scholarly journals The Psychosocial Development of the Seminarians and the Positive affirmation Skills Intervention (PASI)

2021 ◽  
Vol 2 (3) ◽  
pp. 1-17
Author(s):  
Gracia Gegajo
Keyword(s):  
Psychosocial Development ◽  
Interpersonal Skills ◽  
Intervention Program ◽  
Control Group ◽  
Measurement Tool ◽  
Filipino Culture ◽  
High Level ◽  
Experimental Group ◽  
Incremental Increase

A  group of Filipino seminarians (experimental group) had an intervention of Positive thoughts enhancement and Interpersonal skills  developed by the researcher  (11 modules)  tailored fit for a Filipino culture seminarians and another  group of Filipino seminarians (controlled group) had a normal setting lecture of formation.  A pre-test and posttest of the seminarians’ psychosocial development with a Psychosocial Development measurement tool (The Modified Erikson Psychosocial Stage Inventory - MEPSI) was used to find out if there was an efficacy of the intervention. The posttest result of the experimental group was significantly higher than those of the control group which indicated that the intervention program (Positive Affirmation Skills Intervention – (PASI) was effective on the Psychosocial Development of the Seminarians. An incremental increase in the scores of the experimental group after exposure in the intervention and the participants in the experimental group experienced not only an enhancement of their psychosocial development attributes but had a high level of self-depth as compared to the control group which made an impact on their psychosocial development characteristics and attributes.

scholarly journals Reducing Aggression by Developing Emotional and Inhibitory Control

2021 ◽  
Vol 18 (10) ◽  
pp. 5263
Author(s):  
Miriam Romero-López ◽  
María Carmen Pichardo ◽  
Ana Justicia-Arráez ◽  
Judit Bembibre-Serrano
Keyword(s):  
Psychosocial Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Generalized Linear Mixed Model ◽  
Emotional Control ◽  
Control Group ◽  
Post Intervention ◽  
Mixed Model Analysis ◽  
Intervention Measures ◽  
Experimental Group

The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years. Pre-intervention and post-intervention measures of inhibitory and emotional control (BRIEF-P) and aggression (BASC) were taken. A Generalized Linear Mixed Model analysis (GLMM) was performed and found that children in the experimental group scored higher on inhibitory and emotional control compared to their peers in the control group. In addition, these improvements have an effect on the decrease in aggressiveness. In conclusion, preventive research should have among its priorities the design of such program given their implications for psychosocial development.

scholarly journals IMPROVING THE QUALITY OF STUDENT QUESTIONS IN PRIMARY SCIENCE CLASSROOMS

2018 ◽  
Vol 17 (5) ◽  
pp. 800-811
Author(s):  
Sibel Kaya ◽  
Mustafa Temiz
Keyword(s):  
Primary Students ◽  
Control Group ◽  
Science Lesson ◽  
Primary Science ◽  
Science Classrooms ◽  
Student Questioning ◽  
High Level ◽  
Student Questions ◽  
Experimental Group

Even though student questioning is the key aspect of inquiry learning, students ask very few questions in Science classrooms. This research aimed to increase the number of high-level questions posed by primary students during science lessons. An experiment was designed in which the experimental group was taught about the taxonomy of questions that can be asked by students during a science lesson. The quality of selected student questions was discussed as a whole class throughout the implementation. In addition, the experimental group completed the textbook activities at the end of each section in groups, whereas, the control group finished these activities individually. The experiment lasted for 4 weeks (12 lessons), during the ‘Microscopic Organisms and Environment’ unit in two 4th-grade classrooms. After completing each section of the unit, student questions were collected. The questions were classified as either low-level or high-level questions. The findings showed that in the experimental group, there were significantly more high-level questions compared to the control group. The questions were longer and more comprehensive in the experimental group. In both groups, as students’ achievement increased, so did the number of questions they asked. Keywords: student questions, high-level questions, question taxonomy, primary science.

scholarly journals Efficiency Of Using Domestic Feed Additive On Biological And Physiological Indicators Of Rabbits

2021 ◽  
Vol 03 (04) ◽  
pp. 1-6
Author(s):  
K. I. Khidirov ◽  
◽  
G. J. Kutlieva ◽  
B. I. Turaeva ◽  
N. A. Elova ◽  
...  
Keyword(s):  
Crude Protein ◽  
Dry Matter ◽  
Live Weight ◽  
Biologically Active ◽  
Feed Additive ◽  
Control Group ◽  
Control Groups ◽  
Physiological Indicators ◽  
High Level ◽  
Experimental Group

Research has been carried out to study the influence of "ProBioKorm Uz", a biologically active feed additive, on the development and physiological characteristics of rabbits of ‘New Zealand’ breed. During the experiment, 2 experimental and a control groups were formed. Adding "ProBioKorm Uz" to the main feed at the rate of 1% and 2% had an increase in experimental group rabbits’ live weight. Average live weight of them was higher by 5,7 %-3.8% than in the control group. Feed units composed 1.59%, dry matter 0.56 kg (3.61%) and crude protein 0.11 kg (3.59%) compared with the control group. Rabbits of experimental groups had higher indicators of erythrocytes concentration by 0.34-1.00 1012/l (10.34-19.53%), leukocytes - by 0.370-0.46 109/l (5.66-8, 06%), as well as a high level of hemoglobin by 7.42-11.08 g/l (6.81-10.08%) and total protein - by 2.40-4.48 (3.64-6, 42%).

scholarly journals Effect of Using Different Rations in Nutrition of High-Productive Cows on Milk Quantity and Quality

2015 ◽  
Vol 15 (2) ◽  
pp. 185
Author(s):  
Goce Cilev ◽  
Živko Gacovski ◽  
Biljana Petrovska ◽  
Jovan Stojković
Keyword(s):  
Chemical Composition ◽  
Milk Production ◽  
Milk Fat ◽  
Dry Matter ◽  
Control Group ◽  
Daily Production ◽  
Group I ◽  
Production Increase ◽  
High Level ◽  
Experimental Group

This paper shows the results of production and chemical compo­sition of cow’s milk on a farm MILKO-HF, Prilep, R. Macedonia with capacity of 100 cows of Holstein-Frisian breed divided into two groups (control and experimental). In control group I which was fed in a standard way of nutrition (ration used on the farm), average daily production of milk per cow ws 22.49 kg with the following chemical composition of milk: average daily content of milk fat is 3.75%, protein 3.57%, lactose 4.65%, nonfat dry matter 9.56% and total dry matter 13.31%. In experimental group II which were fed with the ration according to normatives, average daily production of milk per cow is 24.04 kg with the following chemical composition of milk: average daily content of milk fat is 3.99%, protein 3.57%, lactose 4.65%, non-fat dry matter 9.58% and total dry matter 13.57%. The obtained results show the increase in milk production for 1.55 kg-6.89% and better chemical composition of milk in the experimental group of cows. Thus, dry matter was increased from 13.31% to 13.57%-1.95%, milk fat content from 3.75% to 3.99%-6.4%, nonfat dry matter from 9.56% to 9.58%-0.21%, while the content of protein and lactose stayed on equal level. It was determined that the normed nutrition has influenced on production increase and better chemical composition of milk without unnecessary spent high level of nutrient i.e. nutrition of cows according to recommended normative.

Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

2021 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Fei Ha Chiew ◽  
Clotilda Petrus ◽  
Siti Zaidah Othman ◽  
Joe Davylyn Nyuin ◽  
Ung Hua Lau
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Solid Mechanics ◽  
Practical Significance ◽  
Control Group ◽  
Tutoring Program ◽  
Significant Difference ◽  
Group A ◽  
And Control ◽  
Experimental Group

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

scholarly journals Wired to Exit: Exploring the Effects of Wayfinding Affordances in Underground Facilities Using Virtual Reality

2020 ◽  
pp. 104687812094456
Author(s):  
Panos Kostakos ◽  
Paula Alavesa ◽  
Mikko Korkiakoski ◽  
Mario Monteiro Marques ◽  
Victor Lobo ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Control Group ◽  
Head Mounted Display ◽  
Significant Difference ◽  
Parking Lot ◽  
Biometric Measurements ◽  
Physiological Outcomes ◽  
High Level ◽  
Experimental Group ◽  
Level Effect

Background Wayfinding has been adopted in several intense evacuation and navigation simulations; however, the use of biometric measurements for characterizing physiological outcomes has been somewhat overlooked and applied only under limited laboratory conditions. Methods Twenty-four participants took part in a virtual reality (VR) experiment using a wayfinding installation with the Oculus Rift S head-mounted display (HMD). They were immersed in a simulation of a burning underground parking lot and tasked to navigate to the exit. The purpose of this research was to investigate the high-level effect of wayfinding assistive lights on behavioral, physiological, and psychological outcomes. Participants were split into two groups: the control group was exposed to a scene without assistive lights, and the experimental group was exposed to the same scene with assistive lights. Results Results indicate there was no statistically significant difference between the groups in traveled distance, pauses, turns, or game completion time. Curiously, differences between the two groups in heart rate (HR) outcomes were found to be statistically significant, with subjects in the control group displaying an increasing HR trend during simulation. Conclusions This finding, in accordance with previous studies that have shown the efficacy of landmarks and wayfinding affordances in reducing cognitive demands, suggests that assistive lights might contribute to improved brain wiring connectivity during the game. We discuss these findings in the context of a rich wayfinding affordances literature.

scholarly journals Effect of a one-session-per-week physical education-based stretching program on hamstring extensibility in schoolchildren

Kinesiology ◽  
2017 ◽  
Vol 49 (1) ◽  
pp. 101-108 ◽  
Author(s):  
Daniel Mayorga Vega ◽  
Francisco Javier Redondo-Martín
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Time Allocation ◽  
Intervention Program ◽  
Control Group ◽  
The Subject ◽  
Effective Development ◽  
Academic Year ◽  
Experimental Group

The purpose of this study was to examine the effects of a one-session-per-week stretching program on hamstring extensibility among schoolchildren in the physical education (PE) setting. Thirty seven 9-year-old schoolchildren from two classes were clustered and randomly assigned to an experimental group (n=19) or a control group (n=18). During PE classes, the experimental students performed a 3-minute stretching program once a week for the whole academic year (a total of 32 calendar weeks, but 28 weeks of intervention after excluding holidays). Hamstring extensibility (estimated by the classic sit-and-reach test) was assessed at the beginning (week 0), in the middle (week 18) and at the end (week 34) of the stretching intervention program. The results of the two-way analysis of variance showed that the PE-based stretching program improved statistically significantly the students’ sit-and-reach scores in the middle and at the end of the intervention (p<.01). Since in PE many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ hamstring extensibility by only a one-session-per-week stretching program. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other PE curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the PE setting.

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

2015 ◽  
Vol 6 ◽  
Author(s):  
Zoe Markopoulos ◽  
Michael E. Bernard
Keyword(s):  
Intervention Program ◽  
Self Report ◽  
Future Research ◽  
Control Group ◽  
Behaviour Therapy ◽  
Coping Responses ◽  
Emotional Coping ◽  
Self Report Data ◽  
Children's Coping ◽  
Experimental Group

This study evaluated the Bullying: The Power to Cope program (Bernard, 2012), which is designed to teach children the ideas espoused in the practice of rational emotive behaviour therapy (REBT) to employ in response to bullying. Self-report data were collected at pre- and post-test of children's cognitive, behavioural, and emotional coping responses to four written bullying vignettes. At pre-test, children's personal qualities of intrinsic resiliency were also measured. The sample consisted of 139 participants in Melbourne, Australia (n = 80 in the experimental group and n = 59 in the control group), aged from 10 to 14 years. Results indicated children in the experimental group improved in cognitive and emotional coping responses relative to children in the control group. Females showed greater improvement than males in coping responses to bullying as a consequence of the intervention. Entering levels of intrinsic resiliency did not moderate the effects of the intervention program on children's coping responses. The cognitive and emotional coping responses of females to bullying vignettes (pre-test) were significantly more negative and emotionally intense than males. The implications of these findings are discussed, as well as limitations and directions for future research.

scholarly journals Efectos de una competición de fútbol basada en la Liga Brave sobre el fair play, las orientaciones de meta, el esfuerzo y la presión-tensión en escolares de educación primaria

2019 ◽  
Vol 8 (2) ◽  
pp. 65-72
Author(s):  
P. Lis-Velado ◽  
A. Carriedo
Keyword(s):  
Goal Orientation ◽  
Intervention Program ◽  
Control Group ◽  
Fair Play ◽  
Competitive System ◽  
Perceived Effort ◽  
The Subject ◽  
Educación Primaria ◽  
State Schools ◽  
Experimental Group

Se examinó la repercusión de la novedosa Liga Brave (2015) sobre las orientaciones de meta, el fair play, el esfuerzo, y la presión-tensión en 92 estudiantes de 2 colegios (grupo control: n = 45; grupo experimental: n = 47) con una media de edad de 10,38 años (DE =0,55). Durante 3 sesiones, el grupo control participó en una liga de fútbol sala tradicional, mientras que el grupo experimental participó en un sistema competitivo basado en el innovador formato de la Liga Brave (2015), donde las conductas de fair play determinan el orden en la clasificación. Se realizaron varias pruebas de contrastes de medias intra-sujetos, cuyos resultados reflejaron que el grupo experimental aumentó significativamente en la orientación a la tarea y en el esfuerzo percibido. Estos resultados sugieren que formatos competitivos como el que se propone podrían repercutir positivamente en la orientación a la tarea y en el esfuerzo durante las competiciones deportivas. This research analyzed the Brave League (2015) effects on the goal orientation, the fair play, the effort and the pressure-tension on 92 pupils from two state schools (control group: n = 45 and experimental group: n = 47) with an age average of 10.38 years (SD = 0.55). The Intervention program was applied to both groups in 3 sessions of one hour; the control group created an indoor football league, whereas the experimental group continued to elaborate a competitive system based on the Brave League (2015) format, where the conducts of fair play establish the order in the classification. Several contrast tests were taken of the subject average, which results showed that the trial group increased the orientation towards the task) and the perceived effort. These results infer that the competitive formats like the proposed could affect positively the orientation towards the task and the effort throughout the sports competitions.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

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