scholarly journals Cognitive reactivity amplifies the activation and development of negative self-schema: A revised mnemic neglect paradigm and computational modelling

2021 ◽  
Author(s):  
Noboru Matsumoto ◽  
Kentaro Katahira ◽  
Jun Kawaguchi
Keyword(s):  
Undergraduate Students ◽  
Computational Modelling ◽  
Emotional Valence ◽  
Positive Events ◽  
Cognitive Reactivity ◽  
Episodic Events ◽  
Schema Development ◽  
Self Schema ◽  
The Difference ◽  
Mnemic Neglect

Little is known about how self-schemas are formed, fluctuate, and are reinforced. In this study, we used a revised mnemic neglect paradigm to examine how self-schema fluctuates following episodic events (feedback) and its self-concordance. Undergraduate students (N = 42) exhibiting various depressive symptoms underwent psychological testing followed by bogus feedback regarding their personality, future, and behavioural traits, where they rated their state self-schemas and feedback self-concordance trial by trial. Linear mixed models showed that feedback self-concordance was determined by the interaction between self-schema and the emotional valence of the feedback, and the self-schema fluctuated with the interaction between prediction error (the difference between the emotional valence of the feedback and the current self-schema) and feedback self-concordance. Cognitive reactivity, the ease of responding to negative moods, was associated with higher parameters regressed onto self-schema and self-concordance regardless of feedback valence, indicating that it enhances the likelihood of self-schema fluctuation positively and negatively. The results of computational modelling employed for the simulation of self-schema development show that some individuals developed a negative self-schema even after experiencing many positive events, while others developed a positive self-schema after experiencing many negative events; these parameters were characteristic of individuals with high levels of cognitive reactivity. These results have significant implications for self-schema development and depression.

scholarly journals Response Time as an Implicit Self-Schema Indicator for Depression Among Undergraduate Students: Preliminary Findings From a Mobile App–Based Depression Assessment

10.2196/14657 ◽  
2019 ◽  
Vol 7 (9) ◽  
pp. e14657
Author(s):  
Kyungmi Chung ◽  
Jin Young Park ◽  
DaYoung Joung ◽  
Kyungun Jhung
Keyword(s):  
At Risk ◽  
Depressive Symptom ◽  
Undergraduate Students ◽  
Mobile Phones ◽  
Response Times ◽  
Daily Basis ◽  
Mobile App ◽  
Self Schema ◽  
The Relationship

Background Response times to depressive symptom items in a mobile-based depression screening instrument has potential as an implicit self-schema indicator for depression but has yet to be determined; the instrument was designed to readily record depressive symptoms experienced on a daily basis. In this study, the well-validated Korean version of the Center for Epidemiologic Studies Depression Scale-Revised (K-CESD-R) was adopted. Objective The purpose of this study was to investigate the relationship between depression severity (ie, explicit measure: total K-CESD-R Mobile scores) and the latent trait of interest in schematic self-referent processing of depressive symptom items (ie, implicit measure: response times to items in the K-CESD-R Mobile scale). The purpose was to investigate this relationship among undergraduate students who had never been diagnosed with, but were at risk for, major depressive disorder (MDD) or comorbid MDD with other neurological or psychiatric disorders. Methods A total of 70 participants—36 males (51%) and 34 females (49%)—aged 19-29 years (mean 22.66, SD 2.11), were asked to complete both mobile and standard K-CESD-R assessments via their own mobile phones. The mobile K-CESD-R sessions (binary scale: yes or no) were administered on a daily basis for 2 weeks. The standard K-CESD-R assessment (5-point scale) was administered on the final day of the 2-week study period; the assessment was delivered via text message, including a link to the survey, directly to participants’ mobile phones. Results A total of 5 participants were excluded from data analysis. The result of polynomial regression analysis showed that the relationship between total K-CESD-R Mobile scores and the reaction times to the depressive symptom items was better explained by a quadratic trend—F (2, 62)=21.16, P<.001, R2=.41—than by a linear trend—F (1, 63)=25.43, P<.001, R2=.29. It was further revealed that the K-CESD-R Mobile app had excellent internal consistency (Cronbach alpha=.94); at least moderate concurrent validity with other depression scales, such as the Korean version of the Quick Inventory for Depressive Symptomatology-Self Report (ρ=.38, P=.002) and the Patient Health Questionnaire-9 (ρ=.48, P<.001); a high adherence rate for all participants (65/70, 93%); and a high follow-up rate for 10 participants whose mobile or standard K-CESD-R score was 13 or greater (8/10, 80%). Conclusions As hypothesized, based on a self-schema model for depression that represented both item and person characteristics, the inverted U-shaped relationship between the explicit and implicit self-schema measures for depression showed the potential of an organizational breakdown; this also showed the potential for a subsequent return to efficient processing of schema-consistent information along a continuum, ranging from nondepression through mild depression to severe depression. Further, it is expected that the updated K-CESD-R Mobile app can play an important role in encouraging people at risk for depression to seek professional follow-up for mental health care.

Academic Motivation and Self-Discipline Strategies for Online Learners

2022 ◽  
pp. 111-128
Author(s):  
Emily Guetzoian
Keyword(s):  
Graduate Students ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
First Generation ◽  
Digital Learning ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Students First ◽  
The Difference

The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.

Narcissism and Causal Attribution

1997 ◽  
Vol 80 (1) ◽  
pp. 171-178 ◽  
Author(s):  
Ellen R. Ladd ◽  
M. Cay Welsh ◽  
William F. Vitulli ◽  
Elise E. Labbé ◽  
Joseph G. Law
Keyword(s):  
Undergraduate Students ◽  
Attributional Style ◽  
Causal Attribution ◽  
Personality Inventory ◽  
Negative Events ◽  
Positive Events ◽  
Narcissistic Personality ◽  
Narcissistic Personality Inventory ◽  
Attributional Style Questionnaire ◽  
The Relationship

This study examined the relationship between scores on narcissistic personality traits and causal attributions to positive and negative events. 119 undergraduate students in psychology as participants completed the Narcissistic Personality Inventory-40, the Attributional Style Questionnaire, and several Self-referencing Closed-ended Vignettes. Analyses indicated that men who scored higher on the Narcissistic Personality Inventory-40 made more internal and stable attributions to positive events and more external and unstable attributions to negative events than did men who scored lower on the Narcissistic Personality Inventory-40. Also scores on the Self-referencing Closed-ended Vignettes correlated significantly and positively with the Attributional Style Questionnaire, providing evidence for the validity of the vignettes.

scholarly journals A comparison of animated versus static images in an instructional multimedia presentation

2016 ◽  
Vol 40 (2) ◽  
pp. 201-205 ◽  
Author(s):  
C. J. Daly ◽  
J. M. Bulloch ◽  
M. Ma ◽  
D. Aidulis
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Three Dimensional ◽  
The Other ◽  
Multimedia Presentation ◽  
Still Images ◽  
Significant Difference ◽  
Essay Question ◽  
The Difference ◽  
Video Compositing

Sophisticated three-dimensional animation and video compositing software enables the creation of complex multimedia instructional movies. However, if the design of such presentations does not take account of cognitive load and multimedia theories, then their effectiveness as learning aids will be compromised. We investigated the use of animated images versus still images by creating two versions of a 4-min multimedia presentation on vascular neuroeffector transmission. One version comprised narration and animations, whereas the other animation comprised narration and still images. Fifty-four undergraduate students from level 3 pharmacology and physiology undergraduate degrees participated. Half of the students watched the full animation, and the other half watched the stills only. Students watched the presentation once and then answered a short essay question. Answers were coded and marked blind. The “animation” group scored 3.7 (SE: 0.4; out of 11), whereas the “stills” group scored 3.2 (SE: 0.5). The difference was not statistically significant. Further analysis of bonus marks, awarded for appropriate terminology use, detected a significant difference in one class (pharmacology) who scored 0.6 (SE: 0.2) versus 0.1 (SE: 0.1) for the animation versus stills group, respectively ( P = 0.04). However, when combined with the physiology group, the significance disappeared. Feedback from students was extremely positive and identified four main themes of interest. In conclusion, while increasing student satisfaction, we do not find strong evidence in favor of animated images over still images in this particular format. We also discuss the study design and offer suggestions for further investigations of this type.

Future Events Test: Equivalent Forms and Criminality

1981 ◽  
Vol 52 (1) ◽  
pp. 277-278
Author(s):  
W. A. M. Black ◽  
Paula Bennett ◽  
A. R. Wards
Keyword(s):  
Undergraduate Students ◽  
Time Perspective ◽  
Future Time Perspective ◽  
Future Time ◽  
The Future ◽  
Future Events ◽  
The Difference ◽  
Male Prisoners

In a study with 48 undergraduate students (24 male, 24 female) two forms of the Future Events Test correlated only moderately ( r = 0.43). In a further study, with offenders, using Form II of the test 40 male prisoners (25 Europeans, 15 Maoris) had a lower mean score than did 40 male parolees (25 Europeans, 15 Maoris) but the difference was significant for Maoris only. This suggests that the effects of imprisonment may be greater for Maoris than Europeans by inducing a foreshortening of future time perspective.

scholarly journals “ATTITUDES OF STUDENTS OF TAFILA TECHNICAL UNIVERSITY TOWARDS DISTANCE LEARNING”

2021 ◽  
Vol 58 (1) ◽  
pp. 5044-5051
Author(s):  
Dr. Lama Majed Al-Qaisy
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
The Other ◽  
Other Hand ◽  
Males And Females ◽  
Technical University ◽  
The Difference ◽  
Students Attitudes ◽  
And Gender ◽  
Academic Year

This paper focuses onidentifying the attitudes of the students of Tafila Technical University towards distance learning. The study sample consisted of 314 undergraduate students for the academic year 2020/2021. The results of the study show that students’attitudes toward distance learning were positive. As for the difference between students’ attitudes and study variables, it was found that there were no differences between students’attitudes towards distance learning and gender (males and females). On the other hand, differences were found due to the type of college and were in favor of the scientific colleges.

scholarly journals Designing Collaborative Learning Environment in Translator Training: An Empirical Research

2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Özge Bayraktar-Özer ◽  
Gökçen Hastürkoğlu
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Control Group ◽  
Training Methods ◽  
Learning Method ◽  
Medical Texts ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
The Difference ◽  
Experimental Group

The present study aims to investigate the efficacy of the collaborative learning method on the translation skills of students at the undergraduate level through a new model developed by the researchers. To this end, a pre-/post-test control group research design was followed to obtain empirical results in the translation of medical texts. The study group consisted of 60 undergraduate translation students in Turkey. Thirty students in the control group were instructed by using conventional training methods and each student worked individually. The completed translation was then evaluated by the instructor, as commonly applied in undergraduate translation programmes. The other 30 subjects in the experimental group were instructed through the collaborative learning method. The students participated in teamwork and undertook various roles such as terminologists, translators, proof-readers, and peer editors to check the final work. At the end of the three-week training, the difference between the translation performance scores of the two groups was found statistically significant in favour of the experimental group. The findings demonstrate the significant contribution of the collaborative learning method to the undergraduate students as this method provides them with an environment to improve the necessary translation skills for their future careers in terms of adopting different roles other than translators.

scholarly journals Comparison of the Effects of Sports Education and Direct Teaching Models on the Attitude and Cognitive Domain Level of Undergraduate Students

2020 ◽  
Vol 9 (2) ◽  
pp. 191
Author(s):  
Ender Eyuboğlu ◽  
Oğuzhan Dalkıran
Keyword(s):  
Undergraduate Students ◽  
Cognitive Learning ◽  
Cognitive Domain ◽  
Validity And Reliability ◽  
Education Model ◽  
Direct Teaching ◽  
The Difference ◽  
Perceived Choice ◽  
Domain Information ◽  
Domain Level

The purpose of this study was to compare the effects of the sports education model and the direct teaching model used in badminton courses on the attitudes of undergraduate students towards the course and its permanence on cognitive domain skills. The study group consisted of a total of 45 undergraduate students, 24 of whom were experimental groups and 21 were control groups. In the study, for collection of data, the &ldquo;Intrinsic Motivation Inventory&rdquo; which developed by Ryan (2000), adapted to Turkish by &Ccedil;alışkur after being tested for validity and reliability (&Ccedil;alışkur &amp; Demirhan, 2013) and the &ldquo;Badminton Cognitive Domain Information Form&rdquo; which was prepared by the course instructor were used. Descriptive statistical analysis was used for data analysis of attitudes of groups after application, but, bacause of the lack of a normal distribution, the &ldquo;Mann Whitney U&rdquo; test was used for the significance of the difference between the cognitive domain and the permanence of learning, As a result; significant differences were determined between the students&rsquo; interest/enjoyment aspect and the permanence of cognitive learning, whereas significant differences were not detected in the aspects of perceived competence, value/benefit, effort/importance, job perception/perceived choice and pressure/tension.

scholarly journals Signs of Critical Reflection in Mathematical Experiential Learning Contexts

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 54-69
Author(s):  
Vaiva Grabauskienė ◽  
Oksana Mockaitytė-Rastenienė
Keyword(s):  
Primary School ◽  
Undergraduate Students ◽  
School Children ◽  
Critical Reflection ◽  
Mathematical Reasoning ◽  
Primary School Children ◽  
Gifted Children ◽  
Audio Recordings ◽  
Adults And Children ◽  
The Difference

In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part. The results indicate that the main insights in the mathematical content were made while comparing measurements of different dimensions. The similarities between adults and children were found in how critical reorganization of mathematical images was done. The difference occurred in the extent of reasoning abstraction. Gifted children already at primary school years were able to formulate logical explanations into mathematical rules. However, for the children to make critical reflections, the experiential basis (practice) is obligatory. In contrast, adults used abstract reasoning even in experiential (practical) situations.

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