Impact of physical exercise on teacher candidates academic learning performance and state motivation

Abstract Background Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods We conducted four focus groups among clinical year medical students (n = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results Two contextual attributes of “academic inquisition” and “desire for efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and desire for efficiency is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

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Contextual attributes to promote positive social interdependence in problem-based learning: a qualitative study

10.21203/rs.3.rs-145139/v1 ◽

2021 ◽

Author(s):

Ikuo Shimizu ◽

Yasushi Matsuyama ◽

Robbert Duvivier ◽

Cees van der Vleuten

Keyword(s):

Collaborative Learning ◽

Problem Based Learning ◽

Cognitive Outcomes ◽

Constructivist Grounded Theory ◽

Learning Performance ◽

Academic Learning ◽

Formal Curriculum ◽

Social Interdependence ◽

Work Sharing ◽

Limited Experience

Abstract Background:Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. Methods:We conducted four focus groups among clinical year medical students (n=24) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. Results:Two contextual attributes of “academic inquisition” and “work efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and work efficacy is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing inquisition for problem solving, expecting mutual contributions, and complementing learning objectives. Conclusion:These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.

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Virtual Collaborative Learning Using Wiki for Adult ODL Learners: The Case of Wawasan Open University

Asian Association of Open Universities Journal ◽

10.1108/aaouj-10-02-2015-b002 ◽

2015 ◽

Vol 10 (2) ◽

pp. 1-12 ◽

Cited By ~ 2

Author(s):

Ean Teng Khor*

Keyword(s):

Collaborative Learning ◽

Learning Outcomes ◽

Learning Activities ◽

Learning Performance ◽

Management Systems ◽

Academic Learning ◽

Collaborative Tool ◽

Open And Distance Learning ◽

Preliminary Study ◽

And Performance

Virtual collaborative learning has been gaining in popularity in open and distance learning (ODL) over the last decade. In collaborative learning environments, the instructors facilitate and initiate discussion on particularissues of concern. Students are given the chance to share their knowledge in a way theyhave not been used to and the possibility of participating in a coordinated effort to solve problems together. A preliminary study showed that collaborative learning activities enhancedstudent satisfaction, achievedthe course learning outcomes and encouragedgroup participation. Peer-to-peer interaction has been shown to be successful and can be engaged in during collaborative learning activities. Wiki is widely promoted as a virtual collaborative tool and has been integrated into several learning management systems. However, there are only limited studies on the effectiveness of moodle-wiki for virtual collaborative learning. Therefore, the aim of this study is to evaluate the effectiveness of moodle-wiki in terms of students' perceptions and performance. The data collected were analysed and evaluated, and the statistical results demonstrate that the students hadpositive perceptions of moodle-wiki and the collaborative tool enhanced their learning performance. This study will be useful for instructors and course designers as a guide to investigating students' perceptions and evaluating the effectiveness of a collaborative tool. The findings of this research are also useful for stakeholders to maximize students' academic learning achievement.

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The Miseducation of Hispanic Children

Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-7152-1.ch021 ◽

2021 ◽

pp. 326-338

Author(s):

J. Elizabeth Casey ◽

Selina V. Mireles

Keyword(s):

Academic Performance ◽

Instructional Strategies ◽

English Learners ◽

Native Language ◽

First Language ◽

Learning Performance ◽

Academic Learning ◽

Language Support ◽

Field Notes ◽

K 12

Future teachers must be prepared to use instructional strategies to support diverse students, especially English learners (ELs). Whether a student's first language is Spanish, Russian, etc., having access to native language is vital to support learning. Likewise, preparing K-12 teachers to employ appropriate pedagogical methods to support learning is critical. In two separate studies, the first author accumulated field notes and reflections on observations and events that occurred during a research study on the effectiveness of metacognitive strategies in supporting ELs' academic performance. These post-study reflections revealed distinct differences in first language support that may have impacted student learning. In one study, ELs had limited opportunities to access their first language. In a second study, ELs were provided multiple opportunities to access native language. The authors reflect on differing instructional approaches used with ELs, arguing that opportunities to access native language is essential in supporting English acquisition and academic learning/performance.

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Big Five Personality Traits and Academic Learning in Wiki-Mediated Collaborative Activities

International Journal of Distance Education Technologies ◽

10.4018/ijdet.2018070105 ◽

2018 ◽

Vol 16 (3) ◽

pp. 81-92

Author(s):

Panagiota Altanopoulou ◽

Nikolaos Tselios

Keyword(s):

Big Five ◽

Meta Analysis ◽

Learning Performance ◽

Academic Learning ◽

Big Five Personality ◽

Collaborative Teams ◽

Learning Gain ◽

Analysis Of Results ◽

Collaborative Activities ◽

Made In

The influence of students' non-cognitive characteristics on their learning performance constitutes a significant but rather unexplored topic. The goal of the research presented in this article, is to examine the relation between the students' personality characteristics (as measured using the Big Five Personality Test) and their learning outcome in the context of four framed wiki-based learning activities. 368 university students participated in the studies. Meta-analysis of results indicates that learning gain was significant negatively correlated with one of the five basic personality dimensions, namely Extraversion. Also, agreeableness was significant positively correlated with learning gain. Moreover, conscientiousness and emotionally stability were significant positively correlated with logged wiki edits that students made in this activity. It is argued, and discussed, that results from such studies can lead to useful conclusions regarding the design of appropriate activities and the creation of more effective collaborative teams in the context of wiki-based web activities.

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Supervised versus Recommended Physical Exercise in Hypertensive Women. Is its Recommendation Enough?

Blood Pressure ◽

10.1080/08037050301806 ◽

2003 ◽

Vol 12 (3) ◽

pp. 1-1

Author(s):

JOSEP BONET ◽

RAMON COLL ◽

ENRIQUE ROCHA ◽

RAMóN ROMERO

Keyword(s):

Physical Exercise

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Learning and Consolidation of Verbal Declarative Memory in Patients with Posttraumatic Stress Disorder

Zeitschrift für Psychologie / Journal of Psychology ◽

10.1027/0044-3409/a000020 ◽

2010 ◽

Vol 218 (2) ◽

pp. 135-140 ◽

Cited By ~ 1

Author(s):

Slawomira J. Diener ◽

Herta Flor ◽

Michèle Wessa

Keyword(s):

Posttraumatic Stress Disorder ◽

Posttraumatic Stress ◽

Verbal Memory ◽

Stress Disorder ◽

Declarative Memory ◽

Memory Performance ◽

Verbal Learning ◽

Depression Scale ◽

Learning Performance ◽

Ptsd Symptoms

Impairments in declarative memory have been reported in posttraumatic stress disorder (PTSD). Fragmentation of explicit trauma-related memory has been assumed to impede the formation of a coherent memorization of the traumatic event and the integration into autobiographic memory. Together with a strong non-declarative memory that connects trauma reminders with a fear response the impairment in declarative memory is thought to be involved in the maintenance of PTSD symptoms. Fourteen PTSD patients, 14 traumatized subjects without PTSD, and 13 non-traumatized healthy controls (HC) were tested with the California Verbal Learning Test (CVLT) to assess verbal declarative memory. PTSD symptoms were assessed with the Clinician Administered PTSD Scale and depression with the Center of Epidemiological Studies Depression Scale. Several indices of the CVLT pointed to an impairment in declarative memory performance in PTSD, but not in traumatized persons without PTSD or HC. No group differences were observed if recall of memory after a time delay was set in relation to initial learning performance. In the PTSD group verbal memory performance correlated significantly with hyperarousal symptoms, after concentration difficulties were accounted for. The present study confirmed previous reports of declarative verbal memory deficits in PTSD. Extending previous results, we propose that learning rather than memory consolidation is impaired in PTSD patients. Furthermore, arousal symptoms may interfere with successful memory formation in PTSD.

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The Hierarchical Model of Exercise Dependence

Journal of Individual Differences ◽

10.1027/1614-0001/a000172 ◽

2015 ◽

Vol 36 (4) ◽

pp. 247-257 ◽

Cited By ~ 1

Author(s):

Gayatri Kotbagi ◽

Laurence Kern ◽

Lucia Romo ◽

Ramesh Pathare

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Physical Exercise ◽

Exploratory Factor Analysis ◽

Convergent Validity ◽

Large Population ◽

Assessment Tools ◽

Negative Consequences ◽

Confirmatory Factor ◽

Preliminary Version

Abstract. Physical exercise when done excessively may have negative consequences on physical and psychological wellbeing. There exist many scales to measure this phenomenon. The purpose of this article is to create a scale measuring the problematic practice of physical exercise (PPPE Scale) by combining two assessment tools already existing in the field of exercise dependency but anchored in different approaches (EDS-R and EDQ). This research consists of three studies carried out on three independent sample populations. The first study (N = 341) tested the construct validity (exploratory factor analysis); the second study (N = 195) tested the structural validity (confirmatory factor analysis) and the third study (N = 104) tested the convergent validity (correlations) of the preliminary version of the PPPE scale. Exploratory factor analysis identified six distinct dimensions associated with exercise dependency. Furthermore, confirmatory factor analysis validated a second order model consisting of 25 items with six dimensions and four sub-dimensions. The convergent validity of this scale with other constructs (GLTEQ, EAT26, and The Big Five Inventory [BFI]) is satisfactory. The preliminary version of the PPPE must be administered to a large population to refine its psychometric properties and develop scoring norms.

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Weekly Exercise Consistently Reinstates Positive Mood

European Psychologist ◽

10.1027/1016-9040.3.4.271 ◽

1998 ◽

Vol 3 (4) ◽

pp. 271-280 ◽

Cited By ~ 12

Author(s):

Hannah Steinberg ◽

Briony R. Nicholls ◽

Elizabeth A. Sykes ◽

N. LeBoutillier ◽

Nerina Ramlakhan ◽

...

Keyword(s):

Physical Exercise ◽

Negative Mood ◽

Real Life ◽

Positive Mood ◽

Field Investigation ◽

Single Bout ◽

Before And After ◽

Exercise Class ◽

Negative Feelings ◽

Over Time

Mood improvement immediately after a single bout of exercise is well documented, but less is known about successive and longer term effects. In a “real-life” field investigation, four kinds of exercise class (Beginners, Advanced, Body Funk and Callanetics) met once a week for up to 7 weeks. Before and after each class the members assessed how they felt by completing a questionnaire listing equal numbers of “positive” and “negative” mood words. Subjects who had attended at least five times were included in the analysis, which led to groups consisting of 18, 20, 16, and 16 subjects, respectively. All four kinds of exercise significantly increased positive and decreased negative feelings, and this result was surprisingly consistent in successive weeks. However, exercise seemed to have a much greater effect on positive than on negative moods. The favorable moods induced by each class seemed to have worn off by the following week, to be reinstated by the class itself. In the Callanetics class, positive mood also improved significantly over time. The Callanetics class involved “slower,” more demanding exercises, not always done to music. The Callanetics and Advanced classes also showed significantly greater preexercise negative moods in the first three sessions. However, these differences disappeared following exercise. Possibly, these two groups had become more “tolerant” to the mood-enhancing effects of physical exercise; this may be in part have been due to “exercise addiction.”

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Personal Goals of Older Female Twins

European Psychologist ◽

10.1027/1016-9040.14.2.160 ◽

2009 ◽

Vol 14 (2) ◽

pp. 160-167 ◽

Cited By ~ 14

Author(s):

Katariina Salmela-Aro ◽

Sanna Read ◽

Jari-Erik Nurmi ◽

Markku Koskenvuo ◽

Jaakko Kaprio ◽

...

Keyword(s):

Physical Exercise ◽

Independent Living ◽

Environmental Effect ◽

Close Relationships ◽

Environmental Influence ◽

Genetic Effect ◽

Additive Genetic Effect ◽

Personal Goals ◽

Cultural Activities ◽

The Individual

This study examined genetic and environmental influences on older women’s personal goals by using data from the Finnish Twin Study on Aging. The interview for the personal goals was completed by 67 monozygotic (MZ) pairs and 75 dizygotic (DZ) pairs. The tetrachoric correlations for personal goals related to health and functioning, close relationships, and independent living were higher in MZ than DZ twins, indicating possible genetic influence. The pattern of tetrachoric correlations for personal goals related to cultural activities, care of others, and physical exercise indicated environmental influence. For goals concerning health and functioning, independent living, and close relationships, additive genetic effect accounted for about half of the individual variation. The rest was the result of a unique environmental effect. Goals concerning physical exercise and care of others showed moderate common environmental effect, while the rest of the variance was the result of a unique environmental effect. Personal goals concerning cultural activities showed unique environmental effects only.

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