POSSIBILITIES TO DEVELOP PERSONAL AGENCY  IN STUDENTS DEALING WITH A DIFFICULT SITUATION  OF SHIFTING TOWARDS DISTANCE LEARNING  DURING THE PANDEMIC

Statement of the problem. The relevance of the problem of studying the phenomena of coping with new situations of forced long-term distance learning that have not been encountered before in student and teaching environment is determined by the search for adequate measures to support students. An increase in the number of dropouts, a decrease in educational motivation and quality of results are observed in the forecasts by specialists. The students’ personal agency is given a significant role in coping with a difficult situation, but there is no sufficient information on the phenomenology of this process. The purpose of the article is to study the phenomenology of a difficult situation perception among students (based on the example of a pedagogical university) during the change towards distance learning; to highlight typical ways of responding to it and opportunities for personal agency development. Research methodology. The authors have analyzed scientific literature on the factors of coping with a difficult situation in the pandemic, the effectiveness of distance learning for students, as well as survey data (n = 412) and content analysis of focus group interviews of students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev (n = 90), semi-structured interviews with teachers (n = 20). The interdisciplinary research has been carried out on the basis of a dynamic approach to the study of a difficult situation, revealing the assessment of both emotional and behavioral, activity aspects of the students’ coping behavior. Research results. A qualitative analysis of the students’ experiences has revealed differences in the ways of coping with a stress situation caused by epidemic (including being distressed for their close ones, fear of self-isolation, etc.) and the sudden move to a distance learning format: the situation suppresses some students emotionally, reduces their learning motivation and activity, while in others it evokes new skills in planning, self-regulation, and social activity. Positive attitude towards distance learning is demonstrated by both types of students in most cases, however, students who proactively adapt to the situation do not have a depressed mood, apathy, and decreased motivation. The students’ feelings depend on their experience of interacting with a group of teachers on a particular program. Teachers show insufficient empathy for the emotional state of students; however, they admit their own deficiencies in the organization of distance learning, which have made it difficult for students to cope with the situation. Conclusions. The results of the study show that the differences in methods of coping with a difficult situation are demonstrated by the students who differ in self-regulation skills, attitude to time as a resource for self-change, acquisition of new skills, professional and personal self-development. Institutional support for the development of personal agency is based both on the organization of a single educational space by rules and norms common to all subjects (students and teachers), and on psychological support for the development of new ways of personal and activity self-regulation.

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Pi-kaPika: A qualitative study for trainer-owned Pokémon

10.21203/rs.3.rs-927173/v1 ◽

2021 ◽

Author(s):

Ka-Huen Yip

Keyword(s):

Hong Kong ◽

Young People ◽

Focus Group ◽

Self Regulation ◽

Social Activity ◽

Childhood Memories ◽

Focus Group Interviews ◽

Group Discussions ◽

Motivation Factors ◽

Group Interviews

Abstract Objective To explore insights of young people’s experiences and motivations in Pokémon GO in Hong Kong. The perspectives of young people through qualitative focus group interviews. Results Eight focus group discussions with young people (n=45; age from 18-25 years old) recruited in Hong Kong. We analysed the discussions using a thematic approach. Five theme categories emerged from data analysis: missing out or self-regulation, childhood memories of Pokémon, extending virtual-reality exploration, spending more time outdoors for walking and exercise, gathering together and socially interacting with others. This study sets the way for a deeper analysis of motivation factors to young people that indicate the increasing playing location-based game (LBG) via smartphones worldwide among all cohorts of society. This relatively new phenomenon of LBG may impact players’ movement, social activity, and behaviour to gain a common goal into the preferences and effects of playing LBG for young people.

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Productive behavior in relation to the personal and regulatory characteristics of students in the educational process

Казанский педагогический журнал ◽

10.51379/kpj.2021.150.6.028 ◽

2021 ◽

Author(s):

С.В. Хусаинова ◽

М.В. Федоренко ◽

Г.Ф. Шакирова

Keyword(s):

Distance Education ◽

Distance Learning ◽

Graduate Students ◽

Self Regulation ◽

Educational Process ◽

Difficult Situation ◽

Regulatory Processes ◽

Information Interaction ◽

The Relationship ◽

Developing Society

В интенсивно развивающемся обществе и введении в обучение специальных автоматизированных технологий используемых при проведении занятий значительно облегчает учебный процесс. Цель статьи заключается в нахождении взаимосвязи личностных и регуляторных характеристик выявленных при построении обратной связи в учебном процессе для актуализации продуктивного поведения. Для нахождения вдохновляющего триггера продуктивного поведения авторами выявлен принцип обратной связи, определяющий форму информационного взаимодействия, контроль которого осуществляется системой приемов, направленных на его участников для оценки результатов и последующей их коррекции. Раскрыта сущность проявления саморегуляции заключающейся в функционировании регуляторных процессов планирования, программирования, моделирования и оценки результатов, а также регуляторно-личностными свойствами в установлении взаимосвязи между волевой саморегуляцией и склонностью к продуктивному поведению. Предложено рассмотрение построения обратной связи в формате сильно-структурированной среды (ФГОС, информационные платформы, удаленные формы обучения во время пандемии) оказывающей влияние на проявление стабильных и регуляторных характеристик обучающихся. Доказано, что введение дистанционного образования в вузе в постоянном формате приводит к повышению уровня нейротизма у 30% обучающихся и у 70% проявление отношения к дистанционному обучению как к трудной ситуации. Статья предназначена для исследователей в области автоматизированных технологий, педагогам, педагогам-психологам и аспирантам. In an intensively developing society and the introduction of special automated technologies used in teaching classes, it greatly facilitates the educational process. The purpose of the article is to find the relationship between personal and regulatory characteristics identified when building feedback in the educational process to actualize productive behavior. To find an inspiring trigger of productive behavior, the authors identified the principle of feedback, which determines the form of information interaction, which is controlled by a system of techniques aimed at its participants to assess the results and their subsequent correction. The essence of the manifestation of self-regulation is revealed, which consists in the functioning of regulatory processes of planning, programming, modeling and evaluation of results, as well as regulatory and personal properties in establishing the relationship between volitional self-regulation and the propensity for productive behavior. It is proposed to consider the construction of feedback in the format of a highly structured environment (FSES, information platforms, remote forms of education during a pandemic) that influences the manifestation of stable and regulatory characteristics of students. It has been proven that the introduction of distance education in a university in a permanent format leads to an increase in the level of neuroticism in 30% of students and in 70% of the manifestation of an attitude towards distance learning as a difficult situation. The article is intended for researchers in the field of automated technologies, educators, educational psychologists and graduate students.

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Mentalizing Imagery Therapy mobile application for family dementia caregivers: feasibility and effects on mood and caregiving

10.31231/osf.io/cgpfs ◽

2018 ◽

Author(s):

Abu Sikder ◽

Francis Yang ◽

Rhiana Schafer ◽

Glenna A. Dowling ◽

Lara Traeger ◽

...

Keyword(s):

Family Caregivers ◽

Mobile Application ◽

Self Regulation ◽

Pilot Trial ◽

Depression Symptom ◽

Structured Interviews ◽

Physical Strain ◽

Dementia Caregivers ◽

Loved One ◽

People With Dementia

Objectives: Due to psychological and physical strain, family caregivers of patients with Alzheimer’s disease and related dementias are at high risk for depression and stress related disorders. We investigated the feasibility of a mobile application (App) intervention delivering Mentalizing Imagery Therapy (MIT), which incorporates guided imagery and mindfulness, to facilitate self-regulation and increase perspective on the mental life of self and others. Method: A 4-week pilot trial of an MIT App for family caregivers of people with dementia was conducted to assess feasibility of use, mood and depression symptom benefit, and relationship changes. Semi-structured interviews were conducted at the study’s conclusion to characterize participants’ perceived benefits. Results: 80% of 21 consented participants downloaded the App, utilized it at least once, and were further analyzed. Of these participants, average usage of audio recordings was 14 ± 10 (SD) days out of 28 possible, and 29 ± 28 individual sessions. Acute improvement in mood from before to after completion of exercises was uniformly observed (p < .001), and after four weeks there was a significant increase in positive affect and a reduction in negative affect. Participants with severe levels of depression (n=3) at baseline exhibited an improvement in symptoms at 4 weeks averaging 30% (p < .05). Semi-structured interviews revealed an increase in the ability to remain “centered" despite caregiving challenges, take the perspective of the loved one, and positively reframe the caregiver experience.Conclusion: App delivery of MIT is feasible for family dementia caregivers. Results showed moderate to high usage of the app for a majority of the users, and promising improvements in mood and depression. These data provide justification for larger, controlled trials.

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Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

European Physical Education Review ◽

10.1177/1356336x19865567 ◽

2019 ◽

Vol 26 (2) ◽

pp. 429-447

Author(s):

Henrik Taarsted Jørgensen ◽

Sine Agergaard ◽

Michalis Stylianou ◽

Jens Troelsen

Keyword(s):

Physical Activity ◽

Qualitative Study ◽

School Reform ◽

Structured Interviews ◽

Policy And Practice ◽

Teachers Perceptions ◽

Physical Activity Policy ◽

Danish School ◽

Group Interviews ◽

Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

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Students’ perceptions of visibility in physical education

European Physical Education Review ◽

10.1177/1356336x211025874 ◽

2021 ◽

pp. 1356336X2110258

Author(s):

Eli-Karin S Åsebø ◽

Helga S Løvoll ◽

Rune J Krumsvik

Keyword(s):

Physical Education ◽

Structured Interviews ◽

Study Approach ◽

Transaction Model ◽

Lesson Content ◽

Field Notes ◽

Group Interviews ◽

Ninth Grade Students ◽

Past Experiences ◽

And Coping

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984 ) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

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The Learning Curve in neurofeedback of Peter Van Deusen: A review article

Dementia & Neuropsychologia ◽

10.1590/s1980-5764-2016dn1002005 ◽

2016 ◽

Vol 10 (2) ◽

pp. 98-103 ◽

Cited By ~ 4

Author(s):

Valdenilson Ribeiro Ribas ◽

Renata de Melo Guerra Ribas ◽

Hugo André de Lima Martins

Keyword(s):

Learning Curve ◽

Web Of Science ◽

Self Regulation ◽

Review Article ◽

Behavioral Activity ◽

Patient Evaluation ◽

Temporal Lobes ◽

Behavioral Psychology ◽

Choice Of Treatment ◽

The Brain

ABSTRACT The Learning Curve (TLC) in neurofeedback concept emerged after Peter Van Deusen compiled the results of articles on the expected electrical activity of the brain. This concept was subsequently tested on patients at four clinics in Atlanta between 1994 and 2001. The aim of this paper was to report the historical aspects of TLC. Articles published on the electronic databases MEDLINE/PubMed and Web of Science were reviewed. During patient evaluation, TLC investigates categories called disconnected, hot temporal lobes, reversal of alpha and beta waves, blocking, locking, and filtering or processing. This enables neuroscientists to use their training designs and, by means of behavioral psychology, to work on neuroregulation, as self-regulation for patients. TLC shows the relationships between electrical, mental and behavioral activity in patients. It also identifies details of patterns that can assist physicians in their choice of treatment.

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HOW MUCH ‘DISTANCE’ DOES LANGUAGE CREATE IN ODL MATERIALS? A BOTSWANA CASE STUDY

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/1022 ◽

2016 ◽

Vol 38 (1) ◽

pp. 58-73

Author(s):

Mmabaledi Kefilwe Seeletso ◽

Rinelle Evans

Keyword(s):

Distance Learning ◽

Limited English Proficiency ◽

Drop Out ◽

Instructional Materials ◽

Study Materials ◽

Mixed Methods Case Study ◽

Open And Distance Learning ◽

Instructional Dialogue ◽

Group Interviews

It is assumed that open and distance learning institutions develop study materials that adequately engage learners with quality content to assist their content mastery. However, distance learners continue to underperform, which raises the concern that high drop-out and failure rates may be ascribed to the study materials. This mixed-methods case study examined instructional material developed for secondary school learners studying via the open and distance learning mode. The study was informed by Sweller’s Cognitive Load Theory to evaluate the process of designing and developing instructional materials while Gorsky, Caspi and Trumper’s Theory of Instructional Dialogue was used to map interaction with and within the selected study materials. A self-designed evaluation rubric included language related criteria to gauge the accessibility of content. A questionnaire survey was undertaken with purposively identified participants: five material developers, 176 learners, and six tutors. Six semi-structured group interviews and twenty individual face-to-face interviews were conducted. Open coding and SPSS reports were used for qualitative and quantitative data analysis, respectively. Findings related to non-alignment of materials with learner profile, and the national syllabus, while inadequate proficiency in the language of instruction remained problematic. The outcomes of this study highlight the importance of well-trained material developers and focused ODL policies for quality assuring effective content design and development to accommodate diverse learners with limited English proficiency.

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An Exploration of How Women Experience the Process of Intimate Partner Violence in Relationships Characterised by Bi-Directional Aggression.

10.26686/wgtn.17126744.v1 ◽

2021 ◽

Author(s):

◽

Annette Levine

Keyword(s):

Intimate Partner Violence ◽

Partner Violence ◽

Self Regulation ◽

Policy Research ◽

Intimate Partner ◽

Preventive Action ◽

Structured Interviews ◽

Future Directions ◽

Widespread Access ◽

The Relationship

<p>This qualitative study explored how women in New Zealand experienced the process of intimate partner violence in relationships with men, which were characterised by bi-directional aggression. Using thematic analysis, semi-structured interviews with 11 women who experienced bi-directionally aggressive relationships were analysed and four themes were identified that encompassed 1) the foundations of bi-directional aggression; 2) the nature of bi-directional aggression within the relationship; 3) how the women were stuck in the relationship, and; 4) moving forward. The findings indicate how the vulnerabilities to bi-directional aggression can develop from early life and perpetuate and exacerbate over time in the context of the relationship dynamic. This highlights the need to implement preventive action to support adaptive self-regulation development in young people and families, provide education about bi-directional aggression and widespread access to support and treatment resources for all genders. Further implications and future directions for policy, research and practice regarding bi-directional aggression are discussed.</p>

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A Rasch-Based Validation of ELT Certificate-LORT

English Language Teaching ◽

10.5539/elt.v13n9p94 ◽

2020 ◽

Vol 13 (9) ◽

pp. 94

Author(s):

Xin Qu

Keyword(s):

Teacher Candidates ◽

Rating Scales ◽

Rating Scale ◽

Qualitative Interviews ◽

Structured Interviews ◽

High Stakes ◽

Efl Teacher ◽

The Difference ◽

Group Interviews

The present study was executed with the purpose of validating ELT Certificate Lesson Observation and Report Task (ELTC-LORT), which was developed by China Language Assessment to certify China’s EFL teachers by performance-based testing. The ELT Certificate has high-stakes considering its impacts on candidates’ recruitment, ELT in China and quality of education, so it is crucially important for its validation so as to guarantee fairness and justice. The validity of task construct and rating rubric went through a process suited for many-facet Rasch measurement supplemented with qualitative interviews. Participants (N = 40) were provided with a video excerpt from a real EFL lesson, and required to deliver a report on the teacher’s performance. Two raters graded the records of the candidates’ reports using rating scales developed to measure EFL teacher candidates’ oral English proficiency and ability to analyze and evaluate teaching. Many-facet Rasch analysis demonstrated a successful estimation, with a noticeable spread among the participants and their traits, proving the task functioned well in measuring candidates’ performance and reflecting the difference of their ability. The raters were found to have good internal self-consistency, but not the same leniency. The rating scales worked well, with the average measures advancing largely in line with Rasch expectations. Semi-structured interviews as well as focus group interviews were executed to provide knowledge regarding the raters’ performance levels and the functionalities of the rating scale items. The findings provide implications for further research and practice of the Certificate.

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A Qualitative Exploration of Individual Differences in Wellbeing for Highly Sensitive Individuals

10.31234/osf.io/dmpxn ◽

2019 ◽

Author(s):

Becky Black ◽

Margaret L. Kern

Keyword(s):

Social Norms ◽

Positive Emotions ◽

Negative Emotion ◽

Self Regulation ◽

Self Awareness ◽

Structured Interviews ◽

Lay Conceptions ◽

Self Compassion ◽

Highly Sensitive ◽

Qualitative Exploration

Cultures explicitly and implicitly create and reinforce social norms and expectations, which impact upon how individuals make sense of and experience their place within that culture. Substantial differences in research findings across a range of behavioral and cognitive indices can be seen between what have been called ‘Western, Educated, Industrialized, Rich, and Democratic (WEIRD)’ societies, and non-WEIRD cultures. Indeed, lay conceptions and social norms around wellbeing tend to emphasize social outgoingness and high-arousal positive emotions, with introversion and negative emotion looked down upon or even pathologized. However, this extravert-centric conception of wellbeing does not fit many individuals who live within WEIRD societies, and studies find that this mismatch can have detrimental effects on their wellbeing. There is a need to better understand how happiness is created and experienced by the large number of people for whom wellbeing manifests in alternative ways. This study investigated one such manifestation – the personality trait of Sensory Processing Sensitivity (SPS) – qualitatively investigating how sensitive individuals experience and cultivate wellbeing within a WEIRD society. Twelve adults participated in semi-structured interviews. Findings suggest that highly sensitive individuals perceive that wellbeing arises from harmony across multiple dimensions. Interviewees emphasized the value of low-intensity positive emotion, self-awareness, self-acceptance, positive social relationships balanced by times of solitude, connecting with nature, contemplative practices, emotional self-regulation, practicing self-compassion, having a sense of meaning, and hope/optimism. Barriers of wellbeing included physical health issues and challenges with saying no to others. This study provides a richer idiographic representation of SPS wellbeing, highlighting diverse pathways which can lead to wellbeing for individuals for whom wellbeing manifests in ways that contradict the broader social narratives in which they reside.

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