Mindfulness and Other Simple Neuroscience-Based Proposals to Promote the Learning Performance and Mental Health of Students during the COVID-19 Pandemic

An online experiment that presents challenges for translating rest-related gains in visual detail memory from the laboratory to naturalistic settings

New memories are labile and consolidate over time. Contemporary findings demonstrate that, like sleep, awake quiescence supports consolidation: people remember more new memories if they experience a brief period of post-encoding quiet rest than sensory processing. Furthermore, it was recently demonstrated that the quality of new memories can also be enhanced significantly by awake quiescence. This phenomenon offers great applied potential, for example, in education and eyewitness testimony settings. However, the translation of rest-related gains from the laboratory to everyday life remains poorly characterised and findings are mixed. Here, we report follow-on evidence demonstrating that rest-related gains in visual detail memory may be more challenging to achieve in naturalistic than laboratory-based settings. In contrast to established laboratory findings, using an online version of an established consolidation paradigm, we observed no memory benefit of post-encoding quiescence, relative to an engaging perceptual task, in the retention of detailed visual memories as measured through a lure discrimination task. This null finding could not be explained by intentional rehearsal in those who rested or between-group differences in participants' demographics or mental state, including fatigue and mood. Crucially, post-experimental reports indicated that those in the rest group experienced challenges in initiating and maintaining a state of quiescence, which may account for our null finding. Based on these findings, we propose three areas of focus for future work should rest-related gains in memory be translated from the lab to field: (1) to establish the specific environmental and individual conditions that are conducive and detrimental to awake consolidation, (2) to understand the barriers to initiating and maintaining a state of quiescence in naturalistic settings, and (3) to examine how knowledge of quiescence and its cognitive benefits can encourage the initiation and maintenance of states that are conductive to awake consolidation.

Social cognitive neuroscience in the digital age

Human interactions are increasingly taking place from a distance through methods of remote interpersonal communication like video chatting and social media. While remote interpersonal communication has existed for millennia-with the first postal system arising in ∼2400 B.C.-accelerated advances in technology and the recent global COVID-19 pandemic have led to a dramatic increase in remote interpersonal communication use in daily life. Remote interpersonal communication presents a challenge to the field of social-cognitive neuroscience, as researchers seek to understand the implications of various types of remote interpersonal communication for the "social brain." The present paper reviews our current understanding of the social-cognitive neural network and summarizes critical differences between the neural correlates of social cognition in remote vs. face-to-face interactions. In particular, empirical and theoretical work is reviewed that highlight disparities in the neural mechanisms of social perception, evaluation of social stimuli, human motivation, evaluation of social reward, and theory of mind. Potential impacts of remote interpersonal communication on the development of the brain's social-cognitive network are also discussed. Finally, this review closes with future directions for research on social-cognitive neuroscience in our digital technology-connected world and outlines a neural model for social cognition in the context of remote interpersonal communication. For the field of social-cognitive neuroscience to advance alongside of the ever-evolving society, it is crucial for researchers to acknowledge the implications and concepts suggested for future research in this review.

Hyperscanning EEG Paradigm Applied to Remote vs. Face-To-Face Learning in Managerial Contexts: Which Is Better?

We propose a hyperscanning research design, where electroencephalographic (EEG) data were collected on an instructor and teams of learners. We compared neurophysiological measures within the frequency domain (delta, theta, alpha, and beta EEG bands) in the two conditions: face-to-face and remote settings. Data collection was carried out using wearable EEG systems. Conversational analysis was previously applied to detect comparable EEG time blocks and semantic topics. The digitalization of training can be considered a challenge but also a chance for organizations. However, if not carefully addressed, it might constitute a criticality. Limited research explored how remote, as opposed to face-to-face, training affects cognitive, (such as memory and attention), affective, and social processes in workgroups. Data showed an alpha desynchronization and, conversely, a theta and beta synchronization for the face-to-face condition. Moreover, trainees showed different patterns for beta power depending on the setting condition, with significantly increased power spectral density (PSD) in the face-to-face condition. These results highlight the relevance of neurophysiological measures in testing the e-learning process, in relation to the emotional engagement, memory encoding, and attentional processing.

Exploring Tech-Savviness and Digital Mental Health: The moderating role of Innovation Adoption and Digital Nudging

Objectives: Employees in China face significant difficulties in adapting to the dynamism of organizational culture. Organizational culture standards have improved due to the modernization and integration of technology. The purpose of this study was to examine the relationship between tech-savviness (TS) and digital mental health (DMH) as moderated by innovation adoption (IA) and digital nudging (DN). Methods: A total of 900 questionnaires were delivered using a random sampling technique to collect primary data on the Likert scale questionnaire. Employees of private-sector manufacturing businesses in the Chinese province of Shanghai constitute the research population. Results: The study finds that the organizational culture in China can be improved with the use of IA and DN by providing DMH services for employees. Conclusion: This study provides a substantial theoretical framework of significant variables that describe the link between TS and DMH in Chinese organizational culture. Additionally, the research has important theoretical implications for knowledge and practical consequences for enhancing employee performance in China.

S, Ganesh P, Vasu HV. Job Search during COVID-19: How Online Mindfulness Intervention helped to Reduce Stress and Enhance the Self-esteem of the Job Seeker

Background: Immediately after graduation from university, college students need to make significant decisions about starting their careers or pursuing higher studies. They are also pressured to meet the expectations and demands of self, others, and the environment. Owing to the impact of the COVID-19 pandemic, the aforementioned challenging decisions may become hazardous stressors for college students. Hence, the researchers intended to assist and assess the college students involved in student placements. The research goal was to investigate the impact of mindfulness-based intervention (MBI) on the stress and self-esteem of college students involved in student placements.  Methods: One hundred college students participating in the campus placements were selected using purposive sampling from Amrita Vishwa Vidyapeetham University in Coimbatore, India. For evaluation purposes, college students were administered the perceived stress, Rosenberg self-esteem, and Kuppuswamy socio-economic scales. Seventy-five college students were selected for the MBI process and were administered with a pre-intervention and post-intervention without a control group research design. Results: Statistical analysis including analysis of variance (ANOVA) and the Bonferroni post hoc test showed a significant increase in self-esteem and a decrease in the stress of the college students involved in placements. Conclusions: Thus, the researchers recommend that policymakers create awareness, include MBI in the curriculum, and allocate funds for training ventures in educational institutions to assist college students in their challenging life journeys.

New evidence on technological acceptance model in preschool education: Linking project-based learning (PBL), mental health, and semi-immersive virtual reality with learning performance

Despite significant research on student learning performance, the literature on preschool education is limited. The learning performance of different institutes in China has not been satisfactory, and students are not given enough technological resources to help them improve their learning performance. Although Chinese preschool students are active learners, their learning performance is inadequate. As a result, this research aimed to discover how project-based learning, semi-immersive virtual reality, and mental health influence learning performance. For data collection, 800 questionnaires were distributed to high schools, and 290 valid questionnaires were considered for the data analysis using Smart PLS-SEM. According to the study's findings, project-based learning is critical for improving learning performance. This study's findings are significant because they show that mental health and semi-immersive virtual reality significantly mediate the relationship between project-based learning and learning performance. The study's findings are critical for educational institutions interested in improving student performance through project-based learning opportunities. Furthermore, because it employs an innovative technology acceptance model, this study has significant practical implications for project-based learning and student learning performance.

Is the role of sleep in memory consolidation overrated?

Substantial empirical evidence suggests that sleep benefits the consolidation and reorganization of learned information. Consequently, the concept of "sleep-dependent memory consolidation" is now widely accepted by the scientific community, in addition to influencing public perceptions regarding the functions of sleep. There are, however, numerous studies that have presented findings inconsistent with the sleep-memory hypothesis. Here, we challenge the notion of "sleep-dependency" by summarizing evidence for effective memory consolidation independent of sleep. Plasticity mechanisms thought to mediate or facilitate consolidation during sleep (e.g., neuronal replay, reactivation, slow oscillations, neurochemical milieu) also operate during non-sleep states, particularly quiet wakefulness, thus allowing for the stabilization of new memories. We propose that it is not sleep per se, but the engagement of plasticity mechanisms, active during both sleep and (at least some) waking states, that constitutes the critical factor determining memory formation. Thus, rather than playing a "critical" role, sleep falls along a continuum of behavioral states that vary in their effectiveness to support memory consolidation at the neural and behavioral level.

Mindfulness-Based Student Training Improves Vascular Variability Associated With Sustained Reductions in Physiological Stress Response

In today's fast-paced society, chronic stress has become an increasing problem, as it can lead to psycho-physiological health problems. University students are also faced with stress due to the demands of many courses and exams. The positive effects of mindfulness-based stress reduction (MBSR) on stress management and self-regulation have already been studied. We have developed a new mindfulness intervention tailored for students—the Mindfulness-Based Student Training (MBST). In this study, we present longitudinal results of the MBST evaluation. Biosignal analysis methods, including pulse wave variability (PWV), heart rate variability, and respiratory activity, were used to assess participants' state of autonomic regulation during the 12-week intervention and at follow-up. The progress of the intervention group (IGR, N = 31) up to 3 months after the end of MBST was compared with that of a control group (CON, N = 34). In addition, the long-term effect for IGR up to 1 year after intervention was examined. The analysis showed significant positive changes in PWV exclusively for IGR. This positive effect, particularly on vascular function, persists 1 year after the end of MBST. These results suggest a physiologically reduced stress level in MBST participants and a beneficial preventive health care program for University students.

Randomized Trial on the Effects of a Mindfulness Intervention on Temperament, Anxiety, and Depression: A Multi-Arm Psychometric Study

Mindfulness is a mental state that can be achieved through meditation. So far, studies have shown that practicing mindfulness on a consistent and regular basis can improve attentional functions and emotional well-being. Mindfulness has recently begun to be used in the field of child development. The goal of this study is to assess if a mindfulness program may help primary school students in reducing anxiety and depression while also improving their temperamental characteristics. This multi-arm pre-post study included 41 subjects recruited in the fifth year of two primary school classes. Participants were randomly assigned to the experimental and control groups. The experimental group, but not the control group, underwent an eight-week mindfulness training. Every week, the program included 60-min group sessions. QUIT (Italian Questionnaires of Temperament) and TAD (Test for Anxiety and Depression in Childhood and Adolescence) were used to assess temperament, and anxiety and depression, respectively. Both groups were administered both instruments before and after mindfulness intervention. The mindfulness program lowered anxiety levels and was effective in changing temperament dimensions: there was an increase in social orientation (SO), positive emotionality (PE), and attention (AT), as well as a decrease in inhibition to novelty (IN) and negative emotionality. Path analysis revealed that AT may promote the improvement of both SO and IN. Similarly, PE may be promoted by the decrease of IN. Clinical implications are discussed.

Role of politically motivated internet addiction and ideological passion in linking college student's mental health education and wellbeing

College students are increasingly reporting common mental health issues like depression and anxiety, raising severe concerns for students' psychological wellbeing. Specifically, after the emergence of Post-COVID-19, digitization caused a potential role in mitigating students' psychological concerns. Therefore, the role of mental health education has been regarded as a topic of interest in managing the issue of Chinese college students' mental wellbeing. This study intends to look into the relationship between mental health education and psychological wellbeing, along with the moderating role of politically motivated internet addiction and the ideological passion of college students. For the given reason, the random sampling method was employed for collecting data from target respondents. The study uses 750 questionnaires prepared on a five-point Likert scale that were distributed to the respondents with an expected response rate of 50%. The partial least square (PLS) software was used to analyze the data for this study. The study concludes that there is a significant moderating role of politically motivated internet addiction and ideological passion in the relationship between college students' mental health and wellbeing. The study meaningfully contributes to the body of knowledge by establishing the unique, positive moderating role of Politically motivated internet addition in strengthening the relationship which undoubtedly will assist in improving the psychological wellbeing of college students through mental health education policies and implications.

Computer Programming E-Learners' Personality Traits, Self-Reported Cognitive Abilities, and Learning Motivating Factors

Educational systems around the world encourage students to engage in programming activities, but programming learning is one of the most challenging learning tasks. Thus, it was significant to explore the factors related to programming learning. This study aimed to identify computer programming e-learners’ personality traits, self-reported cognitive abilities and learning motivating factors in comparison with other e-learners. We applied a learning motivating factors questionnaire, the Big Five Inventory—2, and the SRMCA instruments. The sample consisted of 444 e-learners, including 189 computer programming e-learners, the mean age was 25.19 years. It was found that computer programming e-learners demonstrated significantly lower scores of extraversion, and significantly lower scores of motivating factors of individual attitude and expectation, reward and recognition, and punishment. No significant differences were found in the scores of self-reported cognitive abilities between the groups. In the group of computer programming e-learners, extraversion was a significant predictor of individual attitude and expectation; conscientiousness and extraversion were significant predictors of challenging goals; extraversion and agreeableness were significant predictors of clear direction; open-mindedness was a significant predictor of a diminished motivating factor of punishment; negative emotionality was a significant predictor of social pressure and competition; comprehension-knowledge was a significant predictor of individual attitude and expectation; fluid reasoning and comprehension-knowledge were significant predictors of challenging goals; comprehension-knowledge was a significant predictor of clear direction; and visual processing was a significant predictor of social pressure and competition. The SEM analysis demonstrated that personality traits (namely, extraversion, conscientiousness, and reverted negative emotionality) statistically significantly predict learning motivating factors (namely, individual attitude and expectation, and clear direction), but the impact of self-reported cognitive abilities in the model was negligible in both groups of participants and non-participants of e-learning based computer programming courses; χ² (34) = 51.992, p = 0.025; CFI = 0.982; TLI = 0.970; NFI = 0.950; RMSEA = 0.051 [0.019–0.078]; SRMR = 0.038. However, as this study applied self-reported measures, we strongly suggest applying neurocognitive methods in future research.