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Jiang Y, Yang F. Overtime work and Chinese workers' physical and mental health: The mediating role of social support and work value awareness. Work 2024:WOR240041. [PMID: 39093105 DOI: 10.3233/wor-240041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/04/2024] Open
Abstract
BACKGROUND China was once called the world's factory. Chinese workers had long weekly working hours. However, the empirical results of the relationship between overtime work and workers' health are mixed and remain inconclusive. OBJECTIVE This study aimed to investigate how overtime work influenced workers' physical and mental health and the role of lifestyles, social support, and work value awareness. METHODS Data from the China Labor-force Dynamics Survey 2016 (N = 14,205) was used. The instrumental variable approach was employed to overcome the endogeneity problem between overtime work and workers' health. The bootstrapping method was conducted to elicit the role of lifestyles, social support, and work value awareness. RESULTS The results indicated that overtime work significantly and negatively influenced Chinese workers' physical and mental health. The results of the bootstrapping suggested that workers' social support and work value awareness partially mediated the relationship between overtime work and their physical and mental health. However, the mediating role of lifestyles was insignificant. CONCLUSION Through using big data with national representativeness, this study suggests that overtime work negatively influences Chinese workers' physical and mental health. Our findings provide policy implications for improving workers' health rights and well-being in emerging economies.
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Affiliation(s)
- Yao Jiang
- School of Sociology, Nankai University, Tianjin, China
| | - Fan Yang
- School of Public Administration, Sichuan University, Chengdu, China
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2
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Pan Z, Cutumisu M. Using machine learning to predict UK and Japanese secondary students' life satisfaction in PISA 2018. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:474-498. [PMID: 38129097 DOI: 10.1111/bjep.12657] [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] [Received: 06/22/2022] [Revised: 10/13/2023] [Accepted: 12/13/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND Life satisfaction is a key component of students' subjective well-being due to its impact on academic achievement and lifelong health. Although previous studies have investigated life satisfaction through different lenses, few of them employed machine learning (ML) approaches. OBJECTIVE Using ML algorithms, the current study predicts secondary students' life satisfaction from individual-level variables. METHOD Two supervised ML models, random forest (RF) and k-nearest neighbours (KNN), were developed based on the UK data and the Japan data in PISA 2018. RESULTS Findings show that (1) both models yielded better performance on the UK data than on the Japanese data; (2) the RF model outperformed the KNN model in predicting students' life satisfaction; (3) meaning in life, student competition, teacher support, exposure to bullying and ICT resources at home and at school played important roles in predicting students' life satisfaction. CONCLUSIONS Theoretically, this study highlights the multi-dimensional nature of life satisfaction and identifies several key predictors. Methodologically, this study is the first to use ML to explore the predictors of life satisfaction. Practically, it serves as a reference for improving secondary students' life satisfaction.
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Affiliation(s)
- Zexuan Pan
- Marsal Family School of Education and Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Maria Cutumisu
- Department of Educational and Counselling Psychology, Faculty of Education, McGill University, Montreal, Quebec, Canada
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3
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Medvedev D, Davenport D, Talhelm T, Li Y. The motivating effect of monetary over psychological incentives is stronger in WEIRD cultures. Nat Hum Behav 2024; 8:456-470. [PMID: 38191844 PMCID: PMC10963269 DOI: 10.1038/s41562-023-01769-5] [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: 09/20/2022] [Accepted: 10/25/2023] [Indexed: 01/10/2024]
Abstract
Motivating effortful behaviour is a problem employers, governments and nonprofits face globally. However, most studies on motivation are done in Western, educated, industrialized, rich and democratic (WEIRD) cultures. We compared how hard people in six countries worked in response to monetary incentives versus psychological motivators, such as competing with or helping others. The advantage money had over psychological interventions was larger in the United States and the United Kingdom than in China, India, Mexico and South Africa (N = 8,133). In our last study, we randomly assigned cultural frames through language in bilingual Facebook users in India (N = 2,065). Money increased effort over a psychological treatment by 27% in Hindi and 52% in English. These findings contradict the standard economic intuition that people from poorer countries should be more driven by money. Instead, they suggest that the market mentality of exchanging time and effort for material benefits is most prominent in WEIRD cultures.
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Affiliation(s)
- Danila Medvedev
- University of Chicago, Booth School of Business, Chicago, IL, USA.
| | - Diag Davenport
- Princeton University, School of Public and International Affairs, Princeton, NJ, USA
| | - Thomas Talhelm
- University of Chicago, Booth School of Business, Chicago, IL, USA
| | - Yin Li
- Yale University, Yale School of Management, New Haven, CT, USA
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4
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Walck-Shannon EM, Rowell SF, Bednarski AE, Barber AM, Yuan GJ, Frey RF. A Study Planning Exercise Associated with Decreased Distraction Levels among Introductory Biology Students. CBE LIFE SCIENCES EDUCATION 2024; 23:ar3. [PMID: 38100316 PMCID: PMC10956610 DOI: 10.1187/cbe.23-05-0092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Revised: 09/06/2023] [Accepted: 11/02/2023] [Indexed: 12/17/2023]
Abstract
Students struggle to regulate their learning during independent study sessions. In this study, we ask whether an online behavioral intervention helped introductory students decrease distraction while studying. The intervention consisted of exam 1 reflection, exam 2 planning, and exam 2 reflection exercises. During planning, students formed a goal, mentally contrasted (MC) a positive outcome of their goal to their present reality, identified an obstacle, and formed an implementation intention (II) to overcome that obstacle. During reflection, students self-reported their distraction while studying. Distraction was the most frequently reported study obstacle, and decreasing distraction was the second most frequently reported study goal. While students who aimed to decrease distraction as a goal did not follow through, students who planned for distraction obstacles did follow through on decreasing distraction levels. Only about half of students generated an II that aligned with their study goal, which may provide one reason for the opposing follow-through of distraction framed as a goal versus as an obstacle. Lastly, we examined the specificity of students' II's and found no relationship with follow-through. Overall, MC with II holds promise as a self-regulatory technique to help introductory biology students change their behaviors while studying.
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Affiliation(s)
- Elise M. Walck-Shannon
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), Department of Biology
| | - Shaina F. Rowell
- Wilkes Honors College, Florida Atlantic University, Jupiter, FL 33458
| | - April E. Bednarski
- Department of Biology, Washington University in St. Louis, St. Louis, MO 63130
| | - Ashton M. Barber
- Department of Chemistry, Washington University in St. Louis, St. Louis, MO 63130
| | - Grace J. Yuan
- Department of Biology, Washington University in St. Louis, St. Louis, MO 63130
| | - Regina F. Frey
- Department of Chemistry, University of Utah, 315 South 1400 East, TBBC 4402, Salt Lake City, UT 84112
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5
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Holas P, Kamińska J. Mindfulness meditation and psychedelics: potential synergies and commonalities. Pharmacol Rep 2023; 75:1398-1409. [PMID: 37926796 PMCID: PMC10661803 DOI: 10.1007/s43440-023-00551-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 10/17/2023] [Accepted: 10/18/2023] [Indexed: 11/07/2023]
Abstract
There has been increasing scientific and clinical interest in studying psychedelic and meditation-based interventions in recent years, both in the context of improving mental health and as tools for understanding the mind. Several authors suggest neurophysiological and phenomenological parallels and overlaps between psychedelic and meditative states and suggest synergistic effects of both methods. Both psychedelic-assisted therapy and meditation training in the form of mindfulness-based interventions have been experimentally validated with moderate to large effects as alternative treatments for a variety of mental health problems, including depression, addictions, and anxiety disorders. Both demonstrated significant post-acute and long-term decreases in clinical symptoms and enhancements in well-being in healthy participants, in addition. Postulated shared salutogenic mechanisms, include, among others the ability to alter self-consciousness, present-moment awareness and antidepressant action via corresponding neuromodulatory effects. These shared mechanisms between mindfulness training and psychedelic intervention have led to scientists theorizing, and recently demonstrating, positive synergistic effects when both are used in combination. Research findings suggest that these two approaches can complement each other, enhancing the positive effects of both interventions. However, more theoretical accounts and methodologically sound research are needed before they can be extended into clinical practice. The current review aims to discuss the theoretical rationale of combining psychedelics with mindfulness training, including the predictive coding framework as well as research findings regarding synergies and commonalities between mindfulness training and psychedelic intervention. In addition, suggestions how to combine the two modalities are provided.
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Affiliation(s)
- Paweł Holas
- Faculty of Psychology, University of Warsaw, Warsaw, Poland.
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6
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Thomas CC, Markus HR. Enculturating the Science of International Development: Beyond the WEIRD Independent Paradigm. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2023. [DOI: 10.1177/00220221221128211] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Initiatives in international development and behavioral science rely predominantly on the independent models of the self and agency that are prevalent in individualist Western, Educated, Industrialized, Rich, and Democratic (WEIRD) cultural contexts. Programs that are guided by these independent models, explicitly or implicitly, as the default way of being and that neglect interdependent models can reduce the potential of development initiatives to advance poverty reduction and well-being in two ways. First, programs based solely on independent models of agency—centered on personal goals and values; self-advancement and self-expression; and autonomy—can limit the scope and effectiveness of the development science toolkit. Second, programs that are not responsive to interdependent ways of being—centered on relational goals and values; responsiveness to social norms, roles, and obligations; and social coordination—that are common in many Global South sociocultural contexts can be met with resistance or backlash. We propose that taking account of interdependent psychosocial tendencies is a promising way to diversify the behavioral science toolkit and to build a more comprehensive science of human behavior. Furthermore, culturally responsive program designs have the potential both to promote decolonized, inclusive approaches that preserve rather than override local ways of being and to enable diverse trajectories of societal development to flourish. We integrate experimental and descriptive research from psychology, economics, education, and global health to suggest how models of interdependent agency can be productively integrated into development program designs to advance quality of life in locally resonant ways.
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7
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Riddell H, Sedikides C, Gucciardi DF, Ben J, Thøgersen‐Ntoumani C, Ntoumanis N. Goal motives and mental contrasting with implementation intentions facilitate strategic goal persistence and disengagement. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1111/jasp.12915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Hugh Riddell
- Curtin School of Allied Health Curtin University Perth Western Australia Australia
| | - Constantine Sedikides
- Center for Research on Self and Identity, School of Psychology University of Southampton Southampton UK
| | - Daniel F. Gucciardi
- Curtin School of Allied Health Curtin University Perth Western Australia Australia
| | - Jackson Ben
- School of Human Sciences (Exercise and Sport Science) University of Western Australia Perth Western Australia Australia
- Telethon Kids Institute Perth Western Australia Australia
| | - Cecilie Thøgersen‐Ntoumani
- Faculty of Health Sciences University of Southern Denmark Odense Denmark
- Curtin School of Population Health Curtin University Perth Western Australia Australia
| | - Nikos Ntoumanis
- Faculty of Health Sciences University of Southern Denmark Odense Denmark
- Curtin School of Population Health Curtin University Perth Western Australia Australia
- School of Health and Welfare Halmstad University Halmstad Sweden
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8
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Wu Y, Zhao B, Wei B, Li Y. Cultural or economic factors? Which matters more for collaborative problem-solving skills: Evidence from 31 countries. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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9
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Kim JY, Brockner J, Block CJ. Tailoring the intervention to the self: Congruence between self-affirmation and self-construal mitigates the gender gap in quantitative performance. ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES 2022. [DOI: 10.1016/j.obhdp.2022.104118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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10
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Facilitating goal setting and planning to enhance online self-regulation of learning. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2021.106913] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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11
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Ahmed AE, Awadallah AA, Tagelsir M, Suliman MA, Eltigani A, Elsafi H, Hamdelnile BD, Mukhtar MA, Fadlelmola FM. Delivering blended bioinformatics training in resource-limited settings: a case study on the University of Khartoum H3ABioNet node. Brief Bioinform 2021; 21:719-728. [PMID: 30773584 PMCID: PMC7299290 DOI: 10.1093/bib/bbz004] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2018] [Revised: 12/12/2018] [Accepted: 01/01/2019] [Indexed: 11/16/2022] Open
Abstract
Motivation Delivering high-quality distance-based courses in resource-limited settings is a challenging task. Besides the needed infrastructure and expertise, effective delivery of a bioinformatics course could benefit from hands-on sessions, interactivity and problem-based learning approaches. Results In this article, we discuss the challenges and best practices in delivering bioinformatics training in resource-limited settings taking the example of hosting and running a multiple-delivery online course, Introduction to Bioinformatics, that was developed by the H3ABioNet Education and Training working group and delivered in 27 remote classrooms across Africa in 2017. We take the case of the University of Khartoum classrooms. Believing that our local setting is similar to others in less-developed countries, we also reflect upon aspects like classroom environment and recruitment of students to maximize outcomes.
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Affiliation(s)
- Azza E Ahmed
- Center for Bioinformatics and Systems Biology, Faculty of Science, University of Khartoum, Khartoum, Sudan.,Department of Electrical and Electronic Engineering, Faculty of Engineering, University of Khartoum, Sudan
| | - Ayah A Awadallah
- Department of Zoology, Faculty of Science, University of Khartoum, Khartoum, Sudan
| | - Mawada Tagelsir
- Department of Haematology and Immunohaematology, Faculty of Medical Laboratory Sciences, Ibn Sina University, Khartoum, Sudan
| | - Maram A Suliman
- Department of Biology, Faculty of Medicine, Ibn Sina University, Khartoum, Sudan
| | - Atheer Eltigani
- Department of Medical Biotechnology, Commission for Biotechnology and Genetic Engineering, National Centre for Research, Khartoum, Sudan
| | - Hassan Elsafi
- Medicinal, Aromatic Plants and Traditional Medicine Research Institute, National Centre for Research, Khartoum, Sudan
| | - Basil D Hamdelnile
- Center for Bioinformatics and Systems Biology, Faculty of Science, University of Khartoum, Khartoum, Sudan
| | | | - Faisal M Fadlelmola
- Center for Bioinformatics and Systems Biology, Faculty of Science, University of Khartoum, Khartoum, Sudan
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12
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Wang G, Wang Y, Gai X. A Meta-Analysis of the Effects of Mental Contrasting With Implementation Intentions on Goal Attainment. Front Psychol 2021; 12:565202. [PMID: 34054628 PMCID: PMC8149892 DOI: 10.3389/fpsyg.2021.565202] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2020] [Accepted: 03/23/2021] [Indexed: 11/13/2022] Open
Abstract
Mental contrasting with implementation intentions (MCII) is a self-regulation strategy that enhances goal attainment. This meta-analysis evaluated the efficacy of MCII for goal attainment and explored potential moderators. A total of 21 empirical studies with 24 independent effect sizes (15,907 participants) were included in the analysis. Results showed that MCII to be effective for goal attainment with a small to medium effect size (g = 0.336). The effect was mainly moderated by intervention style. Specifically, studies with interventions based on interactions between participants and experimenters (g = 0.465) had stronger effects than studies with interventions based on interactions between participants and documents (g = 0.277). The results revealed that MCII is a brief and effective strategy for goal attainment with a small to moderate effect; however, because of some publication bias, the actual effect sizes may be smaller. Due to small number of studies in this meta-analysis, additional studies are needed to determine the role of moderator variables.
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Affiliation(s)
- Guoxia Wang
- School of Psychology, Northeast Normal University, Changchun, China
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13
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Li X, Han M, Cohen GL, Markus HR. Passion matters but not equally everywhere: Predicting achievement from interest, enjoyment, and efficacy in 59 societies. Proc Natl Acad Sci U S A 2021; 118:e2016964118. [PMID: 33712544 PMCID: PMC7980419 DOI: 10.1073/pnas.2016964118] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
How to identify the students and employees most likely to achieve is a challenge in every field. American academic and lay theories alike highlight the importance of passion for strong achievement. Based on a Western independent model of motivation, passionate individuals-those who have a strong interest, demonstrate deep enjoyment, and express confidence in what they are doing-are considered future achievers. Those with less passion are thought to have less potential and are often passed over for admission or employment. As academic institutions and corporations in the increasingly multicultural world seek to acquire talent from across the globe, can they assume that passion is an equally strong predictor of achievement across cultural contexts? We address this question with three representative samples totaling 1.2 million students in 59 societies and provide empirical evidence of a systematic, cross-cultural variation in the importance of passion in predicting achievement. In individualistic societies where independent models of motivation are prevalent, relative to collectivistic societies where interdependent models of motivation are more common, passion predicts a larger gain (0.32 vs. 0.21 SD) and explains more variance in achievement (37% vs. 16%). In contrast, in collectivistic societies, parental support predicts achievement over and above passion. These findings suggest that in addition to passion, achievement may be fueled by striving to realize connectedness and meet family expectations. Findings highlight the risk of overweighting passion in admission and employment decisions and the need to understand and develop measures for the multiple sources and forms of motivation that support achievement.
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Affiliation(s)
- Xingyu Li
- Graduate School of Education, Stanford University, Stanford, CA 94305;
| | - Miaozhe Han
- School of Business, The Chinese University of Hong Kong, Shatin, Hong Kong 999077
| | - Geoffrey L Cohen
- Graduate School of Education, Stanford University, Stanford, CA 94305
- Department of Psychology, Stanford University, Stanford, CA 94305
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14
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Kizilcec RF, Makridis CA, Sadowski KC. Pandemic response policies' democratizing effects on online learning. Proc Natl Acad Sci U S A 2021; 118:e2026725118. [PMID: 33707215 PMCID: PMC7980394 DOI: 10.1073/pnas.2026725118] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
The COVID-19 pandemic has changed peoples' lives in unexpected ways, especially how they allocate their time between work and other activities. Demand for online learning has surged during a period of mass layoffs and transition to remote work and schooling. Can this uptake in online learning help close longstanding skills gaps in the US workforce in a sustainable and equitable manner? We answer this question by analyzing individual engagement data of DataCamp users between October 2019 and September 2020 (n = 277,425). Exploiting the staggered adoption of actions to mitigate the spread of COVID-19 across states, we identify the causal effect at the neighborhood level. The adoption of nonessential business closures led to a 38% increase in new users and a 6% increase in engagement among existing users. We find that these increases are proportional across higher- and lower-income neighborhoods and neighborhoods with a high or low share of Black residents. This demonstrates the potential for online platforms to democratize access to knowledge and skills that are in high demand, which supports job security and facilitates social mobility.
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Affiliation(s)
- Rene F Kizilcec
- Department of Information Science, Cornell University, Ithaca, NY 14853;
| | - Christos A Makridis
- W. P. Carey School of Business, Arizona State University, Tempe, AZ 85287
- Sloan School of Management, Massachusetts Institute of Technology, Cambridge, MA 02142
| | - Katharine C Sadowski
- Department of Policy Analysis and Management, Cornell University, Ithaca, NY 14853
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15
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Abdulla A, Woods R. Comparing mental contrasting with implementation intentions against solution-focused and autonomous planning. SCHOOL PSYCHOLOGY INTERNATIONAL 2021. [DOI: 10.1177/01430343211000399] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research suggests that mental contrasting with implementation intentions (MCII) enhances commitment and goal attainment. However, most studies have used limited comparison conditions. The present study compared MCII against two other potentially effective approaches: autonomous planning (AP), and solution-focused planning (SFP). It was thought that condition would have an indirect effect on goal progress by affecting commitment. However, goal attainment expectancy was hypothesised to be a moderator such that MCII has positive effects when expectancy is high but negative effects when expectancy is low. Ninety-eight female students were randomly assigned to one of three conditions: 1) MCII, 2) AP, or 3) SFP. All students initially set themselves a goal for the coming week regarding personal projects. Mean commitment and goal progress were marginally higher in the MCII condition than in the AP and SFP conditions but the differences were not statistically significant and (as predicted) much smaller than in previous research. Expectancy did not appear to have a moderating effect. The apparent benefits of MCII were larger relative to AP than to SFP. Results suggest that MCII may sometimes be no more effective than other approaches to goal-setting and planning, particularly if they are evidence-based and carefully-designed. Implications for schools are addressed.
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Affiliation(s)
- Adam Abdulla
- School of Applied Social Studies, Robert Gordon University, Aberdeen, Scotland
| | - Ruth Woods
- School of Applied Social Studies, Robert Gordon University, Aberdeen, Scotland
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16
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Kizilcec RF, Reich J, Yeomans M, Dann C, Brunskill E, Lopez G, Turkay S, Williams JJ, Tingley D. Scaling up behavioral science interventions in online education. Proc Natl Acad Sci U S A 2020; 117:14900-14905. [PMID: 32541050 PMCID: PMC7334459 DOI: 10.1073/pnas.1921417117] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.
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Affiliation(s)
- René F Kizilcec
- Department of Information Science, Cornell University, Ithaca, NY 14850;
| | - Justin Reich
- Comparative Media Studies/Writing, Massachusetts Institute of Technology, Cambridge, MA 02139;
| | - Michael Yeomans
- Harvard Business School, Harvard University, Cambridge, MA 02138;
| | - Christoph Dann
- Machine Learning Department, Carnegie Mellon University, New York, NY 10004
| | - Emma Brunskill
- Computer Science Department, Stanford University, Stanford, CA 94305
| | - Glenn Lopez
- Office of the Vice Provost for Advances in Learning, Harvard University, Cambridge, MA 02138
| | - Selen Turkay
- School of Computer Science, Queensland University of Technology, Brisbane City, QLD 4000, Australia
| | - Joseph Jay Williams
- Department of Computer Science, University of Toronto, Toronto, M5S 1A1 ON, Canada
| | - Dustin Tingley
- Office of the Vice Provost for Advances in Learning, Harvard University, Cambridge, MA 02138
- Department of Government, Harvard University, Cambridge, MA 02138
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17
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Re-Defining, Analyzing and Predicting Persistence Using Student Events in Online Learning. APPLIED SCIENCES-BASEL 2020. [DOI: 10.3390/app10051722] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In education, several studies have tried to track student persistence (i.e., students’ ability to keep on working on the assigned tasks) using different definitions and self-reported data. However, self-reported metrics may be limited, and currently, online courses allow collecting many low-level events to analyze student behaviors based on logs and using learning analytics. These analyses can be used to provide personalized and adaptative feedback in Smart Learning Environments. In this line, this work proposes the analysis and measurement of two types of persistence based on students’ interactions in online courses: (1) local persistence (based on the attempts used to solve an exercise when the student answers it incorrectly), and (2) global persistence (based on overall course activity/completion). Results show that there are different students’ profiles based on local persistence, although medium local persistence stands out. Moreover, local persistence is highly affected by course context and it can vary throughout the course. Furthermore, local persistence does not necessarily relate to global persistence or engagement with videos, although it is related to students’ average grade. Finally, predictive analysis shows that local persistence is not a strong predictor of global persistence and performance, although it can add some value to the predictive models.
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18
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Sevincer AT, Musik T, Degener A, Greinert A, Oettingen G. Taking Responsibility for Others and Use of Mental Contrasting. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2020; 46:1219-1233. [PMID: 31928315 DOI: 10.1177/0146167219898569] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Mentally contrasting a desired future with present reality fosters selective goal pursuit: People pursue feasible desired futures and let go from unfeasible ones. We investigated whether people are more inclined to spontaneously use mental contrasting when they feel responsibility. Studies 1 and 2 provided correlational evidence: Employees who felt responsible for completing an important team project (Study 1) and MTurk users who felt and actively took social responsibility (Study 2) were more inclined to use mental contrasting. Studies 3 and 4 added experimental evidence: Students who were instructed to imagine responsibility for giving an excellent class presentation in a group or alone (Study 3) and participants who elaborated on an idiosyncratic wish that involved responsibility for others or themselves tended to use mental contrasting (Study 4). Apparently, people who feel or take responsibility for others, the society, or themselves are more likely to use mental contrasting as a self-regulation tool.
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Generalizing Predictive Models of Admission Test Success Based on Online Interactions. SUSTAINABILITY 2019. [DOI: 10.3390/su11184940] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
To start medical or dentistry studies in Flanders, prospective students need to pass a central admission test. A blended program with four Small Private Online Courses (SPOCs) was designed to support those students. The logs from the platform provide an opportunity to delve into the learners’ interactions and to develop predictive models to forecast success in the test. Moreover, the use of different courses allows analyzing how models can generalize across courses. This article has the following objectives: (1) to develop and analyze predictive models to forecast who will pass the admission test, (2) to discover which variables have more effect on success in different courses, (3) to analyze to what extent models can be generalized to other courses and subsequent cohorts, and (4) to discuss the conditions to achieve generalizability. The results show that the average grade in SPOC exercises using only first attempts is the best predictor and that it is possible to transfer predictive models with enough reliability when some context-related conditions are met. The best performance is achieved when transferring within the same cohort to other SPOCs in a similar context. The performance is still acceptable in a consecutive edition of a course. These findings support the sustainability of predictive models.
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Cross A, Sheffield D. Mental contrasting for health behaviour change: a systematic review and meta-analysis of effects and moderator variables. Health Psychol Rev 2019; 13:209-225. [DOI: 10.1080/17437199.2019.1594332] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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Roll I, Russell DM, Gašević D. Learning at Scale. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2018. [DOI: 10.1007/s40593-018-0170-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Gollwitzer PM, Mayer D, Frick C, Oettingen G. Promoting the Self-Regulation of Stress in Health Care Providers: An Internet-Based Intervention. Front Psychol 2018; 9:838. [PMID: 29962979 PMCID: PMC6013563 DOI: 10.3389/fpsyg.2018.00838] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2017] [Accepted: 05/09/2018] [Indexed: 11/13/2022] Open
Abstract
The aim of our internet-based intervention study was to find out whether healthcare professionals can autonomously down-regulate the stress they experience at their workplace, using an established self-regulation tool called Mental Contrasting with Implementation Intentions (MCII). Applying MCII to reduce stress implied for our participants to repeatedly engage in a mental exercise that (1) required specifying a wish related to reducing stress, (2) identifying and imagining its most desired positive outcome, (3) detecting and imagining the obstacle that holds them back, and (4) coming up with an if-then plan on how to overcome it. We recruited on-line nurses employed at various health institutions all over Germany, and randomly assigned participants to one of three groups. In the MCII group (n = 33), participants were taught how to use this exercise via email and the participants were asked to engage in the exercise on a daily basis for a period of 3 weeks. As compared to two control groups, one being a no-treatment control group (n = 35) and the other a modified MCII group (n = 32), our experimental MCII group showed a reduced stress level and an enhanced work engagement. We discuss the strengths and weaknesses of the present study as well as ways to intensify MCII effects on stress reduction.
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Affiliation(s)
- Peter M Gollwitzer
- Department of Psychology, New York University, New York, NY, United States.,Department of Psychology, University of Konstanz, Konstanz, Germany
| | - Doris Mayer
- Department of Psychology, University of Hamburg, Hamburg, Germany
| | - Christine Frick
- Department of Psychology, University of Konstanz, Konstanz, Germany
| | - Gabriele Oettingen
- Department of Psychology, New York University, New York, NY, United States.,Department of Psychology, University of Hamburg, Hamburg, Germany
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Maldonado-Mahauad J, Pérez-Sanagustín M, Kizilcec RF, Morales N, Munoz-Gama J. Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2017.11.011] [Citation(s) in RCA: 128] [Impact Index Per Article: 21.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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