. A secondary objective was to identify factors associated with women's preferences for e-screening and disclosure of mental health concerns., Methods: Pregnant women recruited from community and hospital-based antenatal clinics and hospital-based prenatal classes were computer-randomized to a fully automated Web-based e-screening intervention group or a paper-based control group. Women were eligible if they spoke or read English, were willing to be randomized to e-screening, and were willing to participate in a follow-up diagnostic interview. The intervention group completed the Antenatal Psychosocial Health Assessment and the Edinburgh Postnatal Depression Scale on a tablet computer, while controls completed them on paper. All women completed self-report baseline questions and were telephoned 1 week after randomization by a blinded research assistant for a MINI International Neuropsychiatric Interview. Renker and Tonkin's tool of feasibility and acceptability of computerized screening was used to assess the feasibility and acceptability of e-screening compared with paper-based screening. Intention-to-treat analysis was used. To identify factors associated with preference for e-screening and disclosure, variables associated with each outcome at P<.20 were simultaneously entered into final multivariable models to estimate adjusted odds ratios (AORs) and 95% CIs., Results: Of the 675 eligible women approached, 636 agreed to participate (participation rate 94.2%) and were randomized to the intervention (n=305) or control (n=331) groups. There were no significant baseline differences between groups. More women in the e-screening group strongly or somewhat agreed that they would like to use a tablet for answering questions on emotional health (57.9%, 175/302 vs 37.2%, 121/325) and would prefer using a tablet to paper (46.0%, 139/302 vs 29.2%, 95/325), compared with women in the paper-based screening group. There were no differences between groups in women's disclosure of emotional health concerns (94.1%, 284/302 vs 90.2%, 293/325). Women in the e-screening group consistently reported the features of e-screening more favorably than controls (more private or confidential, less impersonal, less time-consuming). In the multivariable models, being in the e-screening group was significantly associated with preferring e-screening (AOR 2.29, 95% CI 1.66-3.17), while no factors were significantly associated with disclosure., Conclusions: The findings suggest that mental health e-screening is feasible and acceptable to pregnant women., Trial Registration: Clinicaltrials.gov NCT01899534; https://clinicaltrials.gov/ct2/show/NCT01899534 (Archived by WebCite at http://www.webcitation.org/6ntWg1yWb)., (©Dawn Kingston, Marie-Paule Austin, Sander Veldhuyzen van Zanten, Paula Harvalik, Rebecca Giallo, Sarah D McDonald, Glenda MacQueen, Lydia Vermeyden, Gerri Lasiuk, Wendy Sword, Anne Biringer. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 07.04.2017.)
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- 2017
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14. Bullying and Students with Disabilities: A Briefing Paper from the National Council on Disability
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National Council on Disability, Young, Jonathan, Ne'eman, Ari, and Gelser, Sara
- Abstract
Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. Amongst the possible effects of bullying the U.S. Department of Education (DOE, 2010) includes lowered academic achievement and aspirations, increased anxiety, loss of self-esteem and confidence, depression and post-traumatic stress, deterioration in physical health, self-harm and suicidal thinking, suicide, feelings of alienation, absenteeism and other negative impacts, both educational and health related. While both students with and without disabilities face significant negative emotional, educational and physical results from bullying, students with disabilities are both uniquely vulnerable and disproportionately impacted by the bullying phenomena. Despite this, there exists a dearth of both research and policy focusing on eliminating the bullying of students with disabilities. Furthermore, evidence suggests that existing legal and policy tools available to address bullying against students with disabilities remain significantly under-utilized. Additional focus is needed on the bullying of students with disabilities, both as part of a general strategy of bullying prevention efforts and as a specific area of focus in policy and practice. Effectively addressing bullying of students with disabilities will require undertaking action as part of both general and special education policy. This paper recommends several policy actions for addressing bullying of students with disabilities. (Contains 1 footnote.)
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- 2012
15. Gender Effect on the Writing Quality of Pen-Paper and Computer Samples of EFL Learners
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Aydin, Selami
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Problem Statement: While gender as a variable is a significant research and discussion area in foreign language learning, computers are not only common tools in EFL writing classes but also a research subject in foreign language learning. Previous research indicates that female learners have negative attitudes on writing on computers and there have not been certain findings and consensus on gender effect on computerized writing samples of EFL learners. Purpose: This research aimed to investigate the gender effect on writing quality of pen-paper and computerized samples of EFL learners. Method: Writing samples of 20 pen-paper and 20 computer group students were scored analytically and analyzed statistically. Findings and Results: It was found that gender had a significant effect on vocabulary, accuracy, organization, originality and creativity, unity and coherence, relevance, fluency, content, and language control of the samples produced on computer while it had no effect on mechanics of the computerized samples. Recommendations: It is recommended that further research should focus on computer anxiety, interest, and attitudes of female EFL learners. (Contains 2 tables.)
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- 2007
16. Final Paper DAT Cognitive Art Therapy System
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Jacobson, Eric
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Del Giacco Art Therapy is a cognitive art therapy process that focuses on stimulating the mental sensory systems and working to stabilize the nervous system and create new neural connections in the brain. This system was created by Maureen Del Giacco, Phd. after recovering from her own traumatic brain injury and is based on extensive research of neuro science concepts and observation of brain trauma victims and dementia patients and their recovery. Neuro-science has demonstrated that brain tissue is able to respond to damage or loss of neurons such as might happen in the event of a stroke, dementia or traumatic brain injury. Studies show that appropriate repetition of mental activities can stimulate the growth of new dendrites and refine some connections between neurons. If the "cell body" of the neuron is intact it can re-grow. If not nearby neurons can be "trained" to take over the role of the destroyed ones." (DAT course)
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- 2009
17. Differences between Computer Administered and Paper Administered Computer Anxiety and Performance Measures.
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Perkins, Bob
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This research investigated whether computer anxiety is different if the measure is administered by computer rather than by paper and pencil. The study compared two groups of students (N=83) who were gathered from three undergraduate sections and one graduate section of a required computer class for in-service and pre-service teachers using anxiety level and performance as measures. Both groups took a written pretest; but one group was administered an anxiety scale (pre and post) and posttest on the computer using a HyperCard stack, while the other group used a paper and pencil version of these measures. Other variables, including owning a computer, graduate versus undergraduate status, previous use of computers, and gender, were also investigated. Statistical analysis of the data revealed there was no significant difference on any variable between the two test administration formats; computer ownership had an effect on both performance and anxiety; anxiety level was higher for graduate students; and females, while starting and ending with lower performance and anxiety levels, made higher gains in performance and decreased their anxiety levels. (Contains 12 references.) (ALF)
- Published
- 1993
18. The Effect of Changes in Maternal Employment and Family Composition on Children's Behaviour. Working Paper Series. W-02-3-2E
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Human Resources Development Canada, Applied Research Branch and Roberts, Paul
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Recent research suggests that changing maternal employment and family composition are associated with children's behavioural development. This report assesses whether, and if so to what extent, changes in these areas may affect the behavioural development of children, using information from the National Longitudinal Survey of Children and Youth (NLSCY). The study investigates how maternal employment, employment transitions, and spells of unemployment, are related to children's behavioural development from 1994 to 1998. The analysis focuses on the quality of maternal jobs using, for example, number of hours worked per week. As well, the report also investigates how changes in family composition such as becoming a lone parent family or entering into new two parent families, may affect children's behavioural development. Three behavioural scales are used in the paper as dependent variables: indirect aggression, emotional disorder-anxiety and conduct disorder-physical aggression. Using cross-sectional and longitudinal analyses, evidence is found to support the existing literature, although it is relatively weak. Maternal employment, in particular the number of employment transitions (expressed as periods of unemployment), is found to be associated with higher levels of behaviour problems in children, particularly for indirect aggression behaviour. As well, stable family composition is associated with relatively better behaviour scores. Family composition which changes over time tends to be associated with relatively worse behaviour scores for children. More research and analysis of this area is necessary to uncover the complex interplay of the variables. A bibliography is included. (Contains 13 tables and 3 endnotes.)
- Published
- 2002
19. Themenbezogene Beiträge / Subject related Papers. »Ich möchte in den Himmel wachsen, aber das könnte die Welt zerstören.« Psychotherapeutische Behandlung eines traumatisierten Kindes im Spannungsfeld zwischen Stabilisierung und struktureller Veränderung (»I want to grow into the sky, but that could destroy the world.« Psychotherapeutic treatment of a traumatized child in the field of tension between stabilization and structural change)
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Leitner, Sebastian
- Subjects
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DEFENSE mechanisms (Psychology) , *PSYCHOLOGICAL stress , *ANXIETY , *FANTASY (Psychology) , *EMOTIONS - Abstract
»I want to grow into the sky, but that could destroy the world.« Psychotherapeutic treatment of a traumatized child in the field of tension between stabilization and structural change This paper describes the therapist's approach with a traumatized and psychologically already prestressed boy and reflects on it based on various theoretical concepts. The structural weaknesses of the patient appeared in the play in the fragility of the symbolization ability and the pretend mode. Strong feelings of anxiety and confusion, perceptible in the countertransference, as well as the presence of defense mechanisms such as splitting, idealization, omnipotence or dissociation, demand to a greater extent the therapist's container function. Therefore, at the beginning of the treatment, an initial phase served to stabilize the patient. Only gradually, after a good working alliance was established, a clearer confrontation with the fears became possible. Instead of being left alone with it, the patient found in therapy a language, images, space. Thus, the patient was able to reduce his omnipotent control and the transformation of stressful fantasies and feelings also developed in the relationship with the therapist. A gradual integration and de-idealization became possible. [ABSTRACT FROM AUTHOR]
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- 2024
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20. Women, Violence and Informal Learning. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning., Mojab, Shahrzad, and McDonald, Susan
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A comparative study of the impact of violence on immigrant women's learning was conducted among immigrant women of two communities in the Toronto area: the Spanish-speaking community and the Kurds. The two authors of the study each worked with one of the communities in which they had knowledge of the language. An in-depth, non-structured, conversational interview was used with 14 women of each group in order to document the life histories of these women as they experienced them. The Spanish-speaking women also participated in a workshop wherein they focused on learning about the law. All the women had been involved in violence, whether the mostly-domestic violence that the Spanish-speaking women had experienced or the political violence in which the Kurdish women or their husbands, sons, and brothers had participated. The study, reported separately for each group, found that the experience of violence places stress on the women that impedes their learning. The study also found that learning should be viewed as larger than just the learning of content--it includes learning to trust and act on their own behalf and take charge of their own learning. Some of the recommendations of the study included having peer-oriented learning groups to teach women about the legal system and the provision of legal materials in their native languages. (Contains 45 references.) (KC)
- Published
- 2001
21. Stress and Anxiety in Adult Learners in Professional and Liberal Arts Schools: An Exploration of Person-Environment Fit Theory. ASHE Annual Meeting Paper.
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Nicolson, Charles E. and Bess, James L.
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The differences in the person-environment fit and levels of anxiety of older adults in professional schools versus older students in liberal arts schools were studied to determine if the states of ego development of older adults (35 years of age or older) were related to the degree of academic and environmental restrictiveness in professional and liberal arts schools, and to determine if there was an interaction between this person-environment fit and satisfaction and anxiety. A random sample of 279 students from 3 professional and 2 liberal arts schools in the New York City metropolitan area responded to selected questions from the following questionnaires: The Washington University Sentence Completion Test, which measures ego development; the Student Reactions to College Questionnaire, and the State-Trait Anxiety Index. No significant difference was found in the levels of ego development of older students in professional schools versus those in liberal arts schools, nor was any significant difference noted between professional and liberal arts students in their perceptions of the overall openness or restrictiveness of the environment. However, some factor-specific effects on anxiety and on satisfaction were noted. Appendices include factor tables, definitions of openesss-restrictiveness dimensions, and an addendum of tables and data testing several alternative hypotheses. (Contains 107 references.) (CH)
- Published
- 1997
22. Stress, Strain, and Coping Resources among Faculty at a Research University during Financial Decline. AIR 1996 Annual Forum Paper.
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Marcy, Tom
- Abstract
A study at the University of Missouri-Columbia investigated the stress factors and coping mechanisms among 196 faculty members in 16 departments. The study was undertaken during a period of low faculty salaries in comparison with similar institutions, characterized as moderate to severe financial decline. During the middle of the fall semester of 1991, participants completed an Occupational Stress Inventory (OSI) and general affect rating sheet. It was found that individual faculty feelings about life in general (general affect) strongly affected perceptions of occupational stress, and all coping mechanisms were enhanced strongly by increased general affect. Results indicated the faculty differed by discipline type (hard vs. soft, pure vs. applied, life vs. non-life) on half of the 14 OSI subscales. Faculty age and tenure status predicted three related subscales, and gender predicted only one subscale. General affect predicted 11 subscales. Faculty moderated occupational stress differently, by discipline type, using a variety of coping resources. (MSE)
- Published
- 1996
23. Investigating Nontraditional First-Year Students' Epistemic Curiosity during the Research Process: An Exploratory, Mixed-Methods Study
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Knecht, Michelle Keba
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The purpose of this exploratory, mixed-methods study was to investigate the relationship between nontraditional undergraduate students' curiosity and their experiences researching a topic. The author collected and analyzed survey data and annotated bibliography rubric scores from 59 students at a private, liberal arts university and conducted in-depth interviews to gather a fuller picture of the students' curiosity. Based on the study's findings, librarians and professors should create opportunities for students to select research topics to which they have a personal connection while intentionally offering supportive feedback to students as they refine their topics to reduce anxiety and frustration.
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- 2022
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24. The Perceived Impact of Correlative Relationship between Depression, Anxiety, and Stress among University Students
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Dosalwar, Sharayu, Kinkar, Ketki, Baheti, Aditi, Sonawani, Shilpa, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Garg, Deepak, editor, Narayana, V. A., editor, Suganthan, P. N., editor, Anguera, Jaume, editor, Koppula, Vijaya Kumar, editor, and Gupta, Suneet Kumar, editor
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- 2023
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25. The Influence of Anxiety and Exploratory Activity on Learning in Rats: Mismatch-Induced c-Fos Expression in Deep and Superficial Cortical Layers
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Bulava, Alexandra I., Osipova, Zhanna A., Arapov, Vasiliy V., Gorkin, Alexander G., Alexandrov, Igor O., Grechenko, Tatiana N., Alexandrov, Yuri I., Kacprzyk, Janusz, Series Editor, Kryzhanovsky, Boris, editor, Dunin-Barkowski, Witali, editor, Redko, Vladimir, editor, Tiumentsev, Yury, editor, and Klimov, Valentin, editor
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- 2023
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26. AI Based Interactive System-HOMIE
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Aggarwal, Ishika, Sahana, Subrata, Das, Sanjoy, Das, Indrani, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Shaw, Rabindra Nath, editor, Paprzycki, Marcin, editor, and Ghosh, Ankush, editor
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- 2023
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27. Towards an E-Psychology Solution to Support, Intervene and Educate the Control of Emotions in Infants
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Alvites-Huamaní, Cleofe, Rojas-Montero, John Alexander, Jadán-Guerrero, Janio, Muñoz-Primero, Elías, Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Nagar, Atulya K., editor, Singh Jat, Dharm, editor, Mishra, Durgesh Kumar, editor, and Joshi, Amit, editor
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- 2023
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28. Semaglutide Attenuates Anxious and Depressive-Like Behaviors and Reverses the Cognitive Impairment in a Type 2 Diabetes Mellitus Mouse Model Via the Microbiota-Gut-Brain Axis.
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de Paiva IHR, da Silva RS, Mendonça IP, de Souza JRB, and Peixoto CA
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- Animals, Mice, Male, Diabetes Mellitus, Experimental complications, Diabetes Mellitus, Experimental drug therapy, Diabetes Mellitus, Experimental psychology, Diabetes Mellitus, Experimental metabolism, Disease Models, Animal, Antidepressive Agents pharmacology, Antidepressive Agents therapeutic use, Glucagon-Like Peptides pharmacology, Diabetes Mellitus, Type 2 complications, Diabetes Mellitus, Type 2 drug therapy, Diabetes Mellitus, Type 2 psychology, Diabetes Mellitus, Type 2 metabolism, Cognitive Dysfunction drug therapy, Cognitive Dysfunction prevention & control, Cognitive Dysfunction etiology, Cognitive Dysfunction metabolism, Depression drug therapy, Depression psychology, Depression metabolism, Anxiety drug therapy, Anxiety psychology, Anxiety etiology, Gastrointestinal Microbiome drug effects, Mice, Inbred C57BL, Brain-Gut Axis drug effects
- Abstract
Newly conducted research suggests that metabolic disorders, like diabetes and obesity, play a significant role as risk factors for psychiatric disorders. This connection presents a potential avenue for creating novel antidepressant medications by repurposing drugs originally developed to address antidiabetic conditions. Earlier investigations have shown that GLP-1 (Glucagon-like Peptide-1) analogs exhibit neuroprotective qualities in various models of neurological diseases, encompassing conditions such as Alzheimer's disease, Parkinson's disease, and stroke. Moreover, GLP-1 analogs have demonstrated the capability to enhance neurogenesis, a process recognized for its significance in memory formation and the cognitive and emotional aspects of information processing. Nonetheless, whether semaglutide holds efficacy as both an antidepressant and anxiolytic agent remains uncertain. To address this, our study focused on a mouse model of depression linked to type 2 diabetes induced by a High Fat Diet (HFD). In this model, we administered semaglutide (0.05 mg/Kg intraperitoneally) on a weekly basis to evaluate its potential as a therapeutic option for depression and anxiety. Diabetic mice had higher blood glucose, lipidic profile, and insulin resistance. Moreover, mice fed HFD showed higher serum interleukin (IL)-1β and lipopolysaccharide (LPS) associated with impaired humor and cognition. The analysis of behavioral responses revealed that the administration of semaglutide effectively mitigated depressive- and anxiety-like behaviors, concurrently demonstrating an enhancement in cognitive function. Additionally, semaglutide treatment protected synaptic plasticity and reversed the hippocampal neuroinflammation induced by HFD fed, improving activation of the insulin pathway, demonstrating the protective effects of semaglutide. We also found that semaglutide treatment decreased astrogliosis and microgliosis in the dentate gyrus region of the hippocampus. In addition, semaglutide prevented the DM2-induced impairments of pro-opiomelanocortin (POMC), and G-protein-coupled receptor 43 (GPR43) and simultaneously increased the NeuN + and Glucagon-like Peptide-1 receptor (GLP-1R+) neurons in the hippocampus. Our data also showed that semaglutide increased the serotonin (5-HT) and serotonin transporter (5-HTT) and glutamatergic receptors in the hippocampus. At last, semaglutide changed the gut microbiota profile (increasing Bacterioidetes, Bacteroides acidifaciens, and Blautia coccoides) and decreased leaky gut, improving the gut-brain axis. Taken together, semaglutide has the potential to act as a therapeutic tool for depression and anxiety., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
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- 2024
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29. Reviewing the Anxiety and Motivation in Foreign Language Learning from the Perspectives of Definition and Classification
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Tongyu Wu
- Abstract
Many previous studies have identified "foreign language anxiety" and "motivation" as two important areas of applied linguistics. This study aims to evaluate the pertinent literature with also providing new information and justifications in past studies on learning anxiety and motivation. In this paper, the first section explains the concept of L2 anxiety and elaborates on the three most widely used classifications of learning anxiety: "trait anxiety," "state anxiety," and "situation-specific anxiety." Furthermore, according to the anxiety's impact on learners, it can be broadly divided into two types: "debilitating anxiety" and "facilitative anxiety." Then, the second section of this paper explains the concept of L2 motivation from the abstract to the concrete, divides learning motivation into two categories (i.e., "integrative motivation" and "instrumental motivation") by its importance to second language learning, and classifies them into two other different categories (i.e., "intrinsic motivation" and "extrinsic motivation") by introducing new theories. The last section summarizes the relationship between the independent variables of L2 anxiety and motivation, along with the dependent variable of L2 learning, and also the relationship between learning anxiety and language motivation, which provides some constructive suggestions to the students and teachers of related majors. Therefore, the contribution of this paper is to empower faculty to adapt their instruction to the motivation and anxiety of different students in various classes, which enables learners to strike a balance between motivation and anxiety in order to achieve effective and fruitful learning outcomes. [For the full proceedings, see ED656038.]
- Published
- 2023
30. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, October 18-20, 2017)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.
- Published
- 2017
31. Lecturers' attitude toward and anxiety in writing English academic papers for international publications
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Hartono Hartono and Ruseno Arjanggi
- Subjects
attitude ,anxiety ,indonesian lecturer ,english academic papers ,international publication ,Education (General) ,L7-991 ,English language ,PE1-3729 - Abstract
This study was aimed at investigating attitude and anxiety of Indonesian lecturers in writing English papers for international publications, together with the influence of gender and functional grades on them. It involved lecturers of a private university in Semarang, Central Java, Indonesia (n=62) who were attending a training on English academic writing especially designed to help them prepare manuscripts for international publications. Data were collected by questionnaires and analyzed using t-test and ANOVA. The study found that the attitude toward writing was positive. Three aspects of attitude namely behavioral, cognitive, and affective were all positive. The anxiety in writing English papers was found to be moderate and somatic anxiety was the type of anxiety the lecturers suffered the most. There was no difference on the attitude and level of anxiety across gender but there was a difference on the level of anxiety across functional grades. As attitude and anxiety predict the success of writing efforts, which may then affect the success of publication, the issue of attitude and anxiety needs to be addressed in the effort of increasing the productivity of Indonesian lecturers in making international publications.�
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- 2020
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32. The Role of Artificial Intelligence (AI) in Assisting Applied Natya Therapy for Relapse Prevention in De-addiction
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Malhotra, Dimple Kaur, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Kim, Jong-Hoon, editor, Singh, Madhusudan, editor, Khan, Javed, editor, Tiwary, Uma Shanker, editor, Sur, Marigankar, editor, and Singh, Dhananjay, editor
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- 2022
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33. Addressing Emotional Aspects in the Second Language Learning Processes
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Luis F. Cisneros
- Abstract
Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.
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- 2024
34. From Complex Emotion Words to Insomnia and Mental Health: A Corpus-Based Analysis of the Online Psychological Consultation Discourse About Insomnia Problems in Chinese
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Wang, Xiaowen, Long, Yunfei, Qin, Panyu, Huang, Chunhong, Guo, Caichan, Gao, Yong, Huang, Chu-Ren, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Dong, Minghui, editor, Gu, Yanhui, editor, and Hong, Jia-Fei, editor
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- 2022
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35. A retrospective cohort study to investigate fatigue, psychological or cognitive impairment after TIA: protocol paper.
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Moran GM, Calvert M, Feltham MG, Ryan R, and Marshall T
- Subjects
- Adolescent, Adult, Aged, Aged, 80 and over, Case-Control Studies, Clinical Protocols, Female, Follow-Up Studies, Humans, Kaplan-Meier Estimate, Male, Middle Aged, Primary Health Care, Proportional Hazards Models, Retrospective Studies, Risk Factors, Stroke etiology, Young Adult, Anxiety etiology, Cognition Disorders etiology, Depression etiology, Fatigue etiology, Ischemic Attack, Transient complications, Stress Disorders, Post-Traumatic etiology
- Abstract
Introduction: Transient ischaemic attack (TIA) is defined by short-lasting, stroke-like symptoms, and is recognised as a medical emergency. Symptoms are assumed to completely resolve, and treatment is focused on secondary stroke/TIA prevention. However, evidence suggests that patients with TIA may experience ongoing residual impairments, which they do not receive therapy for as standard practice. TIA-induced sequelae could impact on patients' quality of life and ability to return to work or social activities. We aim to investigate whether TIA is associated with subsequent consultation for fatigue, psychological or cognitive impairment in primary care., Methods and Analysis: A retrospective open cohort study of patients with first-ever TIA and matched controls. Relevant data will be extracted from The Health Improvement Network (THIN) database, an anonymised primary care database which includes data for over 12 million patients and covers approximately 6% of the UK population. Outcomes will be the first consultation for fatigue, anxiety, depression, post-traumatic stress disorder or cognitive impairment. Principal analysis will use Kaplan-Meier survivor functions to estimate time to first consultation, with log-rank tests to compare TIA and control patients. Cox proportional hazard models will predict the effect of demographic and patient characteristics on time to first consultation., Ethics and Dissemination: Approval was granted by a THIN Scientific Review Committee (ref: 14-008). The study's findings will be published in a peer-reviewed journal and disseminated at national and international conferences and through social media., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.)
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- 2015
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36. A Novel Ontological Approach to Estimate Inequalities and Underuse of Social Prescriptions for Mental Health in Primary Care in England
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Jani, Anant, Liyanage, Harshana, Okusi, Cecilia, Sherlock, Julian, Hoang, Uy, McGagh, Dylan, Williams, John, Ferreira, Filipa, Yonova, Ivelina, de Lusignan, Simon, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Polovina, Rubina, editor, Polovina, Simon, editor, and Kemp, Neil, editor
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- 2022
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37. Virtual Reality to Support Healthcare Workers in Managing Stress and Anxiety During the COVID-19 Pandemic: An Online Survey
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Pallavicini, Federica, Orena, Eleonora, Achille, Federica, Stefanini, Stefano, Caragnano, Chiara, Vuolato, Costanza, Pepe, Alessandro, Ranieri, Paolo, di Santo, Simona, Greci, Luca, Fascendini, Sara, Defanti, Alberto, Clerici, Massimo, Mantovani, Fabrizia, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Chen, Jessie Y. C., editor, Fragomeni, Gino, editor, Degen, Helmut, editor, and Ntoa, Stavroula, editor
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- 2022
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38. Integrating Mental Health Services in Existing Healthcare System in Pakistan: A Public Mental Health Approach
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Gilani, Sumbal, Shah, Syed Irfan Ali, Hunt, Thomas, editor, and Tan, Lee Ming, editor
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- 2022
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39. Design and Implementation of a SWI-Prolog-Based Expert System to Diagnose Anxiety Disorder
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Chen, Kairen, Lin, Che-Chern, Kacprzyk, Janusz, Series Editor, Pal, Nikhil R., Advisory Editor, Bello Perez, Rafael, Advisory Editor, Corchado, Emilio S., Advisory Editor, Hagras, Hani, Advisory Editor, Kóczy, László T., Advisory Editor, Kreinovich, Vladik, Advisory Editor, Lin, Chin-Teng, Advisory Editor, Lu, Jie, Advisory Editor, Melin, Patricia, Advisory Editor, Nedjah, Nadia, Advisory Editor, Nguyen, Ngoc Thanh, Advisory Editor, Wang, Jun, Advisory Editor, Takama, Yasufumi, editor, Matsumura, Naohiro, editor, Yada, Katsutoshi, editor, Matsushita, Mitsunori, editor, Katagami, Daisuke, editor, Abe, Akinori, editor, Kashima, Hisashi, editor, Hiraoka, Toshihiro, editor, Uchiya, Takahiro, editor, and Rzepka, Rafal, editor
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- 2022
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40. Sexual and mental health of woman suffering from selected connective tissue diseases: an original paper
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Wiśniewski, Michał and Zabłocka-Żytka, Lidia
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- 2021
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41. 'The Power to SAY What I Want to and It Gets Written Down': Situating Children's and Adults' Voices and Silence in Participatory Research
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Sabine Little, Hannah Raine, Ailin Choo, Ronia Joshi, Shanza J. Qarni, Ayden Sukri, Grace Horton, and Sarah Pakravesh
- Abstract
This paper, co-authored between three adults and five children aged 8-11, adopts a 'collaborative writing as inquiry' approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two 'young advisory panels', one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min-long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co-framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring 'silence as voice', arguing for an extension to participatory research projects, going beyond the research itself and creating a 'third space' which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.
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- 2024
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42. Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan
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Ho, Mei-ching
- Abstract
This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students' perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese universities were analyzed, along with qualitative data from open-ended questions and semi-structured interviews. The findings show that while master's and doctoral students felt a similar moderate level of writing anxiety, senior doctoral students were more self-efficacious about writing research papers in English than their junior counterparts. Overall, students with higher writing self-efficacy felt less apprehensive. Additionally, among the individual variables, experience in writing for publication better predicted writing anxiety and self-efficacy than students' self-reported English proficiency and the number of writing courses taken. The qualitative findings indicated various sources of graduate-level writing anxiety, including insufficient writing skills in English, time constraints, and fear of negative comments. Furthermore, composing different sections of a research paper provoked different levels of anxiety due to the variations in the rhetorical purposes and discourse structures of particular sections. Implications on dealing with research writing anxiety are also discussed.
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- 2016
43. Social and Emotional Wellbeing: Development of a Children's Headline Indicator. Information Paper. Catalog Number PHE 158
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Australian Institute of Health and Welfare
- Abstract
The Children's Headline Indicators are a set of measures designed to focus policy attention and to help guide and evaluate policy development on key issues for children's health, development and wellbeing in 19 priority areas. They were endorsed by health, community and disability services ministers and education systems officials in 2006. Headline Indicators were defined for 16 of these priority areas. However, more work was needed on the remaining three--"family social network, social and emotional wellbeing" and "shelter"--to conceptualise and identify the most important aspects of these areas for children's health, development and wellbeing. This information paper outlines the process of developing a Headline Indicator for the "social and emotional wellbeing" priority area. Appended are: (1) Process to identify a Headline Indicator; (2) Headline Indicator Data Development Expert Working Group; (3) Social and Emotional Wellbeing Workshop participants; (4) Headline Indicators for children's health, development and wellbeing; and (5) Additional information on selected surveys and screening tools. (Contains 8 tables, 4 figures and 3 footnotes.)
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- 2012
44. Addressing Science Anxiety in German Fifth-Graders through Mindfulness
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Michael Hast
- Abstract
German primary school students' reading skills have declined between 2016 and 2021, with a deficit of up to one third of a school year. The most significant portion of the decline is attributed to the COVID-19 pandemic experiences. These delays are critical because children have to catch up on skills and knowledge they should already have while continuing to acquire new skills and knowledge. Students who are ill prepared in core readiness skills for secondary schools are simultaneously having to cope with the stressful experiences of school transition. Anxiety generally impedes participation in science classes, but the specific concept of science anxiety is less explored. Mindfulness has been successfully implemented in schools to alleviate stress as well as being somewhat effective in positively supporting student anxiety. This paper presents background to a current study that aims to address the significance of the issue of science anxiety amongst German post-transition students, and whether science anxiety can be improved through the implementation of a mindfulness program. [For the full proceedings, see ED652261.]
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- 2023
45. Students' Foreign Language Speaking Anxiety: The Roots of the Problem
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Bensu Zambak and Yesim Bektas Çetinkaya
- Abstract
Experiencing anxiety is a major obstacle for language learners, especially in productive skills. Among these, speaking is considered to be generally the most challenging. Clearly, many students are affected by Foreign Language Speaking Anxiety (FLSA) and this negatively affects many aspects of their language learning experience, such as group work, speaking tests, presentations etc. Although many studies examine the causes of students' FLSA, there is a lack of focus on individual-specific causes. This qualitative multiple case study aimed to examine the phenomenon of FLSA, and explore the root causes of this problem, aiming at providing teachers with specific solutions to enable them to develop more effective ways to assist their students. Three preparatory class students participated in this study. The data was collected through the participants' diaries, semi-structured interviews and the researcher's informal participant observation over 6 weeks. The findings revealed that the causes of FLSA are highly personal and therefore, generally unpredictable. While certain causes have received much attention, others are practically invisible to teachers and therefore difficult to deal with effectively. The results emphasize the need for teachers to fully consult students before deciding on approaches to overcome FLSA. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 322-336.]
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- 2023
46. Paper-Based and Computer-Based Concept Mappings: The Effects on Computer Achievement, Computer Anxiety and Computer Attitude
- Author
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Erdogan, Yavuz
- Abstract
The purpose of this paper is to compare the effects of paper-based and computer-based concept mappings on computer hardware achievement, computer anxiety and computer attitude of the eight grade secondary school students. The students were randomly allocated to three groups and were given instruction on computer hardware. The teaching methods used for each group were the conventional method, paper-based concept mapping and computer-based concept mapping. At the end of a 4-week instruction, posttests were administered to assess computer hardware achievement, computer anxiety and computer attitude of the students. The findings indicate that paper-based and computer-based concept mapping strategies produce better results than the conventional method. However, the effects of paper-based and computer-based concept mapping strategies were not significantly different.
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- 2009
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47. Introduction to three clinical papers.
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Urban E
- Subjects
- Humans, Anxiety psychology, Behavior, Addictive therapy, Emotions, Freudian Theory, Jungian Theory, Knowledge, Obsessive Behavior therapy, Professional-Patient Relations, Psychoanalytic Therapy methods, Self Concept
- Published
- 2014
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48. Comparing the feasibility, acceptability, clinical-, and cost-effectiveness of mental health e-screening to paper-based screening on the detection of depression, anxiety, and psychosocial risk in pregnant women: a study protocol of a randomized, parallel-group, superiority trial.
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Kingston D, McDonald S, Biringer A, Austin MP, Hegadoren K, McDonald S, Giallo R, Ohinmaa A, Lasiuk G, MacQueen G, Sword W, Lane-Smith M, and van Zanten SV
- Subjects
- Anxiety psychology, Canada, Clinical Protocols, Computers, Handheld, Depression psychology, Feasibility Studies, Female, Humans, Mental Health Services, Predictive Value of Tests, Pregnancy, Pregnancy Complications psychology, Prenatal Care, Psychometrics, Risk Factors, Urban Health Services, Anxiety diagnosis, Depression diagnosis, Internet, Mental Health, Pregnancy Complications diagnosis, Psychiatric Status Rating Scales, Research Design, Surveys and Questionnaires
- Abstract
Background: Stress, depression, and anxiety affect 15% to 25% of pregnant women. However, substantial barriers to psychosocial assessment exist, resulting in less than 20% of prenatal care providers assessing and treating mental health problems. Moreover, pregnant women are often reluctant to disclose their mental health concerns to a healthcare provider. Identifying screening and assessment tools and procedures that are acceptable to both women and service providers, cost-effective, and clinically useful is needed., Methods/design: The primary objective of this randomized, parallel-group, superiority trial is to evaluate the feasibility and acceptability of a computer tablet-based prenatal psychosocial assessment (e-screening) compared to paper-based screening. Secondary objectives are to compare the two modes of screening on: (1) the level of detection of prenatal depression and anxiety symptoms and psychosocial risk; (2) the level of disclosure of symptoms; (3) the factors associated with feasibility, acceptability, and disclosure; (4) the psychometric properties of the e-version of the assessment tools; and (5) cost-effectiveness. A sample of 542 women will be recruited from large, primary care maternity clinics and a high-risk antenatal unit in an urban Canadian city. Pregnant women are eligible to participate if they: (1) receive care at one of the recruitment sites; (2) are able to speak/read English; (3) are willing to be randomized to e-screening; and (4) are willing to participate in a follow-up diagnostic interview within 1 week of recruitment. Allocation is by computer-generated randomization. Women in the intervention group will complete an online psychosocial assessment on a computer tablet, while those in the control group will complete the same assessment in paper-based form. All women will complete baseline questionnaires at the time of recruitment and will participate in a diagnostic interview within 1 week of recruitment. Research assistants conducting diagnostic interviews and physicians will be blinded. A qualitative descriptive study involving healthcare providers from the recruitment sites and women will provide data on feasibility and acceptability of the intervention. We hypothesize that mental health e-screening in primary care maternity settings and high-risk antenatal units will be as or more feasible, acceptable, and capable of detecting depression, anxiety, and psychosocial risk compared to paper-based screening., Trial Registration: ClinicalTrials.gov Identifier: NCT01899534.
- Published
- 2014
- Full Text
- View/download PDF
49. Reliability and Validity of the Hamilton Depression Inventory: A Paper-and-Pencil Version of the Hamilton Depression Rating Scale Clinical Interview.
- Author
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Reynolds, William M. and Kobak, Kenneth A.
- Abstract
A self-report, paper-and-pencil version of the Hamilton Depression Rating Scale, the Hamilton Depression Inventory, was developed and tested with 140 depressed adults, 99 adults with anxiety disorders, and 118 nonreferred adults. Overall, data support the reliability and validity of the new measure. (SLD)
- Published
- 1995
50. Internet Administration of Three Commonly Used Questionnaires in Panic Research: Equivalence to Paper Administration in Australian and Swedish Samples of People With Panic Disorder
- Author
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Austin, David W., Carlbring, Per, Richards, Jeffrey C., and Andersson, Gerhard
- Abstract
This study assessed the degree of equivalence between paper and Internet administration of three measures of panic and agoraphobia-related cognition and behavior: Body Sensations Questionnaire (BSQ), Agoraphobic Cognitions Questionnaire (ACQ), and Mobility Inventory (MI). Participants were 110 people with panic disorder who had registered for an Internet-based treatment program in Sweden (n = 54) or Australia (n = 56). Participants were randomly assigned to complete the questionnaires via the differing administration formats in a counterbalanced order. Results showed broadly equivalent psychometric properties across administrations, with strong significant intraclass correlations between them, and comparable Cronbach's alpha coefficients. A significant mean difference between administration formats was found for the BSQ only. In contrast to previous research, Internet administration did not generate higher scores than paper administration. No effect was found for order of administration. The findings suggest that each questionnaire can be validly administered via the Internet and used with confidence.
- Published
- 2006
- Full Text
- View/download PDF
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