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Liverani MC, Siffredi V, Mikneviciute G, Mazza E, Ha-Vinh Leuchter R, Hüppi PS, Borradori Tolsa C, Gentaz E. "Vis-à-Vis Training" to Improve Emotional and Executive Competences in Very Preterm Children: A Pilot Study and Randomised Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2024; 11:956. [PMID: 39201891 PMCID: PMC11352727 DOI: 10.3390/children11080956] [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: 07/04/2024] [Revised: 07/18/2024] [Accepted: 07/25/2024] [Indexed: 09/03/2024]
Abstract
BACKGROUND/OBJECTIVES Premature birth can lead to socio-emotional, behavioural and executive problems that impact quality of life and school performance in the long term. The aim of this pilot study was to evaluate the feasibility and efficacy of a 12-week computerised training called Vis-à-vis to enhance these competencies in a cohort of very preterm (VPT) children aged 6 to 9. METHODS This pilot randomised controlled trial included 45 children born before 32 gestational weeks. Socio-emotional, behavioural and executive competencies were evaluated at three time points using computerised tasks, neuropsychological tests and questionnaires. RESULTS Among the eligible VPT children, 20% (n = 45) accepted to be part of the study, and 40% (n = 18) dropped out. Finally, 60% (n = 27) of the enrolled participants completed the study. Results showed a significant improvement in emotion knowledge and recognition immediately after the completion of the training. CONCLUSIONS Overall, our results indicate that the implementation of this type of computerised training is feasible, but the overall compliance is unsatisfactory given the high dropout rate. Nevertheless, the positive effect of the training on emotion recognition encourages further exploration of these kinds of interventions to prevent adverse consequences in children born too soon.
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Affiliation(s)
- Maria Chiara Liverani
- Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland; (V.S.); (G.M.); (E.M.); (R.H.-V.L.); (P.S.H.); (C.B.T.)
- SensoriMotor, Affective and Social Development Laboratory, Faculty of Psychology and Educational Sciences, University of Geneva, 1000 Geneva, Switzerland;
| | - Vanessa Siffredi
- Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland; (V.S.); (G.M.); (E.M.); (R.H.-V.L.); (P.S.H.); (C.B.T.)
- Department of Radiology, Lausanne University Hospital (CHUV), 1015 Lausanne, Switzerland
- Faculty of Biology and Medicine, University of Lausanne (UNIL), 1015 Lausanne, Switzerland
| | - Greta Mikneviciute
- Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland; (V.S.); (G.M.); (E.M.); (R.H.-V.L.); (P.S.H.); (C.B.T.)
| | - Emma Mazza
- Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland; (V.S.); (G.M.); (E.M.); (R.H.-V.L.); (P.S.H.); (C.B.T.)
| | - Russia Ha-Vinh Leuchter
- Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland; (V.S.); (G.M.); (E.M.); (R.H.-V.L.); (P.S.H.); (C.B.T.)
| | - Petra Susan Hüppi
- Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland; (V.S.); (G.M.); (E.M.); (R.H.-V.L.); (P.S.H.); (C.B.T.)
| | - Cristina Borradori Tolsa
- Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland; (V.S.); (G.M.); (E.M.); (R.H.-V.L.); (P.S.H.); (C.B.T.)
| | - Edouard Gentaz
- SensoriMotor, Affective and Social Development Laboratory, Faculty of Psychology and Educational Sciences, University of Geneva, 1000 Geneva, Switzerland;
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Zhozhikashvili N, Protopova M, Shkurenko T, Arsalidou M, Zakharov I, Kotchoubey B, Malykh S, Pavlov YG. Working memory processes and intrinsic motivation: An EEG study. Int J Psychophysiol 2024; 201:112355. [PMID: 38718899 DOI: 10.1016/j.ijpsycho.2024.112355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 04/21/2024] [Accepted: 04/30/2024] [Indexed: 06/11/2024]
Abstract
Processes typically encompassed by working memory (WM) include encoding, retention, and retrieval of information. Previous research has demonstrated that motivation can influence WM performance, although the specific WM processes affected by motivation are not yet fully understood. In this study, we investigated the effects of motivation on different WM processes, examining how task difficulty modulates these effects. We hypothesized that motivation level and personality traits of the participants (N = 48, 32 females; mean age = 21) would modulate the parietal alpha and frontal theta electroencephalography (EEG) correlates of WM encoding, retention, and retrieval phases of the Sternberg task. This effect was expected to be more pronounced under conditions of very high task difficulty. We found that increasing difficulty led to reduced accuracy and increased response time, but no significant relationship was found between motivation and accuracy. However, EEG data revealed that motivation influenced WM processes, as indicated by changes in alpha and theta oscillations. Specifically, higher levels of the Resilience trait-associated with mental toughness, hardiness, self-efficacy, achievement motivation, and low anxiety-were related to increased alpha desynchronization during encoding and retrieval. Increased scores of Subjective Motivation to perform well in the task were related to enhanced frontal midline theta during retention. Additionally, these effects were significantly stronger under conditions of high difficulty. These findings provide insights into the specific WM processes that are influenced by motivation, and underscore the importance of considering both task difficulty and intrinsic motivation in WM research.
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Affiliation(s)
- Natalia Zhozhikashvili
- Faculty of Social Sciences, HSE University, Moscow, Russia; Institute of Medical Psychology and Behavioural Neurobiology, University of Tübingen, Tübingen, Germany.
| | - Maria Protopova
- Center for Language and Brain, HSE University, Moscow, Russia
| | | | | | - Ilya Zakharov
- Ural Federal University named after the first President of Russia B.N. Yeltsin, Yekaterinburg, Russia
| | - Boris Kotchoubey
- Institute of Medical Psychology and Behavioural Neurobiology, University of Tübingen, Tübingen, Germany
| | - Sergey Malykh
- Developmental Behavioral Genetics Lab, Psychological Institute of Russian Academy of Education, Moscow, Russia
| | - Yuri G Pavlov
- Institute of Medical Psychology and Behavioural Neurobiology, University of Tübingen, Tübingen, Germany
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Fishbach A, Woolley K. The Structure of Intrinsic Motivation. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2022. [DOI: 10.1146/annurev-orgpsych-012420-091122] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Intrinsic motivation (IM) is key for persistence at work. When they are intrinsically motivated, people experience work activities as an end in itself, such that the activity and its goal collide. The result is increased interest and enjoyment of work activities. In this article, we review the current state of knowledge on IM, including studies within organizational, cognitive, and social psychology. We distinguish our structural perspective, which defines IM as the overlap between means and ends (e.g., the means-ends fusion model), from content-based approaches to study IM. We specifically discuss three questions: ( a) What is IM and why does it matter, ( b) how can individuals and organizations increase IM, and ( c) what biases and misconceptions do employees and managers hold about IM?
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Affiliation(s)
- Ayelet Fishbach
- Booth School of Business, University of Chicago, Chicago, Illinois, USA
| | - Kaitlin Woolley
- SC Johnson College of Business, Cornell University, Ithaca, New York, USA
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Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19. SUSTAINABILITY 2021. [DOI: 10.3390/su13063268] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students.
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Fastame MC, Pilia A. Enhancing visuospatial skills in second graders: An exploratory follow‐up study. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Maria Chiara Fastame
- Department of Pedagogy, Psychology, PhilosophyUniversity of Cagliari Cagliari Italy
| | - Annalisa Pilia
- Department of Pedagogy, Psychology, PhilosophyUniversity of Cagliari Cagliari Italy
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Child Motivation and Family Environment Influence Outcomes of Working Memory Training in Extremely Preterm Children. JOURNAL OF COGNITIVE ENHANCEMENT 2019. [DOI: 10.1007/s41465-019-00138-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Li J, Ye H, Tang Y, Zhou Z, Hu X. What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance. Front Psychol 2018; 9:2434. [PMID: 30618912 PMCID: PMC6305361 DOI: 10.3389/fpsyg.2018.02434] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2018] [Accepted: 11/19/2018] [Indexed: 12/31/2022] Open
Abstract
Background: Self-regulated learning refers to the monitoring and controlling of one's own cognitive performance before, during, and after a learning episode. Previous literature suggested that self-regulated learning had a significant relationship with academic achievement, but not all self-regulated learning strategies exerted the same influences. Using an invalid strategy may waste the limited psychological resources, which will cause the ego depletion effect. The present meta-analysis study intended to search for the best self-regulated learning strategies and inefficient strategies for Chinese students in elementary and secondary school, and analyzed the critical phases of self-regulated learning according to Zimmerman's theory. The moderating effects of gender, grade, and publication year were also analyzed. Methods: Empirical studies which conducted in real teaching situations of elementary and secondary education were systematically searched using Chinese academic databases. Studies focused on undergraduate students, students of special education, or online learning environments were excluded. Fifty-five cross-sectional studies and four intervention studies (which generated 264 independent samples) were included with a total sample size of 23,497 participants. Random effects model was chosen in the current meta-analysis, and publication bias was also examined. Results: The results indicated that the overall effect size of self-regulated learning on academic achievement was small for primary and secondary school students in China. The effect sizes of self-efficacy, task strategies, and self-evaluation were relatively higher than other strategies. Self-regulated learning strategies have the largest effect size on science disciplines (including mathematics and physics). Performance phase and self-reflection phase are key phases of self-regulated learning. From 1998 to 2016, the effect size between self-regulated learning and academic achievement was gradually decreasing. Conclusions: The main findings of the current study showed that self-efficacy, task strategies, and self-evaluation were key self-regulated learning strategies for Chinese students. Performance phase and self-reflection phase played significant roles in the process of self-regulated learning. Future studies need to include more intervention studies with rigorous treatment fidelity control and provide more empirical evidence from online learning, so as to compare the different effects of self-regulated learning between traditional education and online education.
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Affiliation(s)
- Junyi Li
- School of Teacher Education and Psychology, Sichuan Normal University, Chengdu, China.,School of Psychology, Central China Normal University, Wuhan, China
| | - Hui Ye
- School of Psychology, Central China Normal University, Wuhan, China
| | - Yun Tang
- School of Psychology, Central China Normal University, Wuhan, China.,Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, Wuhan, China.,Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, Wuhan, China
| | - Zongkui Zhou
- School of Psychology, Central China Normal University, Wuhan, China.,Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, Wuhan, China.,Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, Wuhan, China
| | - Xiangen Hu
- School of Psychology, Central China Normal University, Wuhan, China.,Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, Wuhan, China.,Institute for Intelligent Systems, University of Memphis, Memphis, TN, United States
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Pascoe L, Thompson D, Spencer-Smith M, Beare R, Adamson C, Lee KJ, Kelly C, Georgiou-Karistianis N, Nosarti C, Josev E, Roberts G, Doyle LW, Seal ML, Anderson PJ. Efficiency of structural connectivity networks relates to intrinsic motivation in children born extremely preterm. Brain Imaging Behav 2018; 13:995-1008. [DOI: 10.1007/s11682-018-9918-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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