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The rapid growth of online counseling (OC) services for mental health during the COVID-19 pandemic prompted concerns regarding its effectiveness compared to in-person counseling. Psychologists have expressed uncertainties about OC's efficacy and doubts about their competence in using it. As a result, psychologists have been hesitant to embrace OC methods and supporting technologies. Therefore, it has become crucial to study the factors that influence the acceptance and use of OC technology, enabling psychologists to develop the necessary skills and confidence to utilize inpatient treatment effectively. This study used quantitative research with survey research to study factors influencing 406 Thai counselors' use and acceptance of technology in online counseling, and the model was analyzed using structural equation modeling. Results showed that IOC are positively influenced by SI (β= .413, p

This article has three important objectives. (1) To inform readers about classic and contemporary learning theories (2) To give readers a glimpse on learning managementdirection using various conceptual frameworks and (3) To present readers with information about evolutionary concepts explaining human learning mechanisms that are considered complicated to understand. The body of knowledge in this article was synthesized from books and journal articles focusing on learning theories. The article begins with a short prologue of education, outlining learning. The following part of the article presents learning theories classified in two sections: classical and contemporary learning theories. Classical theories of learning include Bloom’s taxonomy, Connectionism Theory, Operant Conditioning Learning Theory, Cognitive Development Theory, and Social Cognitive Learning Theory. Contemporary Theories of Learninginclude Visible Learning Theory, Discovery Learning and Representation Theory, Social Theory of Learning, Multiple-Intelligences Theory, Sociocultural Theory, and Affective Dimensions of Learning Theory. The final part of the article sheds light on possible trends of education and research of learning in the future.

This article is delivered to the readers with three important objectives: (1) to enhance understanding of online counseling in terms of meaning, historical background, categories and components ; (2) to present the advantages and limitations of online counseling, and (3) to inform readers of the results of recent online counseling research studies in order to shed light on trends or directions of current and future research in this stream of social, economic, political, catastrophic volatilityand COVID-19 pandemic. The authors synthesized the body of knowledge from books, textbooks, documents and relevant research integrating with personal experiences in conducting online counseling research. At the beginning of this article, the authors present important content of online counseling. More information on advantages and limitations of online counseling are detailed at the middle of the article. In the final part, the authors show an example of online counseling research to guide readers including psychologists, mental health providers, and psychiatric practitioners with information for further personal improvement in order to gain readiness for online services. This article will also be beneficial to individuals with stress and anxiety who are seeking initial help. They can use this primary information to aid the decision for obtaining online psychological services to alleviate mental health issues and continue further treatment process in a medical care unit.

Using R to conduct univariate meta-analyses is becoming common for publication. However, R can also conduct multivariate meta-analysis (MMA). However, newcomers to both R and MMA may find using R to conduct MMA daunting. Given that, R may not be easy for those unfamiliar with coding. Likewise, MMA is a topic of advanced statistics. Thus, it may be very challenging for most newcomers to conduct MMA using R. If this holds, this can be viewed as a practice gap. In other words, the practice gap is that researchers are not capable of using R to conduct MMA in practice. This is problematic. This paper alleviates this practice gap by illustrating how to use R (the metaSEM package) to conduct MMA on educational psychology data. Here, the metaSEM package is used to obtain the required MMA text outputs. However, the metaSEM package is not capable of producing the other required graphical outputs. As a result, the metafor package is also used as a complimentary to generate the required graphical outputs. Ultimately, we hope that our audience will be able to apply what they learn from this method paper to conduct MMA using R in their teaching, research, and publication.

The paper has three major objectives. The first objective of the paper is to synthesize and define common categories of meta-analysis. The second objective is to propose a way to comprehend these common categories of meta-analysis through learning from their respective generic conceptual frameworks. The third objective is to point out which R packages to use to conduct a meta-analysis for each category presented in this paper. In practice, research novices may not know where to begin to learn a topic of meta-analysis for their research. Furthermore, they may not know how the topic of meta-analysis progresses from basics to advanced. This makes it almost next to impossible to use meta-analysis in their research. Certainly, this is problematic. Thus, this paper intends to help research novices overcome this problem. To achieve this, the three objectives mentioned at the beginning were implemented. To propose a synthesis of common categories of meta-analysis along with their respective definitions, a literature review was used as a method to synthesize and define the common categories of meta-analysis presented in this paper. Here, synthesizing meta-analysis categories in one figure would make it much easier for research novices to see the breadth of the subject in question. To propose an easy way to understand the concepts of meta-analysis through learning from their respective generic conceptual frameworks, personal experience was used as a method to make that offering. Here, it is encouraged that research novices should go beyond the definitions of categories of meta-analysis. They can try to frame their research by using example conceptual frameworks presented in the paper as a starting point. To point out which R packages to use with what categories of meta-analysis, a literature review was used as a method to identify those appropriate R packages available. Here, it would be useful for research novices to know which R packages they may need for their meta-analysis research. In summary, the contributions of the paper here would make research novices see and understand the common categories of meta-analysis from the bottom to the top of the pyramid, also offers an easy way to understand the common categories of meta-analysis by illustrating how to develop conceptual frameworks for the common categories of meta-analysis, and finally recommending the R packages to be used with the categories of meta-analysis. Ultimately, we hope that research novices will be able to use meta-analysis successfully in their research.

The COVID-19 pandemic has caused many mental health difficulties in university students. However, with the assistance of online counseling (OC), students can now conveniently access support for psychological problems. The study's aims were 1) to investigate counselees' attitudes towards OC at the Psychology Excellence Center (PEC) at Thailand's Mahasarakham University; 2) to compare their attitudes towards OC, categorized by gender, academic year, GPAs, faculty, previous face-to-face counseling (FFC), and OC frequency; and 3) to study the of counselees' experiences towards OC during the pandemic. An explanatory sequential mixed method was used with two groups of participants. The two groups comprised 131 (122 and 9) total counselees who received OC services from the university's PEC. The results showed that the counselees' attitudes towards OC were positive. Also, there was no statistically significant difference in the counselees' attitudes toward OC when categorizing them by gender, academic years, GPAs, faculty, previous FFC experiences, or the frequency of OC. In-depth interviews revealed that participants preferred counseling to FFC and OC. [ABSTRACT FROM AUTHOR]