scholarly journals More Than Just Learning Discipline Skills: Social Interactions in Science Fieldwork Could Enhance Student Well-being and Cognition

2020 ◽  
Vol 28 (3) ◽  
Author(s):  
Matt Carew ◽  
Susie Ho ◽  
Rowan Brookes
Keyword(s):  
Social Interactions ◽  
Undergraduate Students ◽  
Stress Reduction ◽  
Technical Skills ◽  
Well Being ◽  
Variable Response ◽  
Information Retention ◽  
Future Studies ◽  
Hands On ◽  
Science Educators

Fieldwork is typically used to develop students’ technical skills in a range of scientific domains. Fieldwork may also be particularly conducive for enhancing social learning because of increased opportunities for social interactions. However, few studies have explored the value of students’ social interactions during science fieldwork. This pilot study used a mixed-methods survey to investigate 107 undergraduate students’ perceptions of science fieldwork. Participants had completed science subjects with repeated on-campus fieldwork. The survey questions examined students’ perceptions of the potential influence on their well-being and cognition. Most respondents reported long-lasting benefits to their well-being (57%; 42 students) and/or cognition (69%; 52 students). Commonly reported benefits related to well-being included enhanced enjoyment, relaxation, increased motivation and engagement, and stress reduction. In examining cognition, commonly reported benefits included gaining a deeper conceptual understanding from ‘hands-on’ activities and improved information retention. Whilst a variable response rate must be considered in interpreting our findings, our preliminary results suggest science fieldwork has a broader value to learning and the student experience. Students recognise that the benefits of fieldwork activities extend beyond the development of technical skills. Future studies could further explore how science educators can generate more effective social interactions during fieldwork-based education in science.

Irrational happiness beliefs and subjective well-being of undergraduate students: A longitudinal study

2021 ◽  
Vol 5 (1) ◽  
pp. 65-72
Author(s):  
Murat Yıldırım
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Undergraduate Students ◽  
Well Being ◽  
Subjective Well Being ◽  
Future Studies ◽  
Affective Components ◽  
The Impact ◽  
First Time ◽  
Over Time

Identifying factors that influence well-being are fruitful for improving the knowledge held about the correlates and predictors of well-being in both practice and theory. This research for the first time aimed to investigate whether irrational happiness beliefs, a newly presented construct, contribute to the affective components of subjective well-being over time. The sample included 103 undergraduate students (88 females and 15 males) whose ages varied from 18 to 29 years (M = 19.39 ±1.62). Participants completed measures of irrational happiness beliefs, positive affect, and negative affect both at Time 1 and Time 2 over three months apart. The findings showed that irrational happiness beliefs were significantly negatively related to positive affect only at Time 1. However, the research failed to provide evidence regarding the value of irrational happiness beliefs in predicting positive and negative affect over time. The results suggest that the impact of irrational happiness beliefs upon well-being may occur momentarily not over time. Implications and limitations of the findings are discussed and directions for future studies are provided.

scholarly journals Development and Validation of a Well-Being Measure on Young Basketball Players: The NFAPW Scale

2020 ◽  
Vol 17 (21) ◽  
pp. 7987
Author(s):  
Jorge Lorenzo Calvo ◽  
Jorge García-González ◽  
Monica Flo García ◽  
Daniel Mon-López
Keyword(s):  
Ad Hoc ◽  
Technical Skills ◽  
Well Being ◽  
Basketball Players ◽  
Psychological Variables ◽  
Factors Affecting ◽  
Future Studies ◽  
Reliable Instrument ◽  
Development And Validation ◽  
Negative Factors

Basketball is a sport in which, beyond the physical and technical skills, the psychological aspects are a decisive factor and could negatively affect the well-being of the player. The present study analyzes how 11 items belonging to two stakeholders (coach and player) could negatively affect the well-being of the athlete. A sample of elite young basketball players (n = 121) consisting of 55 males and 66 females, ranging in age from 16 to 23 (M = 20.12 ± 1.71), completed the Negative Factors Affecting Players’ Well-being (NFAPW) Questionnaire. This questionnaire was designed ad hoc and demonstrated good psychometric properties that confirmed that it is a valid and reliable instrument to measure how those factors negatively affect their well-being. The results showed that females have a greater perception of the factors that negatively affect their well-being, especially those related to the actions of the coach. However, no differences were found regarding the experience. Although this research provides an initial tool for measuring the well-being of the player during competition, future studies are encouraged to provide guidance to the coaches and players in dealing with the psychological variables in a better way.

Adapting CTF challenges into virtual cybersecurity learning environments

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stylianos Karagiannis ◽  
Emmanouil Magkos
Keyword(s):  
Undergraduate Students ◽  
Real World ◽  
Learning Experience ◽  
Technical Skills ◽  
Academic Program ◽  
Academic Programs ◽  
Theory And Practice ◽  
Content Type ◽  
Arcs Model ◽  
Hands On

Purpose This paper aims to highlight the potential of using capture the flag (CTF) challenges, as part of an engaging cybersecurity learning experience for enhancing skills and knowledge acquirement of undergraduate students in academic programs. Design/methodology/approach The approach involves integrating interactivity, gamification, self-directed and collaborative learning attributes using a CTF hosting platform for cybersecurity education. The proposed methodology includes the deployment of a pre-engagement survey for selecting the appropriate CTF challenges in accordance with the skills and preferences of the participants. During the learning phase, storytelling elements were presented, while a behavior rubric was constructed to observe the participants’ behavior and responses during a five-week lab. Finally, a survey was created for getting feedback from the students and for extracting quantitative results based on the attention, relevance, confidence and satisfaction (ARCS) model of motivational design. Findings Students felt more confident about their skills and were highly engaged to the learning process. The outcomes in terms of technical skills and knowledge acquisition were shown to be positive. Research limitations/implications As the number of participants was small, the results and information retrieved from applying the ARCS model only have an indicative value; however, specific challenges to overcome are highlighted which are important for the future deployments. Practical implications Educators could use the proposed approach for deploying an engaging cybersecurity learning experience in an academic program, emphasizing on providing hands-on practice labs and featuring topics from real-world cybersecurity cases. Using the proposed approach, an educator could also monitor the progress of the participants and get qualitative and quantitative statistics regarding the learning impact for each exercise. Social implications Educators could demonstrate modern cybersecurity topics in the classroom, closing further the gap between theory and practice. As a result, students from academia will benefit from the proposed approach by acquiring technical skills, knowledge and experience through hands-on practice in real-world cases. Originality/value This paper intends to bridge the existing gap between theory and practice in the topics of cybersecurity by using CTF challenges for learning purposes and not only for testing the participants’ skills. This paper offers important knowledge for enhancing cybersecurity education programs and for educators to use CTF challenges for conducting cybersecurity exercises in academia, extracting meaningful statistics regarding the learning impact.

PARO’s Stress-Reduction Potential for Older Adults

2016 ◽  
Vol 60 (1) ◽  
pp. 1799-1803 ◽  
Author(s):  
Sean A. McGlynn ◽  
Denise Geiskkovitch ◽  
Tracy L. Mitzner ◽  
Wendy A. Rogers
Keyword(s):  
United States ◽  
Older Adults ◽  
Data Collection ◽  
Social Interactions ◽  
Stress Reduction ◽  
Reduction Potential ◽  
Well Being ◽  
The United States ◽  
Therapeutic Tool ◽  
Study Completion

As the proportion of older adults in the United States is growing, there is a need to develop methods that enable older adults to maintain well-being in their own homes. Stress, if not managed properly, can hinder older adults’ ability to maintain well-being. Efforts focusing on the development of novel methods of stress reduction have identified pet-type robots as being potentially efficacious. The present research will test this effect in one such robot absent of other social interactions and will disentangle the robot attributes that contribute to stress-reduction. Data collection is ongoing, but current results suggest that PARO may reduce stress, but the specific stress-reducing attributes are still unclear. Upon study completion, the results of this research will provide insights into PARO’s potential to be a therapeutic tool for older adults and inform design of such robots to maximize their stress-reduction capabilities.

scholarly journals “I wish I knew what I know now”: Exploring Psychology Undergraduate Students’ Experiences When Learning About Qualitative Research and CAQDAS

2020 ◽  
Author(s):  
Neringa Kalpokaite ◽  
Ivana Radivojevic
Keyword(s):  
Qualitative Research ◽  
Undergraduate Students ◽  
Psychology Students ◽  
Computer Assisted ◽  
Research Approach ◽  
Personal Lives ◽  
Future Studies ◽  
Hands On ◽  
Qualitative Data Analysis Software

Learning to conduct qualitative research and use computer-assisted qualitative data analysis software (CAQDAS) can be challenging, which is why it may be more effective to introduce the craft of qualitative research to undergraduate students who have the time and space to learn, even make mistakes, and ultimately build a better understanding for their future studies and careers. There are relatively few published studies sharing insights on teaching qualitative research and CAQDAS to undergraduate students. This descriptive qualitative case study explores students’ experiences in a qualitative research course for undergraduate psychology students, with the aim of discerning how feasible learning both qualitative research and CAQDAS was for these students as well as how they perceived learning about these contents. Data was collected from an online open-ended survey from two consecutive generations of students that completed the course. Students found the course to be a challenging but worthwhile experience: new knowledge and skills were gained that they felt would be useful for their professional and even personal lives. These students recognized that the qualitative research course was an important complement to their predominantly quantitative curriculum. By teaching undergraduate students about qualitative research and CAQDAS, professors can teach their students in a lower-stakes environment and provide them with valuable hands-on experience so that students may later make better-informed decisions about which research approach to use in their own projects and continued studies or work.

scholarly journals Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

2017 ◽  
Vol 6 (2) ◽  
pp. 97 ◽  
Author(s):  
Erdinç Duru ◽  
Murat Balkis
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Indirect Effect ◽  
Well Being ◽  
Self Esteem ◽  
Interactive Effects ◽  
Mediation Model ◽  
Related Literature ◽  
Future Studies ◽  
Moderated Mediation Model

The current study attempts to provide a more detailed investigation regarding the effects of procrastination on well-being in a sample of Turkish undergraduate students (N = 348).  Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies.

scholarly journals Evaluation of the Implementation of a Well-being Promotion Program for College Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Robyn Long ◽  
Megan Kennedy ◽  
Katie Malloy Spink ◽  
Liliana J. Lengua
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Stress Reduction ◽  
Emotion Dysregulation ◽  
Well Being ◽  
Health Concern ◽  
University Staff ◽  
Self Compassion ◽  
College Student Mental Health ◽  
Post Test

Stress that undergraduate students experience is a growing public health concern, and there is increasing attention to programs that promote protective factors and skills to support resilience and well-being. Be REAL (REsilient Attitudes and Living) is a program that has been shown to increase students' use of effective coping strategies, mindfulness, and sense of well-being. This study examined whether the program would be effective when delivered by university staff who mentor or advise students.Methods: Eleven university staff advising or mentoring students delivered Be REAL in a variety of campus settings to 271 students, and 116 students completed pre- and post-test assessments to evaluate potential changes in stress reduction, managing emotions, coping, social connections, well-being and mental health.Results: Students who participated in Be REAL showed significant pre to post-test improvements in perceived stress, emotion dysregulation, coping, social connection, self-compassion, and symptoms of anxiety. There was also a trend toward improvements in symptoms of depression.Conclusions: The findings suggest that training university staff who work with students to deliver well-being programs is a potential avenue for supporting college student mental health, and a more rigorous evaluation of the Be REAL program is warranted.

SUSTAINABLE LIVELIHOOD THROUGH SKILL DEVELOPMENT AMONG RURAL YOUTH: ROLE OF MICRO-FINANCE IN THE DEVELOPMENTAL PARADIGM

2017 ◽  
Vol 14 (1) ◽  
pp. 156-173
Author(s):  
Vikram Singh
Keyword(s):  
Social Interactions ◽  
Skill Development ◽  
Well Being ◽  
Rural Youth ◽  
Inclusive Development ◽  
Sustainable Livelihood ◽  
Theoretical Understanding ◽  
Societal Structure ◽  
Policy Shifts

This  article  attempts to  analyse  the  process  of  sustainable  livelihood  through skill development and its conceptual and theoretical understanding in India with reference to rural youth. In India skill development is demanded for economic growth and inclusive development; hence the rural population cannot be overlooked. Employable skills alone have not been able to generate sufficient employment among rural youth or address/promote well-being and sustainable livelihood. Various frameworks associated with skill development leave scope for reforms to strengthen the implementation of various policy shifts in respect of rural development and government/non-government organisations. The process of skill development for rural youth through the establishment of institutions, launch of policy/programmes and their linkages with micro-finance are considered, as the distinctive nature and features of micro-finance in relation to the forces of societal structure, social relationships, and social interactions leading towards collective interests and norms that shape the lives of rural youth. Lastly, analysis is done and conclusions drawn on the basis of discussion.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

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