scholarly journals A brief intervention for reducing procrastination

2017 ◽  
Author(s):  
Kamden K Strunk
Keyword(s):  
Brief Intervention ◽  
Intervention Strategy ◽  
Fear Of Failure ◽  
Future Research ◽  
Academic Procrastination ◽  
Coping Mechanism ◽  
Significant Issue ◽  
Regulatory Issues ◽  
Course Grades ◽  
Effective Interventions

Student academic procrastination presents a significant issue for educators. This procrastination may be due to self-regulatory issues, low self-efficacy, and self-handicapping as a coping mechanism for fear of failure. Academic procrastination may also lead to a number of negative outcomes, including psychological and academic issues. However, little research exists on effective interventions with procrastination in the classroom. This study investigates an effective point of identification at the beginning of the semester for intervention, and a possible brief intervention strategy that can be easily used by classroom instructors. Results show fewer late assignments turned in and higher course grades among those receiving the brief intervention. The limitations of the study and directions for future research are discussed.

Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4246 ◽  
2019 ◽  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Practice Volume ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Programming Errors

[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

Cultivating Resilience During the COVID-19 Pandemic: A Socioecological Perspective

2021 ◽  
Vol 73 (1) ◽  
Author(s):  
Ning Zhang ◽  
Shujuan Yang ◽  
Peng Jia
Keyword(s):  
Cost Effective ◽  
Future Research ◽  
Annual Review ◽  
Publication Date ◽  
Physical And Mental Health ◽  
Pandemic Preparedness ◽  
Predicting Factors ◽  
Effective Interventions ◽  
Interdisciplinary Framework ◽  
The Individual

The coronavirus disease 2019 (COVID-19) pandemic poses wide-ranging impacts on the physical and mental health of people around the world, increasing attention from both researchers and practitioners on the topic of resilience. In this article, we review previous research on resilience from the past several decades, focusing on how to cultivate resilience during emerging situations such as the COVID-19 pandemic at the individual, organizational, community, and national levels from a socioecological perspective. Although previous research has greatly enriched our understanding of the conceptualization, predicting factors, processes, and consequences of resilience from a variety of disciplines and levels, future research is needed to gain a deeper and comprehensive understanding of resilience, including developing an integrative and interdisciplinary framework for cultivating resilience, developing an understanding of resilience from a life span perspective, and developing scalable and cost-effective interventions for enhancing resilience and improving pandemic preparedness. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Pilot Test of an Engagement, Triage, and Brief Intervention Strategy for School Mental Health

2018 ◽  
Vol 11 (1) ◽  
pp. 148-162 ◽  
Author(s):  
Eric J. Bruns ◽  
Michael D. Pullmann ◽  
Semret Nicodimos ◽  
Aaron R. Lyon ◽  
Kristy Ludwig ◽  
...  
Keyword(s):  
Mental Health ◽  
Brief Intervention ◽  
School Mental Health ◽  
Intervention Strategy ◽  
Pilot Test

scholarly journals I’ll Go to the Library Later: The Relationship between Academic Procrastination and Library Anxiety

2000 ◽  
Vol 61 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
Qun G. Jiao
Keyword(s):  
Graduate Students ◽  
Anxiety Reduction ◽  
Fear Of Failure ◽  
Academic Procrastination ◽  
Graduate Level ◽  
Academic Tasks ◽  
Library Anxiety ◽  
Term Papers ◽  
The Relationship ◽  
And Task

Approximately 95 percent of college students procrastinate on academic tasks such as writing term papers, studying for examinations, and keeping up with weekly reading assignments. At the graduate level, an estimated 60 percent of students procrastinate on academic tasks. Academic procrastination stems primarily from fear of failure and task aversiveness. It has been theorized, though not tested empirically, that highly anxious graduate students typically procrastinate while engaged in library-related tasks. This study investigated the relationship between academic procrastination and library anxiety at the graduate level. Participants included 135 graduate students enrolled in three sections of a required introductory-level educational research course. Findings revealed that, overall, academic procrastination was significantly positively related to the following dimensions of library anxiety: affective barriers, comfort with the library, and mechanical barriers. A canonical correlation analysis revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Implications for library anxiety reduction as a procrastination intervention are discussed.

COGNITIVE THERAPY FOR PREVENTING TRANSITION TO PSYCHOSIS IN HIGH RISK INDIVIDUALS: A CASE SERIES

2003 ◽  
Vol 31 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Paul French ◽  
Anthony P. Morrison ◽  
Lara Walford ◽  
Alice Knight ◽  
Richard P. Bentall
Keyword(s):  
High Risk ◽  
Cognitive Therapy ◽  
Controlled Trial ◽  
Intervention Strategy ◽  
Cognitive Model ◽  
Case Series ◽  
First Episode ◽  
Future Research ◽  
Research Findings ◽  
Further Development

Early interventions for psychosis have recently received a great deal of interest. This is because research findings have indicated the importance of duration of untreated psychosis (DUP) in influencing future prognosis. Most interventions have so far centered around the early identification of first episode cases in an attempt to minimize the DUP. A further development of the early intervention strategy aims to identify high-risk cases prior to the onset of psychosis. Treatment of this at risk group could potentially prevent the onset of psychosis. In this paper we describe three cases from a randomized controlled trial designed to test the feasibility of a cognitive therapy intervention, to prevent the onset of psychosis. These are presented with formulations based on a recent cognitive model conceptualizing the onset of psychosis. Implications of this approach for future research and clinical practice are also discussed.

Is This Kid a Likely Experimenter or a Likely Persister? An Analysis of Individual-Level and Family-Level Risk Factors Predicting Multiple Offending Among a Group of Adjudicated Youth

2018 ◽  
Vol 62 (13) ◽  
pp. 4024-4045 ◽  
Author(s):  
Hasan Buker ◽  
Ayhan Erbay
Keyword(s):  
Risk Factors ◽  
Age Of Onset ◽  
Intervention Strategy ◽  
Policy Implications ◽  
Dropping Out ◽  
Future Research ◽  
Data Set ◽  
Adjudicated Youth ◽  
Individual Level ◽  
Family Level

To implement effective diversion programs and determine for a well-suited intervention strategy, ascertaining who, among the adjudicated youth, is more likely to involve in multiple offending, rather than desisting after an initial delinquent behavior, is of great significance. The overall objective of this study, therefore, is to contribute to the existing knowledge on assessing the risks for multiple offending during juvenile adjudication processes. In this regard, this study examined the predicting powers of several individual-level and family-level risk factors on multiple offending during adolescence, based on a data set derived from court-ordered social examination reports (SERs) on 400 adjudicated youth in Turkey. Two binomial regression models were implemented to test the predictor values of various risk factors from these two domains. Results indicated the following as significant predictors of multiple offending among the subjects: younger age of onset in delinquency, dropping out of school, having delinquent/drug abusing (risky) friends, being not able to share problems with the family, increased number of siblings, and having a domestically migrated family. Conclusively, these findings were compared with the existing literature, and the policy implications and recommendations for future research were discussed.

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