scholarly journals Predictors of Student Engagement in Learning Communities

2019 ◽  
Vol 6 ◽  
pp. 238212051984033 ◽  
Author(s):  
James H Baños ◽  
Jason P Noah ◽  
Caroline N Harada
Keyword(s):  
Student Engagement ◽  
Learning Communities ◽  
Extracurricular Activities ◽  
Self Report ◽  
Future Research ◽  
Older Students ◽  
Single Institution ◽  
Formal Program ◽  
Participation Requirement ◽  
High Engagement

Introduction: Little is known about what factors predict student engagement in learning communities (LCs). At our institution, we recently converted from an informal, unfunded program with volunteer mentors and no participation requirement to a formal, funded program with a structured curriculum, dedicated mentors, and required attendance. We sought to identify factors that predict student engagement in this new program. Methods: Medical students from all 4 years were invited to complete a survey that included self-rating of their level of engagement with their LC. We hypothesized that student engagement would be (1) higher in the new, formal program compared with the informal program; (2) lower among older students; and (3) higher among students who value collective activities for stress management. Results: In total, 75% of students completed the survey. Students who participated in the formal LC program reported significantly higher engagement than those who experienced the informal version. Older, out-of-state, and underrepresented in medicine (URiM) students reported lower levels of engagement compared with younger, in-state, and non-URiM students, but gender and campus assignment were not associated with level of engagement. Students who valued participation in extracurricular activities, service work, and time with friends or family all had higher levels of engagement in LCs compared with those who valued more solitary activities. Discussion: The formal, structured LC program was associated with higher levels of engagement than the informal program, and engagement was maintained throughout the 4-year curriculum. Subgroups of students reported lower engagement in LCs, and future research is needed to better understand and address this variability in engagement. This study is limited by the fact that students are only surveyed once annually, at a single institution, and our measure of engagement is brief and dependent on student self-report. In addition, it is not possible to discern from this study which components of the formal LC program were most strongly associated with high engagement.

Attachment Organization in Suicide Prevention Research

Crisis ◽  
2014 ◽  
Vol 35 (1) ◽  
pp. 60-66 ◽  
Author(s):  
Amanda Venta ◽  
Carla Sharp
Keyword(s):  
Risk Factors ◽  
Suicidal Ideation ◽  
Suicide Attempt ◽  
Interpersonal Relationships ◽  
Suicide Ideation ◽  
Suicide Attempts ◽  
Critical Role ◽  
Self Report ◽  
Future Research ◽  
Self Harm

Background: Identifying risk factors for suicide-related thoughts and behaviors (SRTB) is essential among adolescents in whom SRTB remain a leading cause of death. Although many risk factors have already been identified, influential theories now suggest that the domain of interpersonal relationships may play a critical role in the emergence of SRTB. Because attachment has long been seen as the foundation of interpersonal functioning, we suggest that attachment insecurity warrants attention as a risk factor for SRTB. Aims: This study sought to explore relations between attachment organization and suicidal ideation, suicide attempts, and self-harm in an inpatient adolescent sample, controlling for demographic and psychopathological covariates. Method: We recruited 194 adolescents from an inpatient unit and assigned them to one of four attachment groups (secure, preoccupied, dismissing, or disorganized attachment). Interview and self-report measures were used to create four variables reflecting the presence or absence of suicidal ideation in the last year, single lifetime suicide attempt, multiple lifetime suicide attempts, and lifetime self-harm. Results: Chi-square and regression analyses did not reveal significant relations between attachment organization and SRTB, although findings did confirm previously established relations between psychopathology and SRTB, such that internalizing disorder was associated with increased self-harm, suicide ideation, and suicide attempt and externalizing disorder was associated with increased self-harm. Conclusion: The severity of this sample and methodological differences from previous studies may explain the nonsignificant findings. Nonsignificant findings may indicate that the relation between attachment organization and SRTB is moderated by other factors that should be explored in future research.

scholarly journals Consumer Neuroscience Techniques in Advertising Research: A Bibliometric Citation Analysis

2021 ◽  
Vol 13 (3) ◽  
pp. 1589
Author(s):  
Juan Sánchez-Fernández ◽  
Luis-Alberto Casado-Aranda ◽  
Ana-Belén Bastidas-Manzano
Keyword(s):  
Self Report ◽  
Future Research ◽  
Complex Nature ◽  
Clear Understanding ◽  
Continuous Growth ◽  
Main Research ◽  
Consumer Neuroscience ◽  
Starting Point ◽  
Wide Range ◽  
Performance Analysis Tools

The limitations of self-report techniques (i.e., questionnaires or surveys) in measuring consumer response to advertising stimuli have necessitated more objective and accurate tools from the fields of neuroscience and psychology for the study of consumer behavior, resulting in the creation of consumer neuroscience. This recent marketing sub-field stems from a wide range of disciplines and applies multiple types of techniques to diverse advertising subdomains (e.g., advertising constructs, media elements, or prediction strategies). Due to its complex nature and continuous growth, this area of research calls for a clear understanding of its evolution, current scope, and potential domains in the field of advertising. Thus, this current research is among the first to apply a bibliometric approach to clarify the main research streams analyzing advertising persuasion using neuroimaging. Particularly, this paper combines a comprehensive review with performance analysis tools of 203 papers published between 1986 and 2019 in outlets indexed by the ISI Web of Science database. Our findings describe the research tools, journals, and themes that are worth considering in future research. The current study also provides an agenda for future research and therefore constitutes a starting point for advertising academics and professionals intending to use neuroimaging techniques.

scholarly journals Global Impact of COVID-19 on Weight and Weight-Related Behaviors in the Adult Population: A Scoping Review

2021 ◽  
Vol 18 (4) ◽  
pp. 1876
Author(s):  
Han Shi Jocelyn Chew ◽  
Violeta Lopez
Keyword(s):  
Weight Gain ◽  
Scoping Review ◽  
Screen Time ◽  
Weight Status ◽  
Adult Population ◽  
Self Report ◽  
Future Research ◽  
Sedentary Behaviors ◽  
Management Interventions ◽  
The Impact

Objective: To provide an overview of what is known about the impact of COVID-19 on weight and weight-related behaviors. Methods: Systematic scoping review using the Arksey and O’Malley methodology. Results: A total of 19 out of 396 articles were included. All studies were conducted using online self-report surveys. The average age of respondents ranged from 19 to 47 years old, comprised of more females. Almost one-half and one-fifth of the respondents gained and lost weight during the COVID-19 pandemic, respectively. Among articles that examined weight, diet and physical activity changes concurrently, weight gain was reported alongside a 36.3% to 59.6% increase in total food consumption and a 67.4% to 61.4% decrease in physical activities. Weight gain predictors included female sex, middle-age, increased appetite, snacking after dinner, less physical exercise, sedentary behaviors of ≥6 h/day, low water consumption and less sleep at night. Included articles did not illustrate significant associations between alcohol consumption, screen time, education, place of living and employment status, although sedentary behaviors, including screen time, did increase significantly. Conclusions: Examining behavioral differences alone is insufficient in predicting weight status. Future research could examine differences in personality and coping mechanisms to design more personalized and effective weight management interventions.

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

scholarly journals Perception of Threat and Psychological Impact of COVID-19 among Expatriates in Makkah Region, Saudi Arabia

2021 ◽  
Vol 18 (12) ◽  
pp. 6650
Author(s):  
Majed A. Algarni ◽  
Mohammad S. Alzahrani ◽  
Yasser Alatawi ◽  
Raghad A. Alasmari ◽  
Hashem O. Alsaab ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Psychological Symptoms ◽  
Psychological Impact ◽  
Self Report ◽  
Future Research ◽  
Perceived Threat ◽  
Cross Sectional ◽  
Psychological Burden ◽  
Arabic Speakers ◽  
Perception Of Threat

In the first few months of the pandemic, Makkah region reported the highest number of COVID-19 cases among all regions in Saudi Arabia. More than 80% of these reported cases were non-Saudi residents. In this study, we evaluated the perceived threat from and psychological impact of COVID-19 among non-Saudi residents of Makkah region. This was a cross-sectional analysis of data collected using a standardized self-report questionnaire. A total of 292 expatriates were included in the study, the majority of whom were non-Arabic speakers. The prevalence of self-reported depression was nearly 40%, anxiety was 32%, and stress was 43%. The findings indicated variability in the prevalence of psychological symptoms among expatriates from different ethnic backgrounds. Additionally, work environment and perceived threat were strong predictors of psychological disorders. This suggested that the perceived threat from and psychological burden of COVID-19 among non-Saudis in Makkah region is substantial. Future research should investigate the reasons behind these variations in the psychological impact of the pandemic among different ethnic groups.

scholarly journals The Creative Self-Concept as a Mediator Between Openness to Experience and Creative Behaviour

2016 ◽  
Vol 3 (2) ◽  
pp. 408-417 ◽  
Author(s):  
Bin-Bin Chen
Keyword(s):  
Structural Equation ◽  
Openness To Experience ◽  
Self Report ◽  
Mediation Effect ◽  
Self Concept ◽  
Future Research ◽  
Equation Modelling ◽  
Creative Behaviour ◽  
Creative Self ◽  
The Relationship

AbstractThis study examined the mediation effect of creative self-concept on the relationship between Openness to Experience and creative behaviours among university students. Participants in the study completed self-report measures of Openness to Experience, creative behaviours and creative self-concept. Structural equation modelling revealed that, as predicted, Openness to Experience was indirectly related to creative behaviours through creative self-concept. Implications for future research and limitations of the present findings are discussed.

scholarly journals Measuring attachment and parental bonding in psychosis and its clinical implications

2014 ◽  
Vol 25 (2) ◽  
pp. 142-149 ◽  
Author(s):  
S. Mathews ◽  
J. Onwumere ◽  
S. Bissoli ◽  
M. Ruggeri ◽  
E. Kuipers ◽  
...  
Keyword(s):  
Attachment Theory ◽  
Attachment Style ◽  
Attachment Styles ◽  
Parental Bonding ◽  
Insecure Attachment ◽  
Self Report ◽  
Future Research ◽  
Clinical Implications ◽  
Term Outcome ◽  
Long Term Outcome

Background.Attachment theory proposes that psychological functioning and affect regulations are influenced by the attachment we form with others. Early relationships with parents or caregivers lay the foundations for attachment styles. These styles are proposed to influence how we relate to others during our life can be modified by the relationships and events we experience in our lifespan. A secure attachment style is associated with a capacity to manage distress, comfort with autonomy and the ability to form relationships with others, whereas insecure attachment can lead to dysfunctional relationships, emotional and behaviour avoidance. Attachment theory provides a useful framework to inform our understanding of relationship difficulties in people with psychosis. This paper aims to complement recent systematic reviews by providing an overview of attachment theory, its application to psychosis, including an understanding of measurement issues and the clinical implications offered.Method.A narrative review was completed of the measures of attachment and parental bonding in psychosis. Its clinical implications are also discussed. The paper also explores the link between insecure attachment styles and illness course, social functioning and symptomatology. The following questions are addressed: What are the key attachment measures that have been used within the attachment and psychosis literature? What are the results of studies that have measured attachment or parental bonding in psychosis and what clinical implications can we derive from it? What are some of the key questions for future research from these findings in relation to the onset of psychosis research field?Results.The most commonly used measures of attachment in psychosis research are reviewed. Self-report questionnaires and semi-structured interviews have mainly been used to examine attachment styles in adult samples and in recent years comprise a measure specifically developed for a psychosis group. The review suggests that insecure attachment styles are common in psychosis samples. Key relationships were observed between insecure, avoidant and anxious attachment styles and psychosis development, expression and long-term outcome.Conclusions.Attachment theory can provide a useful framework to facilitate our understanding of interpersonal difficulties in psychosis that may predate its onset and impact on observed variability in outcomes, including treatment engagement. Greater attention should be given to the assessment of attachment needs and to the development of interventions that seek to compensate for these difficulties. However, further investigations are required on specifying the exact mechanisms by which specific attachment styles impact on the development of psychosis and its course.

Development and initial validation of the Subjective Academic Wellbeing Measure: A new tool of youth wellbeing in school

2021 ◽  
Vol 6 (1) ◽  
pp. 3-11
Author(s):  
Gökmen Arslan ◽  
Murat Yıldırım ◽  
Silvia Majercakova Albertova
Keyword(s):  
Factor Analysis ◽  
Convergent Validity ◽  
Mental Health Problems ◽  
School Context ◽  
Measurement Model ◽  
Academic Functioning ◽  
Self Report ◽  
Future Research ◽  
Internal Reliability ◽  
Gender Groups

The purpose of the current study was to investigate the preliminary development and validation of the Subjective Academic Wellbeing Measure (SAWM), which is a six-item self-report rating measure intended for use as a screening tool to assess the positive academic functioning of young people within the elementary and high school context. Exploratory factor analysis was performed with Sample 1 (N= 161), indicating that the SAWM was characterized by a unidimensional measurement model and had strong factor loadings. Results from confirmatory factor analysis, which was carried out with Sample 2 (N= 199), confirmed the measurement model by yielding good data-model fit statistics that were characterized by strong latent construct and internal reliability estimates. Further analyses showed that the scale had good convergent validity considering scores from several self-reported scales of student mental health problems and positive school functioning. Further analyses also showed that configural, metric, and scalar measurement invariance were observed across gender groups. These results provide initial evidence suggesting that the SAWM is a reliable and valid measure that can be used to assess the positive academic functioning of students within the school context. Implications are discussed, and some suggestions are provided for future research and practice

083 Circadian Preference is Associated with Impulsivity at Both the Trait and State Level

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A35-A35
Author(s):  
Brant Hasler ◽  
Meredith Wallace ◽  
Jessica Graves ◽  
Sarah Pedersen
Keyword(s):  
Substance Use ◽  
White Women ◽  
Multilevel Models ◽  
State Level ◽  
Self Report ◽  
Future Research ◽  
Sleep Timing ◽  
Composite Scale ◽  
Primary Sample ◽  
Circadian Preference

Abstract Introduction Impulsivity is a multifaceted construct with well-documented risk for substance use problems. A circadian preference towards eveningness has been linked to trait, global impulsivity. Here we extend existing literature by investigating whether eveningness is associated with multiple facets of impulsivity at both trait- and state-level impulsivity. We also examined these associations utilizing daily measures of sleep timing and duration. Methods The primary sample included 78 moderate-to-heavy social drinkers (aged 21–35, 100% White men) with circadian preference data (Composite Scale of Morningness: CSM). Five facets of impulsivity were assessed via the UPPS-P, both at baseline (full scale) and up to 6 times per day over 10 days (reduced scale). Daily sleep timing (midsleep) and duration were assessed via self-report over 10 days. Multilevel models were used to examine between- and within-person associations, accounting for covariates and correcting for multiple comparisons. Results Between-person models found that eveningness was associated with multiple facets of impulsivity, at trait (lack of perseverance) and state levels (negative urgency, positive urgency, lack of perseverance, and lack of premeditation). However, average midsleep and duration were generally unrelated to impulsivity when accounting for circadian preference. Within-person models in the primary sample largely paralleled the between-person findings. In a larger, more diverse sample (29.1% self-identified as Black, 29.7% female) without CSM data, later midsleep timing was associated with greater mean state-level impulsivity across multiple facets. These effects largely appear to be driven by White women. Conclusion A circadian preference for eveningness is strongly associated with multiple facets of impulsivity, at both trait- and state-levels, potentially increasing risk for substance use. This association does not appear to be driven by actual daily sleep timing and/or duration. Future research with objective measures of sleep in larger, more diverse samples will be important to clarify implications for sleep-focused prevention and/or treatment of substance use. Support (if any) Supported by grants from NIH (R01AA026249; K01 AA021135), as well as a Foundation Grant from ABMRF/The Foundation for Alcohol Research.

Implementing the Australian Curriculum for Students With Disabilities in Specialist Settings: Teachers’ Professional Learning Experiences and Preferences

2018 ◽  
Vol 42 (02) ◽  
pp. 127-142 ◽  
Author(s):  
Julie M. McMillan ◽  
Karyn L. Carson ◽  
Peter M. Walker ◽  
Anna G. Noble ◽  
Jane M. Jarvis ◽  
...  
Keyword(s):  
Learning Communities ◽  
Students With Disabilities ◽  
Professional Learning ◽  
Online Survey ◽  
Learning Experiences ◽  
Future Research ◽  
Special Schools ◽  
Australian Curriculum ◽  
Perceived Needs ◽  
Policy Practice

Commentary on the introduction of the Australian Curriculum (AC) has reflected a tension for educators of students with disabilities (SWD) between in-principle support for a curriculum that is inclusive of all students and the challenge of translating a general framework into relevant, individualised learning experiences appropriate for all SWD. In this paper, we report on findings from the second part of a national online survey in which we explored the perceptions and practices of 151 educators of SWD in specialist settings (special schools, disability units co-located at mainstream schools, special classes within mainstream schools) in relation to the AC. Specifically, these findings relate to the professional learning (PL) experiences and perceived needs of educators of SWD related to the AC and their advice to policymakers about the AC for SWD. Consistent with previous research, participants expressed a preference for PL experiences delivered on site, facilitated by content experts over extended periods, with opportunities for demonstration and targeted feedback, and in the context of collegial learning communities. In addition, participants raised concerns about the extent to which the AC is fully inclusive of all SWD. Implications for policy, practice, and future research are discussed.

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