scholarly journals The impact of school strategies and the home environment on home learning experiences during the COVID-19 pandemic in children with and without developmental disorders

2021 ◽  
Author(s):  
Elke Baten ◽  
Fieke Vlaeminck ◽  
Marjolein Mues ◽  
Martin Valcke ◽  
Annemie Desoete ◽  
...  
Keyword(s):  
Home Environment ◽  
Developmental Disorders ◽  
Learning Experiences ◽  
Autonomous Motivation ◽  
Future Research ◽  
Learning Approaches ◽  
Negative Experiences ◽  
Home Learning ◽  
Children's Home ◽  
The Impact

Using the Opportunity-Propensity Model (Byrnes, 2020; Byrnes & Miller, 2007), the current study investigated which factors helped predicting children’s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.

scholarly journals Knowledge Sharing Among Healthcare Practitioners: Identifying the Psychological and Motivational Facilitating Factors

2021 ◽  
Vol 12 ◽  
Author(s):  
Su-Ying Wu ◽  
Wei-Tsong Wang ◽  
Ming-Hsuan Hsiao
Keyword(s):  
Knowledge Sharing ◽  
Autonomous Motivation ◽  
Psychological Ownership ◽  
Future Research ◽  
Research Model ◽  
Healthcare Organizations ◽  
Positive Effects ◽  
Knowledge Based ◽  
Facilitating Factors ◽  
The Impact

There exists a lack of an understanding of how to facilitate knowledge sharing (KS) behaviors in healthcare organizations. This study is among the first to specifically address this issue through synthesizing psychological ownership (PO), self-determination theory, and psychological empowerment (PE) theory. This study developed a research model that described the impact of the psychological and motivational facilitating factors, including autonomous motivation, user PE, and PO on knowledge sharing intention (KSI) and knowledge sharing behavior (KSB). Data collected from 343 healthcare professionals were analyzed using the technique of partial least squares (PLS) to validate the research model. The results indicated that user PE, organization-based PO, and autonomous motivation all had significant direct/indirect positive effects on KSI and KSB as we hypothesized. Surprisingly, knowledge-based PO had a significant positive effect on KSI, which contradicted our original hypothesis. The implications for theory and for practice, limitations, and future research directions are discussed accordingly.

scholarly journals An In-depth Analysis of Autonomous Motivation: The Role of Social Media in Gaining Millennial's Support for Charitable Causes

2018 ◽  
Author(s):  
Jennifer Gutberg
Keyword(s):  
Social Media ◽  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Total Sample ◽  
Modern Technology ◽  
Future Research ◽  
Cancer Awareness ◽  
Youth Homelessness ◽  
Depth Analysis ◽  
The Impact

The purpose of the present study is to expand upon the tenets of Self-Determination Theory within a context of social media (SM). Specifically, we are assessing the impact of dimensions of autonomous motivation on Millennials’ support for charitable causes, in the social media domain. It has been said that ‘Millennials’ (those born after 1980) will be the most influential generation since the Baby Boomers. They are socially aware and civic minded and engaged in helping societal causes. Furthermore, the relationship the Millennial shares with arguably the most influential form of modern technology, social media, is truly groundbreaking. Social media has proven itself to be a powerful tool, not only for businesses, but also for society as a whole. The total sample consisted of 592 participants from two separate studies: Study 1 (CURE Foundation Denim Night Party in support of breast cancer awareness) and Study 2 (Dans la rue/Five Days for the Homeless charity to raise awareness for youth homelessness). Results indicated that integrated extrinsic motivation significantly predicted online-, cause-, and event-related behaviour intentions, while intrinsic motivation to know and experience stimulation significantly predicted all three behaviour intentions. Both the managerial and theoretical implications of this study are addressed herein, as well as future research avenues.

The Ups and Downs of Down Syndrome: A Qualitative Study of Positive and Negative Parenting Experiences

2018 ◽  
Vol 40 (4) ◽  
pp. 518-539 ◽  
Author(s):  
Laura Farkas ◽  
Jessica D. Cless ◽  
Adam W. Cless ◽  
Briana S. Nelson Goff ◽  
Ellen Bodine ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Online Survey ◽  
Social Acceptance ◽  
National Study ◽  
Future Research ◽  
Negative Experiences ◽  
Negative Parenting ◽  
Positive Experiences ◽  
Research Questions ◽  
The Impact

The current study sought to expand current literature by providing a comparison of the positive and negative experiences reported by parents of children with a Down syndrome (DS) diagnosis. A total of 435 participants from a national study were included in the current qualitative analysis based on responses to online survey data from two research questions asking parents to describe their most positive and most negative experiences in parenting their child with DS. Positive experiences themes included the following: impact on parents and other people, child’s achievements, social acceptance/connection, and everyday/everything/many. Negative experiences themes included medical experiences, lack of social acceptance/connection, the DS diagnosis, and the impact on parents and other people. Implications for professionals and future research are presented.

scholarly journals How Does Servant Leadership Foster Employees’ Voluntary Green Behavior? A Sequential Mediation Model

2020 ◽  
Vol 17 (5) ◽  
pp. 1792 ◽  
Author(s):  
Ma Ying ◽  
Naveed Ahmad Faraz ◽  
Fawad Ahmed ◽  
Ali Raza
Keyword(s):  
Servant Leadership ◽  
Environmental Sustainability ◽  
Psychological Empowerment ◽  
Autonomous Motivation ◽  
Systematic Sampling ◽  
Future Research ◽  
Mediation Model ◽  
Power Sector ◽  
Green Behavior ◽  
The Impact

Employees’ voluntary green behavior (EVGB) is indispensable in realizing organizations’ environmental sustainability objectives. Leaders can act as catalysts to shape the behavior of their employees. On EVGB, noticeably the missing link is investigating the influence of servant leadership and the mechanism through which it operates. Building upon self-determination and psychological empowerment theories, this research examined the impact of servant leadership on EVGB through the simple and sequential mediation of psychological empowerment and autonomous motivation for the environment (AME). Through systematic sampling, dyadic data were collected from 315 pairs of subordinates and supervisors working in the power sector organizations of Pakistan. Results were obtained by employing the partial least squares structural modeling (PLS-SEM) technique with Smart-PLS 3.2.8 software. Findings revealed that psychological empowerment and AME simply and sequentially mediate the influence of servant leadership on EVGB. Implications for theory and organizational practitioners are offered, accompanied by suggestions for future research.

Got HIPs? Making student engagement enhancement a core part of program development with high impact practices

2021 ◽  
pp. 014473942110138
Author(s):  
Schnequa N Diggs
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Student Learning ◽  
Program Development ◽  
High Impact ◽  
Future Research ◽  
Learning Approaches ◽  
Student Body ◽  
High Impact Practices ◽  
The Impact

Learning how to engage students in educationally purposeful activities has been a challenge for instructors in higher education. It is often hard to push through institutionalized pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The demands of a more diverse student body and more effective measures of student learning outcomes have led to rethinking the delivery of course material to gain greater student engagement. Studies have shown that higher order engagement enhances student learning and helps to narrow achievement gaps across the curriculum. This article focuses on student engagement and the use of high-impact practices (active-learning approaches) in the Alameda County MPA Program at California State University, East Bay. The application of HIPS to this specific MPA program provides a good example of how multiple student engagement enhancement techniques can be incorporated into the core of graduate-level program development. The article concludes with suggestions for future research, one being, examining the impact distant, online education has on student learning and engagement, in light of the recent pandemic.

scholarly journals Keeping Students in by Sending Them out: Retention and Service-Learning

2014 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Iris Mae Yob
Keyword(s):  
Service Learning ◽  
Student Retention ◽  
Learning Experiences ◽  
Student Attrition ◽  
Future Research ◽  
Key Factors ◽  
The Subject ◽  
The Impact ◽  
Tinto's Model

<p>This review of recent literature examines the research on the impact of service-learning on student retention.  The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention.</p>

Comparing situated and simulated learning approaches to developing culturally responsive music teachers

2019 ◽  
Vol 37 (3) ◽  
pp. 440-453
Author(s):  
Carlos R. Abril ◽  
Nicole R. Robinson
Keyword(s):  
Social Action ◽  
Culturally Responsive ◽  
Music Teachers ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Music Teacher ◽  
Learning Approaches ◽  
Simulated Learning ◽  
Teacher Professional ◽  
The Impact

The purpose of this study was to examine the impact of two distinct learning approaches to preparing culturally responsive music teachers. In this article we will describe the two different learning experiences, one in a graduate-level course and another as part of a preservice music teacher professional development session, and interpret the impact of these two approaches on music teachers’ observations and thinking regarding others, themselves, sociocultural issues, and teaching practice. Preservice and experienced music teachers were asked to reflect on their experiences resulting from one of two learning experiences—simulated or situated. We analyzed their reflections using grounded theory techniques. Five themes emerged from this analysis: (a) observations of diversity and difference; (b) awareness of intersections; (c) awareness of macro structures of power; (d) feelings of “otherness” and empathy; and (e) social agency and application. Despite the differing learning approaches applied, both experiences moved teachers beyond singular and simplistic notions of culture and diversity, towards understandings of intersections, structure, and power, as well social action and agency.

Machine learning for architectural design: Practices and infrastructure

2018 ◽  
Vol 16 (2) ◽  
pp. 123-143 ◽  
Author(s):  
Martin Tamke ◽  
Paul Nicholas ◽  
Mateusz Zwierzycki
Keyword(s):  
Machine Learning ◽  
Architectural Design ◽  
Performance Based Design ◽  
Future Research ◽  
Learning Approaches ◽  
Design Practice ◽  
Widespread Application ◽  
Design Practices ◽  
Architectural Research ◽  
The Impact

In this article, we propose that new architectural design practices might be based on machine learning approaches to better leverage data-rich environments and workflows. Through reference to recent architectural research, we describe how the application of machine learning can occur throughout the design and fabrication process, to develop varied relations between design, performance and learning. The impact of machine learning on architectural practices with performance-based design and fabrication is assessed in two cases by the authors. We then summarise what we perceive as current limits to a more widespread application and conclude by providing an outlook and direction for future research for machine learning in architectural design practice.

scholarly journals Context, Development, and Digital Media: Implications for Very Young Adolescents in LMICs

2021 ◽  
Vol 12 ◽  
Author(s):  
Lucía Magis-Weinberg ◽  
Ahna Ballonoff Suleiman ◽  
Ronald E. Dahl
Keyword(s):  
Social Media ◽  
Identity Development ◽  
Digital Media ◽  
Early Adolescence ◽  
Digital Technology ◽  
Learning Experiences ◽  
Well Being ◽  
Future Research ◽  
Young Adolescents ◽  
The Impact

The rapidly expanding universe of information, media, and learning experiences available through digital technology is creating unique opportunities and vulnerabilities for children and adolescents. These issues are particularly salient during the developmental window at the transition from childhood into adolescence. This period of early adolescence is a time of formative social and emotional learning experiences that can shape identity development in both healthy and unhealthy ways. Increasingly, many of these foundational learning experiences are occurring in on-line digital environments. These expanding vulnerabilities and opportunities are being further amplified for young adolescents growing up in low resourced settings around the world. Cultural and contextual factors influence access, use, and appropriation of digital technology. Further, neurobehavioral changes associated with the onset of puberty often coincide with entry into social media and more autonomous use of technology. In low-and-middle-income countries (LMICs), disparities in access, use, and appropriation of digital media can amplify prevailing economic gaps, and compound gender inequalities during early adolescence. In LMICs, adolescents are often the early adopters of mobile technology and social media platforms. While the impact of social media on the well-being, particularly mental health, of young adolescents has been a focus of research in high-income countries (HICs), much less is known about the impacts of social media use on young adolescents in LMICs. In this paper, we review what is known about the interaction between digital media and early adolescent development. We highlight crucial gaps in the evidence in LMICs; and describe some hypotheses and areas for future research to address these compelling issues.

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