Testing times: the association of intolerance of uncertainty and metacognitive beliefs to test anxiety in college students

Background Test anxiety has a detrimental effect on test performance but current interventions for test anxiety have limited efficacy. Therefore, examination of newer psychological models of test anxiety is now required. Two transdiagnostic psychological models of emotional disorders that can account for anxiety are the intolerance of uncertainty model (IUM) and the Self-Regulatory Executive Function (S-REF) model. Intolerance of uncertainty, the stable disposition to find uncertainty distressing, is central to the IUM, while beliefs about thinking, metacognition, are central to the S-REF model. We tested for the first time the role of both intolerance of uncertainty and metacognitive beliefs in test anxiety. Methods A cross-sectional design was used, with college students (n = 675) completing questionnaires assessing their test anxiety, intolerance of uncertainty, and metacognitive beliefs. Hierarchical linear regressions examined if intolerance of uncertainty and metacognitive beliefs were associated with test anxiety, after controlling for age and gender. Results Females reported significantly more test anxiety than males. Partial correlations, controlling for gender, found intolerance of uncertainty and metacognitive beliefs were significantly and positively correlated with test anxiety. Hierarchical linear regressions found metacognitive beliefs explained an additional 13% of variance in test anxiety, after controlling for intolerance of uncertainty. When the order of entry was reversed, intolerance of uncertainty was only able to explain an additional 2% of variance, after controlling for metacognitive beliefs. In the final regression model, gender, intolerance of uncertainty and the metacognitive belief domains of ‘negative beliefs about the uncontrollability and danger of worry’ and ‘cognitive confidence’ were all significantly associated test anxiety, with ‘negative beliefs about the uncontrollability and danger of worry’ having the largest association. Conclusions Both intolerance of uncertainty and metacognitive beliefs are linked to test anxiety, but results suggest metacognitive beliefs have more explanatory utility, providing greater support for the S-REF model. Modification of intolerance of uncertainty and metacognitive beliefs could alleviate test anxiety and help students fulfil their academic potential.

A thalamo-centric neural signature for restructuring negative self-beliefs

Negative self-beliefs are a core feature of psychopathology. Despite this, we have a limited understanding of the brain mechanisms by which negative self-beliefs are cognitively restructured. Using a novel paradigm, we had participants use Socratic questioning techniques to restructure negative beliefs during ultra-high resolution 7-Tesla functional magnetic resonance imaging (UHF 7 T fMRI) scanning. Cognitive restructuring elicited prominent activation in a fronto-striato-thalamic circuit, including the mediodorsal thalamus (MD), a group of deep subcortical nuclei believed to synchronize and integrate prefrontal cortex activity, but which has seldom been directly examined with fMRI due to its small size. Increased activity was also identified in the medial prefrontal cortex (MPFC), a region consistently activated by internally focused mental processing, as well as in lateral prefrontal regions associated with regulating emotional reactivity. Using Dynamic Causal Modelling (DCM), evidence was found to support the MD as having a strong excitatory effect on the activity of regions within the broader network mediating cognitive restructuring. Moreover, the degree to which participants modulated MPFC-to-MD effective connectivity during cognitive restructuring predicted their individual tendency to engage in repetitive negative thinking. Our findings represent a major shift from a cortico-centric framework of cognition and provide important mechanistic insights into how the MD facilitates key processes in cognitive interventions for common psychiatric disorders. In addition to relaying integrative information across basal ganglia and the cortex, we propose a multifaceted role for the MD whose broad excitatory pathways act to increase synchrony between cortical regions to sustain complex mental representations, including the self.

CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University

The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

Neuro-Linguistic Programming, Positive Psychology & VR in Special Education

In the era of rapid change, special education is in the quest to ‘drive up standards’ with alternative intervention strategies ensuring optimal outcomes for parents, teachers and learners. Automatic thoughts, negative beliefs and implicit bias demotivate, disrupt students’ behavior, and lower the quality of learning outcomes. Neuro-linguistic programming (NLP) is a psychological approach that employs appropriate techniques to help individuals deal with their dysfunctional schemas. The present paper aims at reviewing the research studies regarding the effectiveness of neurolinguistic programming (NLP) in challenging situations as those that people with disabilities face. In addition, we will co-examine the possible applications of NLP on virtual reality (VR) environments. The findings of this review support the idea that neuro-linguistic programming provides influencing strategies for students with special educational needs to be rapidly engaged in those states of mind that eliminate implicit bias and promote positive behaviors and academic achievement. It was found that VR is in line with NLP methodology contributing to unintended bias reduction, cultivating users’ ability to change perspective with flexibility, expecting a positive future and perceiving themselves more realistically with less symptoms of depression. This study takes the view of a new pedagogy in Special Education that integrates the overlapping areas of neurolinguistic programming, positive and social psychology and recognizes their role in developing brain rewiring and sub-conscious training techniques -even in virtual environments-.

What Makes Women Social Cynics? An Exploratory Study

Although women are comprised almost half of the human population, still their experiences as a minority within the larger social framework, affect the affective and behavioral aspects of their personality including social cynicism. Unfortunately, social cynicism had never been empirically studied from the perspective of women, especially indigenously. By applying a qualitative approach, this study explored an indigenous understanding of social cynicism in a sample of (N=20) young adult women through a focus group discussion (n=6) and open-ended questionnaires (n=14), respectively. Five central themes emerged after the thematic analysis of the transcribed data that included gender inequality and exploitation, misrepresentation and misinformation, negative beliefs and generalizations, authority and control, and lastly, safety and security concerns. The findings showed several distinctive and indigenous themes like paternal authoritarianism, religion-based misinterpretation and sense of imminent danger while a few sub-themes were consistent with the previous literature. By exploring the construct of social cynicism in women, this study had not only broadened the limits of existing research literature on this construct but its themes could be applied for indigenous theory and scale development.

The biopsychosocial-spiritual factors influencing relapse of patients with schizophrenia

Objective: High relapse rate of patients with schizophrenia has a large impact on patients and their families that can be reviewed from biopsychosocial and spiritual factors. Determining all the potential risk factors of relapse in schizophrenia can help increase awareness of physicians, patients, and families. Physicians are the ones who examine patients and have responsibility to manage and educate them and expect to prevent relaps. This study analyze various biopsychosocial and spiritual factors affecting relapse occurrence in patients with schizophrenia. Methods: Cross sectional observational analytic study on 226 subjects with schizophrenia in three places in East Java, Indonesia, namely Soetomo Academic Hospital Surabaya (33.2%), Menur Hospital Surabaya (32.7%), and Radjiman Wediodiningrat Mental Hospital Lawang (34.1%) that met the inclusion and exclusion criteria. Data collection including 33 biopsychosocial and spiritual factors and were analyzed using bivariate and multivariate logistic regression. Results: Relapse rate within 1 year was 59.73%. There were 12 factors significantly affected the relapse of schizophrenia, namely history of physical disease of mothers during pregnancy ( p < .001; B = 27.31; 95% CI 3.96–188.52), presence of trigger ( p < .000; B = 6.25; 95% CI 2.61–14.96), negative beliefs ( p < .000; B = 4.94; 95% CI 2.10–11.61), hereditary factors ( p < .001; B = 4.84; 95% CI 1.93–12.10), insight ( p < .003; B = 4.27; 95% CI 1.62–11.27), 1-year GAF Scale ( p < .015; B = 3.79; 95% CI 1.30–11.09), response to treatment ( p < .006; B = 3.68; 95% CI 1.45–9.36), family knowledge ( p < .011; B = 3.23; 95% CI 1.31–7.93), history of head trauma ( p < .029; B = 3.13; 95% CI 1.13–8.69), medication side effects ( p < .028; B = 2.92; 95% CI 1.12–7.61), substance use history ( p < .031; B = 2.86; 95% CI 1.10–7.45), and occupation ( p < .040; B = 2.40; 95% CI 1.04–5.52). Conclusions: The 12 factors of biopsychosocial-spiritual are determinant to predict the risk of relapse in patients with schizophrenia. These factors should be emphasized in psychoeducation for patients and their families to enable intervention and relapse prevention.

Interoceptive awareness and beliefs about health and the body as predictors of the intensity of emotions experienced at the beginning of the pandemic

Background The COVID-19 pandemic is a type of stressful event which might have an impact on psychological state. A prolonged threat of getting a serious, contagious illness is expected to be associated with an increase of negative emotions and, conversely, with a decrease of positive emotions. As the stressor is strongly linked to health and the body, we decided to investigate what types of factors related to body perception and appraisal are associated with different types of reported emotions. The purpose of the study was to verify the associations between three types of variables: interoceptive awareness as described by Mehling and colleagues (2012a, 2018), negative beliefs about health and body, and different types of emotions. Methodology A Multidimensional Assessment of Interoceptive Awareness questionnaire was applied to evaluate interoceptive awareness. The declared emotional state was diagnosed with a list of 20 emotions–divided by valence and origin. Additionally, a list of 10 negative beliefs about health and body was used. The study was held in a correlational schema with 299 subjects recruited via the social media platform Facebook who took part in an online survey. Results The study revealed that the scales of Self-Regulation and Trusting are primarily associated with negative automatic and reflective emotions and positive automatic emotions. Furthermore, the Self-Regulation, Trusting dimensions of interoceptive awareness predict an intensity of emotions categorised on the basis of valence and origin. In addition, negative beliefs about health and the body provided an adequate explanation of the variance of most of the types of emotions experienced during the pandemic. Conclusions Factors related to body perception, such as interoceptive awareness and negative beliefs about health and body provide a significant contribution to explaining emotional state at the beginning of the pandemic.

Science-utility and science-trust associations and how they relate to knowledge about how science works

Knowledge about how science works, trust in scientists, and the perceived utility of science currently appear to be eroding in these times in which “alternative facts” or personal experiences and opinions are used as arguments. Yet, in many situations, it would be beneficial for the individual and all of society if scientific findings were considered in decision-making. For this to happen, people have to trust in scientists and perceive science as useful. Still, in university contexts, it might not be desirable to report negative beliefs about science. In addition, science-utility and science-trust associations may differ from explicit beliefs because associations were learned through the co-occurrence of stimuli rather than being based on propositional reasoning. We developed two IATs to measure science-utility and science-trust associations in university students and tested the psychometric properties and predictive potential of these measures. In a study of 261 university students, the IATs were found to have good psychometric properties and small correlations with their corresponding self-report scales. Science-utility and science-trust associations predicted knowledge about how science works over and above self-reported beliefs. The results suggest that indirect measures are useful for assessing beliefs about science and can be used to predict outcome measures.

Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students

Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance achieved by students at the end of the semester (T2) were assessed. The results show that students mainly stated negative beliefs about learning opportunities during ERT (n = 1,396; 67.7%). In addition, 48.5% (n = 1,000) of students stated beliefs of “medium” academic performance for the first semester (T1). Students with lower learning beliefs at T1 spent less time in the LMS during the semester and had a lower academic performance at T2 than students who had higher learning beliefs at T1. The implications of these findings on the role of instructors and institutions of higher education are discussed.

Russian and Indian Preschool Educators’ Beliefs about Distance Education for Preschoolers

Increasing interest in the digitization of education raises the question of the specifics of the use of digital devices in preschool education and the perception of these new practices by educators. The primary purpose of this study was to examine educators’ beliefs about distance education for preschool children in Russia and India, given their professional education and cultural background. These two countries were chosen to explore how the education system has dealt with emergency remote teaching in countries with social and economic diversity. The study involved 909 preschool educators (623 from Russia and 286 from India). An exploratory factor analysis of educators’ responses to the Educators’ Beliefs about Distance Education for Preschoolers Questionnaire identified three factors. The first factor reflects the degree of positive or negative beliefs about the promotion potential of distance education for preschool children’s development. The second represents educators’ beliefs about the effectiveness of distance education depending on different teacher, child, and environmental conditions. The third is manifested in the belief among educators that distance education is ineffective in preschool education. The findings suggest that the years of professional education in early childhood pedagogy impacts educators’ beliefs about distance education for preschool children. Regardless of the number of years of education training, educators in India were more likely to believe in the high promotion potential of distance education in early childhood.