scholarly journals Income Inequality Predicts Competitiveness and Cooperativeness at School

2021 ◽  
Author(s):  
Nicolas Sommet ◽  
David Laurence Weissman ◽  
Andrew Elliot
Keyword(s):  
Young Adults ◽  
Academic Success ◽  
Income Inequality ◽  
Learning Outcomes ◽  
Self Determination ◽  
Academic Environment ◽  
Apparent Paradox ◽  
Experimental Replication ◽  
Oecd Pisa

Competitiveness and cooperativeness are important predictors of social and learning outcomes at school. Drawing on evidence suggesting that contexts with high income inequality foster an ethos of competitiveness and inhibit cooperativeness in the economic environment, we examine whether income inequality is also associated with more competitiveness and less cooperativeness in the academic environment. We conducted four preregistered studies to test this idea. In Study 1, analysis of the OECD PISA 2018 dataset (≈500,000 15-year-old students from 75 countries) revealed that students from economically unequal countries perceive their schoolmates as more competitive and less cooperative. In Study 2a-2b, analysis of the PISA 2003 (250,000+ students from 38 countries) and PISA 2000 (75,000+ students from 32 countries) datasets revealed that students from unequal countries are themselves more competitive and, surprisingly, also more cooperative. Follow-up analyses resolved this apparent paradox, showing that students from unequal countries are oriented towards instrumental rather than intrinsic cooperativeness (i.e., using cooperation as a strategic tool to achieve academic success rather than for the enjoyment of the activity itself). Study 3 offers a conceptual experimental replication (≈850 young adults imagining going back to school) and indicates that induced income inequality (i) increases perceived competitiveness, (ii) decreases perceived cooperativeness, (iii) prompts an orientation towards competitiveness, and (iv) prompts an orientation towards instrumental rather than intrinsic cooperativeness. Results are discussed in relation to the multidisciplinary literatures on the psychology of income inequality, the selective function of school systems, coopetition, self-determination, and cooperative learning.

Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 110
Author(s):  
Suwarno Suwarno
Keyword(s):  
Social Capital ◽  
Academic Success ◽  
Service Learning ◽  
Learning Outcomes ◽  
School Effectiveness ◽  
Social Trust ◽  
Building Blocks ◽  
Learning Model ◽  
Committee Report ◽  
The Impact

<p><strong>A</strong><strong>bstract</strong><strong>. </strong>This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is <em>used</em> as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.</p><p><strong><em>Keywords</em></strong><em>: Learning Model, Teams Games Tournaments (TGT)</em><em>. Students</em></p><p><strong><br /></strong></p><p><strong>Daftar Pustaka</strong></p><p align="center"> </p><p>Bofota, Y. B., &amp; Bofota, Y. B. (2017). <em>The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania</em>.</p><p>Cahuc, P., Shleifer, A., &amp; Algan, Y. (2014). <em>Teaching Practices and Social Capital</em>. (6052).</p><p>Catts, R., &amp; Ozga, J. (2015). <em>What is Social Capital and how might it be used in Scotland ’ s Schools ?</em> (36).</p><p>Flint, N. (2017). <em>Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents</em>.</p><p>Goddard, R. D. (2016). <em>Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success</em>. <em>25</em>(1), 59–74.</p><p>Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa Barat</p><p>Endang Poerwanti, dkk. 2008. <em>Asesmen Pembelajaran SD.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Hargreaves, A. (2015). <em>School Social Capital and School Effectiveness</em>. <em>37</em>, 119–136.</p><p>Kurnia, Inggridwati. dkk. 2018. <em>Perkembangan belajar peserta didik</em><em>.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Purwanto. M Ngalim. 2015. <em>Psikologi Pendidikan</em>. Bandung: PT Remaja Rosdakarya</p><p>Siddiq, M. Djauhar. 2018. <em>Pengembangan Bahan Pembelajaran SD</em>. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.</p><p>Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung Aftabeta</p><p>Lash, D., &amp; Belfiore, G. (2017). <em>5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series</em>. (October).</p><p>Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., &amp; Korczewska, D. M. (2011). <em>Comparative research between Poland and Iceland</em>.</p><p>Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., &amp; Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. <em>American Journal of Pharmaceutical Education</em>, <em>79</em>(8). https://doi.org/10.5688/ajpe798116</p><p><em><br /></em></p>

scholarly journals Nonsurgical miniscrew-assisted rapid maxillary expansion results in acceptable stability in young adults

2016 ◽  
Vol 86 (5) ◽  
pp. 713-720 ◽  
Author(s):  
Sung-Hwan Choi ◽  
Kyung-Keun Shi ◽  
Jung-Yul Cha ◽  
Young-Chel Park ◽  
Kee-Joon Lee
Keyword(s):  
Young Adults ◽  
Treatment Modality ◽  
Orthodontic Treatment ◽  
Rapid Maxillary Expansion ◽  
Maxillary Expansion ◽  
Initial Examination ◽  
The Stability ◽  
Maxillary Deficiency ◽  
Time Point

ABSTRACT Objective:  To evaluate the stability of nonsurgical miniscrew-assisted rapid maxillary expansion (MARME) in young adults with a transverse maxillary deficiency. Materials and Methods:  From a total of 69 adult patients who underwent MARME followed by orthodontic treatment with a straight-wire appliance, 20 patients (mean age, 20.9 ± 2.9 years) with follow-up records (mean, 30.2 ± 13.2 months) after debonding were selected. Posteroanterior cephalometric records and dental casts were obtained at the initial examination (T0), immediately after MARME removal (T1), immediately after debonding (T2), and at posttreatment follow-up (T3). Results:  Suture separation was observed in 86.96% of subjects (60/69). An increase in the maxillary width (J-J; 1.92 mm) accounted for 43.34% of the total expansion with regard to the intermolar width (IMW) increase (4.43 mm; P &lt; .001) at T2. The amounts of J-J and IMW posttreatment changes were −0.07 mm (P &gt; .05) and −0.42 mm (P  =  .01), respectively, during retention. The postexpansion change in middle alveolus width increased with age (P &lt; .05). The postexpansion change of interpremolar width (IPMW) was positively correlated with the amount of IPMW expansion (P &lt; .05) but not with IMW. The changes of the clinical crown heights in the maxillary canines, first premolars, and first molars were not significant at each time point. Conclusions:  Nonsurgical MARME can be a clinically acceptable and stable treatment modality for young adults with a transverse maxillary deficiency.

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

Psychotropic medication use among personality disordered young adults. A follow-up study among former adolescent psychiatric inpatients

2020 ◽  
Vol 293 ◽  
pp. 113449
Author(s):  
Liisa Kantojärvi ◽  
Helinä Hakko ◽  
Milla Mukka ◽  
Anniina Käyhkö ◽  
Pirkko Riipinen ◽  
...  
Keyword(s):  
Young Adults ◽  
Psychotropic Medication ◽  
Medication Use ◽  
Psychiatric Inpatients ◽  
Follow Up Study ◽  
Personality Disordered

scholarly journals Echocardiographic screening for the anomalous aortic origin of coronary arteries

Open Heart ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. e001495
Author(s):  
Francesco Bianco ◽  
Massimo Colaneri ◽  
Valentina Bucciarelli ◽  
Francesca Chiara Surace ◽  
Federica Valentina Iezzi ◽  
...  
Keyword(s):  
Young Adults ◽  
Coronary Arteries ◽  
Sports Activity ◽  
Coronary Ct ◽  
Registration Number ◽  
Echocardiographic Assessment ◽  
Echocardiographic Images ◽  
Double Blinded ◽  
Significant Increment

AimsWe sought to determine the diagnostic performance, clinical profiles and outcomes of anomalous aortic origin of coronary arteries (AAOCA) using a standardised echocardiographic approach in young adults and athletes.MethodsIn 2015–2019, we screened 5998 outpatients (age 16 years (Q1–Q3: 11, 36)), referred for routine echocardiography, using four specific echocardiographic windows: parasternal short/long axis and apical 4/5-chambers view. Coronary CT confirmed AAOCA. For the performance analysis, 300 coronary-CT scans were available; two independent and double-blinded physicians retrospectively reviewed echocardiographic images.ResultsA total of 47 AAOCA was diagnosed; the overall prevalence was 0.0078%. Over 5 years, we found a significant increment of AAOCA diagnostic rate (P for trend=0.002). Syncope (n=17/47) and palpitations (n=6/47) were prevalent symptoms. All patients suspended sports activity at the diagnosis. Twenty-seven patients underwent surgery, while 20 underwent a conservative medical treatment. All patients are alive at a median follow-up of 3±1.6 years; only surgical repairs restarted their activity. Our method showed better sensitivity than traditional short-axis evaluation: 93% vs 83%, p=0.0030 (AUC 0.96 (95% CI 0.92, 0.99) and AUC 0.89 (95% CI 0.83, 0.95), respectively), with a good interobserver agreement (95%, k=0.83, p<0.001).ConclusionsThe application of a standardised echocardiographic approach for AAOCA detection led to a significantly increased rate of identified anomalies. This approach demonstrated higher sensitivity than the traditional echocardiographic assessment. Implementing this protocol in clinical practice may help improve the AAOCA diagnosis in young adults and athletes.Trial registration numberNCT04224090.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

Facebook Chat Application to Prompt and Assist Smoking Cessation Among Spanish-Speaking Young Adults in South Texas

2021 ◽  
pp. 152483992110262
Author(s):  
Patricia Chalela ◽  
Alfred L. McAlister ◽  
David Akopian ◽  
Edgar Munoz ◽  
Cliff Despres ◽  
...  
Keyword(s):  
Social Media ◽  
Smoking Cessation ◽  
Young Adults ◽  
South Texas ◽  
Spanish Speaking ◽  
Quit Attempt ◽  
Quit Attempts ◽  
Facebook Advertising

Given how smart phones, internet services, and social media have shown great potential for assisting smoking cessation, we constructed a Facebook chat application based on our previous work with SMS texting services. This report summarizes findings from 2,364 Spanish-speaking young adults recruited through Facebook advertising in South Texas during the 2020 New Year holiday season. Among these service users, 926 (39%) were ready to make a quit attempt, and 26 (3.1%) of those users reported that they were tobacco free 1 month later. There were no responses to a chat question survey 72 days after the dates selected for quitting. Although more research with longer follow up is needed, these findings show that social media chat applications may be helpful for at least prompting quit attempts and short-term cessation among young adult Spanish-speaking smokers. There is no evidence of an impact on long-term cessation, and more research is clearly needed.

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