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Hosseini M, Senabre Hidalgo E, Horbach SPJM, Güttinger S, Penders B. Messing with Merton: The intersection between open science practices and Mertonian values. Account Res 2024; 31:428-455. [PMID: 36303330 PMCID: PMC10163171 DOI: 10.1080/08989621.2022.2141625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
Although adherence to Mertonian values of science (i.e., communism, universalism, organized skepticism, disinterestedness) is desired and promoted in academia, such adherence can cause friction with the normative structures and practices of Open Science. Mertonian values and Open Science practices aim to improve the conduct and communication of research and are promoted by institutional actors. However, Mertonian values remain mostly idealistic and contextualized in local and disciplinary cultures and Open Science practices rely heavily on third-party resources and technology that are not equally accessible to all parties. Furthermore, although still popular, Mertonian values were developed in a different institutional and political context. In this article, we argue that new normative structures for science need to look beyond nostalgia and consider aspirations and outcomes of Open Science practices. To contribute to such a vision, we explore the intersection of several Open Science practices with Mertonian values to flesh out challenges involved in upholding these values. We demonstrate that this intersection becomes complicated when the interests of numerous groups collide and contrast. Acknowledging and exploring such tensions informs our understanding of researchers' behavior and supports efforts that seek to improve researchers' interactions with other normative structures such as research ethics and integrity frameworks.
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Affiliation(s)
- Mohammad Hosseini
- Feinberg School of Medicine, Northwestern University, Chicago, Illinois, USA
| | | | - Serge P J M Horbach
- Danish Centre for Studies in Research and Research Policy, Aarhus University, Aarhus C, Denmark
| | - Stephan Güttinger
- Department of Sociology, Philosophy and Anthropology, University of Exeter, Exeter, UK
| | - Bart Penders
- Department of Health, Ethics & Society, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, The Netherlands
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Pereira LM, Mallela JL, Carroll AJ, Washburn JJ, Robiner WN. Psychologists and Integrated Behavioral Health Simulation Training: A Survey of Medical Educators and Perspectives of Directors of Clinical Training. J Clin Psychol Med Settings 2024; 31:304-315. [PMID: 38615281 DOI: 10.1007/s10880-024-10015-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2024] [Indexed: 04/15/2024]
Abstract
It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation.
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Affiliation(s)
- Lila M Pereira
- Division of Hematology/Oncology/SCT, Department of Pediatrics, New York Medical College, 19 Skyline Dr, Rm1NH12, Valhalla, NY, 10595, USA.
| | - Jaya L Mallela
- Division of Hematology/Oncology/SCT, Department of Pediatrics, New York Medical College, 19 Skyline Dr, Rm1NH12, Valhalla, NY, 10595, USA
| | - Allison J Carroll
- Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Jason J Washburn
- Northwestern University Feinberg School of Medicine, Chicago, IL, USA
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Aker S, Mıdık Ö, Böke Ö. The Effect of Education on Homophobia and Attitudes Toward Gay Men and Lesbian Women among Medical Faculty Students: A Turkish Sample. TEACHING AND LEARNING IN MEDICINE 2024; 36:358-368. [PMID: 37267037 DOI: 10.1080/10401334.2023.2215751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 04/28/2023] [Indexed: 06/03/2023]
Abstract
Problem: Gay men (GMs) and lesbian women (LWs) can be exposed to misunderstanding, pressure, condemnation, obstructed access to public services, social isolation, and discrimination in many countries. They may also encounter various difficulties in accessing health services. Being GM and LW is generally unacceptable in Turkey, and both are perceived as abnormal. Medical students may require education on the subject of sexual orientation to improve their knowledge of and attitudes toward LGBT individuals, to help them remain neutral and avoid prejudice in providing health services for such individuals, and to ensure that such care is unbiased. Intervention: This one-group pretest-post-test design study was performed with third-year students at the Ondokuz Mayıs University Medical Faculty (Samsun-Turkey) on 01-31 September, 2021. Three hundred twenty-five students took part. We evaluated students' attitudes toward homophobia and being GM and LW following a two-week multidisciplinary education program. The program included such topics as "Marginalization," "Interaction between cultures," "Sexual orientation," "Faith-based marginalization," "Sub-cultures," "Health protection," "Gender," and "Marginalized groups." For objective acquisition, we organized small group work, experience-sharing sessions (such as different orientation groups, different ethnic groups, and different behavioral templates), presentations, and panel activities. Context: Some circles in Türkiye regard LGBT individuals as representing an attack on national and spiritual values, and they are used as part of the political discourse. Studies are being performed in some medial faculties in Türkiye concerning the inclusion of subjects related to LGBT individuals in the educational curriculum. However, these studies have not yet assumed the form of a curriculum design including content, method, and testing. It is important for subjects concerning LGBT individuals to be considered more extensively in medical education in Türkiye, and for awareness of the rights of these individuals in the community and of combating discrimination to be improved. Outcome: We observed a significant decrease in students' homophobia after education. Significant decreases were observed in agreement with statements to the effect that being a GM or LW is a disease, that it can be treated, that people can be identified as GMs and LWs based on their behavior, and that they pose a major threat to society. Lessons Learned: It is unclear whether education aimed at all marginalized groups will produce different results to those of programs aimed specifically at GMs and LWs, but we think that applying programs directed toward discrimination and prejudice together will yield more effective results.
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Affiliation(s)
- Servet Aker
- Department of Medical Education, Ondokuz Mayıs University, Samsun, Turkey
| | - Özlem Mıdık
- Department of Medical Education, Ondokuz Mayıs University, Samsun, Turkey
| | - Ömer Böke
- Department of Psychiatry, Ondokuz Mayıs University, Samsun, Turkey
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Veuger S, Cookson L, Creighton H, Gallaher S, Racey S, Ridley M, Robson I. Supporting the Biomedical Science UG Project Research Journey Through Staff-Student Partnerships. Br J Biomed Sci 2024; 81:12215. [PMID: 38868755 PMCID: PMC11167481 DOI: 10.3389/bjbs.2024.12215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Accepted: 05/09/2024] [Indexed: 06/14/2024]
Abstract
Introduction: Developing research skills enhances graduate attributes and student employability. The UG research project is coined the pedagogy of the 21st century but the diversity of supervisory styles is a source of student perceived inequality of experience. The goal of this study was to provide structure and support to undergraduate (UG) biomedical science research students and supervisors by co-creating research informed resources that are accessible, engaging and student centred. We asked 1) How do UG students experience research supervision? 2) What approaches do supervisors use to support UG project students? 3) How do students as partners benefit from being involved in pedagogical research? Materials and Methods: In Stage One, 3 UG student research partners co-developed questionnaires and followed these up with semi-structured interviews. Fifty two UG project students took part in an interactive poll and 14 supervisors answered a questionnaire. Seven students and 4 supervisors were interviewed. These were analysed by thematic analysis. In Stage Two, the questions were asked of UG project students (n = 79) via an interactive poll and the resource developed in Stage One was trialled with students (n = 68) and supervisors (n = 37). Results: The global theme identified was that students feel strongly that the student-supervisor relationship influences their experience, satisfaction and success. In all polls, >90% of students but <60% of supervisors agree that a good student/supervisor partnership has an effect on the success of the final project. A smaller percentage of students felt strongly that they were able to develop a successful partnership with their supervisor. We co-created a visual model and a list of discussion points of how the student-supervisor partnership can be developed, aimed at making supervision more effective whilst being non-prescriptive. Discussion: The resource can be easily adapted. Students believe it helped them to develop a staff-student partnership and supervisors commented that it helps to clarify roles and manage student expectations. This scalable project will support the practice of future UG biomedical science project research students and supervisors. Working with students as partners enabled the development of richer ideas whilst supporting their employability.
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Affiliation(s)
- S. Veuger
- Department of Applied Sciences, Northumbria University, Newcastle upon Tyne, United Kingdom
| | - L. Cookson
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne, United Kingdom
| | - H. Creighton
- Department of Applied Sciences, Northumbria University, Newcastle upon Tyne, United Kingdom
| | - S. Gallaher
- Department of Applied Sciences, Northumbria University, Newcastle upon Tyne, United Kingdom
| | - S. Racey
- Department of Applied Sciences, Northumbria University, Newcastle upon Tyne, United Kingdom
| | - M. Ridley
- Department of Applied Sciences, Northumbria University, Newcastle upon Tyne, United Kingdom
| | - I. Robson
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne, United Kingdom
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Miguel-Álvaro A, Estupiñá Puig FJ, Larroy C. Provision of Telepsychological Care Via Email during COVID-19 Confinement: An Exploratory Study. THE SPANISH JOURNAL OF PSYCHOLOGY 2024; 27:e14. [PMID: 38766779 DOI: 10.1017/sjp.2024.11] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2024]
Abstract
Within teletherapy, email interventions have been studied scarcely. For this reason, this exploratory study aims to characterize the assistance provided by email in a university telepsychology service and to compare the data with the assistance provided by telephone in the same service and period. For this purpose, the records of 81 users assisted via email during the COVID-19 pandemic lockdown in Spain were analyzed. The data were compared with those of the 338 users assisted by telephone in the same period. Despite its many limitations, results indicate high satisfaction with the email modality. Users express that they prefer a preference for using email when they do not feel safe in other ways. We found a lot of variation between the number of emails exchanged and the days that each case was active. Additionally, differences were found with telephone users in aspects such as age (email users being younger) and in a depression screening (email users scoring more positively). This study concludes on the high potential of this channel for the application of certain techniques (e.g., psychoeducation) or for people with certain characteristics.
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Houck AM, King AS, Taylor JB. The effect of experts on attitude change in public-facing political science: Scientific communication on term limits in the United States. PUBLIC UNDERSTANDING OF SCIENCE (BRISTOL, ENGLAND) 2024:9636625241246084. [PMID: 38659207 DOI: 10.1177/09636625241246084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/26/2024]
Abstract
How can scientists best inform the public and change attitudes? Does the message or the messenger matter more? We test the effect of scientific expert messengers and messages in a preregistered, nationally representative survey experiment in the United States. Consistent with our hypotheses, scientists can move public attitudes in areas where knowledge is based on a non-ideological misperception to a greater extent than the same science-based message from another source. Although we focus on political science as a field and Congressional term limits in the United States as a topic area, our findings have broader implications for science communication with policymaking relevance given the persistence of misperceptions among the public across all natural and social science research fields.
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Sapru S, Mitchell K, McFadden T. Combining Physician Expertise and Women's Lived Experience to Educate Health Professionals about Preventing Fetal Alcohol Spectrum Disorders. Matern Child Health J 2024; 28:229-239. [PMID: 37847449 DOI: 10.1007/s10995-023-03786-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2023] [Indexed: 10/18/2023]
Abstract
INTRODUCTION Physician Champions from the American College of Obstetricians and Gynecologists (ACOG) and trained women Speakers from FASD United, who have given birth to a child with a fetal alcohol spectrum disorder (FASD), co-present to healthcare providers (HCPs) in medical residency programs as part of an educational intervention. They present FASDs as a biological and social problem surrounded by stigma that prevent pregnant women from talking openly to their HCPs about their alcohol use or alcohol use disorder (AUD) and getting the medical help they need. METHODS Semi-structured interviews were conducted with 10 ACOG Champions and nine FASD United Speakers and a thematic analysis assessed how the co-presentations can enhance HCPs' understanding about FASDs and address stigma associated with alcohol use during pregnancy. RESULTS Interview findings indicated that both Champions and Speakers emphasized the need for HCPs to be nonjudgmental and create a safe space for open dialogue. They reported that residents were moved by mothers' personal stories, wanted to understand AUD better, and asked about the type of help HCPs can offer women. DISCUSSION Combining physicians' expertise with mothers' personal stories of lived experiences of FASDs directed at residents, who are more reflective and open at this phase of their careers, moved them from a fact-based to an empathy-based approach to learning that is critical to address the stigma surrounding women who may be using alcohol or struggling with an AUD during pregnancy. Collaboration between national organizations allowed this intervention to be widely implemented across the country.
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Affiliation(s)
| | | | - Tonya McFadden
- American College of Obstetricians and Gynecologists, Washington, DC, USA
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Skopp NA, Bradshaw D, Smolenski DJ, Wilson N, Williams T, Bellanti D, Hoyt T. A pilot study of trauma-sensitive yoga and Breathe2Relax among service members in an intensive outpatient program. MILITARY PSYCHOLOGY 2024:1-11. [PMID: 38166188 DOI: 10.1080/08995605.2023.2296333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Accepted: 11/13/2023] [Indexed: 01/04/2024]
Abstract
Emerging research indicates that yoga is a promising adjunct to psychological trauma treatment. The current pilot study examined the associations between psychophysiological stress, diaphragmatic breathing (DB), and a trauma-sensitive yoga (TSY) regimen developed specifically for trauma-exposed service members in alignment with recent calls for precision in reporting therapeutic yoga protocols. Participants were 31 service members enrolled in a trauma-focused intensive outpatient program (IOP). Service members participated in a brief diaphragmatic breathing (DB) session using the Breathe2Relax (B2R) app followed by the TSY session. Heart rate (HR) and perceived stress were measured at baseline and after both the DB practice and the TSY session. We assessed Yoga and DB expectancies at baseline and post TSY. Participants also rated the acceptability and usability of the B2R app. Results of linear mixed effects regression models showed decreases in HR and perceived stress, compared to baseline, following DB (HR, b = -8.68, CI 95% = -13.34, -4.02; perceived stress, b = -1.77, CI 95% = -2.35, -1.18) and TSY (HR, b = -12.44, CI 95% = -17.15, -7.73; perceived stress b = -3.69, CI 95% = -4.29, -3.08). Higher levels of expectancies, compared to lower levels, related to stronger decreases in HR and perceived stress, particularly after TSY. Overall, participants rated the B2R usability as high; virtually all participants reported that "most would learn to use the app quickly," and 76.6% reported that they would use it frequently.
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Affiliation(s)
- Nancy A Skopp
- Psychological Health Center of Excellence (PHCoE), Defense Health Agency (DHA)
| | - David Bradshaw
- University of Utah School of Medicine, Salt Lake City, Utah
| | - Derek J Smolenski
- Psychological Health Center of Excellence (PHCoE), Defense Health Agency (DHA)
| | - Naomi Wilson
- Psychological Health Center of Excellence (PHCoE), Defense Health Agency (DHA)
| | - Tammy Williams
- Madigan Army Medical Center (MAMC), Psychological Health Intensive Outpatient Program (PHIOP), JBLM, Tacoma, Washington
| | - Dawn Bellanti
- Psychological Health Center of Excellence (PHCoE), Defense Health Agency (DHA)
| | - Tim Hoyt
- United States Department of Defense Office of Force Resiliency, Arlington, Virginia
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Murakami K, Ito M, Nagata C, Tsutsumi M, Tanaka A, Stone TE, Conway J. Japanese nurse academics' pedagogical development using collaborative action research. NURSE EDUCATION TODAY 2024; 132:106001. [PMID: 37890192 DOI: 10.1016/j.nedt.2023.106001] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 10/05/2023] [Accepted: 10/19/2023] [Indexed: 10/29/2023]
Abstract
BACKGROUND To meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. OBJECTIVE This study explored the process and challenges faced by nurse academics working collaboratively to implement an online problem-based learning course. DESIGN Collaborative action research. SETTING This study was conducted with nurse academics at Yamaguchi University in Japan from May 2020 to April 2022. PARTICIPANTS Five Japanese nurse academics and two Australian academics participated in this study. METHODS Nurse academics met regularly online to discuss issues and plan, act, and reflect on their experiences using Norton's (2001) five-step process. The meetings were recorded, and structured and written reflections from each participant were collected throughout the process. Data collected from the meetings and structured reflections were analysed to identify key themes. RESULTS In Step 1, the key stakeholders were discussed and issues were identified. Step 2 included planning a short seminar for the convenience of student participants, Step 3 involved the conduct of an online nursing ethics course (four sessions) for the students, and Step 4 included the evaluation. One year after the academics had completed their teaching, a discussion of future directions was conducted (Step 5). Through the collaborative action research process, four themes were identified: (1) creating a shared understanding, (2) adopting new paradigms for teaching and research, (3) learning and experiences while practicing, and (4) looking back and moving forward. CONCLUSIONS Despite some challenges experienced, the action research approach enhanced the curriculum development process, provided collegial opportunities to explore and learn together, and led to increased changes in the educational practice of academics, even beyond the collaborative action research.
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Affiliation(s)
- Kyoko Murakami
- Graduate School of Medicine, Yamaguchi University, Japan.
| | - Misae Ito
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Chizuru Nagata
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Masae Tsutsumi
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Aiko Tanaka
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Teresa E Stone
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Jane Conway
- Graduate School of Medicine, Yamaguchi University, Japan
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Vankrunkelsven H, Yang Y, Brysbaert M, De Deyne S, Storms G. Semantic gender: Norms for 24,000 Dutch words and its role in word meaning. Behav Res Methods 2024; 56:113-125. [PMID: 36471212 DOI: 10.3758/s13428-022-02032-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/19/2022] [Indexed: 12/12/2022]
Abstract
Semantic gender norms are presented for 24,037 Dutch words. Eighty participants rated 6017 words each on a five-point Likert scale ranging from feminine to masculine. Each word was rated by ten male and ten female participants. The collected norms show high reliability and correlate well with similar norms in English. We show that semantic gender is distinct from other lexical dimensions such as valence, arousal, dominance, concreteness, and age of acquisition. Semantic gender is not the same as the grammatical gender of words, either. The collected norms can be predicted accurately using a semantic space based on word association data. A dimension explaining a good amount of variance is present in this space, indicating that semantic gender is an important component of the human meaning system.
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Affiliation(s)
- Hendrik Vankrunkelsven
- Faculty of Psychology and Educational Sciences, University of Leuven, Tiensestraat 102, 3000, Leuven, Belgium.
| | - Yang Yang
- Department of Psychology and Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium
| | - Marc Brysbaert
- Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Simon De Deyne
- School of Psychological Sciences, University of Melbourne, Melbourne, Australia
| | - Gert Storms
- Faculty of Psychology and Educational Sciences, University of Leuven, Tiensestraat 102, 3000, Leuven, Belgium
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Laming D. Autocorrelation in category judgement. Q J Exp Psychol (Hove) 2023; 76:2865-2883. [PMID: 36790111 PMCID: PMC10655700 DOI: 10.1177/17470218231159393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Revised: 01/23/2023] [Accepted: 01/24/2023] [Indexed: 02/16/2023]
Abstract
Jesteadt et al. discovered a remarkable pattern of autocorrelation in log estimates of loudness. Responses to repeated stimuli correlated to about +0.7, but that correlation was much reduced (0.1) following large differences between successive stimuli. The experiment reported here demonstrates the same pattern in absolute identification without feedback; if feedback is supplied, the pattern is much muted. A model is proposed for this pattern of autocorrelation, based on the premise: "There is no absolute judgment of sensory magnitudes; nor is there any absolute judgment of differences/ratios between sensory magnitudes." Each stimulus in an experiment is compared with its predecessor, greater, less than, or about the same. The variability of that comparison increases with the difference in magnitude between the stimuli, so the assessment of a stimulus far removed from its predecessor is very uncertain. The model provides explanations for the apparent normal variability of sensory stimuli, for the "bow" effect and for the widely reported pattern of sequential effects. It has applications to the effects of stimulus range, to the difficulty of identifying more than five stimuli on a single continuum without error, and to inspection tasks in general, notably medical screening and the marking of examination scripts.
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Affiliation(s)
- Donald Laming
- Department of Psychology, University of Cambridge, Cambridge, UK
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12
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Pownall M, Talbot CV, Kilby L, Branney P. Opportunities, challenges and tensions: Open science through a lens of qualitative social psychology. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2023; 62:1581-1589. [PMID: 36718588 DOI: 10.1111/bjso.12628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
In recent years, there has been a focus in social psychology on efforts to improve the robustness, rigour, transparency and openness of psychological research. This has led to a plethora of new tools, practices and initiatives that each aim to combat questionable research practices and improve the credibility of social psychological scholarship. However, the majority of these efforts derive from quantitative, deductive, hypothesis-testing methodologies, and there has been a notable lack of in-depth exploration about what the tools, practices and values may mean for research that uses qualitative methodologies. Here, we introduce a Special Section of BJSP: Open Science, Qualitative Methods and Social Psychology: Possibilities and Tensions. The authors critically discuss a range of issues, including authorship, data sharing and broader research practices. Taken together, these papers urge the discipline to carefully consider the ontological, epistemological and methodological underpinnings of efforts to improve psychological science, and advocate for a critical appreciation of how mainstream open science discourse may (or may not) be compatible with the goals of qualitative research.
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Affiliation(s)
| | | | - Laura Kilby
- Department of Psychology, Sociology and Politics, Sheffield Hallam University, Sheffield, UK
| | - Peter Branney
- Department of Psychology, Faculty of Management, Law & Social Sciences, School of Social Sciences, University of Bradford, Bradford, UK
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Timmons AC, Duong JB, Fiallo NS, Lee T, Vo HPQ, Ahle MW, Comer JS, Brewer LC, Frazier SL, Chaspari T. A Call to Action on Assessing and Mitigating Bias in Artificial Intelligence Applications for Mental Health. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2023; 18:1062-1096. [PMID: 36490369 PMCID: PMC10250563 DOI: 10.1177/17456916221134490] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Advances in computer science and data-analytic methods are driving a new era in mental health research and application. Artificial intelligence (AI) technologies hold the potential to enhance the assessment, diagnosis, and treatment of people experiencing mental health problems and to increase the reach and impact of mental health care. However, AI applications will not mitigate mental health disparities if they are built from historical data that reflect underlying social biases and inequities. AI models biased against sensitive classes could reinforce and even perpetuate existing inequities if these models create legacies that differentially impact who is diagnosed and treated, and how effectively. The current article reviews the health-equity implications of applying AI to mental health problems, outlines state-of-the-art methods for assessing and mitigating algorithmic bias, and presents a call to action to guide the development of fair-aware AI in psychological science.
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Affiliation(s)
- Adela C. Timmons
- University of Texas at Austin Institute for Mental Health Research
- Colliga Apps Corporation
| | | | | | | | | | | | | | - LaPrincess C. Brewer
- Department of Cardiovascular Medicine, May Clinic College of Medicine, Rochester, Minnesota, United States
- Center for Health Equity and Community Engagement Research, Mayo Clinic, Rochester, Minnesota, United States
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Torres MLGM, Sampaio ALL, Caracas HCPM. Changes in the communicative skills of young people as a result of a communication training. Codas 2023; 35:e20220041. [PMID: 37672409 PMCID: PMC10546987 DOI: 10.1590/2317-1782/20232022041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 08/28/2022] [Indexed: 09/08/2023] Open
Abstract
PURPOSE To analyze the effect of communication training developed for adolescents on the youth's communication skills. METHODS Forty-one young people participated in the study and were divided into two groups. Group I received intervention - communication training for five weeks; Group II - were guided on the importance of voice for communication. Participants had their communication skills assessed before/after interventions through a self-administered questionnaire, answered by the participant and parents. Both groups had oral presentations recorded on video, which were analyzed by speech therapists through the evaluation of the communication profile, listing the aspects that should be observed as a point of strength/opportunity for improvement. Association between qualitative variables was assessed using Fischer's exact test, Pearson's chi-square test, McNemar's test, and McNemar-Bowker's test. To compare groups, paired t-test and t-test for independent samples, p level <0.05, were used. RESULTS The analysis of questionnaires showed improvement in GI in two of the four skills assessed and no difference for GII. The video evaluations showed a significant difference between the groups in terms of eye contact and speech velocity. CONCLUSION This study points out that the communication training method applied to young people might improve communicative skills, providing some insights into their communication strengths and potential areas for development.
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Affiliation(s)
| | - André Luiz Lopes Sampaio
- Laboratório de Ensino e Pesquisa em Otorrinolaringologia, Universidade de Brasília - Brasília (DF), Brasil.
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Breland H, Clark CM, Shaked S, Paquette-Smith M. The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants. CBE LIFE SCIENCES EDUCATION 2023; 22:ar30. [PMID: 37279088 PMCID: PMC10424222 DOI: 10.1187/cbe.22-08-0156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 04/28/2023] [Accepted: 05/08/2023] [Indexed: 06/08/2023]
Abstract
Learning assistant (LA) programs train undergraduate students to foster peer discussion and facilitate active-learning activities in undergraduate science, technology, engineering, and mathematics (STEM) classes. Students who take courses that are supported by LAs demonstrate better conceptual understanding, lower failure rates, and higher satisfaction with the course. There is less work, however, on the impact that participating in LA programs has on the LAs themselves. The current study implements a pretest-posttest design to assess changes in LAs' metacognition and motivation to succeed in STEM across their first and second quarters as an LA. Our findings suggest that participating in this program may help LAs become more reflective learners, as was demonstrated by an increase in their scores on the Metacognitive Awareness Inventory (MAI) after the first quarter. LAs also showed increases on the Intrinsic Motivation and Self-Efficacy subscales of the Science Motivation Questionnaire. Students who participated in the program for an additional quarter continued to show increases in their MAI scores and maintained the gains that were observed in their motivation. Taken together, this work suggests that, in addition to benefiting the learner, LA programs may have positive impacts on the LAs themselves.
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Affiliation(s)
| | | | - Shanna Shaked
- Center for Education Innovation and Learning in the Sciences, University of California, Los Angeles, Los Angeles, CA, 90095
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16
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Voorhees B. What Are Group Level Traits and How Do They Evolve? Integr Psychol Behav Sci 2023; 57:913-936. [PMID: 35474418 DOI: 10.1007/s12124-022-09689-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/05/2022] [Indexed: 11/05/2022]
Abstract
Cultural traits are seldom atomic, are distributed over multiple social domains, and undergo differential selection. This makes it important to study the nature and evolution of these traits from a global viewpoint. This paper considers group level cultural traits-what sort of traits are there, how do they evolve, and what is the relationship between cultural traits and their representation in individual worldviews. While not providing a concise theory, important aspects of cultural traits are elaborated and directions of further research indicated. Group level traits arising from individual biological traits are distinguished from those that are intrinsic to a group. The latter are formative of individual worldviews and are emotionally salient for group members. Children are saturated with culture from birth, it provides the scaffolding for their developing worldviews. Affective links between cultural ideas, social behavior, and material elements of culture develop so that the affordances in perceived situations carry biases influencing behavior toward culturally acceptable responses. Intrinsic traits are not, however, acted on directly by group level selection; rather, this selection acts on the behavior of group members and only indirectly on intrinsic cultural ideas through social exchange processes between group members.
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Affiliation(s)
- Burton Voorhees
- Center for Science, Athabasca University, 1 University Dr., T9S 3A3, Athabasca, AB, Canada.
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17
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Honsky J, Edguer MN, Click ER, Rusnak S, Burgess Van Aken B, Salerno MA, Berg KA. Mindfulness matters in the classroom: A pilot study of a university-wide classroom-based brief mindfulness program. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-10. [PMID: 37490524 DOI: 10.1080/07448481.2023.2237596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 05/22/2023] [Accepted: 07/09/2023] [Indexed: 07/27/2023]
Abstract
Objective: The aims of this pilot study were: first, to assess the impact of a brief classroom-based mindfulness program on students' reported levels of mindfulness, well-being, and stress; and, second, to understand students' experiences of participating in the program.Participants: Students at a private midwestern research-intensive university, 133 (16%) students completed either the study's pretest or post-test survey.Methods: The study had an observational design using pre- and post-test survey responses from students taking courses from faculty who were trained to facilitate brief classroom-based mindfulness activities.Results: Students who participated in the semester-long program reported reduced levels of stress and increased mindfulness. Qualitative data indicate that students found the program to be beneficial.Conclusions: Brief classroom-based mindfulness activities led by faculty may have benefits for students in higher education settings. More research is recommended to better understand the impact of mindfulness in the classroom on students and faculty.
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Affiliation(s)
- Jesse Honsky
- Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio, USA
| | - Marjorie N Edguer
- Jack, Joseph, and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, Cleveland, Ohio, USA
| | - Elizabeth R Click
- Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio, USA
| | | | | | - Matthew A Salerno
- School of Law, Case Western Reserve University, Cleveland, Ohio, USA
| | - Kristen A Berg
- Center for Health Care Research and Policy, Population Health Research Institute, MetroHealth Medical Center, Cleveland, Ohio, USA
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18
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Kleine AK, Kokje E, Lermer E, Gaube S. Attitudes Toward the Adoption of 2 Artificial Intelligence-Enabled Mental Health Tools Among Prospective Psychotherapists: Cross-sectional Study. JMIR Hum Factors 2023; 10:e46859. [PMID: 37436801 PMCID: PMC10372564 DOI: 10.2196/46859] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 05/08/2023] [Accepted: 05/14/2023] [Indexed: 07/13/2023] Open
Abstract
BACKGROUND Despite growing efforts to develop user-friendly artificial intelligence (AI) applications for clinical care, their adoption remains limited because of the barriers at individual, organizational, and system levels. There is limited research on the intention to use AI systems in mental health care. OBJECTIVE This study aimed to address this gap by examining the predictors of psychology students' and early practitioners' intention to use 2 specific AI-enabled mental health tools based on the Unified Theory of Acceptance and Use of Technology. METHODS This cross-sectional study included 206 psychology students and psychotherapists in training to examine the predictors of their intention to use 2 AI-enabled mental health care tools. The first tool provides feedback to the psychotherapist on their adherence to motivational interviewing techniques. The second tool uses patient voice samples to derive mood scores that the therapists may use for treatment decisions. Participants were presented with graphic depictions of the tools' functioning mechanisms before measuring the variables of the extended Unified Theory of Acceptance and Use of Technology. In total, 2 structural equation models (1 for each tool) were specified, which included direct and mediated paths for predicting tool use intentions. RESULTS Perceived usefulness and social influence had a positive effect on the intention to use the feedback tool (P<.001) and the treatment recommendation tool (perceived usefulness, P=.01 and social influence, P<.001). However, trust was unrelated to use intentions for both the tools. Moreover, perceived ease of use was unrelated (feedback tool) and even negatively related (treatment recommendation tool) to use intentions when considering all predictors (P=.004). In addition, a positive relationship between cognitive technology readiness (P=.02) and the intention to use the feedback tool and a negative relationship between AI anxiety and the intention to use the feedback tool (P=.001) and the treatment recommendation tool (P<.001) were observed. CONCLUSIONS The results shed light on the general and tool-dependent drivers of AI technology adoption in mental health care. Future research may explore the technological and user group characteristics that influence the adoption of AI-enabled tools in mental health care.
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Affiliation(s)
- Anne-Kathrin Kleine
- Department of Psychology, Ludwig Maximilian University of Munich, Munich, Germany
| | - Eesha Kokje
- Department of Psychology, Ludwig Maximilian University of Munich, Munich, Germany
| | - Eva Lermer
- Department of Psychology, Ludwig Maximilian University of Munich, Munich, Germany
- Technical University of Applied Sciences Augsburg, Augsburg, Germany
| | - Susanne Gaube
- Department of Psychology, Ludwig Maximilian University of Munich, Munich, Germany
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19
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Bachler R, Segovia-Lagos P, Porras C. The role of emotions in educational processes: the conceptions of teacher educators. Front Psychol 2023; 14:1145294. [PMID: 37425153 PMCID: PMC10325622 DOI: 10.3389/fpsyg.2023.1145294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Accepted: 05/16/2023] [Indexed: 07/11/2023] Open
Abstract
The research shows that a very important part of initial teacher education is to reformulate the beliefs that student teachers bring with them from their school experience. These beliefs, which are intuitive in nature, deal with different educational topics and one area that is currently of great importance, due to the emotional turn that the educational system is experiencing, are the beliefs that student teachers hold about the role of emotions in educational processes. In a world full of views that portray emotions as discrete states that are separate from cognitive processes, it is a priority for initial teacher development to train future teachers to hold conceptions that consider the deep emotional-cognitive integration that exists in the human brain. At the same time, this process requires teacher educators (hereafter referred to as TEs) who hold conceptions on this topic that are aligned with the most current scientific knowledge on the subject. However, we do not know how the conceptions that TEs maintain on this topic are, since, until now, research on conceptions has focused on other types of educational topics. Considering the foregoing, this study aimed to evaluate the conceptions that TEs have on this topic, using a questionnaire of dilemmas that was applied to 68 TEs from different universities. The results obtained show that the TEs maintain perspectives on the role of emotions in the teaching and learning processes that oscillate between dualism and emotional-cognitive integration. In addition, it was found that TEs' perspectives tend to be more integrative when considering attitudinal learning than when considering verbal learning. Finally, the study shows that maintaining integrative perspectives is more difficult when educational situations involve emotions of positive valence that may constitute an obstacle for teaching and learning. The results are discussed, and a series of reflections are elaborated in order to analyze to what extent the beliefs held by TEs are adequate as a cognitive basis for reformulating the conceptions held by student teachers on this issue.
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Affiliation(s)
- Rodolfo Bachler
- Escuela de Psicología, Facultad de Ciencias Sociales y Artes, Universidad Mayor, Santiago de Chile, Chile
| | - Pablo Segovia-Lagos
- Escuela de Psicología, Facultad de Ciencias Sociales y Artes, Universidad Mayor, Santiago de Chile, Chile
| | - Camila Porras
- Colegio San Sebastián de Los Andes, Los Andes, Chile
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20
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Garcia L, Ferguson SE, Facio L, Schary D, Guenther CH. Assessment of well-being using Fitbit technology in college students, faculty and staff completing breathing meditation during COVID-19: A pilot study. MENTAL HEALTH & PREVENTION 2023; 30:200280. [PMID: 37200555 PMCID: PMC10159665 DOI: 10.1016/j.mhp.2023.200280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 04/30/2023] [Accepted: 05/03/2023] [Indexed: 05/20/2023]
Abstract
This pilot study aimed to explore the intersection of mindfulness, physical activity, and mental well-being within higher education populations during the COVID-19 pandemic. College students, faculty, and staff (n = 34) from a public university participated in the study during spring, summer, and fall 2021. All participants wore a Fitbit for two weeks and were assigned to a treatment group (n = 17), who completed a daily five-minute breathing meditation during the second week, and a control group (n = 17), who did not complete breathing meditation. Amount of sleep and physical activity were measured with the Fitbit. Surveys assessed feasibility and acceptability of the intervention, along with perceived anxiety, depression, well-being, worry, and mindfulness at baseline and after the two-week study. Results demonstrated that the intervention was feasible, and that daily breathing meditation may help reduce anxiety and may lead to greater physical activity and rapid eye movement (REM) sleep. This pilot study lays the foundation for further research into mindfulness, physical activity, and mental health, which may have important implications for promoting mental well-being in college populations following the COVID-19 pandemic.
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Affiliation(s)
- Lily Garcia
- Department of Biology, Winthrop University, Rock Hill, SC, USA
| | - Shea E Ferguson
- Department of Educational Studies, University of South Carolina, Columbia, South Carolina, USA
| | - Leslie Facio
- Department of Biology, Winthrop University, Rock Hill, SC, USA
| | - David Schary
- Department of Physical Education, Sport and Human Performance, Winthrop University, Rock Hill, South Carolina, USA
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21
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de Bruin ABH, Biwer F, Hui L, Onan E, David L, Wiradhany W. Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09766-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
Abstract
Abstract
Desirable difficulties are learning conditions that are often experienced as effortful, but have a positive effect on learning results and transfer of knowledge and skills (Bjork & Bjork, 2011; Bjork, 1994). Learners often do not appreciate the beneficial effects of desirable difficulties, and the negative experiences of high effort and perceived low learning make them resistant to engage in desirable difficulties (Biwer et al., 2020a). This ultimately limits learning outcomes and academic achievement. With the increasing emphasis on self-regulation in education, characterized by higher learner agency and abundant choices in what, when, and how to study, the field of educational psychology is in need of theoretical and empirically testable assumptions that improve self-regulation in desirably difficult learning conditions with the aim to foster self-regulation abilities, learning outcomes, and academic achievement. Here, we present a framework that describes how to support self-regulation of effort when engaging in desirable difficulties: the “Start and Stick to Desirable Difficulties (S2D2)” framework. The framework builds on the Effort Monitoring and Regulation model (de Bruin et al., 2020). The aim of this framework is (1) to describe evidence for the central role of perceived effort and perceived learning in (dis)engagement in desirable difficulties, and (2) to review evidence on, and provide an agenda for research to improve learners’ self-regulated use of desirable difficulties to help them start and persist when learning feels tough, but is actually effective.
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22
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Dwyer CP. An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings. J Intell 2023; 11:105. [PMID: 37367507 DOI: 10.3390/jintelligence11060105] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 05/19/2023] [Accepted: 05/24/2023] [Indexed: 06/28/2023] Open
Abstract
Though a wide array of definitions and conceptualisations of critical thinking have been offered in the past, further elaboration on some concepts is required, particularly with respect to various factors that may impede an individual's application of critical thinking, such as in the case of reflective judgment. These barriers include varying levels of epistemological engagement or understanding, issues pertaining to heuristic-based thinking and intuitive judgment, as well as emotional and biased thinking. The aim of this review is to discuss such barriers and evaluate their impact on critical thinking in light of perspectives from research in an effort to reinforce the 'completeness' of extant critical thinking frameworks and to enhance the potential benefits of implementation in real-world settings. Recommendations and implications for overcoming such barriers are also discussed and evaluated.
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Affiliation(s)
- Christopher P Dwyer
- Technology Education Research Group (TERG), Department of Teacher Education, Athlone Campus, Technological University of the Shannon: Midlands Midwest, N37 HD68 Westmeath, Ireland
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23
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van Leeuwen A, Strauß S, Rummel N. Participatory design of teacher dashboards: navigating the tension between teacher input and theories on teacher professional vision. Front Artif Intell 2023; 6:1039739. [PMID: 37304525 PMCID: PMC10248228 DOI: 10.3389/frai.2023.1039739] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Accepted: 05/10/2023] [Indexed: 06/13/2023] Open
Abstract
In the field of AI in education, there is a movement toward human-centered design in which the primary stakeholders are collaborators in establishing the design and functionality of the AI system (participatory design). Several authors have noted that there is a potential tension in participatory design between involving stakeholders and, thus, increasing uptake of the system on the one hand, and the use of educational theory on the other hand. The goal of the present perspective article is to unpack this tension in more detail, focusing on the example of teacher dashboards. Our contribution to theory is to show that insights from the research field of teacher professional vision can help explain why stakeholder involvement may lead to tension. In particular, we discuss that the sources of information that teachers use in their professional vision, and which data sources could be included on dashboards, might differ with respect to whether they actually relate to student learning or not. Using this difference as a starting point for participatory design could help navigate the aforementioned tension. Subsequently, we describe several implications for practice and research that could help move the field of human centered design further.
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Affiliation(s)
| | - Sebastian Strauß
- Institute for Educational Research, Ruhr University Bochum, Bochum, Germany
| | - Nikol Rummel
- Institute for Educational Research, Ruhr University Bochum, Bochum, Germany
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24
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Bellhäuser H, Dignath C, Theobald M. Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment. Front Psychol 2023; 14:1125873. [PMID: 37275690 PMCID: PMC10233063 DOI: 10.3389/fpsyg.2023.1125873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 04/17/2023] [Indexed: 06/07/2023] Open
Abstract
The goal of the present study was to investigate the effects of automatically generated, adaptive feedback on daily self-regulated learning (SRL) in an experimental field study. University students reported their application of SRL strategies in the morning and in the evening over the course of 36 days using electronic learning diaries. Students were randomly assigned to the experimental group with feedback (LDF, n = 98) or the control group without feedback (LD, n = 96). Based on their self-reports, students in group LDF received daily written feedback regarding their satisfaction with the study day, adherence to time schedule, procrastination, and effort. This feedback either reinforced students in their study approach (confirmative feedback), encompassed information on learning outcomes or processes (informative feedback), or included feed forward on how to improve learning processes (transformative feedback). Multilevel analysis of daily process data revealed better average goal setting, planning and adherence to time schedule, as well as higher self-efficacy, and satisfaction with the study day in group LDF compared to group LD. Motivation, procrastination and effort were not affected by feedback. In contrast to the process measures, pre-post comparisons of students' self-reported general use of SRL strategies (trait measures) did not reveal any effects of feedback on SRL. Further explorative analyses investigated the effects of confirmative, informative, and transformative feedback on next day's learning behavior, showing that confirmative and transformative feedback had stronger effects on students' satisfaction and procrastination than informative feedback. Transformative feedback, which included specific strategies for moving forward, was effective in improving time management. Results provide theoretical insight into the interplay of feedback and SRL and offer practical implications regarding the design of feedback in a learning context.
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Affiliation(s)
- Henrik Bellhäuser
- Department of Psychology, Faculty 02: Social Sciences, Media, and Sports, Johannes Gutenberg-University Mainz, Mainz, Germany
| | - Charlotte Dignath
- Center for Research on Education and School Development, TU Dortmund University, Dortmund, Germany
| | - Maria Theobald
- Individualised Interventions, Education and Human Development, DIPF Leibniz Institute for Research and Information in Education, Frankfurt, Germany
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25
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Fagioli S, Pallini S, Mastandrea S, Barcaccia B. Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students. Mindfulness (N Y) 2023; 14:1234-1245. [PMID: 37304659 PMCID: PMC10152029 DOI: 10.1007/s12671-023-02128-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/05/2023] [Indexed: 06/13/2023]
Abstract
Objectives The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student-teacher and student-student interaction, and consequently impairing students' sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students' participation in online and blended courses. Method Four-hundred and eighty-six participants (Mage 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days. Results Participants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students' adherence to the assigned practice could partially explain the effectiveness of the intervention. Conclusions This study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy. Preregistration This study is not preregistered.
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Affiliation(s)
- Sabrina Fagioli
- Department of Education, Roma Tre University, Via Di Castro Pretorio N.20, 00185 Rome, Italy
| | - Susanna Pallini
- Department of Education, Roma Tre University, Via Di Castro Pretorio N.20, 00185 Rome, Italy
| | - Stefano Mastandrea
- Department of Education, Roma Tre University, Via Di Castro Pretorio N.20, 00185 Rome, Italy
| | - Barbara Barcaccia
- Department of Psychology, Sapienza University of Rome, Via Dei Marsi N.78, 00185 Rome, Italy
- Associazione Di Psicologia Cognitiva APC and Scuola Di Psicoterapia Cognitiva Srl SPC, Viale Castro Pretorio N. 116, 00185 Rome, Italy
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26
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Pownall M, Azevedo F, König LM, Slack HR, Evans TR, Flack Z, Grinschgl S, Elsherif MM, Gilligan-Lee KA, de Oliveira CMF, Gjoneska B, Kalandadze T, Button K, Ashcroft-Jones S, Terry J, Albayrak-Aydemir N, Děchtěrenko F, Alzahawi S, Baker BJ, Pittelkow MM, Riedl L, Schmidt K, Pennington CR, Shaw JJ, Lüke T, Makel MC, Hartmann H, Zaneva M, Walker D, Verheyen S, Cox D, Mattschey J, Gallagher-Mitchell T, Branney P, Weisberg Y, Izydorczak K, Al-Hoorie AH, Creaven AM, Stewart SLK, Krautter K, Matvienko-Sikar K, Westwood SJ, Arriaga P, Liu M, Baum MA, Wingen T, Ross RM, O'Mahony A, Bochynska A, Jamieson M, Tromp MV, Yeung SK, Vasilev MR, Gourdon-Kanhukamwe A, Micheli L, Konkol M, Moreau D, Bartlett JE, Clark K, Brekelmans G, Gkinopoulos T, Tyler SL, Röer JP, Ilchovska ZG, Madan CR, Robertson O, Iley BJ, Guay S, Sladekova M, Sadhwani S. Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes. ROYAL SOCIETY OPEN SCIENCE 2023; 10:221255. [PMID: 37206965 PMCID: PMC10189598 DOI: 10.1098/rsos.221255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Accepted: 04/26/2023] [Indexed: 05/21/2023]
Abstract
In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.
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Affiliation(s)
| | - Flávio Azevedo
- Department of Psychology, University of Cambridge, CB2 3EB, UK
| | - Laura M. König
- Faculty of Life Sciences: Food, Nutrition and Health, University of Bayreuth, 95447 Bayreuth, Germany
| | - Hannah R. Slack
- School of Psychology, University of Nottingham, Nottingham NG7 2RD, UK
| | - Thomas Rhys Evans
- School of Human Sciences, University of Greenwich, London SE10 9LS, UK
- Centre for Workforce Development, Institute for Lifecourse Development, University of Greenwich, London SE10 9LS, UK
| | - Zoe Flack
- School of Humanities and Social Science, University of Brighton, BN2 0JY, UK
| | | | | | | | | | - Biljana Gjoneska
- Macedonian Academy of Sciences and Arts, North Macedonia, XCWR+GJM, 1000
| | - Tamara Kalandadze
- Faculty of Teacher Education and Languages, Department of Education, ICT and Learning, Ostfold University College, 1757 Halden, Norway
| | | | - Sarah Ashcroft-Jones
- Department of Experimental Psychology, University of Oxford, Oxford OX1 4BH18, UK
| | - Jenny Terry
- School of Psychology, University of Sussex, Brighton BN1 9RH, UK
| | - Nihan Albayrak-Aydemir
- School of Psychology and Counselling, the Open University, Milton Keynes MK7 6AA, UK
- Department of Psychological and Behavioural Science, London School of Economics and Political Science, UK
| | - Filip Děchtěrenko
- Department of Mathematics, College of Polytechnics Jihlava, 1556/16, 586 01, Czech Republic
| | | | - Bradley J. Baker
- Department of Sport and Recreation Management, Temple University, PA 19122, USA
| | - Merle-Marie Pittelkow
- Department of Psychology, University of Groningen, 9712 CP, Groningen, the Netherlands
| | - Lydia Riedl
- Department of Psychiatry and Psychotherapy, Philipps-University Marburg, D-35039 Marburg, Germany
| | | | | | - John J. Shaw
- Division of Psychology, De Montfort University, Leicester LE1 9BH, UK
| | - Timo Lüke
- Institute for Educational Research and Teacher Education, University of Graz, Graz, 8010 Graz, Austria
| | | | - Helena Hartmann
- Department for Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna 1010, Austria
| | - Mirela Zaneva
- Department of Experimental Psychology, University of Oxford, Oxford OX1 4BH18, UK
| | - Daniel Walker
- Department of Psychology, Faculty of Management, Law and Social Sciences, University of Bradford, Bradford BD7 1DP, UK
| | - Steven Verheyen
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam 3000, The Netherlands
| | - Daniel Cox
- Division of Neuroscience and Experimental Psychology, University of Manchester, Manchester M13 9PL, UK
| | - Jennifer Mattschey
- School of Psychology and Counselling, the Open University, Milton Keynes MK7 6AA, UK
| | | | - Peter Branney
- Department of Psychology, Faculty of Management, Law and Social Sciences, University of Bradford, Bradford BD7 1DP, UK
| | - Yanna Weisberg
- Department of Psychology, Linfield University, Linfield, 503-883-2200, USA
| | - Kamil Izydorczak
- Faculty of Psychology in Wrocław, SWPS University of Social Sciences and Humanities, Wrocław 03-81536, Al Jubail 35819, Poland
| | - Ali H. Al-Hoorie
- Jubail English Language and Preparatory Year Institute, Royal Commission for Jubail and Yanbu, Saudi Arabia
| | | | | | - Kai Krautter
- Department of Psychology, Saarland University, 66123 Saarbrücken, Germany
| | | | - Samuel J. Westwood
- Department of Psychology, School of Social Science, University of Westminster, London W1B 2HW, UK
| | - Patrícia Arriaga
- Iscte-Universty Institute of Lisbon, CIS-IUL, 1649-026 Lisboa, Portugal
| | - Meng Liu
- Faculty of Education, University of Cambridge, Cambridge CB2 1TN, UK
| | - Myriam A. Baum
- Department of Psychology, Saarland University, 66123 Saarbrücken, Germany
| | - Tobias Wingen
- Institute of General Practice and Family Medicine, University Hospital Bonn, University of Bonn, 53127 Bonn, Germany
| | - Robert M. Ross
- Department of Philosophy, Macquarie University, NSW 2109, Australia
| | - Aoife O'Mahony
- School of Psychology, Cardiff University, Cardiff CF10 3AT, UK
| | | | - Michelle Jamieson
- School of Social and Political Sciences, University of Glasgow, Glasgow G12 8QQ, UK
| | - Myrthe Vel Tromp
- Department of Psychology, Leiden University, 2311 EZ Leiden, The Netherlands
| | - Siu Kit Yeung
- Department of Psychology, the Chinese University of Hong Kong, Hong Kong, SAR 100871, People's Republic of China
| | - Martin R. Vasilev
- Department of Psychology, Bournemouth University, Poole BH12 5BB, UK
| | | | - Leticia Micheli
- Department of Psychology III, University of Würzburg, 97070 Würzburg, Germany
| | - Markus Konkol
- Faculty for Geo-Information Science and Earth Observation, University of Twente, 7522 NB, The Netherlands
| | - David Moreau
- School of Psychology, University of Auckland, Auckland 1142, New Zealand
| | - James E. Bartlett
- School of Psychology and Neuroscience, University of Glasgow, Glasgow G12 8QQ, UK
| | - Kait Clark
- Department of Social Sciences, University of the West of England, Bristol BS16 1QY, UK
| | - Gwen Brekelmans
- Department of Biological and Experimental Psychology, Queen Mary University of London, E1 4NS, UK
| | | | - Samantha L. Tyler
- Department of Neuroscience, Psychology and Behaviour, University of Leicester, UK
| | | | | | | | - Olly Robertson
- Departments of Psychiatry and Experimental Psychology, University of Oxford, UK
- School of Psychology, Keele University, Newcastle ST5 5BG, UK
| | - Bethan J. Iley
- School of Psychology, Queen's University Belfast, Belfast BT7 1NN, UK
| | - Samuel Guay
- Department of Psychology, University of Montreal, Canada
| | - Martina Sladekova
- School of Humanities and Social Science, University of Brighton, BN2 0JY, UK
- School of Psychology, University of Sussex, Brighton BN1 9RH, UK
| | - Shanu Sadhwani
- School of Humanities and Social Science, University of Brighton, BN2 0JY, UK
| | - FORRT
- Framework for Open and Reproducible Research Training
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Isheqlou LK, Soltanlou M, Zarean M, Saeedi MT, Heysieattalab S. Feedback-related negativity in perfectionists: An index of performance outcome evaluation. Behav Brain Res 2023; 444:114358. [PMID: 36822512 DOI: 10.1016/j.bbr.2023.114358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 02/11/2023] [Accepted: 02/20/2023] [Indexed: 02/25/2023]
Abstract
It has been suggested that maladaptive perfectionists are more prone to concern over their performance outcomes than adaptive perfectionists. Performance outcome evaluation is reflected in the amplitude of feedback-related negativity (FRN) in brain electroencephalography (EEG). Hence, the amplitude of the FRN after receiving unfavorable feedback indicating a negative performance outcome may reflect personality characteristics. In other words, EEG could be a better marker of personality characteristics than self-report measures. However, the FRN component has not yet been investigated between different types of perfectionists. In the present study, group differences in the FRN were examined between two groups of adaptive and maladaptive perfectionists and a group of non-perfectionists during a monetary gambling task. We observed a larger FRN amplitude for adaptive perfectionists than for maladaptive perfectionists. This finding is consistent with previous reports that reward prediction error is reflected in the amplitude of the FRN. This difference in FRN could be interpreted as the pessimistic outcome expectation biases in maladaptive perfectionists.
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Affiliation(s)
- Leyla Karami Isheqlou
- Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
| | - Mojtaba Soltanlou
- School of Psychology, University of Surrey, Guildford, UK; Faculty of Education, University of Johannesburg, Johannesburg, South Africa
| | - Mostafa Zarean
- Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
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Davey AK. Internationalisation of the curriculum in health programs. BMC MEDICAL EDUCATION 2023; 23:285. [PMID: 37101183 PMCID: PMC10132790 DOI: 10.1186/s12909-023-04271-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 04/17/2023] [Indexed: 06/19/2023]
Abstract
Internationalisation is a broad term that has been used to encompass a range of activities including international student recruitment, student mobility and exchange, international teaching and research collaborations, institutional partnerships, and embedding international and/or intercultural perspectives within curricula.There are numerous drivers for institutions to develop an internationalisation strategy including building global reputation and influence, having a positive influence on communities, income generation, and helping their students gain a global perspective or develop intercultural competencies. Health students benefit from internationalisation activities as they will enter a workforce that increasingly engages with global diseases and works within multicultural societies.However, there are risks associated with internationalisation that stem from disjointed institutional decision making, power imbalances, and neo-colonial attitudes. There are also multiple barriers to effectively engaging in internationalisation including individual student circumstances, staff and institutional preparedness, and geopolitical factors.Within this broader context, internationalisation of the curriculum (IoC) is aimed at incorporating international, intercultural, and global dimensions into the curriculum, including consideration of content, teaching methods, learning outcomes, and how these are supported at a program and institutional level. This is a major undertaking requiring alignment of philosophy between teaching academics, senior university leadership, and the relevant professional body. Examples of IoC within health programs, and the significant challenges involved, are critically discussed in this paper, and strategies to overcome these challenges highlighted.Whilst recognising the challenges, this paper concludes that undertaking purposeful IoC is a critical step towards ensuring that the future health workforce is adequately prepared for the 21st Century environment.
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Affiliation(s)
- Andrew Keith Davey
- Griffith Health, Griffith University, G40_8.43, Gold Coast Campus, Southport, QLD, 4222, Australia.
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Velarde-García JF, Álvarez-Embarba B, Moro-Tejedor MN, Rodríguez-Leal L, Arrogante O, Alvarado-Zambrano MG, Pérez-Corrales J, Palacios-Ceña D. Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing. Healthcare (Basel) 2023; 11:healthcare11081078. [PMID: 37107912 PMCID: PMC10137807 DOI: 10.3390/healthcare11081078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 04/01/2023] [Accepted: 04/06/2023] [Indexed: 04/29/2023] Open
Abstract
BACKGROUND The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. METHODS A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. RESULTS The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students' organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. CONCLUSIONS Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.
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Affiliation(s)
- Juan Francisco Velarde-García
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Beatriz Álvarez-Embarba
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - María Nieves Moro-Tejedor
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
| | - Leyre Rodríguez-Leal
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Oscar Arrogante
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Faculty of Nursing, Physiotherapy and Podology, Complutense University of Madrid, Plaza de Ramón y Cajal, 3, 28040 Madrid, Spain
| | | | - Jorge Pérez-Corrales
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Domingo Palacios-Ceña
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
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Fabio RA, Suriano R. The Influence of Smartphone Use on Tweens' Capacity for Complex Critical Thinking. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10040698. [PMID: 37189947 DOI: 10.3390/children10040698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 03/29/2023] [Accepted: 04/07/2023] [Indexed: 05/17/2023]
Abstract
The spread of modern technologies exposes many people to a high level of ambiguous and misleading information that can impact people's judgments and worldviews. This happens especially in a phase of life such as preadolescence when children are particularly sensitive to external conditioning. Critical thinking can be seen as the first line of defense against misleading information. However, little is known about the consequences of media use on the critical thinking skills of tweens. In this study, we evaluated the effects of problematic smartphone use on the various stages of critical thinking, comparing high and low tween smartphone users. The results confirm the main hypothesis, namely, that problematic smartphone use is related to the ability to think critically. There was a significant difference between high and low users in the third phase of critical thinking: evaluation of sources.
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Affiliation(s)
- Rosa Angela Fabio
- Department of Economy, University of Messina, Via dei Verdi, 75, 98122 Messina, Italy
| | - Rossella Suriano
- Department of Cognitive, Psychological and Pedagogical Sciences and Cultural Studies, University of Messina, 98100 Messina, Italy
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AlShebali M, Becker C, Kellett S, AlHadi A, Waller G. Dissonance-based prevention of eating pathology in non-Western cultures: A randomized controlled trial of the Body Project among young Saudi adult women. Body Image 2023; 45:307-317. [PMID: 37031614 DOI: 10.1016/j.bodyim.2023.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Revised: 03/15/2023] [Accepted: 03/22/2023] [Indexed: 04/11/2023]
Abstract
The aims of this study were to determine the effectiveness of an adapted version of the Body Project for young Saudi women, and to determine the impact of compliance (i.e. adherence to homework and attendance) on outcomes. A randomized controlled trial was used, allocating Saudi undergraduate females (N = 92; mean age = 20.48 years; SD = 2.28) to either a culturally-adapted version of the Body Project or a health education control condition. Participants completed self-report measures of eating pathology, body image, depression and social anxiety before and following the interventions and at three-month follow-up. Interaction terms showed that, relative to the control group, the intervention group had significantly reduced levels of eating concerns, body dissatisfaction and depression, but social anxiety did not change significantly in either group. Levels of session attendance and homework completion did not influence outcomes. Thus, the Body Project was effective for Saudi women in reducing eating pathology, body image dissatisfaction, and depression, though not social anxiety. This outcome indicates the value of the Body Project as a prevention tool when adapted to non-Western cultures.
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Affiliation(s)
- Munirah AlShebali
- Basic Sciences and Studies Department, College of Community, Princess Nourah bint Abdulrahman University, Saudi Arabia; Department of Psychology, University of Sheffield, UK
| | | | | | - Ahmad AlHadi
- Department of Psychiatry, College of Medicine, King Saud University, Saudi Arabia; SABIC Psychological Health Research & Applications Chair, Department of Psychiatry, College of Medicine, King Saud University, Saudi Arabia
| | - Glenn Waller
- Department of Psychology, University of Sheffield, UK.
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Herbert J, Ferri L, Hernandez B, Zamarripa I, Hofer K, Fazeli MS, Shnitsar I, Abdallah K. Personality diversity in the workplace: A systematic literature review on introversion. JOURNAL OF WORKPLACE BEHAVIORAL HEALTH 2023. [DOI: 10.1080/15555240.2023.2192504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/07/2023]
Affiliation(s)
| | - Leticia Ferri
- Bristol Myers Squibb, Lawrenceville, New Jersey, USA
| | | | | | | | | | | | - Kald Abdallah
- Bristol Myers Squibb, Lawrenceville, New Jersey, USA
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33
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Lagisz M, Aich U, Amin B, Rutkowska J, Sánchez-Mercado A, Lara CE, Nakagawa S. Little transparency and equity in scientific awards for early- and mid-career researchers in ecology and evolution. Nat Ecol Evol 2023; 7:655-665. [PMID: 37012379 DOI: 10.1038/s41559-023-02028-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Accepted: 02/21/2023] [Indexed: 04/05/2023]
Abstract
Scientific awards can shape scientific careers, helping to secure jobs and grants, but can also contribute to the lack of diversity at senior levels and in the elite networks of scientists. To assess the status quo and historical trends, we evaluated 'best researcher' awards and 'best paper' early- and mid-career awards from broad-scope international journals and societies in ecology and evolution. Specifically, we collated information on eligibility rules, assessment criteria and potential gender bias. Our results reveal that, overall, few awards foster equitable access and assessment. Although many awards now explicitly allow extensions of the eligibility period for substantial career interruptions, there is a general lack of transparency in terms of assessment and consideration of other differences in access to opportunities and resources among junior researchers. Strikingly, open science practices were mentioned and valued in only one award. By highlighting instances of desirable award characteristics, we hope this work will nudge award committees to shift from simple but non-equitable award policies and practices towards strategies enhancing inclusivity and diversity. Such a shift would benefit not only those at the early- and mid-career stages but the whole research community. It is also an untapped opportunity to reward open science practices, promoting transparent and robust science.
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34
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Mettler J, Khoury B, Zito S, Sadowski I, Heath NL. Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. J Sch Psychol 2023; 97:43-62. [PMID: 36914366 DOI: 10.1016/j.jsp.2022.10.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 03/21/2022] [Accepted: 10/25/2022] [Indexed: 01/26/2023]
Abstract
Mindfulness-based programs (MBPs) are increasingly used in educational institutions to enhance students' mental health and resilience. However, reviews of the literature suggest this use may have outpaced the evidence base and further research is needed to better understand the mechanisms underlying these programs' effectiveness and which outcomes are being affected. The purpose of this meta-analysis was to investigate the strength of MBPs' effects on school adjustment and mindfulness outcomes while also considering the potential influence of study and program characteristics, including the role of comparison groups, students' educational level, the type of program being used, and the facilitator's training and previous mindfulness experience. Following a systematic review of five databases, 46 studies using a randomized controlled design with students from preschool to undergraduate levels were selected. At post-program, the effect of MBPs compared to control groups was (a) small for overall school adjustment outcomes, academic performance, and impulsivity; (b) small to moderate for attention; and (c) moderate for mindfulness. No differences emerged for interpersonal skills, school functioning, or student behaviour. The effects of MBPs on overall school adjustment and mindfulness differed based on students' educational level and the type of program being delivered. Moreover, only MBPs delivered by outside facilitators with previous experience of mindfulness had significant effects on either school adjustment or mindfulness. This meta-analysis provides promising evidence of the effectiveness of MBPs in educational contexts to improve students' school adjustment outcomes beyond typically assessed psychological benefits, even when using randomized controlled designs.
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Affiliation(s)
- Jessica Mettler
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Bassam Khoury
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Stephanie Zito
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Isabel Sadowski
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
| | - Nancy L Heath
- McGill University, 845 Sherbrooke West, Montreal, Quebec H3A 0G4, Canada.
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35
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Zheng Y, Sun P, Liu XL. Retrieval practice is costly and is beneficial only when working memory capacity is abundant. NPJ SCIENCE OF LEARNING 2023; 8:8. [PMID: 37002242 PMCID: PMC10066312 DOI: 10.1038/s41539-023-00159-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 03/20/2023] [Indexed: 06/19/2023]
Abstract
Numerous studies have shown that learned information practiced by testing is better retained than that practiced by restudying (the testing effect). However, results are inconsistent regarding the effect of working memory (WM) capacity on the testing effect. Here, we hypothesize that the effect of WM only emerges when task demands challenge WM capacity. We manipulated WM demands by pretraining 30 undergraduate participants in a multi-session visual search task before an associative learning task involving a test/restudy manipulation. The results revealed that, while participants with higher WM capacity showed a consistent testing effect, the benefit of testing only emerged in participants with lower WM capacity when learning familiar stimuli (low WM demands). We simulated the results using a modified source of activation confusion (SAC) model, which implemented a dual-process account of the testing effect. The results suggested that the testing effect only emerges when WM capacity is adequate for both processes.
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Affiliation(s)
- Yicong Zheng
- Department of Psychology, University of California, Davis, CA, USA
- Center for Neuroscience, University of California, Davis, CA, USA
| | - Pengyuan Sun
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Xiaonan L Liu
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong.
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Dong L, Jia X, Fei Y. How growth mindset influences mathematics achievements: A study of Chinese middle school students. Front Psychol 2023; 14:1148754. [PMID: 37057163 PMCID: PMC10086334 DOI: 10.3389/fpsyg.2023.1148754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 02/27/2023] [Indexed: 03/30/2023] Open
Abstract
Introduction It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements. Methods This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e.,motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements. Results The results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements. Discussion The results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning.
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Affiliation(s)
- Lianchun Dong
- College of Science, Minzu University of China, Beijing, China
| | - Xiaoying Jia
- Shenzhen Zhenneng School, Shenzhen, Guangdong, China
| | - Yaxin Fei
- College of Science, Minzu University of China, Beijing, China
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Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. J Intell 2023; 11:jintelligence11030054. [PMID: 36976147 PMCID: PMC10054602 DOI: 10.3390/jintelligence11030054] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2022] [Revised: 02/16/2023] [Accepted: 02/23/2023] [Indexed: 03/18/2023] Open
Abstract
This article addresses educational challenges posed by the future of work, examining “21st century skills”, their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the “4Cs”: creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as “labelization”, suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the “International Institute for Competency Development’s 21st Century Skills Framework” are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs—playfully entitled “Crea-Critical-Collab-ication”—for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.
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Schubert S, Buus N, Monrouxe LV, Hunt C. The development of professional identity in clinical psychologists: A scoping review. MEDICAL EDUCATION 2023. [PMID: 36922739 DOI: 10.1111/medu.15082] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 02/16/2023] [Accepted: 03/10/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Our professional identity refers to our sense of who we are and how we should behave as professionals. Professional identities are developed through socialisation processes: Established ways of knowing and doing are acquired and reproduced. The professional identities of health care professionals have implications for the realisation of health care reforms that require new ways of being and doing from clinicians. Tension and frustration can arise when professional identities are incongruent with reform directions. More knowledge is required about the professional identities of mental health care professionals-including clinical psychologists-so that they can be supported to develop professional identities that align with health care system reforms. METHOD We undertook a scoping review of existing literature aiming to (i) identify the relevant literature; (ii) review the literature quality; (iii) thematically summarise the literature findings; (iv) consult with clinical psychologists; and (v) identify recommendations for research, training and practice. RESULTS A systematic database search (PsycINFO, CINAHL, Scopus and Web of Science) identified 24 relevant published articles and dissertations. Quantitative studies were excluded due to their markedly different research focus. Included studies were independently reviewed and findings summarised. Findings were organised around three themes: 'integration of personal and professional identities', 'intersectionality' and 'changes in professional identity over time'. Research quality issues were identified. The trustworthiness of the findings was corroborated in consultation with clinical psychologists. DISCUSSION Clinical psychologists recognise their professional identities as being interrelated with their personal identities and changing over time. They recognised professional identity as important yet inadequately considered in the profession. The research area is emerging yet remains undertheorised and requires improved research methodologies. Future theoretically informed research is required to build up a credible research base to better understand the development of clinical psychologists' professional identities so that this process can be facilitated to enable the realisation of health care reforms.
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Affiliation(s)
- Samantha Schubert
- School of Psychology, The University of Sydney, Sydney, New South Wales, Australia
| | - Niels Buus
- School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
| | - Lynn V Monrouxe
- The Faculty of Medicine and Health, The University of Sydney-Waranara, Sydney, New South Wales, Australia
| | - Caroline Hunt
- School of Psychology, The University of Sydney, Sydney, New South Wales, Australia
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Hefter MH, Kubik V, Berthold K. Can prompts improve self-explaining an online video lecture? Yes, but do not disturb! INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2023; 20:15. [PMID: 36919042 PMCID: PMC9998143 DOI: 10.1186/s41239-023-00383-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 02/13/2023] [Indexed: 06/18/2023]
Abstract
In recent years, COVID-19 policy measures massively affected university teaching. Seeking an effective and viable way to transform their lecture material into asynchronous online settings, many lecturers relied on prerecorded video lectures. Whereas researchers in fact recommend implementing prompts to ensure students process those video lectures sufficiently, open questions about the types of prompts and role of students' engagement remain. We thus conducted an online field experiment with teacher students at a German university (N = 124; 73 female, 49 male). According to the randomly assigned experimental conditions, the online video lecture on topic Cognitive Apprenticeship was supplemented by (A) notes prompts (n = 31), (B) principle-based self-explanation prompts (n = 36), (C) elaboration-based self-explanation prompts (n = 29), and (D) both principle- and elaboration-based self-explanation prompts (n = 28). We found that the lecture fostered learning outcomes about its content regardless of the type of prompt. The type of prompt did induce different types of self-explanations, but had no significant effect on learning outcomes. What indeed positively and significantly affected learning outcomes were the students' self-explanation quality and their persistence (i.e., actual participation in a delayed posttest). Finally, the self-reported number of perceived interruptions negatively affected learning outcomes. Our findings thus provide ecologically valid empirical support for how fruitful it is for students to engage themselves in self-explaining and to avoid interruptions when learning from asynchronous online video lectures.
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Affiliation(s)
- Markus H. Hefter
- Department of Psychology, Bielefeld University, Universitätsstr. 25, 33615 Bielefeld, Germany
| | - Veit Kubik
- Department of Psychology, Bielefeld University, Universitätsstr. 25, 33615 Bielefeld, Germany
- Present Address: University of Würzburg, Würzburg, Germany
| | - Kirsten Berthold
- Department of Psychology, Bielefeld University, Universitätsstr. 25, 33615 Bielefeld, Germany
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Cook DA, Skrupky LP. Measuring Personalization, Embodiment, and Congruence in Online Learning: A Validation Study. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:357-366. [PMID: 36484539 DOI: 10.1097/acm.0000000000005088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE Instructional designs promoting personalization (conversational style and visible author), embodiment (human-like mannerisms and presence), and social and cognitive congruence have been shown to enhance learning. However, measurements of these instructional design features are lacking. The authors sought to develop and validate an instrument to measure personalization, embodiment, and congruence in an online course, collecting evidence of content, internal structure, and relationships with other variables. METHOD Through literature review, expert review, and pilot testing, the authors developed a 15-item, 5-domain instrument. Participants completed this instrument along with assessments of motivation (Instructional Materials Motivation Survey and Motivated Strategies for Learning Questionnaire), knowledge, and course satisfaction immediately after a 30-minute online multimedia learning module comprising slides with voiceover and (for some participants) short video clips, from January to April 2021. Participants included pharmacists, physicians, and advanced practice providers at academic and community hospitals. Confirmatory factor analysis (CFA) was used to examine model fit, followed by structural revisions guided by exploratory factor analysis (EFA) and tested in a new CFA using a split-sample approach. The authors evaluated associations between the revised instrument scores and motivation, knowledge, and satisfaction. RESULTS There were 406 participants. CFA of the original 15-item instrument revealed poor model fit. EFA using 214 randomly selected participants suggested a 2-domain structure. CFA of the revised structure using the other 192 participants revealed good fit for a 9-item, 2-domain instrument: the Congruence-Personalization Questionnaire (CPQ). Linear regression confirmed positive, statistically significant associations for most hypothesized relationships (R 2 ≥ 0.12 and P < .001 for 14 of 18 associations with motivation and satisfaction). Associations with knowledge were weak and nonsignificant (R 2 ≤ 0.004, P > .23). CONCLUSIONS Evidence of content, internal structure, and relationships with other variables support the validity of CPQ scores for measuring personalization and congruence in an online module.
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Affiliation(s)
- David A Cook
- D.A. Cook is professor of medicine and medical education, director of education science, Office of Applied Scholarship and Education Science, Mayo Clinic College of Medicine and Science, and consultant, Division of General Internal Medicine, Mayo Clinic, Rochester, Minnesota; ORCID: https://orcid.org/0000-0003-2383-4633
| | - Lee P Skrupky
- L.P. Skrupky is clinical content facilitator for practice guidelines, Center for Clinical Knowledge Management, UW Health, Madison, Wisconsin; ORCID: https://orcid.org/0000-0003-4138-7769
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Biwer F, de Bruin A, Persky A. Study smart - impact of a learning strategy training on students' study behavior and academic performance. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:147-167. [PMID: 35997909 PMCID: PMC9397154 DOI: 10.1007/s10459-022-10149-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Accepted: 07/23/2022] [Indexed: 06/15/2023]
Abstract
Recent research shows the importance to teach students the self-regulated use of effective learning strategies at university. However, the effects of such training programs on students' metacognitive knowledge, use of learning strategies, and academic performance in the longer term are unknown. In the present study, all first-year pharmacology students from one university attended a learning strategy training program, i.e., the 'Study Smart program', in their first weeks. The 20% (n = 25) lowest scoring students on the first midterm received further support regarding their learning strategies. Results showed that all students gained accurate metacognitive knowledge about (in)effective learning strategies in the short- and long-term and reported to use less highlighting, less rereading, but more interleaving, elaboration, and distributed practice after the training program. Academic performance was compared to the prior cohort, which had not received the Study Smart program. While in the previous cohort, students in the top, middle, and bottom rank of midterm 1 stayed in these ranks and still differed significantly in the final exam, students in the Study Smart cohort that received the training program improved throughout the year and differences between ranks were significantly reduced. A learning strategy training program including a remediation track for lower performing students can thus support students to study more effectively and enhance equal chances for all students at university.
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Affiliation(s)
- Felicitas Biwer
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands.
| | - Anique de Bruin
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Adam Persky
- Division of Pharmacotherapy and Experimental Therapeutics, Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, NC, USA
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Pfost M, Kuntner P, Goppert SA, Hübner V. Self-Regulated Learning, Learner Characteristics and Relations to Webtool Usage in Higher Education. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2023. [DOI: 10.1177/14757257221122267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Abstract
Studying at university places high demands on the control and regulation of one's own learning behavior. In order to support students’ learning, we developed and used a webtool containing elements such as regular performance testing as well as feedback on test performance and self-evaluations. In this report, we first introduce core elements of the applied webtool. Then, we present findings on student's use of this tool. Results show substantial variability in willingness and frequency of tool usage between students. Students with better final school exam grades and students who intended to engage regularly in course postprocessing were more willing to use such a tool. The findings are discussed against the background of regulation requirements in open learning environments and implications on better implementation are derived.
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Affiliation(s)
- Maximilian Pfost
- Department of Educational Research, University of Bamberg, Germany
| | - Peter Kuntner
- Department of Educational Research, University of Bamberg, Germany
| | | | - Vanessa Hübner
- Department of Educational Research, University of Bamberg, Germany
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Forrest A, Walsh R, D'Agostino R, Ali N. Senior Resident Grand Rounds: Results From a Survey of 15 Years of Radiology Residency Graduates. Curr Probl Diagn Radiol 2023; 52:102-105. [PMID: 36038447 DOI: 10.1067/j.cpradiol.2022.07.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 07/27/2022] [Indexed: 02/05/2023]
Abstract
OBJECTIVE Radiology residents in their final year of training at our institution are required to deliver a grand rounds presentation prior to graduation in order to facilitate resident involvement in the medical tradition of ground rounds. We evaluated this requirement by conducting a survey of recent residency alumni on their experience delivering grand rounds and its perceived value in radiology training. MATERIALS AND METHODS We developed an anonymous, 10-question survey regarding the alumni experience with the grand rounds presentation requirement, which has been required since 2007. Question formats included yes-or-no and 5 point Likert-type formats, as well as a space to provide comments. RESULTS Eighty-three alumni were contacted and 39 responded (46.9% response rate). Current practice setting was academic in 41.0%, 46.2% have reused material from their presentation, and 46.2% have given a grand rounds presentation since completing residency. When asked if delivering the presentation was a valuable experience, 2.6% disagreed, 23.1% were neutral, 35.9% agreed, and 38.5% strongly agreed. When asked if they would recommend future senior residents to give a grand rounds presentation, 2.6% strongly disagreed, 30.8% were neutral, 30.8% agreed, and 35.9% strongly agreed. CONCLUSIONS The majority of survey respondents agree or strongly agree their grand rounds presentation experience was valuable and would recommend future residents to continue this process. Based on survey comments, we conclude this experience is valuable for multiple reasons, including the opportunity to demonstrate mastery of a radiology topic, the ability to repurpose presentation material in the future, and the experience of delivering a formal presentation.
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Affiliation(s)
- Allison Forrest
- Department of Radiology, University of Vermont Medical Center, Burlington, VT.
| | - Ryan Walsh
- Department of Radiology, University of Vermont Medical Center, Burlington, VT
| | - Robert D'Agostino
- Department of Radiology, University of Vermont Medical Center, Burlington, VT
| | - Naiim Ali
- Department of Radiology, University of Vermont Medical Center, Burlington, VT
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He X, Li Y. Effect of learning methods and cognitive characteristics on preschoolers' online English attainment. EDUCATION AND INFORMATION TECHNOLOGIES 2023; 28:1-19. [PMID: 36852132 PMCID: PMC9947436 DOI: 10.1007/s10639-022-11551-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 12/22/2022] [Indexed: 06/18/2023]
Abstract
This research aims to explore the online English learning effects among preschoolers with different cognitive characteristics influenced by different learning methods and the interaction between cognitive characteristics and learning methods. Data are collected by using two 3 × 3 between-subject experiments. Wherein, 248 participants based on Embedded Figure Test are divided into Field Independence (FID), Field Mixed (FM), and Field Dependence (FM) in Study 1, while 247 participants based on the Go-No-Go task are divided into Higher self-control (HSC), Middle self-control (MSC), Lower self-control (LSC) in Study 2. Then, through random assignment, all participants enter three learning method groups, restudy (RS), restudy plus test (RST), and restudy plus test plus feedback (RSTF). In addition, all children were allowed to learn online on the iPad to test their learning outcomes by word recognition, picture-word matching, and picture book recognition tests. As seen from the results, FID children performed better than FM and FD children, but their learning outcomes were not affected by the learning methods. FM and FD children performed better when adopting the RSTF learning method. However, for children with different levels of self-control, no differences are found despite their learning methods. Given the above, the "fit/match" between children's cognitive style and online learning methods are effective in maximizing learning effects for preschoolers.
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Affiliation(s)
- Xiaoli He
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People’s Republic of China
| | - Yanfang Li
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People’s Republic of China
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Zhou C, Izadpanah S. Relationship between using educational technology and academic passion with academic achievement and creative self-efficacy: structural equations modelling approach. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04385-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/23/2023]
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Gherardi-Donato ECDS, Díaz-Serrano KV, Barbosa MR, Fernandes MNDF, Gonçalves-Ferri WA, Camargo Júnior EB, Reisdorfer E. The Impact of an Online Mindfulness-Based Practice Program on the Mental Health of Brazilian Nurses during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3666. [PMID: 36834361 PMCID: PMC9965119 DOI: 10.3390/ijerph20043666] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 02/09/2023] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
This quantitative, before-after study was developed to evaluate the usefulness of an online mindfulness practices program to help nursing professionals deal with stress in the challenging context of the COVID-19 pandemic through the assessment of perceived stress, anxiety and depression, levels of mindfulness, and participants' satisfaction with the program. Eligible participants were assessed at baseline to receive the online mindfulness training program for eight weeks and were appraised again at the end of the program. Standardized measures of perceived stress, depression, anxiety, and one-dimensional and multidimensional mindfulness were performed. Participant satisfaction was also studied. Adherence to treatment was 70.12%. The perceived stress, depression, and anxiety scores were significantly lower after the intervention. The mindfulness measure increased significantly, as well as the sense of well-being and satisfaction with life, study, and/or work. The participants showed high satisfaction with the program and would recommend it to other professionals. Our results indicate that mindfulness-based interventions represent an effective strategy for nurses in the face of the need for self-care with mental health and mechanisms that guarantee the sustainability of their capacities to continue exercising health care.
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Affiliation(s)
| | | | | | | | | | | | - Emilene Reisdorfer
- Department of Professional Nursing and Allied Health, Faculty of Nursing, MacEwan University, 10700 104 Ave NW, Edmonton, AB T5J 4S2, Canada
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The regression models for lifelong learning competencies for teacher trainers. Heliyon 2023; 9:e13749. [PMID: 36865474 PMCID: PMC9971035 DOI: 10.1016/j.heliyon.2023.e13749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Revised: 02/03/2023] [Accepted: 02/10/2023] [Indexed: 02/17/2023] Open
Abstract
Contemporary youth require novel talents and fluencies due to the profound changes that are taking place in society. From school education to professional development and lifelong learning, everyone needs to have twenty-first-century skills to cope with these changes and the new normal. Lifelong learning should be the guiding idea for the future revitalization of the teaching profession. The development of lifelong learning competencies will enable teachers to help their students become lifelong learners. Teacher education is undoubtedly the most important component for teachers who seek to gain lifelong learning competencies. The study of teacher education is essential for investigating the factors that affect lifelong learning competencies among teacher trainers. The main aim of this study is investigating whether perception of lifelong learning and learning strategies could explain teacher trainers' lifelong learning competencies and to examine whether their professional and personal factors could influence this. For this study, a correlation research design was chosen. The research sample was made up of 232 teacher trainers from various education degree colleges in Myanmar using random sampling method. Multiple linear regression analysis was performed to formulate the regression models for lifelong learning competencies of teacher trainers, and analysis of variance was also utilized to create comparison between the outcome models. The results indicated that the including region, teaching experience, perception of lifelong learning, and learning strategies may be the best regression model for predicting lifelong learning competencies in teacher trainers. This research may also be useful for establishing practical policy to implement the lifelong learning competencies within the formal and non-formal education sectors.
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Rodríguez-Ferrer JM, Manzano-León A, Aguilar-Parra JM. Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3285. [PMID: 36833978 PMCID: PMC9959268 DOI: 10.3390/ijerph20043285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 02/05/2023] [Accepted: 02/09/2023] [Indexed: 06/18/2023]
Abstract
This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood education. The results indicate that the experimental group statistically significantly improved their flow and engagement scores compared to the control group. It is concluded that the GBL and SL methodology in initial teacher training allows students to learn about inclusive education in a motivating way and to design different strategies and resources that they will be able to use in their professional future.
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Affiliation(s)
| | - Ana Manzano-León
- Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
| | - José M. Aguilar-Parra
- Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
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Simone PM, Whitfield LC, Bell MC, Kher P, Tamashiro T. Shifting students toward testing: impact of instruction and context on self-regulated learning. Cogn Res Princ Implic 2023; 8:14. [PMID: 36781612 PMCID: PMC9924841 DOI: 10.1186/s41235-023-00470-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Accepted: 01/26/2023] [Indexed: 02/15/2023] Open
Abstract
Much of the learning that college students engage in today occurs in unsupervised settings, making effective self-regulated learning techniques of particular importance. We examined the impact of task difficulty and supervision on whether participants would follow written instructions to use repeated testing over restudying. In Study 1, we found that when supervised, instructions to test resulted in changes in the self-regulated learning behaviors such that participants tested more often than they studied, relative to participants who were unsupervised during learning. This was true regardless of the task difficulty. In Study 2, we showed that failure to shift study strategies in unsupervised learning was likely due to participants avoidance of testing rather than failure to read the instructions at all. Participants who tested more frequently remembered more words later regardless of supervision or whether or not they received instructions to test, replicating the well-established testing effect (e.g., Dunlosky et al. in Psychol Sci Public Interest 14:4-58, 2013. http://doi.org/10.1177/1529100612453266 ). In sum, there was a benefit to testing, but instructing participants to test only increased their choice to test when they were supervised. We conclude that supervision has an impact on whether participants follow instructions to test.
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Affiliation(s)
- Patricia M. Simone
- grid.263156.50000 0001 2299 4243Santa Clara University, Santa Clara, CA 95053 USA
| | - Lisa C. Whitfield
- grid.263156.50000 0001 2299 4243Santa Clara University, Santa Clara, CA 95053 USA
| | - Matthew C. Bell
- grid.263156.50000 0001 2299 4243Santa Clara University, Santa Clara, CA 95053 USA
| | - Pooja Kher
- grid.263156.50000 0001 2299 4243Santa Clara University, Santa Clara, CA 95053 USA
| | - Taylor Tamashiro
- grid.263156.50000 0001 2299 4243Santa Clara University, Santa Clara, CA 95053 USA
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Li L, Zhu ML, Shi YQ, Yang LL. Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:87. [PMID: 36737773 PMCID: PMC9896680 DOI: 10.1186/s12909-023-04051-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In recent years, self-regulated learning (SRL) has become a hot topic in medical education. However, the factors that affect the SRL ability of medical-related specialties, such as clinical medicine, traditional Chinese medicine (TCM), and nursing specialty in TCM colleges and universities are unclear. Whether the teaching of learning strategies can help improve students' SRL also needs to be further examined. METHOD A cross-sectional survey was distributed, and 878 medical-related students who were from a TCM university were recruited for this study. Descriptive statistics illustrated the status quo of SRL and learning strategies, and an independent t-test and analysis of variance were used to analyze the factors associated with SRL. The relationship between SRL and learning strategies was analyzed with multi-linear regression analysis. RESULTS The scores of SRL on learning motivation, learning setting, self-regulation, and total scores were 34.76 ± 4.62, 41.14 ± 4.30, 39.26 ± 4.74, and 115.16 ± 12.42, respectively. The metacognitive, emotion, cognitive, resource management and total scores of learning strategies were 58.54 ± 12.02, 43.24 ± 8.42, 35.49 ± 7.34, 22.89 ± 4.20, 160.16 ± 29.45, and the mean was all above the midpoint. Learning strategies were positively correlated with SRL (r = 0.421, P < 0.01). Some factors can predict 32% of the variation of SRL, including whether they liked their specialty, educational system, specialty, score ranking, scholarship, whether they were taught by a tutor in middle school, gender, monthly family income, the father's educational background, metacognitive strategy, resource management strategy, and cognitive strategy. CONCLUSIONS The SRL of medical-related students was better. Learning strategies, as well as personal or social factors, can affect SRL. Educators should pay more attention to the cultivation of learning strategies, exercising learning skills, and monitoring, adjustment, and guidance of learning time. It should adopt various methods to improve the SRL of medical-related students according to the different factors.
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Affiliation(s)
- Ling Li
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, ZheJiang, 310015, People's Republic of China
| | - Ming-Ling Zhu
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-Wen Road, Hangzhou, Zhejiang, 310053, People's Republic of China
| | - Yu-Qing Shi
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, ZheJiang, 310015, People's Republic of China
| | - Li-Li Yang
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-Wen Road, Hangzhou, Zhejiang, 310053, People's Republic of China.
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