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Anguera MT, Jonsson GK, Escolano-Pérez E, Sánchez-Lopez CR, Losada JL, Portell M. T-pattern detection in the scientific literature of this century: A systematic review. Front Psychol 2023; 14:1085980. [PMID: 36935977 PMCID: PMC10015708 DOI: 10.3389/fpsyg.2023.1085980] [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: 10/31/2022] [Accepted: 01/27/2023] [Indexed: 03/08/2023] Open
Abstract
Introduction Scientific literature contains mainly systematic reviews focused on substantial aspects, but there are also approaches that have combined both substantial and methodological aspects, which is our preferred option since it undeniably adds value. The aims of this study were: (1) to carry out a systematic review of the literatura on T-Pattern analysis (TPA), and (2) to explore the possible contribution of mixed methods research to the integration of qualitative and quantitative elements on a synthesis level. Methods Based on PRISMA guidelines, searches were carried out in the Scopus, PsycINFO, and Web of Science databases. The general search syntax was: "THEME" AND ("T-Patterns" OR "T Patterns") carried out in title, keywords and abstract. In addition, we included empirical articles on THEME and T-Patterns collected in other sources based on citations in several empirical works and consultations with different authors. This selection process resulted in 125 primary documents making up this systematic review. Results The results showed that the detection of structures in behavior patterns forms a nexus between studies carried out in very diverse fields and contexts. Most studies are observational, whilst the applicability and power of T-Pattern detection are extraordinary. It allows the researcher to go deeper in a robust analysis that responds to the integration of qualitative and quantitative elements which constitutes the leit motive of mixed methods; and also to discover the deep, hidden structure that underlies the respective databases, regardless of the methodology used in each study. The possibilities in assigning parameters notably increase the options for obtaining results and their interpretation. Discussion It is relevant the extraordinary strength and applicability of T-pattern detection. There is a high presence of T-pattern detection and analysis in studies using observational methodology. It is necessary commit to consolidating the methodological analysis of selected works, as taking individual and collective responsibility for improving methodological quality of TPA studies, taking advantage of the resources provided by the THEME program.
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Affiliation(s)
- M. Teresa Anguera
- Faculty of Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain
| | - Gudberg K. Jonsson
- Human Behavior Laboratory, School of Health Sciences, University of Iceland, Reykjavík, Iceland
| | | | - Carmen Rosa Sánchez-Lopez
- Department of Clinical Psychology, Psychobiology and Methodology, University of La Laguna, San Cristóbal de La Laguna, Spain
| | - José Luis Losada
- Faculty of Psychology, University of Barcelona, Barcelona, Spain
| | - Mariona Portell
- Department of Psychobiology and Methodology of Health Sciences, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Spain
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Hua Y, Wang D, Luo X(R, Chang FK, Xie Y. Discovering the juxtaposed affordances in digitally transformed live streaming e-commerce: A mixed-methods study from a vicarious learning perspective. EUR J INFORM SYST 2023. [DOI: 10.1080/0960085x.2023.2178978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Affiliation(s)
- Ying Hua
- School of Information Technology and Management, University of International Business and Economics, Beijing, China
| | - Dongyi Wang
- School of Information Technology and Management, University of International Business and Economics, Beijing, China
| | - Xin (Robert) Luo
- Anderson School of Management, The University of New Mexico, Albuquerque, New Mexico, USA
| | - Fang-Kai Chang
- Department of Business Administration, College of Business, Feng Chia University, Taichung City, Taiwan
| | - Yitian Xie
- Department of Intelligent Operations and Marketing, International Business School Suzhou at Xi’an Jiaotong-Liverpool University, Suzhou, China
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Sene-Mir AM, Portell M, Anguera MT, Chacón-Moscoso S. Manual Material Handling Training: The Effect of Self-Observation, Hetero-Observational and Intrinsic Feedback on Workers' Knowledge and Behaviour. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17218095. [PMID: 33153063 PMCID: PMC7663363 DOI: 10.3390/ijerph17218095] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Revised: 10/29/2020] [Accepted: 10/30/2020] [Indexed: 12/11/2022]
Abstract
This study aimed to assess the effect of systematic self-observation, hetero-observational feedback, and feedforward and intrinsic feedback (SsObserWork components) on workers’ knowledge and behaviour of a manual material handling (MMH) technique in the industrial sector. Blue-collar workers recruited from a food processing company in Catalonia (Spain) were randomized into SsObserWork (N = 31) and control (N = 30) groups. SsObserWork group members participated individually in two sessions and a three-week follow-up between sessions where they received the SsObserWork components. The control group participated individually in two sessions where they received a standard MMH training. An ad hoc instrumentcalled the MMH-SsObserWork instrument was used to assess the MMH behaviour, and an adaption of the instrument was done to assess the workers’ knowledge. Significant differences were found between groups for the identification of recommended back positions in the first session and also on comparing both sessions. However, no differences were found for the rest of the criteria. There also were significant differences between groups in the score changes of the back, knee joints, elbow joints, and interaction criterion, indicating that the SsObserWork group improved the MMH performance in these criteria (behaviour). SsObserWork intervention showed a positive effect on improving the knowledge and behaviour of the MMH technique, specifically on back posture.
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Affiliation(s)
- Anna M. Sene-Mir
- Physical Activity and Sports Studies Centre, University of Vic-Central University of Catalonia, 08500 Vic, Barcelona, Spain;
| | - Mariona Portell
- Department of Psychobiology and Methodology in Health Sciences, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, 08193 Barcelona, Spain
- Correspondence: ; Tel.: +34-935-812-813
| | - M. Teresa Anguera
- Faculty of Psychology, Institute of Neurosciences, University of Barcelona, 08035 Barcelona, Spain;
| | - Salvador Chacón-Moscoso
- Departamento de Psicología Experimental, Universidad de Sevilla, 41018 Seville, Spain;
- Departamento de Psicología, Universidad Autónoma de Chile, Santiago 7500138, Chile
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Santangelo A, Monteleone AM, Casarrubea M, Cassioli E, Castellini G, Crescimanno G, Aiello S, Ruzzi V, Cascino G, Marciello F, Ricca V. Recurring sequences of multimodal non-verbal and verbal communication during a human psycho-social stress test: A temporal pattern analysis. Physiol Behav 2020; 221:112907. [PMID: 32275912 DOI: 10.1016/j.physbeh.2020.112907] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2019] [Revised: 03/04/2020] [Accepted: 03/31/2020] [Indexed: 11/19/2022]
Abstract
BACKGROUND The Trier Social Stress Test (TSST) is a widely used protocol to study human psycho-social stress responses. Quantitative reports of non-verbal behaviors have been carried out by means of the Ethological Coding System for Interviews (ECSI). However, no data have described whether and how non-verbal and verbal behaviors take part in the composition of multimodal sequences of communication during the test. METHOD Five non-verbal ECSI categories and four verbal behaviors related with communication were included in the Ethogram. A focal sampling was employed to ensure a high temporal resolution of the behavioral annotation. T-Pattern Analysis was employed to detect statistically-grounded behavioral sequences. RESULTS As a first step, frequency, overall duration and mean time length were reported for each component of the Ethogram. Besides, T-Pattern Analysis revealed that communication during TSST is organized according to a complex temporal patterning. We found 51 different sequences (T-patterns): 8 T-patterns included exclusively non-verbal behaviors; 17 T-patterns included verbal behaviors and 26 T-patterns encompassed mixed non-verbal and verbal behaviors. T-patterns were discussed depending on their putative functional meaning since non-verbal behaviors almost did not overlap within patterns. CONCLUSIONS The implementation of an Ethogram including non-verbal and verbal components highlights the multimodal human communication in TSST. T-Pattern Analysis unveils the real-time interplay among these components. In this study results are discussed according to Jakobson's six constitutive factors of communication.
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Affiliation(s)
- Andrea Santangelo
- Psychiatric Unit, Department of Health Sciences, University of Florence, Florence, Italy.
| | | | - Maurizio Casarrubea
- Laboratory of Behavioural Physiology, Department of Biomedicine, Neuroscience and Advanced Diagnostics (Bi.N.D.), Human Physiology Section "Giuseppe Pagano", University of Palermo, Palermo, Italy.
| | - Emanuele Cassioli
- Psychiatric Unit, Department of Health Sciences, University of Florence, Florence, Italy
| | - Giovanni Castellini
- Psychiatric Unit, Department of Health Sciences, University of Florence, Florence, Italy.
| | - Giuseppe Crescimanno
- Laboratory of Behavioural Physiology, Department of Biomedicine, Neuroscience and Advanced Diagnostics (Bi.N.D.), Human Physiology Section "Giuseppe Pagano", University of Palermo, Palermo, Italy.
| | - Stefania Aiello
- Laboratory of Behavioural Physiology, Department of Biomedicine, Neuroscience and Advanced Diagnostics (Bi.N.D.), Human Physiology Section "Giuseppe Pagano", University of Palermo, Palermo, Italy.
| | - Valeria Ruzzi
- University of Campania "Luigi Vanvitelli", Naples, Italy
| | - Giammarco Cascino
- Department of Medicine, Surgery and Dentistry "Scuola Medica Salernitana", Section of Neurosciences, University of Salerno, Salerno, Italy
| | - Francesca Marciello
- Department of Medicine, Surgery and Dentistry "Scuola Medica Salernitana", Section of Neurosciences, University of Salerno, Salerno, Italy
| | - Valdo Ricca
- Psychiatric Unit, Department of Health Sciences, University of Florence, Florence, Italy.
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Terrenghi I, Diana B, Zurloni V, Rivoltella PC, Elia M, Castañer M, Camerino O, Anguera MT. Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom. Front Psychol 2019; 10:1415. [PMID: 31297074 PMCID: PMC6607896 DOI: 10.3389/fpsyg.2019.01415] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2019] [Accepted: 06/03/2019] [Indexed: 11/30/2022] Open
Abstract
Teaching is now experiencing a new centrality due to the fast socio-cultural transformations, the vertical growth of digital media and, therefore, the new ways children and young people learn. New paradigms and teaching methodologies are emerging to meet the new educational needs; among them, the “Episodes of Situated Learning” approach (EAS in Italian) was chosen for this study. This approach broadly refers to the “Flipped Class” model, in which the lesson structure reverses the traditional teaching/learning cycle with a positive outcome on engagement and learning. The present study aims to explore whether the EAS teaching methodology, according to literature about the Flipped Class model, has a positive outcome on student engagement, focusing on its emotional, cognitive and behavioral components. In particular, we hypothesize that the EAS teaching methodology changes teachers’ behavior in classroom, increasing their movements and body expression during the lesson. Moreover, we expect higher levels of self-efficacy and positive emotions and lower levels of perceived anxiety in teachers, thus improving students’ level of engagement. The research was conducted in a secondary school, in Milan, and includes a classroom of sixteen students and three teachers. We chose a quasi-experimental nested design, a mixed-method approach that combines the qualitative and quantitative collection and analysis of data, in order to reach, as far as possible, a holistic, effective and exhaustive representation of the studied phenomenon. Pre-post measures, including video-recording, systematic observation and questionnaires, of both students and teachers were collected during the 8 months of experimentation. This research project could foster positive outcomes for participants as well as the broader society, in which school dropout is increasing. Many authors positively associate low levels of students’ engagement to high rates of school dropout; for this reason, working on improving teaching methodologies and students’ engagement measurement, could be an effective way to enhance learning and opposing school dropout.
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Affiliation(s)
- Ilaria Terrenghi
- "Riccardo Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Barbara Diana
- "Riccardo Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Valentino Zurloni
- "Riccardo Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | | | - Massimiliano Elia
- "Riccardo Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Marta Castañer
- National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), Lleida, Spain
| | - Oleguer Camerino
- National Institute of Physical Education of Catalonia (INEFC), University of Lleida (UdL), Lleida, Spain
| | - M Teresa Anguera
- Faculty of Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain
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