scholarly journals The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

2021 ◽  
Vol 18 (20) ◽  
pp. 10672
Author(s):  
Rocío Martín-Valero ◽  
José-Manuel Pastora-Bernal ◽  
Lucía Ortiz-Ortigosa ◽  
María Jesús Casuso-Holgado ◽  
Veronica Pérez-Cabezas ◽  
...  
Keyword(s):  
Academic Performance ◽  
Structural Equation ◽  
Cognitive Empathy ◽  
Health Sciences ◽  
Equation Modeling ◽  
Affective Empathy ◽  
Massive Open Online ◽  
Hypothetical Model ◽  
Quasi Experimental ◽  
Student’S T

Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy.

Postural and technological adaptations of massive open online courses in pediatrics: Utility in improving academic performance and empathy. (Preprint)

2021 ◽  
Author(s):  
Rocío Martín-Valero ◽  
Jose Manuel Pastora-Bernal ◽  
Lucia Ortiz Ortigosa ◽  
María Jesús Casuso-Holgado ◽  
Verónica Pérez-Cabezas ◽  
...  
Keyword(s):  
Academic Performance ◽  
Structural Equation ◽  
Online Courses ◽  
Cognitive Empathy ◽  
Massive Open Online Courses ◽  
Equation Modeling ◽  
Affective Empathy ◽  
Massive Open Online ◽  
Hypothetical Model ◽  
Online Distance Learning

BACKGROUND Massive open online courses (MOOCs) are a form of free online distance learning. This research was based on xMOOCs that have more classical form. OBJECTIVE To determine the usefulness of an extended MOOC (xMOOC) in improving the academic performance of occupational therapy and physical therapy students, to determine whether an xMOOC increases empathy, and to test a hypothetical model through the structural equation analysis. METHODS This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used an xMOOC and 205 did not. RESULTS The Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had completed the xMOOC. Statistically significant differences in empathy were also obtained between the pre (X= 62.06; SD= 4.41) and post (X=73.77; SD= 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the xMOOC explained 50% of the variance of the xMOOC. The xMOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. CONCLUSIONS The results suggest an association between higher participation in and completion of the x-MOOC and higher levels of academic performance, and cognitive and affective empathy.

scholarly journals Empathy, Social Responsibility, and Civic Behavior Among Irish Adolescents: A Socio-Contextual Approach

2020 ◽  
pp. 027243162097765
Author(s):  
Charlotte Silke ◽  
Bernadine Brady ◽  
Ciara Boylan ◽  
Pat Dolan
Keyword(s):  
Social Responsibility ◽  
Structural Equation ◽  
Social Values ◽  
Cognitive Empathy ◽  
Equation Modeling ◽  
Affective Empathy ◽  
Contextual Approach ◽  
Research And Practice ◽  
The Republic ◽  
The Relationship

Research suggests that empathy and positive social values are important drivers of youth prosocial and civic action. However, theory and research indicate that young people’s civic behaviors are also shaped by their socio-contextual experiences. Drawing on a sample of 533 adolescents from public secondary schools in the Republic of Ireland, this research employed structural equation modeling to examine whether youth’s (cognitive and affective) empathy and social responsibility values mediated the relationship between youth’s social (parents, peers, school, and community) contexts and their civic behavior. Results suggest that youth’s cognitive empathy and social responsibility values appear to mediate the relationship between a number of social-contextual experiences and youth’s civic behavior. Overall, the findings from this research have important implications for research and practice.

scholarly journals Attribution Model of Travel Intention to Internet Celebrity Spots: A Systematic Exploration Based on Psychological Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Kui Yi ◽  
Qingqing Wang ◽  
Jun Xu ◽  
Bin Liu
Keyword(s):  
Structural Equation ◽  
Explanatory Power ◽  
Online Communication ◽  
Cognitive Empathy ◽  
Academic Community ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Affective Empathy ◽  
Significant Difference ◽  
External Attribution

Previous studies have shown that the empathy process is the main driving factor that triggers tourists’ intention to visit Internet celebrity spots. However, the academic community has not yet formed a unified understanding of the concrete mechanism. Based on this, this study combines the connotations of meme theory and empathy theory and applies Structural Equation Modeling (SEM) to empirically analyze 340 valid samples of Internet celebrity spots visitors to explore the influence mechanism of attributional factors on travel intention. The result shows that mechanism of travel intention can be presented as a psychological model in which travel attribution of tourists to visit Internet celebrity spots is the independent variable, the travel intention is the dependent variable, and the empathy process is the intermediary variable. The influence intensity of internal attribution on affective empathy is higher than that of external attribution, while the influence intensity of external attribution on cognitive empathy has a comparative advantage, and there is a significant difference between them. Empathy process has a significant mediating effect on the relationship between travel attribution and travel intention of tourists to visit Internet celebrity spots, and the mediating effect of affective empathy is significantly greater than that of cognitive empathy. Overall, this study reveals the segmentation elements with strong explanatory power in the behavior of “internet celebrity spots punch in,” examines the practical effect of empathy process in the behavioral intention of traveling, and provides a theoretical reference for the transformation and upgrading of tourist destinations and marketing planning of online communication in the future.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting Lifestyle

2021 ◽  
Author(s):  
Vafa Mostafa ◽  
Hajar Falahzadeh ◽  
Sorur Ahmadi ◽  
Omid Hamidi
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Attachment Styles ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Role ◽  
Health Promoting ◽  
Health Promoting Lifestyle ◽  
Self Differentiation

Aim: The aim of this study was to test the structural equation model of relationships between attachment styles and self-differentiation with academic performance of university students with the mediating role of health-promoting lifestyle. Methods: The method of this research was descriptive and correlation type. The statistical population consisted of all undergraduate students of Shahid Beheshti University (1554 people) in the academic year of 2018-2019. The sample size was estimated to be 308 based on Cochran formula. Eventually 305 questionnaires were finalized. Research tools included the Self-Distinction Questionnaire (Skowron & Schmitt, 2003), the Adults Attachment Inventory (AAI) (Hazen and Shaver, 1987), the Health Promoting Lifestyle Profile (Walker, Sichrist & Pender, 1995) and the Educational Performance Test (Pham and Taylor, 1999) were used and data were analyzed by descriptive and inferential statistical methods (Pearson correlation, path analysis and structural equation modeling) using SPSS 23 and AMOS 26 statistical softwares. Findings: The results showed that attachment styles and self-differentiation have a significant relationship with academic performance and these variables are able to directly predict academic performance (p<0.01). Promotional lifestyles can also play a mediating role between attachment styles and self-differentiation with academic performance (p<0.01). Conclusion: Regarding the relationship between attachment styles, self-differentiation and health-promoting lifestyle with academic performance, special attention to these variables is necessary to improve student performance.

Predicting Student Academic Performance

2014 ◽  
Vol 10 (3) ◽  
pp. 18-35 ◽  
Author(s):  
M.M. Haris Aslam ◽  
Ahmed F. Siddiqi ◽  
Khuram Shahzad ◽  
Sami Ullah Bajwa
Keyword(s):  
Academic Performance ◽  
Structural Equation Modeling ◽  
University Students ◽  
Knowledge Sharing ◽  
Structural Equation ◽  
Outcome Expectations ◽  
Academic Community ◽  
Equation Modeling ◽  
Student Academic Performance

The biggest challenge in nurturing an academic community is encouraging knowledge sharing among its members. Literature on communities, however, has paid less attention on the role of outcome expectations in encouraging the knowledge sharing behaviors. This study examines the effects of Personal Outcome Expectations (POE) and Community-related Outcome Expectations (COE) on the knowledge sharing behaviors of students and its consequent impact on their academic performance. In order to study these relationships a survey of university students was conducted. Based on structural equation modeling approach, it was found that COE have significant impact on knowledge sharing among the students.

scholarly journals No food for thought: Food insecurity is related to poor mental health and lower academic performance among students in California’s public university system

2018 ◽  
Vol 25 (12) ◽  
pp. 1930-1939 ◽  
Author(s):  
Suzanna M Martinez ◽  
Edward A Frongillo ◽  
Cindy Leung ◽  
Lorrene Ritchie
Keyword(s):  
Mental Health ◽  
Academic Performance ◽  
Food Insecurity ◽  
Grade Point Average ◽  
Structural Equation ◽  
Public University ◽  
Poor Mental Health ◽  
Equation Modeling ◽  
University System ◽  
Grade Point

This study examined the relationships between food insecurity, mental health, and academic performance among college students in a California public university system ( N = 8705). Structural equation modeling was performed to examine a direct path from food insecurity to student grade point average and an indirect path through mental health, controlling for demographic characteristics. Food insecurity was related to lower student grade point average directly and indirectly through poor mental health. These findings support the need for future interventions and policy on the importance of providing students with the basic needs to succeed both academically and in the future.

scholarly journals Physical Fitness Is Longitudinally Associated With Academic Performance During Childhood and Adolescence, and Waist Circumference Mediated the Relationship

2018 ◽  
Vol 30 (3) ◽  
pp. 317-325 ◽  
Author(s):  
Rodrigo Antunes Lima ◽  
Lisbeth Runge Larsen ◽  
Anna Bugge ◽  
Lars Bo Andersen
Keyword(s):  
Academic Performance ◽  
Waist Circumference ◽  
Physical Fitness ◽  
Structural Equation ◽  
First Grade ◽  
Composite Score ◽  
Equation Modeling ◽  
Childhood And Adolescence ◽  
Jump Height ◽  
Shuttle Run

Purpose: The current investigation aimed to investigate the longitudinal association between physical fitness and academic performance over 3 years in adolescents. A secondary aim was to determine to what extent waist circumference mediated the association between physical fitness and academic performance. Methods: For the current study, 1020 students from first grade [mean age: 7.87 (0.34) y] to fifth grade [mean age: 11.87 (0.37) y] were monitored annually for 3 years (2010–2013). Physical fitness was assessed using the Andersen test, 5 × 5-m shuttle run, jump height, and grip strength tests and by constructing a composite score combining all 4 fitness tests. Academic performance was assessed by national standardized tests in Danish language and math. Generalized structural equation modeling was used to evaluate the relationships between these variables. Results: The Andersen test (standardized β = 0.15 SD), shuttle run (β = −0.18 SD), jump height (β = 0.10 SD), and the fitness composite score (β = 0.23 SD) were positively associated with academic performance over 3 years. In addition, waist circumference partially mediated the association between physical fitness and academic performance. Conclusion: Thus, physical fitness abilities should be stimulated during childhood and early adolescence because of their positive association with academic performance.

scholarly journals Cultural adaptation and validation of the Brazilian Version of the Patient Activation Measure-22 items

2018 ◽  
Vol 71 (4) ◽  
pp. 1891-1898 ◽  
Author(s):  
Cristiane Martins Cunha ◽  
Eliane Nepomuceno ◽  
Rafaela de Oliveira Manzato ◽  
Débora Cristine Prévide Teixeira da Cunha ◽  
Dirceu da Silva ◽  
...  
Keyword(s):  
Theoretical Model ◽  
Structural Equation ◽  
Semantic Analysis ◽  
Intraclass Correlation ◽  
Patient Activation ◽  
Psychometric Validation ◽  
Equation Modeling ◽  
Monitoring Method ◽  
Patient Activation Measure ◽  
Student’S T

ABSTRACT Objective: To adapt and validate the Patient Activation Measure (PAM22) in a sample of Brazilians with chronic diseases under outpatient monitoring. Method: Adaptation process comprises translation, back translation, analysis by a committee of judges, semantic analysis, and pre-test. Psychometric validation was performed with 513 individuals. Construct validity was analyzed through Pearson's correlation, Student's t-test and Structural Equation Modeling; reliability was assessed by the intraclass correlation coefficient and Cronbach's Alpha. Results: The internal consistency was adequate and test-retest reliability was low to moderate (p < 0.05). Validity evidence was found on the convergent construct, with statistically significant correlations between measures of activation, self-esteem, anxiety, depression, and health status. The one-dimensionality of the theoretical model was not confirmed in the adapted version. Conclusion: Results have shown that the adapted version is reliable and valid, although the theoretical model cannot be explained in a single dimension.

scholarly journals Dynamic Balance, but Not Precision Throw, Is Positively Associated with Academic Performance in Children

2020 ◽  
Vol 17 (8) ◽  
pp. 2790
Author(s):  
Rodrigo A. Lima ◽  
David F. Stodden ◽  
Karin A. Pfeiffer ◽  
Lisbeth R. Larsen ◽  
Mauro V. G. Barros ◽  
...  
Keyword(s):  
Academic Performance ◽  
Waist Circumference ◽  
Structural Equation ◽  
Dynamic Balance ◽  
Fifth Grade ◽  
Equation Modeling ◽  
Longitudinal Association ◽  
Measuring Tape ◽  
One Year ◽  
The Relationship

We analyzed the longitudinal association between dynamic balance and throwing skill with academic performance and whether waist circumference mediated these relationships. The current one-year longitudinal study followed 1020 first (mean age 7.87 ± 0.34 years) through fifth grade (mean age 11.87 ± 0.37 years) children, measured twice in 2010 and 2011. Dynamic balance and precision throw were measures of motor competence. Waist circumference was measured with a measuring tape at the umbilicus level. Academic performance was assessed by a combined score of standardized Danish language and math tests. Structural equation modeling was used for analysis. All coefficients are standardized. Balance was associated with academic performance when both sexes were combined (β = 0.126, 95% CI: 0.074 to 0.179), and waist circumference partially mediated the relationship (β = 0.021, 95% CI: 0.008 to 0.034). For boys, balance was associated with academic performance, but waist circumference did not mediate the association. For girls, balance presented direct, mediated (via waist circumference), and total associations with academic performance. Dynamic balance is an important gross motor function that was longitudinally related to academic performance, and waist circumference partially mediated the relationship. Precision throw was not found to be associated with academic performance in both sexes combined or when analyzed separately.

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