Effects of the Interpersonal Game upon Intra- and Interpersonal Concepts, Personality Characteristics, and Interpersonal Relationships

1968 ◽  
Vol 22 (1) ◽  
pp. 116-118 ◽  
Author(s):  
Darhl M. Pedersen ◽  
Brian R. Williams
Keyword(s):  
Interpersonal Relationships ◽  
Rating Scale ◽  
Interpersonal Relationship ◽  
Personality Characteristics ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Change Scores ◽  
The Mean ◽  
Experimental Group

Playing The Interpersonal Game (IG) should result in (a) increased congruence between a player's self-concept and his self-ideal, between his ideal concept of the other player and the other player's self-ideal, and between his concept of the other player and the other player's self-concept, (b) lowered scores on the MMPI scales of Ai, D, Hy, Sc, Hs, and Pa, and an increased score on the MMPI Es scale, and (c) an improved relationship with the other player. Two groups were formed at random, an experimental group which played the IG consisting of 15 boy-girl pairs and a control group of 16 boy-girl pairs which did not play the game. Pre- and posttests, using a Self and Others Rating Scale, the MMPI, and an Interpersonal Relationship Rating Scale were administered to all Ss. Appropriate t tests comparing the mean change scores for the game group with the controls failed to confirm any of the hypotheses.

scholarly journals Effect of Educational Games on Self-concept Levels of Inclusive Students Studying in Secondary Schools

2018 ◽  
Vol 6 (10) ◽  
pp. 183
Author(s):  
Serhat Üstündağ ◽  
Gülsen Özcan
Keyword(s):  
Secondary Schools ◽  
Peer Relationships ◽  
Repeated Measures ◽  
Educational Games ◽  
The Other ◽  
Self Concept ◽  
Control Group ◽  
Spring Semester ◽  
Significant Difference ◽  
Experimental Group

This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.

scholarly journals Evaluation of the effect of force direction on stationary anchorage success of mini-implant with a lever-arm–shaped upper structure

2011 ◽  
Vol 81 (5) ◽  
pp. 776-782 ◽  
Author(s):  
Ki-Ho Park ◽  
Eun-Man Lee ◽  
Seung-il Shin ◽  
Seong-Hun Kim ◽  
Young-Guk Park ◽  
...  
Keyword(s):  
Primary Stability ◽  
The Other ◽  
Control Group ◽  
Removal Torque ◽  
Lever Arm ◽  
Mini Implants ◽  
Force Direction ◽  
The Mean ◽  
The Stability ◽  
Experimental Group

Abstract Objective: To compare the effect of clockwise and counterclockwise torque on the primary stability of a mini-implant with a lever-arm–shaped upper structure. Materials and Methods: Twenty-four white rabbits were used for this study. Two screw-type mini-implants were placed in each tibia. In all, 96 screws were inserted. Two weeks later, a 2-N force was applied to the mini-implants without an upper structure in eight rabbits (control group). The mini-implants of the other 16 rabbits were loaded with an upper structure (experimental group). In the experimental group, the two left mini-implants were loaded in a clockwise direction (CW group) and the two right implants were loaded in a counterclockwise direction (CCW group). The rabbits were sacrificed at 1 week or 8 weeks after loading in both control and experimental groups. The removal torque value (RTV) was measured in 15 of 16 mini-implants in each group and the remaining implant was processed for histologic examination. Results: At 1 week there were no significant differences in the mean RTV between the control, CW, and CCW groups. At 8 weeks, the RTV was higher in the control and experimental groups than in the respective 1-week groups. At 8 weeks, there were no significant differences in the RTV between the control and CW groups, but the CCW group showed a lower RTV. Conclusions: CCW torque can decrease the stability of a mini-implant, whereas a CW torque has no effect.

scholarly journals The Effect of Random Excitement Strategy on Developing English Conversation Skills among Ninth Graders

2021 ◽  
Vol 29 (4) ◽  
Keyword(s):  
Learning Styles ◽  
Rating Scale ◽  
Ninth Graders ◽  
Speaking Rate ◽  
Control Group ◽  
Dynamic Learning ◽  
Conversation Skills ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

The aim of the study is to explore the effect of random excitement strategy on developing English conversation skills among ninth graders. The descriptive approach was used. The sample included (81) ninth graders and was chosen randomly from Al-Aysheya Basic Elementary School for Girls. To collect data, conversational skills rating scale and an oral conversation test were used. The results showed a significant difference between the mean scores of the experimental group which was taught through the random excitement and control group was taught through the traditional way in the posttest of the oral side. The results also proved that there is a significant difference between the mean scores in the experimental group (the random excitement) and the control group in the posttest of the performance aspect. This difference is due to the effect of using (random excitement). The study recommended creating managing materials to furnish educators with the required information to utilize dynamic learning techniques, and building up instructors' capacities in picking the perfect conversation exercise procedure to meet diverse learning styles. Moreover, the study recommended concentrating on all conversation skills such as speaking rate, volume, and accuracy in teaching conversation.

House–Tree–Person drawing therapy as an intervention for prisoners' prerelease anxiety

2016 ◽  
Vol 44 (6) ◽  
pp. 987-1004 ◽  
Author(s):  
Yu Zhan Yu ◽  
Cong Yu Ming ◽  
Ma Yue ◽  
Jiang Hai Li ◽  
Li Ling
Keyword(s):  
Quantitative Analysis ◽  
Rating Scale ◽  
The Self ◽  
The Other ◽  
Control Group ◽  
Self Image ◽  
Hamilton Anxiety Rating Scale ◽  
House Structure ◽  
Male Prisoners ◽  
Experimental Group

We examined the feasibility of using the House–Tree–Person Test as an intervention to reduce prisoners' prerelease anxiety, and tested its effectiveness. In the first phase, 15 prison officers completed the other-evaluation Hamilton Anxiety Rating Scale (HAM-A) individually and 105 male prisoners completed the Zung Self-Rating Anxiety Scale (SAS) in groups. After screening, 72 of the prisoners who would be released within the next 2 to 6 months were selected as participants. Then, a quasiexperimental design was applied and 36 participants completed the House–Tree–Person Test 10 times over a period of 5 weeks. The results of quantitative analysis indicated that, during the prerelease period, more than 80% of prisoners had suffered from anxiety at some level. More important, in the posttest the total HAM-A and standard SAS scores for the prisoners in the experimental group were both significantly lower than their scores in the pretest. On the contrary, the total score on the HAM-A for the prisoners in the control group in the posttest was significantly higher than their score in the pretest. Simultaneously, the result of qualitative analysis of 2 of a prisoner's drawings, especially the positive change in house structure, the increasing number of trees, the clarity of the self-image, and the appearance of significant others, also indicated that his anxiety level had reduced.

scholarly journals A STUDY OF THE IMPACT OF HORTICULTURAL ACTIVITIES ON PRIMARY SCHOOL CHILDREN’S SELF-CONCEPT, WELL-BEING AND EFFECTIVENESS

2014 ◽  
Vol 13 (5) ◽  
pp. 637-649
Author(s):  
Mei-Lun Chen ◽  
Shi-Jer Lou ◽  
Wei-Fang Tsai ◽  
Chih-Cheng Tsai
Keyword(s):  
Interpersonal Relationship ◽  
Well Being ◽  
Analysis Of Covariance ◽  
Self Concept ◽  
Control Group ◽  
Relationship Skills ◽  
Measurement Tools ◽  
Research Findings ◽  
The Impact ◽  
Experimental Group

This study adopts both quantitative and qualitative methods. There are 23 subjects in the experimental group and the control group. The experimental group received the “Green Giant Growth Group” test once a week for a total of 7 times. The measurement tools were scale of self-concept, Chinese well-being and horticultural effectiveness. With respect to data analysis, the researcher adopted descriptive statistics and analysis of covariance. Feedback and interviews were included in the qualitative analysis. According to the findings of this study, horticultural activities can enhance students’ self-concept, sense of control, self-satisfaction, sense of achievement and social skills. Based on the results of interviews, by participating in horticultural activities, students increase their interpersonal relationship skills. Their behaviors match social norms, and they are more responsible, open-minded and peaceful. In line with previous research findings, this study proposes suggestions for future researchers to apply horticultural activities in education or guidance. Keywords: horticultural activities, horticultural effectiveness, horticultural therapy, self-concept, well-being.

scholarly journals Effect of Benson’s Relaxation Therapy on Post Caesarean Section Pain and Stress: A Pilot Study

2021 ◽  
Author(s):  
Riddhi Parmar ◽  
Anjali Tiwari
Keyword(s):  
Caesarean Section ◽  
Stress Level ◽  
Rating Scale ◽  
Control Group ◽  
Research Approach ◽  
Relaxation Therapy ◽  
The Mean ◽  
Group 5 ◽  
Experimental Group

Introduction: Many mothers face some discomfort after caesarean section like pain, mood changes, postpartum depression and stress. Nonpharmacological methods can be utilised to relive these discomforts as they are simple to use, inexpensive and does not have any side effects. Benson’s Relaxation Therapy (BRT) is a form of breathing exercise to be done by postcaesarean section mothers, breathing in and out in sitting position with closed eyes. Saying to oneself the word “one” while breathing out. Aim: To evaluate the effect of BRT on level of pain and stress among postcaesarean section mothers. Materials and Methods: Quantitative research approach with quasi experimental: pre-test post-test control group design was used. By using convenient sampling technique, total 10 samples {experimental group(5) and control group(5)} were recruited. The intervention was given to the experimental group twice a day for 3 consecutive days. BRT was not administered in control group. Post-interventional pain and stress was assessed on 3rd day by using numerical pain rating scale for pain assessment and Modified Hung’s postpartum stress scale for stress assessment. Data were collected by using SPSS version 20. The t-test was used to analyse the data. The p-value less than 0.05 were considered as significant. Results: The study showed that BRT was effective in reducing pain level in experimental as well as in reducing stress level. The mean pain score for experimental group reduced from 7 to 2.2 while in control group it was 7.60 at pre-intervention and 4.6 at follow-up. The mean stress score for the experimental group reduced from 90.60 to 57.60 while in control group it was 92.00 at pre-intervention and 75.20 at follow-up. Conclusion: This study concluded the positive effect of BRT in reducing pain and stress level among postcaesarean section mothers.

Rorschach Characteristics in Adolescents with Systemic Lupus Erythematosus

2006 ◽  
Vol 28 (1) ◽  
pp. 100-118 ◽  
Author(s):  
J. Santoantonio ◽  
L. Yazigi ◽  
E. I. Sato
Keyword(s):  
Lupus Erythematosus ◽  
Case Control Study ◽  
Activity Index ◽  
Disease Activity Index ◽  
Female Adolescents ◽  
Control Group ◽  
Intelligence Scale ◽  
The Mean ◽  
Experimental Group ◽  
Control Study

The purpose of this study was to investigate the personality characteristics in adolescents with SLE. The research design is a case-control study by means of the Rorschach Method and the Wechsler Intelligence Scale. Study group: 30 female adolescents with lupus, 12–17 years of age. The SLE Disease Activity Index was administered during the period of psychological evaluation. Control group: 32 nonpatient adolescents were matched for age, sex, and socioeconomic level. In the Wechsler Intelligence Scale the mean IQ of the experimental group was significantly lower than that of the control group (77 and 98, respectively, p < .001). In the Rorschach, the lupus patients showed greater difficulty in interpersonal interactions, although they displayed the resources to process affect and to cope with stressful situations. A positive moderate correlation (p = .069) between the activity index of the disease and the affect constriction proportion of the Rorschach was observed: the higher the SLEDAI score, the lower the capacity to process affect. There is a negative correlation between the activity index of the disease and the IQ (p = .001): with a higher activity index of the disease, less intellectual resources are available.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children

2003 ◽  
Vol 34 (3) ◽  
pp. 145-152 ◽  
Author(s):  
T. Fernández ◽  
W. Herrera ◽  
T. Harmony ◽  
L Díaz-Comas ◽  
E. Santiago ◽  
...  
Keyword(s):  
Threshold Value ◽  
Learning Disabled ◽  
The Other ◽  
Control Group ◽  
Relative Power ◽  
Normal Children ◽  
Absolute Power ◽  
And Gender ◽  
Socioeconomical Status ◽  
Experimental Group

Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

scholarly journals Corneal Biomechanical Parameters and Central Corneal Thickness in Glaucoma Patients, Glaucoma Suspects, and a Healthy Population

2021 ◽  
Vol 10 (12) ◽  
pp. 2637
Author(s):  
Mª. Ángeles del Buey-Sayas ◽  
Elena Lanchares-Sancho ◽  
Pilar Campins-Falcó ◽  
María Dolores Pinazo-Durán ◽  
Cristina Peris-Martínez
Keyword(s):  
Central Corneal Thickness ◽  
Corneal Thickness ◽  
Mean Difference ◽  
The Other ◽  
Control Group ◽  
Healthy Population ◽  
Diagnostic Categories ◽  
Significant Difference ◽  
Biomechanical Parameters ◽  
The Mean

Purpose: To evaluate and compare corneal hysteresis (CH), corneal resistance factor (CRF), and central corneal thickness (CCT), measurements were taken between a healthy population (controls), patients diagnosed with glaucoma (DG), and glaucoma suspect patients due to ocular hypertension (OHT), family history of glaucoma (FHG), or glaucoma-like optic discs (GLD). Additionally, Goldmann-correlated intraocular pressure (IOPg) and corneal-compensated IOP (IOPcc) were compared between the different groups of patients. Methods: In this prospective analytical-observational study, a total of 1065 patients (one eye of each) were recruited to undergo Ocular Response Analyzer (ORA) testing, ultrasound pachymetry, and clinical examination. Corneal biomechanical parameters (CH, CRF), CCT, IOPg, and IOPcc were measured in the control group (n = 574) and the other groups: DG (n = 147), FHG (n = 78), GLD (n = 90), and OHT (n = 176). We performed a variance analysis (ANOVA) for all the dependent variables according to the different diagnostic categories with multiple comparisons to identify the differences between the diagnostic categories, deeming p < 0.05 as statistically significant. Results: The mean CH in the DG group (9.69 mmHg) was significantly lower compared to controls (10.75 mmHg; mean difference 1.05, p < 0.001), FHG (10.70 mmHg; mean difference 1.00, p < 0.05), GLD (10.63 mmHg; mean difference 0.93, p < 0.05) and OHT (10.54 mmHg; mean difference 0.84, p < 0.05). No glaucoma suspects (FHG, GLD, OHT groups) presented significant differences between themselves and the control group (p = 1.00). No statistically significant differences were found in the mean CRF between DG (11.18 mmHg) and the control group (10.75 mmHg; mean difference 0.42, p = 0.40). The FHG and OHT groups showed significantly higher mean CRF values (12.32 and 12.41 mmHg, respectively) than the DG group (11.18 mmHg), with mean differences of 1.13 (p < 0.05) and 1.22 (p < 0.001), respectively. No statistically significant differences were found in CCT in the analysis between DG (562 μ) and the other groups (control = 556 μ, FHG = 576 μ, GLD = 569 μ, OHT = 570 μ). The means of IOPg and IOPcc values were higher in the DG patient and suspect groups than in the control group, with statistically significant differences in all groups (p < 0.001). Conclusion: This study presents corneal biomechanical values (CH, CRF), CCT, IOPg, and IOPcc for diagnosed glaucoma patients, three suspected glaucoma groups, and a healthy population, using the ORA. Mean CH values were markedly lower in the DG group (diagnosed with glaucoma damage) compared to the other groups. No significant difference was found in CCT between the DG and control groups. Unexpectedly, CRF showed higher values in all groups than in the control group, but the difference was only statistically significant in the suspect groups (FHG, GLD, and OHT), not in the DG group.

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