Development and implementation of a mental development programme for young elite tennis players

This study was conducted with two young Canadian elite tennis players. An eight-week practical work was conducted with the aim of acquiring new knowledge in sports psychology, and then applying these notions in several competitive situations. Specifically, we focused on the control of thoughts during the 25-second break between rallies. The players were taught a specific mental routine that they had to perform between each point. In terms of results, there was a very interesting trend after analysing the data collected. When players did not perform their pre-set routine before a rally, they had more than 50% chance of losing the next point by making an unforced error.

Neurocognitive And Dysfunctional Belief Candidate Endophenotypes Of Obsessive-Compulsive And Related Disorders

Background: The current dissertation examined neurocognitive and dysfunctional belief candidate endophenotypes (CEs) across the obsessive compulsive spectrum to elucidate general versus specific factors. This study included CEs from two etiological perspectives well established in the literature. Secondary analyses examined several CEs multidimensionally and examined the relationship between CEs and of QOL. Methods: A total of 77 participants took part in this study, divided into four groups; OCD (n = 21), Hoarding Disorder (HD; n = 16), Grooming Disorders which included both Trichotillomania and Excoriation Disorder (GD; n = 18), and control participants (n = 22). Participants completed a clinical interview and battery of neurocognitive tasks and questionnaires. Results: Those with HD performed worse than controls on measures of response inhibition and set-shifting. OCD continued to predict significant variance in number sequencing. Examination of dysfunctional belief CEs revealed specificity of Responsibility/Threat beliefs and Importance/Control of Thoughts beliefs to OCD. Perfectionism/Intolerance of Uncertainty appear to be broad CEs; however, differing specificity emerged depending on the measure utilized to measure the construct. Self-report indecision revealed specificity to OCD and HD. Differing patterns of QOL impairments emerged across the spectrum. A better understanding of CEs specificity has implications for diagnostic classification, etiology, course, and treatment.

Neurocognitive And Dysfunctional Belief Candidate Endophenotypes Of Obsessive-Compulsive And Related Disorders

Background: The current dissertation examined neurocognitive and dysfunctional belief candidate endophenotypes (CEs) across the obsessive compulsive spectrum to elucidate general versus specific factors. This study included CEs from two etiological perspectives well established in the literature. Secondary analyses examined several CEs multidimensionally and examined the relationship between CEs and of QOL. Methods: A total of 77 participants took part in this study, divided into four groups; OCD (n = 21), Hoarding Disorder (HD; n = 16), Grooming Disorders which included both Trichotillomania and Excoriation Disorder (GD; n = 18), and control participants (n = 22). Participants completed a clinical interview and battery of neurocognitive tasks and questionnaires. Results: Those with HD performed worse than controls on measures of response inhibition and set-shifting. OCD continued to predict significant variance in number sequencing. Examination of dysfunctional belief CEs revealed specificity of Responsibility/Threat beliefs and Importance/Control of Thoughts beliefs to OCD. Perfectionism/Intolerance of Uncertainty appear to be broad CEs; however, differing specificity emerged depending on the measure utilized to measure the construct. Self-report indecision revealed specificity to OCD and HD. Differing patterns of QOL impairments emerged across the spectrum. A better understanding of CEs specificity has implications for diagnostic classification, etiology, course, and treatment.

SELF-REGULATED LEARNING IN ENGINEERING STUDENTS: STRATEGIES FOR PEDAGOGICAL RESOURCE

This paper presents some findings of the investigation "Self-regulated learning in engineering students of the Army Engineering Faculty (FIE)". The central theoretical contributions on the “self-regulation of learning” comes from theconceptual approaches of Zimmerman and Pintrich since they allow the understanding of the processes that takes placein the control of: thoughts, feelings, motivations and actions for the achievement of the learning objectives.It was found that to achieve this self-regulation in their learning, the students in this sample developed strategies throughwhich they manage and internalize resources from the academic environment. They are grouped into two large catego-ries: group study and the use of elements of the environment. The dynamics of conformation and functioning of work incollaborative study teams are similar among students. In addition, they describe the progressive use of elements of theinstitutional environment: study spaces, materials, technologies, institutional devices and also codes and dynamics ofsocial interaction typical of this faculty. The achievement of self-regulation implies the progressive incorporation of theresources of the academic context and this is a process that demands time and effort from the student. The acquisitionof self-regulation is evidence of the solid construction of the student ́s craft and a successful educational affiliation tothe university context.

STUDENT REPRESENTATIONS ON THE USE AND INFLUENCE OF ICT IN THE ENGINEERING STUDY

This work presents the initial findings of the research “Self-regulated learning in Engineering students from the Army Engineering College (FIE)”. The sample of this study was made up of students from the 2016 cohort. Zimmerman’s cyclical model of “self-regulation of learning” is the main theoretical reference of this research since it allows the understanding of the processes that take place in the control of: thoughts, feelings, motivations and actions to achieve the learning objectives. It was found that for the achievement of this self-regulation in their learning a resource that they use as academic support is Information and Communication Technologies (ICT). Access to the same YouTube channels and websites is similar among students. The interviewees unanimously mentioned a distinctive human trait of this faculty: the closeness and familiarity in the treatment between teachers and students. This trust is what drives them to interact freely with their teachers and allows them to raise questions and concerns through different communication channels. In summary, human communication and the effective presence of teachers enhance the use of ICTs, since they ultimately provide feedback and benefit students in accessing comprehension strategies that contribute to their academic self-regulation.

STUDENT REPRESENTATIONS ON THE USE AND INFLUENCE OF ICT IN THE ENGINEERING STUDY

This work presents the initial findings of the research “Self-regulated learning in Engineering students from the Army Engineering College (FIE)". The sample of this study was made up of students from the 2016 cohort. Zimmerman's cyclical model of "self-regulation of learning" is the main theoretical reference of this research since it allows the understanding of the processes that take place in the control of: thoughts , feelings, motivations and actions to achieve the learning objectives. It was found that for the achievement of this self-regulation in their learning a resource that they use as academic support is Information and Communication Technologies (ICT). Access to the same YouTube channels and websites is similar among students. The interviewees unanimously mentioned a distinctive human trait of this faculty: the closeness and familiarity in the treatment between teachers and students. This trust is what drives them to interact freely with their teachers and allows them to raise questions and concerns through different communication channels. In summary, human communication and the effective presence of teachers enhance the use of ICTs, since they ultimately provide feedback and benefit students in accessing comprehension strategies that contribute to their academic self-regulation.

Do you believe in magical thinking? Examining magical thinking as a mediator between obsessive-compulsive belief domains and symptoms

Background:Despite substantial research attention on obsessive beliefs, more research is needed to understand how these beliefs serve as aetiological or maintaining factors for obsessive-compulsive (OC) symptoms. Magical thinking may allow individuals to gain a sense of control when experiencing intrusive thoughts and corresponding obsessive beliefs, potentially accounting for why OC belief domains are often related to OC symptoms.Aims:This study examines magical thinking as a mediating variable in the relationship between OC belief domains and symptoms.Method:Undergraduate students (n = 284) reported their obsessive beliefs, magical thinking, and OC symptoms.Results:As expected, there were significant indirect effects for the belief domain of inflated responsibility and over-estimation of threat on OC symptoms via magical thinking. There was also an indirect effect for the belief domain of importance and control of thoughts on OC symptoms via magical thinking. Unexpectedly, there was no indirect effect involving the belief domain of perfectionism and intolerance of uncertainty.Conclusions:Magical thinking may be one mechanism through which certain OC beliefs lead to OC symptoms. It may be that magical thinking serves as a coping mechanism in response to elevated beliefs. Future studies should extend these findings across time and clinical samples.

Neurosciences in Buddhist India

Neurosciences in Buddhist era was mainly based on power of mind and thoughts. It emphasized mainly about the power of mind, control of thoughts, purification, and modifications of erroneous thought process, which should result in truthful and correct practices and subsequent actions by human beings to remain happy. Buddhism believes that most diseases of human body are secondary to mind and that these can be healed by controlling the erroneous thoughts and practices of Dhamma. Though the treatment for neurologic disorders such as headache, stress, and anxiety was primitive, it was mainly based on purification of mind and righteous pathway of Dhamma followed by medicines, modification in dietary and other living habits, etc. Enough evidence (including operated case-based commentary) shows that cranial surgery was also performed following appropriate diagnosis. The concept of diagnosis, preoperative evaluation, explanation to the patient, operative procedure, perioperative care, and follow-up was also present in that era.

Factor Structure and Further Validation of the 20-Item Short Form of the Obsessive Beliefs Questionnaire

A 44-item version of the Obsessive Beliefs Questionnaire (OBQ-44) put forward by the Obsessive Compulsive Cognitions Working Group remains the most widely used version of the OBQ, despite research casting doubt on its factorial validity and the existence of a short form (i.e., OBQ-20). In a large sample of undergraduate students ( n = 1,210), a bifactor model of the OBQ-20, consisting of a general factor and four specific factors (threat, responsibility, importance/control of thoughts, perfectionism/certainty), was supported as the best-fitting model. None of the examined OBQ-44 models provided adequate fit. The bifactor model of the OBQ-20 was retained in two independent samples ( n = 1,342 community adults, n = 319 undergraduate students). The incremental validity of the specific factors of the OBQ-20 beyond the general factor was evidenced across multiple criterion indices, including obsessive–compulsive symptom measures and reactions to a thought-induction task. Results further support use of the OBQ-20.