Prediction Errors in Depression: A Quasi-Experimental Analysis

2019 ◽  
Vol 33 (4) ◽  
pp. 320-330 ◽  
Author(s):  
Adam S. Radomsky ◽  
Shiu F. Wong ◽  
Dominique Dussault ◽  
Philippe T. Gilchrist ◽  
Sarah B. Tesolin
Keyword(s):  
Anxiety Disorders ◽  
Experimental Analysis ◽  
Group Differences ◽  
Control Group ◽  
Prediction Errors ◽  
Simple Task ◽  
Depressed Group ◽  
Quasi Experimental ◽  
The University ◽  
Short Walk

The overprediction and underprediction of fear, pain, and other constructs have been linked with etiology and maintenance of anxiety disorders. We aimed to extend this research to depression by investigating the overprediction of effort and the underprediction of reward and enjoyment associated with a simple task. Participants with depression (n = 20) and a control group (n = 40) predicted how much effort and reward/enjoyment would be experienced during a short walk around the university. Post-walk, participants reported the actual effort required and the actual experienced reward and enjoyment. Compared to the control group, who demonstrated accurate predictions, depressed individuals significantly overpredicted the required effort associated with the walk even though there were no between-group differences in actual effort required. There was no evidence to suggest that the depressed group underestimated or were inaccurate in their predictions of walk-related reward and enjoyment relative to the control group. Implications for cognitive and behavioral approaches to depression are discussed.

Personalized drinking feedback : an event-specific text-message intervention

2016 ◽  
Author(s):  
◽  
Jennifer Marie Cadigan
Keyword(s):  
Alcohol Consumption ◽  
Alcohol Use ◽  
Text Message ◽  
Group Differences ◽  
Control Group ◽  
Personalized Feedback ◽  
Alcohol Education ◽  
University Of Missouri ◽  
The University ◽  
Text Message Intervention

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study examined the efficacy and feasibility of an event-specific, text-message personalized feedback intervention (PFI) among 130 college students. Results indicated significant between-group differences for peak eBAC and drinks consumed when tailgating, with those in the text message PFI condition reporting a lower peak eBAC and less alcohol use than those in the text message alcohol education control group. Providing normative feedback on tailgating alcohol use in the PFI condition was effective in changing perceived drinking norms and alcohol consumption. This suggests the intervention was effective in correcting normative misperceptions of tailgating alcohol use, which was subsequently associated with reduced alcohol consumption. Findings provide preliminary support for the efficacy of an event-specific text-message PFI.

scholarly journals EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS

2010 ◽  
Vol 32 (2) ◽  
pp. 235-263 ◽  
Author(s):  
Yingli Yang ◽  
Roy Lyster
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Chinese Learners ◽  
Quasi Experimental ◽  
Group A ◽  
Improving Accuracy ◽  
The University ◽  
Post Hoc

Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners’ use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a control group and then participated in form-focused production activities that elicited the target forms. In the two feedback groups, teachers consistently provided one type of feedback (i.e., either recasts or prompts) in response to learners’ errors during the activities, whereas in the control group, the teacher provided feedback only on content. Pretests, immediate posttests, and delayed posttests administered 2 weeks after the treatment assessed participants’ acquisition of regular and irregular past tense forms in both oral and written production. Comparisons of group means across testing sessions using a repeated-measures ANOVA consistently revealed large effects for time. Post hoc within-group analyses of the eight immediate- and delayed-posttest measures revealed significant gains by the prompt group on all eight measures, the recast group on four, and the control group on three. The effects of prompts were larger than those of recasts for increasing accuracy in the use of regular past tense forms, whereas prompts and recasts had similar effects on improving accuracy in the use of irregular past tense forms.

scholarly journals Metacognitive Learning Approach in Affecting Students’ Self-Regulated Learning in Writing Course

2021 ◽  
Vol 13 (2) ◽  
pp. 1175-1184
Author(s):  
Abdul Halim ◽  
Sofia Ulfa Eka Hadiyanti
Keyword(s):  
Control Group ◽  
Self Regulated Learning ◽  
East Kalimantan ◽  
Metacognitive Instruction ◽  
Writing Course ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Experimental Group

The research aimed to investigate the effect of metacognitive instruction on students' self-regulated learning (SRL) writing for Indonesian EFL students to have appropriate grammar and meaningful learning experiences. The methodology used was a quasi-experimental design. The research participants were 50 students from the University of Muhammadiyah East Kalimantan (UMKT) English department who took a writing course. The participants were divided into the experimental group that was taught with metacognitive instruction. In contrast, although the same teacher taught the control group and had similar learning materials, the teacher did not use metacognitive instruction. The data was taken through pre-test and post-test and analyzed through independent t-test with statistics tool SPSS. The results showed that the experimental group has a higher SRL score with significant results in overall score even though there is one component that is different from previous studies, namely knowledge of cognition. Some suggestions were proposed.

scholarly journals PERANAN EDMODO SEBAGAI ALTERNATIF DALAM PEMBELAJARAN DARING

Jurnal BIOTEK ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 123
Author(s):  
Nurul Magfirah ◽  
Nurdiyanti Nurdiyanti ◽  
Anisa Anisa ◽  
Rahmatia Thahir
Keyword(s):  
Learning Outcomes ◽  
Biology Education ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Quasi Experimental ◽  
E Learning ◽  
Level Of Significance ◽  
The University

This study aims to find out the influence of learning media of E-Learning based on Edmodo toward learning outcomes of biology students at the Muhammadiyah University of Makassar. This type of research was quasi-experimental with a pretest-posttest control group design. The population of this research was all students of fourth-semester where 45 students selected as the sample. The sample consisted of 22 students in experimental group and 23 students in control group.  The result showed that the Sig value was smaller than the level of significance (α). The hypothesis testing with t-test (independent-sample t-test) obtained a sig value was 0.006 with a significance level (α) was 0.0. It appears that there is an effect of E-Learning based on Edmodo toward student's learning outcomes of biology education at the University of Muhammadiyah Makassar.

scholarly journals The Effect of Ruqyah Syar’iyyah Therapy on Anxiety, Stress and Depression Among Health Science Students

2018 ◽  
Vol 1 (2) ◽  
pp. 68
Author(s):  
Yusuf Waliyyun Arifuddin ◽  
Akhmad Yanuar Fahmi
Keyword(s):  
Anxiety Disorders ◽  
Mental Health Problems ◽  
Total Sample ◽  
Health Science ◽  
Test Method ◽  
Second Phase ◽  
Significance Level ◽  
Post Test ◽  
Quasi Experimental ◽  
The University

Backgroud: University student is one of the community groups that are vulnerable to mental health problems. Loads of course are likely to be high, demanding students must meet the target that has been charged by the university. Especially, the faculty or department does require the seriousness and the achievement of learning objectives in a timely manner, for example the faculty of medicine, nursing, midwifery and others. Therefore, students have a high propensity to suffer anxiety disorder, stress and depression. Many ways have been made to reduce these anxiety, stress and depression. Among of them are ruqyah syar’iyyah (incantation) is alternatively offered as the Islamic treatment. The initial phase of this therapy is problems diagnose (or counselling as known in psychology). The second phase is tauziyah (advice) with materials that are relevant to the problem (or problem solving if termed in psychology). The third phase is listening to the verses of Al-Qur’an and or be coincided with taking prophet medicines such as honey, black seed oil, zam - zam water, olive oil, and sidr leaves.Purpose: The purpose of this study was to determine whether the therapy of ruqyah syar'iyyah effects in reducing the levels of anxiety disorders, stress and depression among health science students.Method: The research method used is a quasi-experimental pre-post test design with a total sample of 54 respondents that refer to the scale DASS 42 (Depression Anxiety and Stress Scale). Sampling was done with a purposive sampling. Each of the mentioned disorders was 18 samples (9 treated samples and 9 untreated samples).Results: Based on the statistical test method of Wilcoxon Signed Ranks Test with its significance level α (0.05), it can be concluded that there is a significant effect of ruqyah syar'iyyah treatment in decreasing the levels of anxiety, stress and depression among health students.Conclussion: For further research, it is high recommended to examine respondents with controlled disorders as in a mental hospital, or rehabilitation places that service for anxiety disorders, stress and depression.

scholarly journals Rubric as a learning tool in teaching application of derivatives in basic calculus

2020 ◽  
Vol 6 (1) ◽  
pp. 46-58
Author(s):  
Leah Conejos Auxtero ◽  
Roar Abalos Callaman
Keyword(s):  
Procedural Knowledge ◽  
Control Group ◽  
Learning Tool ◽  
Quasi Experimental ◽  
Stem Students ◽  
Good Internal Consistency ◽  
Basic Calculus ◽  
The University ◽  
And Control ◽  
Experimental Group

Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students ‘learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students’ academic achievement as it teaches students to develop their understanding of procedural knowledge.

scholarly journals The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah

2019 ◽  
Vol 12 (6) ◽  
pp. 72 ◽  
Author(s):  
Shorouq Ali AL-Garni ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Experimental Study ◽  
Language Teaching ◽  
Role Playing ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Quasi Experimental ◽  
Efl Students ◽  
The University ◽  
Experimental Group ◽  
Speaking Skills

The aim of the present study was to examine the effect of using communicative language teaching (CLT) activities on EFL students’ speaking skills at the English Language Institute (ELI) of the University of Jeddah (UJ). The researcher conducted the current study in two classes of 21 female EFL students each; one class was the experimental group and the other the control group. The experimental group was taught using three communicative activities—interviewing, problem-solving, and role-playing—while the control group was taught using traditional methods. The current study followed a quasi-experimental study to answer the primary research question. The quasi-experimental study was conducted using a pre- and post-test design to determine if there was a significant difference between the scores of the experimental and control groups. The findings of the current study show that the experimental group scored higher than the control group. These findings have positive implications for the continued implementation of CLT teaching practices at the ELI of UJ.

scholarly journals Blended Learning in Higher Education: A Study of Its Impact on Students’ Performance

2021 ◽  
Vol 16 (14) ◽  
pp. 249
Author(s):  
Najeh Rajeh Alsalhi ◽  
Mohd. Elmagzoub Eltahir ◽  
Sami Al-Qatawneh ◽  
Nadia Ouakli ◽  
Hanine Bou Antoun ◽  
...  
Keyword(s):  
Blended Learning ◽  
Study Groups ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Academic Year ◽  
Experimental Group

The key goal of the paper is to study the influence of blended learning on the academic perfor-mance of students of a statistics Bluman course at the University of Ajman. The study was implemented by means of a quasi-experimental design. The sample of the study was 268 students, grouped into two groups: one experimental group (n = 135) that used blended learning; and the other a control group (n = 133) which was educated using the traditional method. The researchers prepared the achievement test as a tool of study after verifying its validity and reliability. The findings indicated significant statistical differences among the mean scores on the students’ post-test achievement in the two study groups, in favor of experimental group students, who were educated through blended learning. Furthermore, the outcomes showed that the scores of the experimental group students were diverse based on the variable of gender (in favor of females), and based on the variable of students’ academic year (supporting those students in the fourth academic year). However, no statistically significant difference was found among the students according to the variable of the college in which they studied. The study recommends that mixed learning is to be employed more broadly to include various educational fields.

Service-learning to improve attitudes towards blood donation among university students

2020 ◽  
Vol 79 (7) ◽  
pp. 812-825
Author(s):  
Josefa del Carmen Fernández de la Iglesia ◽  
Alba-Elena Martínez-Santos ◽  
Raquel Rodríguez-González ◽  
Beatriz Cebreiro ◽  
Carmen Fernández-Morante ◽  
...  
Keyword(s):  
Service Learning ◽  
Blood Donation ◽  
Primary Teacher ◽  
Control Group ◽  
Learning Approaches ◽  
Santiago De Compostela ◽  
Quasi Experimental ◽  
Parametric Analyses ◽  
External Incentives ◽  
The University

Objective: The purpose of this study was to describe how a service-learning methodology can promote blood donation among students by increasing levels of knowledge and improving attitudes while developing professional skills. Method: A quasi-experimental study design was utilised. A questionnaire identified barriers and incentives to blood donation in an experimental group and a control group. Participants ( n = 81) were students in nursing and primary teacher training courses at the University of Santiago de Compostela. Non-parametric analyses examined differences between participating and non-participating students within the project. Results: Gender and degree programme differences were found. Students who participated increased their level of knowledge ( U = 325.500, p < .001) and reduced their barriers to blood donation in three of the evaluated dimensions: personal reasons ( U = 520.500, p = .004), fears ( U = 471.500, p = .001) and pretexts ( U = 576.500, p = .020). Non-participants in the service-learning project reported more barriers and fewer external incentives. Conclusion: Service-learning methodology can be a useful strategy to increase blood donation among students in higher education. It increases knowledge, improves attitudes and reduces barriers to donation. This successful interdisciplinary experience could provide the basis for the implementation of new service-learning approaches.

scholarly journals The Effectiveness of Using Electronic Mind Maps to Develop Students’ Knowledge of Multimedia Concepts at Al Baha University

2020 ◽  
Vol 28 (14) ◽  
pp. 281-298
Author(s):  
د. عبدالله بن خليفة العديل د. عبدالله بن خليفة العديل
Keyword(s):  
Undergraduate Students ◽  
Achievement Test ◽  
Control Group ◽  
Measurement Tool ◽  
Arithmetic Average ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Mind Maps ◽  
The University ◽  
Experimental Group

the emergence of web 2.0 technologies has created new opportunities in the field of multimedia concepts. Electronic mind maps are used to present information in an interesting and fast format, save time and keep learners from becoming bored. Electronic mind maps are a valuable platform for learning multimedia concepts in class activities and as out-of-class assignments to increase learners' achievements. Therefore, this research focuses on designing electronic mind maps (using XMind) to teach multimedia concepts among undergraduate students at the College of Education at Al-Baha University. The study aimed to detect the effect of e-mind maps on increasing students' achievements. The study used a quasi-experimental approach to prepare the literature framework and a measurement tool including an achievement test. The study sample consisted of 40 learners. The researcher used a t-test to measure the differences between the experimental group, which was taught using e-mind maps (text and image), and the control group, which was taught using a traditional method. The results revealed that there was a significant difference in the level of ??0.05 in relation to the experimental group taught by e-mind maps, with an arithmetic average of 28.25 in the post achievement test. Therefore, the study recommended working with e-mind maps, which contain photos and texts when teaching instructional design at the university, and measuring its effect on acquiring some concepts of multimedia.

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