Positive Cognition and Timing of Self-Administered App for Test-Taking Anxiety

A self-administered application was designed to reduce anxiety using a modified Eye Movement Desensitization Reprocessing (EMDR) model. The purpose of this study was to calibrate the EMDR web application for timing and desired self-belief to reduce test taking anxiety prior to an academic exam. Five classrooms of 9th grade students from a convenience sample (N=132) were randomly assigned to different timing groups of EMDR exposure (30 seconds, 1 minute, 2 minutes, and 5 minutes).  One minute was identified as the ideal time for exposure. “I got this” was selected from 5 choices (I’m good enough; I’m smart enough; I can do this; I got this; and I’m ok) and a self-reported other as the desired self-belief phrase before an examination as well as in daily life. This information was used to test the application for efficacy before an algebra examination in the next phase of research and can be applied both in a group classroom setting and individually.

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Determining the Practicality of Utilizing Eye Movement Desensitization Reprocessing Therapy with Substance Abusing and Co-Occurring Disordered Populations in a Prison Treatment Environment

SSRN Electronic Journal ◽

10.2139/ssrn.3261473 ◽

2017 ◽

Author(s):

Robert Hanser ◽

Anissa Horne ◽

Mkay Bonner

Keyword(s):

Eye Movement ◽

Substance Abusing ◽

Eye Movement Desensitization Reprocessing ◽

Treatment Environment

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The Home at the core of Modernity, an optimistic architecture

10.52200/64.a.s9cv1hmo ◽

2021 ◽

pp. 2-3

Author(s):

Ana Tostões

Keyword(s):

Daily Life ◽

Single Family ◽

The Core ◽

The Moment ◽

Definition Of ◽

The Ideal ◽

Modern Movement

Devoted to the theme of single-family houses, given the key role they played in the ideal definition of the Modern Movement architecture, as a symbolic and functional affirmation of the utopian turning of dreams into reality, the aim of this issue is to consider the transformation of daily life, and to address the architectural challenges that arose from the joy contained in what we might call the “architecture of happiness.” As we continue to endure a pandemic that has now lasted for more than a year, docomomo wishes to declare that “till the moment, the best vaccine to prevent contagion was invented by architects: the house”. Thus, in response to the question “How should we live?”, it is intended to debate the house and the home agenda as an important topic at the core of Modern Movement architecture. Nowadays, the growing emphasis on wellbeing goes beyond the seminal ideas that modern houses were “machines à habiter” and is closer to an idealistic vision of a stimulating shell for humans, which is shaped by imagination, experimentation, efficiency, and knowledge.

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Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

Prehospital and Disaster Medicine ◽

10.1017/s1049023x00003800 ◽

2006 ◽

Vol 21 (4) ◽

pp. 261-267 ◽

Cited By ~ 15

Author(s):

Michael W. Hubble ◽

Michael E. Richards

Keyword(s):

Academic Performance ◽

Learning Styles ◽

Student Performance ◽

Classroom Environment ◽

Educational Process ◽

Traditional Classroom ◽

Classroom Setting ◽

Online Students ◽

Convenience Sample ◽

Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

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Effects of Instruction in Methodological Reasoning on Information Evaluation

Teaching of Psychology ◽

10.1207/s15328023top2901_02 ◽

2002 ◽

Vol 29 (1) ◽

pp. 5-10 ◽

Cited By ~ 8

Author(s):

Barry Leshowitz ◽

Kristen Eignor DiCerbo ◽

Morris A. Okun

Keyword(s):

Scientific Method ◽

Causal Reasoning ◽

Comparison Group ◽

Daily Life ◽

Instructional Program ◽

Classroom Setting ◽

Instructional Programs ◽

Persuasive Communications ◽

Attitude Polarization ◽

Interactive Classroom

In this article we describe an instructional program that focuses on applying causal reasoning and related principles of the scientific method to problems faced in daily life. In a highly interactive classroom setting, the instructor gives students repeated opportunities to apply methodological reasoning to real-world scenarios for the purpose of making informed decisions. In addition to describing the program, we report the findings of a capstone exercise that examined changes in students' beliefs toward legalization of marijuana after reading persuasive communications. Students who experienced the instructional program exhibited less bias in evaluating information and less attitude polarization than students in a comparison group. We discuss the implications of these findings for developing and evaluating instructional programs in methodological reasoning in psychology.

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