scholarly journals Real-Time Psychophysiological and Writing Correlates of Expressive Writing

2020 ◽  
Vol 67 (4) ◽  
pp. 237-245
Author(s):  
Teresa Jacques ◽  
Rui A. Alves ◽  
Setareh Fadaei ◽  
Fernando Barbosa
Keyword(s):  
Emotion Regulation ◽  
Real Time ◽  
Effect Size ◽  
Expressive Writing ◽  
Traumatic Event ◽  
Electrodermal Activity ◽  
Low Frequency ◽  
Medium Effect ◽  
Control Group ◽  
Psychophysiological Data

Abstract. Concealing memories and emotions associated with a traumatic event seems to have negative effects on health. Re-enacting those events through writing is an opportunity to disclose such memories and emotions, and especially for emotion regulation. To study this, 57 university students were randomly assigned to one of two groups. They either completed an expressive writing or a neutral writing task. Real-time writing and psychophysiological data were recorded throughout the experiment to examine writing dynamics associated with emotion regulation and its psychophysiological correlates (electrodermal activity and electrocardiography measures). The results showed that the expressive group (EG) paused for longer than the control group (CG) denoting a positive and medium effect size [Formula: see text]. Furthermore, during and after writing, the EG showed a higher low frequency/high frequency ratio than the CG, evidencing a positive and large effect size [Formula: see text]. These real-time findings are interpreted as signs of emotion regulation happening during writing.

scholarly journals Effect of Different Feedback Modalities on Swimming Pace: Which Feedback Modality is Most Effective?

2018 ◽  
Vol 65 (1) ◽  
pp. 187-195
Author(s):  
Cesare Altavilla ◽  
Roberto Cejuela ◽  
Pablo Caballero-Pérez
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Effect Size ◽  
Medium Effect ◽  
Front Crawl ◽  
The Real ◽  
Medium Effect Size ◽  
Fast Start ◽  
Feedback Modalities ◽  
Split Time

Abstract To compare the effect of three different feedback modalities on swimming pace, sixteen male swimmers and triathletes participated in this study. Each participant swam 3 x 400 m, one for each feedback modality, swimming front crawl at 80% of their individual swimming critical speed. Three feedback modalities were examined: self-pacing, real time visual feedback and real time voice feedback. The swimmers adopted a fast start in all feedback modalities. In the real time voice feedback modality, the data recorded during the second lap (200 m) showed a significant improvement of their swimming pace approaching the swimming pace intended (-1.47 s, p < .01, medium effect size 0.79). A significant improvement toward the swimming pace intended was also noticed at the third split time (300 m) (0.05 s, p < .01, large effect size 0.81) and at the fourth split time (400 m) (0.46 s, p < .01, medium effect size 0.76). In self-pacing, the swimmers were not able to swim in line with the swimming pace intended. In real time visual feedback modality, the swimmers did not show a significant improvement approaching the swimming pace intended. The results revealed that communication with the swimmers using the real time voice feedback induced a significant improvement in their swimming pace and could help the athletes to swim with accurate and consistent pace.

scholarly journals THE EFFECT OF MINDFULNESS ON ACADEMIC SELF-EFFICACY: A RANDOMISED CONTROLLED TRIAL

2019 ◽  
pp. 170-186 ◽  
Author(s):  
Jack R. Menges ◽  
Marie L. Caltabiano
Keyword(s):  
University Students ◽  
Effect Size ◽  
Self Efficacy ◽  
Medium Effect ◽  
Control Group ◽  
Emotional Wellbeing ◽  
Post Intervention ◽  
Mindfulness Intervention ◽  
Academic Self Efficacy

This study examined the effect of a brief mindfulness intervention on academic self-efficacy. Twenty-six university students were randomized to a four-day brief mindfulness intervention or a wait-listed control condition. The brief mindfulness intervention took the form of four 30 minute sessions of mindfulness meditation over four consecutive days. Measures of mindfulness, emotional wellbeing, and academic self-efficacy were obtained via a self-report survey prior to the intervention, post-intervention and at a one-month follow-up. Both groups had comparable baseline measures on all three scales. Data analysis revealed that both academic self-efficacy and mindfulness increased between pre- and post-intervention with a medium effect size (d = 0.472 and 0.415 respectively). Emotional wellbeing significantly increased following the intervention with a large effect size (d = 0.652) and remained at this level after one month. Academic self-efficacy also stayed at elevated post-intervention levels after one month while mindfulness continued to increase following the intervention and was significantly higher at follow-up than at baseline (d = 0.564). There were no significant changes in the measured variables for the control group. Regression analysis revealed that increases in emotional wellbeing significantly predicted increases in academic self-efficacy for participants in the experimental group, both increases in mindfulness and emotional wellbeing were significantly correlated with increases in academic self-efficacy. These findings suggest that a brief mindfulness intervention is an effective and practical means to improve academic self-efficacy and emotional wellbeing in university students. Implications, limitations and future directions for research are discussed.

scholarly journals EFFECTIVENESS OF METACOGNITION-BASED READING ENRICHMENT PROGRAM TO STUDENTS READING COMPREHENSION

2021 ◽  
Vol 9 (02) ◽  
pp. 111-135
Author(s):  
Leo Vigil M. Batuctoc
Keyword(s):  
Reading Comprehension ◽  
Effect Size ◽  
Practical Significance ◽  
Medium Effect ◽  
Control Group ◽  
Significant Difference ◽  
Comparison Groups ◽  
Enrichment Program ◽  
Experimental Group ◽  
D Value

The main focus of this study is to determine the effectiveness of the metacognition-based reading enrichment program to the students reading comprehension. The pretest-posttest non-equivalent control group design which falls under the quasi-experimental design was used. On the test of significant difference between the formative test mean scores of the experimental and comparison groups, it was found out that the formative tests had significant effect to the respondents reading comprehension. Moreover, based on the computed Cohens d value, the lessons have a small top medium effect size. It was revealed that there is a significant difference between the posttest mean scores of the experimental and comparison groups at 0.01 level of significance. Moreover, based on the computed Cohens d value of 0.98, the effect size of the metacognition-based reading enrichment program to the students reading comprehension based on the posttest is large. There is a significant difference between the formative test mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size values suggested a small to medium practical significance. There is a significant difference between the posttest mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size value (d=0.98) suggested a substantial effect of the metacognition-based reading enrichment program to the respondents reading comprehension. As for the recommendations, it was noted that there is a need for English teachers to integrate the instruction of metacognitive strategies, as it helps in improving students reading comprehension.

Assessing the clinical significance of real-time quality of life data in cancer patients treated with radiation therapy.

2012 ◽  
Vol 30 (15_suppl) ◽  
pp. 6108-6108
Author(s):  
Michele Y. Halyard ◽  
Angelina D. Tan ◽  
Pamela J. Atherton ◽  
William Wong ◽  
Steven E. Schild ◽  
...  
Keyword(s):  
Real Time ◽  
Effect Size ◽  
Symptom Management ◽  
Phase 1 ◽  
Intervention Group ◽  
Well Being ◽  
Pain Severity ◽  
Control Group ◽  
Phase 2 ◽  
Moderate Effect

6108 Background: This pilot study evaluated whether providing clinicians with patient(pt) QOL results and symptom management pathways linked to QOL domains at the time of clinical appointment would result in improvement in QOL and treatment (tx) satisfaction. The objective was to obtain preliminary effect size estimates and logistical evidence for design of a larger, definitive trial. Methods: Oncology pts receiving 5-7 weeks of radiotherapy (RT) electronically completed QOL assessments (LASA) at baseline and biweekly prior to seeing clinicians. Was It Worth It (WIWI) and Interpersonal Patient-Provider Relationship (IPPRS) were measured at tx end. Pt endpoints (pro-rated primary endpoint LASA area under the curve (AUC), LASA changes from baseline, and WIWI responses) and clinician endpoints (IPPRS) were compared between the control group (Phase 1: no QOL feedback) and the intervention group (Phase 2: QOL feedback) via Wilcoxon, Chi-square and Fisher Exact tests. There was 80% power to detect a 10 point difference in average AUC. Results: 148 pts enrolled (79 Phase 1, 69 Phase 2) from 11/28/2008 to 09/20/2011 (sites GI (27%), Lung (22%) and Head and Neck (52%)). 68% received RT and chemo. There were consistently moderate effect sizes observed but no statistically significant differences in any AUC nor end of tx change from baseline scores. 20% fewer pts in phase 2 reported clinical deficits in overall QOL (pain). In pts receiving 7 weeks of RT, end of tx average overall QOL, mental well-being (WB), physical WB and pain severity were significantly better in Phase 2 pts. WIWI results showed 76% found participation worthwhile, 95% would participate again, and 92% would recommend the study to others. No differences between groups were found in communication between clinicians and pts (IPPRS). Conclusions: Preliminary estimates indicate potentially clinically significant improvements of moderate effect size in mental and physical WB and pain severity when clinicians received QOL real time with symptom management pathways. Further study is warranted in larger trial setting.

scholarly journals Development of Connecting Extending Review (CER) Learning Model to Improve Student’s Mathematical Reasoning Ability

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Andi Muhammad Irfan Taufan Asfar ◽  
Muhammad Arifin Ahmad ◽  
Hamsu Abdul Gani ◽  
Andi Muhammad Iqbal Akbar Asfar ◽  
Andi Nurannisa
Keyword(s):  
Effect Size ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Medium Effect ◽  
Control Group ◽  
Literature Study ◽  
Product Testing ◽  
Initial Product ◽  
Student Groups ◽  
Medium Effect Size

This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was o This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was obtained the overall achievement of  practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664).   btained the overall achievement of  practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664).

scholarly journals Evaluation of the Efficacy of Immersive Virtual Reality Therapy as a Method Supporting Pulmonary Rehabilitation: A Randomized Controlled Trial

2021 ◽  
Vol 10 (2) ◽  
pp. 352 ◽  
Author(s):  
Sebastian Rutkowski ◽  
Jan Szczegielniak ◽  
Joanna Szczepańska-Gieracha
Keyword(s):  
Virtual Reality ◽  
Effect Size ◽  
Pulmonary Rehabilitation ◽  
Anxiety Symptoms ◽  
Medium Effect ◽  
Outcome Analysis ◽  
Control Group ◽  
Chronic Obstructive Pulmonary Disorder ◽  
Copd Patients ◽  
Stress Levels

Anxiety has been estimated to occur in 21–96% and depression in 27–79% of patients with chronic obstructive pulmonary disorder (COPD). We found a scarcity of literature providing evidence on how virtual reality (VR) therapy affects the intensity of depressive and anxiety symptoms and stress levels in COPD patients undergoing in-hospital pulmonary rehabilitation (PR). This study enrolled 50 COPD patients with symptoms of stress, depression, and anxiety, randomly assigned to one of two groups. The two groups participated in the traditional PR programme additionally: the VR-group performed 10 sessions of immersive VR-therapy and the control group performed 10 sessions of Schultz autogenic training. Comparison of the changes in stress levels and depressive and anxiety symptoms was the primary outcome. Analysis of the results showed a reduction in stress levels only in the VR-group (p < 0.0069), with a medium effect size (d = 0.353). The symptoms of depression (p < 0.001, d = 0.836) and anxiety (p < 0.0009, d = 0.631) were statistically significantly reduced only in the VR-group, with a strong effect size. The enrichment of pulmonary rehabilitation with immersive VR therapy brings benefits in terms of mood improvement and reduction in anxiety and stress in patients with COPD.

Effects of the @ctivehip tele-rehabilitation program on the quality of life, psychological factors and fitness level of patients with hip fracture: Controlled trial (Preprint)

2021 ◽  
Author(s):  
Marta Mora-Traverso ◽  
Rafael Prieto-Moreno ◽  
Pablo Molina-Garcia ◽  
Zeus Salas-Fariña ◽  
Lydia Martín-Martín ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Hip Fracture ◽  
Effect Size ◽  
Psychological Factors ◽  
Rehabilitation Program ◽  
Medium Effect ◽  
Anxiety And Depression ◽  
Control Group ◽  
Fitness Level

BACKGROUND Hip fracture has a severe impact on patients’ quality of life, psychological factors and fitness level. Tele-rehabilitation has emerged in the last years as a promising alternative to conduct the rehabilitation process at home. However, there is no studies testing the effects of tele-rehabilitation interventions for patients with hip fracture on quality of life nor psychological factors, whereas the evidence on fitness level is scarce. OBJECTIVE To test the effects of the @ctivehip tele-rehabilitation program on the quality of life, psychological factors and fitness level of patients who had suffered a hip fracture. METHODS It is a non-randomized clinical trial including patients with 65 five years old onwards with a hip fracture as well as their family caregivers. The intervention group received a home-based multidisciplinary tele-rehabilitation intervention called @ctivehip lasting 12 weeks and the control group received the traditional care and rehabilitation provided by the Andalusian Public Health Care System. The outcomes measured were the patients’ quality of life through the EuroQol Quality of Life Questionnaire (EQ-5D), physiological factors (anxiety and depression) using the Hospital Anxiety and Depression Scale (HADS), and the fitness level, assessed with the International Fitness Scale (IFIS). Per-protocol (64 participants) and intention-to-treat (71 participants) analyses were performed, being the first one the main analysis. RESULTS The quality of life of the tele-rehabilitation group increased, while the control group scored worst at 3-month follow-up (medium effect size: 0.66 SDs; p = 0.006). The tele-rehabilitation group demonstrated a greater decrease than the control group in the total HADS score (medium effect size: -0.50 SDs; p = 0.015). Lastly, the tele-rehabilitation group recovered a fitness level close to the pre-hip fracture in comparison with the control group (small effect size: 0.49 SDs; p = 0.022). CONCLUSIONS The @ctivehip tele-rehabilitation program seem to be a promising treatment to improve the quality of life and psychological factors (i.e., anxiety and depression) of older adults after a hip fracture, as well as to recover their previous fitness level. CLINICALTRIAL ClinicalTrials.gov (Identifier: NCT02968589).

scholarly journals Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning

2021 ◽  
Author(s):  
Johannes Vogelzang ◽  
Wilfried F. Admiraal ◽  
Jan H. van Driel
Keyword(s):  
Learning Outcomes ◽  
Effect Size ◽  
Comparison Group ◽  
Medium Effect ◽  
Control Group ◽  
Control Group Design ◽  
Secondary Chemistry ◽  
Positive Effects ◽  
Post Test ◽  
Experimental Group

AbstractTeaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scaffolds students’ learning in complex and sometimes overwhelming context-based learning environments. Effects of the implementation on both students’ learning outcomes and self-reported perceptions of six affective and metacognitive outcomes were investigated. Six teachers implemented Scrum methodology in a context-based secondary chemistry module on Green Chemistry. Their classes formed the experimental group. Based on how students experienced the quality of the implementation, teachers of the experimental group were subdivided into top-teachers and growth-teachers. Consequently, their students formed two sub-experimental groups. The comparison group, which did not use Scrum methodology, consisted of students taught by four teachers. A pre-test post-test control group design was used to study its effect on students’ achievements and self-reported affective and metacognitive outcomes. Students of both experimental groups outperformed students of the comparison group with a large effect-size (top-teachers); and medium effect-size (growth-teachers) on learning outcomes. Findings on students’ perceptions of affective and metacognitive outcomes revealed medium and small effects of Scrum methodology. Despite the fact that the implementation is challenging for teachers, it appears that Scrum methodology has positive effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning.

scholarly journals Realistic Mathematics Education (RME) untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa di Indonesia

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 450-462
Author(s):  
I Wayan Widana ◽  
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Effect Size ◽  
Mathematical Problem ◽  
Learning Model ◽  
Medium Effect ◽  
Control Group ◽  
Control Group Design ◽  
The Real ◽  
A Value

Problem-solving ability in the real world is the main competency that students must possess in the 21st century. RME can bridge abstract mathematical concepts obtained in the classroom with the real world. This research is a meta-analytic study aimed at analyzing the effect of the RME learning model on problem-solving abilities. The data was obtained from a search of scientific articles that have been published in Science and Technology Index (SINTA) 2, 3, and 4 accredited journals and national proceedings in the period 2016-2021 and is an experimental study with a non-equivalent pre-test and post-test control group design. The research samples that matched the exclusion and inclusion criteria were seven units. The data were analyzed using the JASP V-0.11 application. The results of the heterogeneity test with a value of Q=10.277 and p=0.113>0.05. The combined effect size model used is the fixed effect model. The results showed that the average effect size was 0.42 in the medium effect category. The Funnel Plot and Egger's Test tests with a value of z=0.075 and p=0.940>0.05 indicated no publication bias. In conclusion, the RME learning model affects students' mathematical problem-solving abilities with moderate influence. The results of this study contribute to strengthening the findings of previous studies.

scholarly journals Metaanalisis Efektivitas Acceptance and Commitment Therapy untuk Menangani Gangguan Kecemasan Umum

2021 ◽  
Vol 26 (1) ◽  
pp. 85-100
Author(s):  
Stefany Livia Prajogo ◽  
Ananta Yudiarso
Keyword(s):  
Anxiety Disorder ◽  
Acceptance And Commitment Therapy ◽  
Effect Size ◽  
Meta Analysis ◽  
Random Effect ◽  
Medium Effect ◽  
Control Group ◽  
General Anxiety Disorder ◽  
Commitment Therapy ◽  
Acceptance And Commitment

The prevalence of anxiety disorder in Indonesia increases significantly every year. It is worth special attention, especially in facing the uncertainty during pandemic. Acceptance and Commitment Therapy (ACT) is one of the third-wave cognitive behavior therapy (CBT), usually used for anxiety disorder treatment. In this research, I want to examine the effectiveness of Acceptance and Commitment Therapy (ACT) to decrease the level of Generalized Anxiety Disorder (GAD), taking General Anxiety Disorder-7 (GAD-7), Geriatic Anxiety Inventory (GAI), and Beck Anxiety Inventory (BAI), as the standard. It uses a meta-analysis techniques processed by statdirect trial version 2.0. It involves 17 experimental journals of ACT and GAD (n experiment group = 574; n control group = 513). The assessment of ACT and GAD bases itself on random effect size (I2 = 83.3%), without any publication bias (-3.88). The result shows that ACT is still effective to decrease the level of GAD (d= -.66; medium effect size). The result concludes that the ACT needs the assistance from other interventions. It also suggests research replication to multiply the references related to the effectiveness of ACT.

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