scholarly journals Linking maternal involvement in child online learning to child adjustment during the COVID-19 pandemic: The moderating role of maternal mindfulness

2022 ◽  
pp. 026540752110666
Author(s):  
Chun Bun Lam ◽  
Chung Sze Lam ◽  
Kevin Kien Hoa Chung
Keyword(s):  
Online Learning ◽  
Externalizing Behaviors ◽  
Child Adjustment ◽  
Academic Ability ◽  
Cross Sectional ◽  
Maternal Involvement ◽  
Child Externalizing Behaviors ◽  
The Face ◽  
Fourth Wave

In the face of COVID-19, many schools have to educate their students using online activities. During this time, whether and how parents are involved may be of particular importance for young children—who are less able to learn independently via the Internet due to their developmental immaturity. Therefore, this study examined the cross-sectional association of maternal involvement in child online learning with child adjustment during the COVID-19 pandemic and tested maternal mindfulness as a moderator. Data were collected from 236 mothers of kindergarten-aged children (mean age = 55.91 months; 75% of them were girls) during the fourth wave of COVID-19 outbreak in Hong Kong, China. Using paper-and-pencil questionnaires, mothers rated their involvement and mindfulness and their children’s pre-academic ability and internalizing and externalizing behaviors and provide demographic information. Regression models revealed that maternal involvement was associated positively with child pre-academic ability and negatively with child internalizing behaviors, but such associations were only significant for children with more mindful mothers. Maternal mindfulness did not moderate the negative association between maternal involvement and child externalizing behaviors. Findings highlighted the role of maternal mindfulness in child development, suggesting that it may be crucial to promote maternal involvement and mindfulness during the pandemic and perhaps beyond.

scholarly journals Media, informacja a szczepienia przeciw COVID-19

2021 ◽  
Vol 2021 (2 (11)) ◽  
pp. 201-215
Author(s):  
Katarzyna Bałandynowicz-Panfil ◽  
Keyword(s):  
European Union ◽  
Primary Sources ◽  
The European Union ◽  
Government Programs ◽  
Safe Level ◽  
The Face ◽  
The Media ◽  
Fourth Wave ◽  
Population Resilience

The fourth wave of the COVID-19 pandemic is another significant confession for European societies. Despite extensive efforts, a safe level of population resilience has not been achieved in most countries. Previous actions and government programs aimed at persuading as many people as possible to accept vaccinations. Full availability of free vaccination has brought different levels of participation in fully vaccinated people across the European Union. This article presents the preliminary results of research on the role of the media in shaping pro-vaccination attitudes in Poland, based on a critical analysis of the literature on the subject, statistical data and an empirical research. The differences in attitudes towards vaccination against the SARS-CoV-2 virus in individual European Union countries have multifaceted conditions. These include factors of a social, political and cultural nature. Information plays an important role, shaping social attitudes in the discussed issue. One of the primary sources of this information is media – both traditional and digital. It is therefore worth defining the strength of media in the fight to build population resilience in the face of a pandemic.

Study of online learning for accounting subjects in vocational schools during the pandemic period

2021 ◽  
Vol 7 (3) ◽  
pp. 437
Author(s):  
Chandra Situmeang ◽  
Syahrizal Chalil ◽  
Choms G.G.T Sibarani ◽  
Dian Y.T.S Situmorang
Keyword(s):  
Online Learning ◽  
Online Survey ◽  
Student Characteristics ◽  
Cross Sectional ◽  
Moderating Variables ◽  
Learning Satisfaction ◽  
Relationship Of ◽  
The Relationship

Since COVID-19 pandemic has changed the way people conduct things, including educational activities, online learning has become a necessity that schools must adopt. This study aims to analyze the relationship of various variables that affect the success of online learning in accounting subjects in vocational high. This study is a quantitative cross-sectional online survey with 308 respondents from 26 schools in North Sumatra, Indonesia. Data analysis was performed through regression analysis with moderating variables. It concluded that the success of online learning process as measured by Learning Satisfaction was influenced by Student Characteristics, Learning Accessibility, and Textbooks, while Multimedia Materials and other Text Materials did not have any effect. It further observed that teacher Support does not affect learning satisfaction but can moderate the relationship between student characteristics and textbook quality. This means that all related parties need to focus on changing students' mindset, improving the quality of textbooks, and increasing accessibility. On the other hand, to increase success, it is necessary to strengthen the role of teachers.

Competition on the face: affect and language in ASL motherese

1996 ◽  
Vol 23 (1) ◽  
pp. 219-239 ◽  
Author(s):  
Judy Snitzer Reilly ◽  
Ursula Bellugi
Keyword(s):  
Facial Expression ◽  
American Sign Language ◽  
Voice Quality ◽  
Coding System ◽  
Potential Conflict ◽  
Cross Sectional ◽  
Affective Expression ◽  
Deaf Parents ◽  
The Face

ABSTRACTResearch on early mother-child interaction has documented the crucial role affect plays in the content and modulation of early interactions. For hearing mothers, voice quality is considered to be the single most informative channel for affective expression. For deaf caregivers who use American Sign Language (ASL), the vocal channel is unavailable, and facial expression is critically important. Not only do facial behaviours signal affective and communicative information, but specific facial behaviours also function as obligatory grammatical markers. This multifunctionality of facial expression presents a dilemma for deaf parents signing to their toddlers as these two systems potentially compete for expression on the face. This study addresses how affective facial expression interacts with the linguistic forms in ASL motherese. To address this issue, we present data from both cross-sectional and longitudinal videotaped interaction from a total of 15 deaf mothers signing with their deaf toddlers (ages 0;9–2;8). Using Ekman & Friesen's Facial Action Coding System (FACS) (1978) we analysed child-directed maternal wh- questions. Because they are frequent in early discourse, AND they require furrowed brows which also signal anger and puzzlement, wh- questions represent an ideal context to address the potential conflict of grammatical and affective facial expression in ASL motherese. Our studies indicate a shift from affect to grammar at about the child's second birthday. These findings shed new insight on the nature and possible role of input on the language acquisition process.

Triggering trigeminal neuralgia

Cephalalgia ◽  
2017 ◽  
Vol 38 (6) ◽  
pp. 1049-1056 ◽  
Author(s):  
Giulia Di Stefano ◽  
Stine Maarbjerg ◽  
Turo Nurmikko ◽  
Andrea Truini ◽  
Giorgio Cruccu
Keyword(s):  
Trigeminal Neuralgia ◽  
Cross Sectional Study ◽  
Diagnostic Feature ◽  
Sectional Study ◽  
Trigger Factors ◽  
Cross Sectional ◽  
The Face ◽  
Nasal Region ◽  
Paroxysmal Pain

Introduction Although it is widely accepted that facial pain paroxysms triggered by innocuous stimuli constitute a hallmark sign of trigeminal neuralgia, very few studies to date have systematically investigated the role of the triggers involved. In the recently published diagnostic classification, triggered pain is an essential criterion for the diagnosis of trigeminal neuralgia but no study to date has been designed to address this issue directly. In this study, we set out to determine, in patients with trigeminal neuralgia, how frequently triggers are present, which manoeuvres activate them and where cutaneous and mucosal trigger zones are located. Methods Clinical characteristics focusing on trigger factors were collected from 140 patients with trigeminal neuralgia, in a cross-sectional study design. Results Provocation of paroxysmal pain by various trigger manoeuvres was reported by 136 of the 140 patients. The most frequent manoeuvres were gentle touching of the face (79%) and talking (54%). Trigger zones were predominantly reported in the perioral and nasal region. Conclusion This study confirms that in trigeminal neuralgia, paroxysmal pain is associated with triggers in virtually all patients and supports the use of triggers as an essential diagnostic feature of trigeminal neuralgia.

scholarly journals Online learning during COVID-19 pandemic - a cross sectional survey of students’ perception

2021 ◽  
Vol 10 (10) ◽  
pp. 1202
Author(s):  
Vemuri V. Rani
Keyword(s):  
Online Learning ◽  
Dental Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Dental Surgery ◽  
Face To Face ◽  
Online Platforms ◽  
Validated Questionnaire ◽  
Online Lectures ◽  
The Face

Background: The corona virus pandemic had an impact on the student’s education especially the medical and dental students. There was no option but to continue the education by using the online platforms to take lectures. This survey aims at finding out the students’ perception towards these online classes.Methods: After ethics committee approval, a pre-validated questionnaire was administered as a Google form to the first, second bachelor of medicine and bachelor of surgery (MBBS) students and first, second bachelor of dental surgery (BDS) students, data was analyzed using descriptive statistics in Microsoft excel.Results: Out of 400 students who were sent the questionnaire 169 answered, with a response rate of 42.25%. 43 (25.44%) students had responded that the availability of the PowerPoint presentation for future reference makes it better for their study. 59 (34.91%) students said the main problem with the online lectures was Internet connectivity and technical issues /buffering during the class. Mean was 3 and above for three questions regarding the interaction during online classes and missing face to face interaction with both faculty and students.Conclusions: There is a positive attitude towards online learning, but the students miss the face-to-face interaction with the faculty and students. There is a necessity for improving the required infrastructure as well as training the faculty for the use of online platforms for planning and undertaking the sessions in an interactive way keeping in view the future occurrence of similar situations.

scholarly journals An examination of the role of the e-tutor

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Annegret Goold ◽  
Jo Coldwell ◽  
Annemieke Craig
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Online Learning Environments ◽  
Face To Face ◽  
Roles And Responsibilities ◽  
Teachers And Students ◽  
The Face ◽  
Changing Role

<span>As online learning environments continue to evolve, both teachers and students need to adapt to make the most of opportunities afforded by these environments for teaching and learning. The focus of this paper is on the changing role undertaken by tutors in online learning environments. We present a brief review of the current perspectives on the roles and responsibilities suggested for the e-tutor for effective teaching, and then report on a study where roles of e-tutors in a large wholly online unit were examined. The study supports the view that although the role of the e-tutor is similar to that of the face to face tutor in some respects, there are sufficient differences to make e-tutoring challenging to those who have not undertaken such online activities previously. Ongoing professional development is required to meet the changing demands of the technological environment, as well as the changing needs of students.</span>

scholarly journals ONLINE LEARNING AT HIGHER EDUCATION INSTITUTIONS IN UKRAINE: ACHIEVEMENTS, CHALLENGES, AND HORIZONS

2021 ◽  
Vol 85 (5) ◽  
pp. 163-174
Author(s):  
Yuliya Krylova-Grek ◽  
Mariya P. Shyshkina
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Blended Learning ◽  
Online Classes ◽  
Multiple Perspectives ◽  
Cross Sectional ◽  
Initial Stage ◽  
Weak Points ◽  
The Given

Online learning has shown considerable growth over the last decade, as the Internet and education were combined to serve millions of people to gain new skills. This paper outlines benchmarking studies of the current online learning trends. We have demonstrated the weak points in organizing and conducting online classes, identified the shortcomings of excessive digitalization of education, and suggested several problem-solving alternatives. We strongly believe that the appropriate arrangement of distance learning is impossible without getting feedback from all participants of the learning process. Our study represents the benefits and challenges of distance learning noticed by students. The given study is the initial stage of the multi-level research. To receive a qualitative and valid result, we developed a questionnaire with cross-sectional questions, which allowed analysing each question from multiple perspectives,  namely we were interested in the opinion of students on the following issues: transition to entirely distance learning; the role of a teacher in distance learning; the influence of distance learning format on the education quality (perception, understanding, learning, and mastering the material); difficulties and challenges. After examining the data obtained, we have managed to single out the following aspects: the most advisable forms of ICT use in the learning organization, balanced learning workload, and communication between teacher and student; co-ordination within the institution to avoid students' overload, which leads to demotivation and physical fatigue to cope with the scope of learning materials. The findings of this study indicate weak aspects in the organization and use of ICT in education. Based on these findings, we offered strategies for successful distance and blended learning. Besides, our findings must be taken into account when organizing blended learning.

scholarly journals Moderating Role of Social Support on the Relationship Between Job Demand and Presenteeism

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Rose Helen Shimabuku ◽  
Helenides Mendonça
Keyword(s):  
Social Support ◽  
Personal Control ◽  
Cross Sectional Study ◽  
Public Institution ◽  
Cross Sectional ◽  
Job Content Questionnaire ◽  
The Face ◽  
Job Content ◽  
Psychological Demands

Abstract The pressures of contemporaneity and the increase of unemployment cause employees to attend work when sick, becoming presenteeist. The purpose of this study was to investigate the influence of psychological demands on presenteeism, considering the support of the bosses and the control of work as moderators of this relationship. A quantitative cross-sectional study was developed at a Public Institution of Higher Education. 204 technical-administrative servants who responded to the Stanford Presenteeism Scale - SPS6 and the Job Content Questionnaire - JCQ participated in the study. The results indicate that the greater the support of the boss and the control that the employee has of his/her work the less the presenteeism, even in the face of high psychological demands of the work. This study contributes to the investigation of organizational antecedents (demands of work and social support) and personal (control) of presenteeism.

scholarly journals How COVID-19 kick-started online learning in medical education—The DigiMed study

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257394
Author(s):  
Fabian Stoehr ◽  
Lukas Müller ◽  
Adrian Brady ◽  
Antoni Trilla ◽  
Aline Mähringer-Kunz ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Medical Schools ◽  
Scientific Basis ◽  
Cross Sectional ◽  
Web Based ◽  
Students Attitudes

Background The coronavirus disease 2019 (COVID-19) pandemic led to far-reaching restrictions of social and professional life, affecting societies all over the world. To contain the virus, medical schools had to restructure their curriculum by switching to online learning. However, only few medical schools had implemented such novel learning concepts. We aimed to evaluate students’ attitudes to online learning to provide a broad scientific basis to guide future development of medical education. Methods Overall, 3286 medical students from 12 different countries participated in this cross-sectional, web-based study investigating various aspects of online learning in medical education. On a 7-point Likert scale, participants rated the online learning situation during the pandemic at their medical schools, technical and social aspects, and the current and future role of online learning in medical education. Results The majority of medical schools managed the rapid switch to online learning (78%) and most students were satisfied with the quantity (67%) and quality (62%) of the courses. Online learning provided greater flexibility (84%) and led to unchanged or even higher attendance of courses (70%). Possible downsides included motivational problems (42%), insufficient possibilities for interaction with fellow students (67%) and thus the risk of social isolation (64%). The vast majority felt comfortable using the software solutions (80%). Most were convinced that medical education lags behind current capabilities regarding online learning (78%) and estimated the proportion of online learning before the pandemic at only 14%. In order to improve the current curriculum, they wish for a more balanced ratio with at least 40% of online teaching compared to on-site teaching. Conclusion This study demonstrates the positive attitude of medical students towards online learning. Furthermore, it reveals a considerable discrepancy between what students demand and what the curriculum offers. Thus, the COVID-19 pandemic might be the long-awaited catalyst for a new “online era” in medical education.

scholarly journals Strategi Menaikan Kinerja Guru dalam Online Learning di Era Social Distancing

2020 ◽  
Vol 7 (1) ◽  
pp. 47-55
Author(s):  
Andi Sulistiadi ◽  
Otto Berman Sihite ◽  
Virza Utama Alamsyah
Keyword(s):  
Online Learning ◽  
Work Environment ◽  
Digital Tools ◽  
Profound Impact ◽  
Face To Face ◽  
Positive Effects ◽  
The World ◽  
The Face ◽  
Role Of Teachers

The Covid-19 pandemic has a profound impact on the world of education. Online learning (KBM) is a process that must be done. This study aimed to prove a number of HR variables that affects the teachers’ performance in the online learning era. In this era, it is believed that the role of teachers as a children educator even the face-to-face is irreplaceable by these digital tools. It turns out that the teacher who performs well is not merely motivated by payroll and bonuses, but there are other aspects that determine the good performance. This study was conducted at Pelita Harapan Bangsa Tegal. The population was 57 teachers and data collection techniques used in this study by distributing questionnaire, and the data were analyze with Smart PLS version 3.0. The result showed that HR variable consisting of Work discipline, Organization commitment and the Work Environment that positively influences teacher performance. HR Strategies have positive effects such as: disciplining in all levels, expressed and fulfilled organizational commitment, as well as work environment that is designed as comfortable as possible for teachers to improve their performance.

Sign in / Sign up

Export Citation Format

Share Document