Moderating the Neuropsychological Impact of Online Learning on Psychology Students

<p style="text-align: justify;">The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students’ perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students’ attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students’ self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis.</p>

Psychological Well-being of First-year Psychology Students Amid the COVID-19 Pandemic

University life is always colorful, filled with a plethora of memorable moments, both academic and non-academic. Amid the COVID-19 pandemic, however, first-year university students’ academic experiences might be slightly different from their expectations due to being fully conducted in online learning. The COVID-19 pandemic denied first year students the opportunity to join the face-to-face classes and become involved in university’s activities in the real setting. All activities were replaced with virtual setting and they could only contact their course mates and lecturers via social media platforms. This derailment of their expectation to experience real-life university settings may dampen their enthusiasm and impact their motivational and happiness levels. To explore the phenomenon, a study was conducted with 143 first-year psychology students to examine their self-reported motivational and happiness levels before and after seven-week of online classes. This study included 113 females (79%) and 30 males (21%) with a mean age of 20.68 (SD=1.88). Data collected revealed that students’ motivation and happiness levels declined significantly after their online classes. According to their extent of agreement with the single statement ‘Overall, I am happy with my university life’, 48 (33.60%) students agreed, 76 (53.10%) were neutral, and 19 (13.30%) indicated dissatisfaction. This study may assist the university and relevant authorities in understanding students’ perceptions of dealing with academic and life challenges through online classes amid the COVID-19 pandemic. Therefore, psychological strategies should be considered to enhance first-year students’ motivation and happiness levels when faced with online classes in their new first semester.

Observer Gaze Patterns of Patient Photos Pre- and Post-Facial Feminization

Background Human interaction begins with the visual evaluation of others, and this often centers on the face. Objective measurement of this evaluation gives clues to social perception. Objectives The objective was to use eye-tracking technology to evaluate if there are scanpath differences when observers view faces of men, women, and transgender women pre- and post-facial feminization surgery (FFS) including when assigning tasks assessing femininity, attractiveness, and likability. Methods Undergraduate psychology students were prospectively recruited as observers at a single institution. Using eye-tracking technology, they were presented frontal images of prototypical male, prototypical female, and pre- and post-FFS face photos in a random order and then with prompting to assess femininity, attractiveness, and likability. Results Twenty-seven observers performed the tasks. Participants focused their attention more on the central triangle of post-operative and prototypical female images and forehead of pre-operative and prototypical male images. Higher femininity ratings were associated with longer proportional fixations to the central triangle and lower proportional fixations to the forehead. Conclusions This preliminary study implies the scanpath for viewing a post-FFS face is closer to that for viewing a prototypical female than a prototypical male based on differences viewing the forehead and brow versus the central triangle.

Semantic modelling of self-realization of the personality

Introduction. The research is focused on studying self-organization of the personality in aspect of subjectness. The technique of modeling of social and role identification of the personality is presented. The research objective - to define semantic constructs self-updating in modeling of personal identification. Methods and techniques.- Semantic approach in structuring dichotomizing couples of constructs of personal identification is used. Offered original technique "Semantic Modelling of Self-organization of the Personality" ("SMSOP"). Respondents fill "Repertoire lattices" of J. Kelly. Results of sample are factorized. Respondents make modeling of in images "I am-real", "I am-ideal" and also images of "The Self-updated Personality" (SUP) and "Nonconformist" (NC), using a set of the linguistic constructs received by means of repertoire lattices of J. Kelly). The participants are 218 psychology students. Results and discussion. Comparative data of self-renewing constructs (in the aspect of "I-ideal") and the SUP and Oil Company models are shown. Although soup is a reference model of personality achievements (according to A. Maslow et al.), a NK reveals the properties of self-affirmation, In the semantics of mental self-organization (MSS) of a personality, respondents are not fully focused on these standards. The results of the factor analysis showed the peculiarities of the semantics of the students' personality MCO in the aspect of self-renewal ("I-ideal"): emotional spontaneity and, at the same time, fortitude and self-confidence, as well as communication and well-being in life (associated with intelligence, ingenuity). Conclusions.- The semantics of self-renewing personalities is revealed to young people in positions that determine the possible, achievable aspects of the perspective of their life. The SUP and NC models are "perfect" for them. Introducción.- La investigación está orientada hacia el estudio de la autoorganización de la persona en el aspecto de la subjetividad. Se presentada la técnica de la modelización social y de la identificación de rol de la personalidad. El objetivo de la investigación consiste en definir el constructo de la autoactualización en la modelización de la identificación personal. Métodos y técnicas.- Se usa un enfoque semántico en la estructuración dicomotizada de pares de constructos de identificación personal. Se aporta una técnica original de "Modelización semántica de auto-organización de la personalidad" (MSAOP). Los entrevistados rellenan «las rejillas de repertorio» de J. Kelly. Resultados de la muestra fueron factorizados. Los entrevistados hacen la modelización en imágenes "Yo-real", "Yo-ideal", y también imágenes «de la personalidad autoactualizada» (PAA) y "Noconformista" (NC), usando un conjunto de constructos recogidos del repertorio de rejillas de J. Kelly). La muestra consta de 218 estudiantes de psicología. Resultados y discusión.- Se muestran datos comparativos de constructos autoactualizables (en el aspecto de "Io-ideal") y los modelos SUP y Oil Company. Aunque el SUP es un modelo de referencia de los logros de la personalidad (según A. Maslow et al.), Un no-conformista revela las propiedades de la autoafirmación. En la semántica de la autoorganización mental (MSS) de la personalidad, los encuestados no están completamente enfocados hacia estos estándares. Los resultados del análisis factorial mostraron las peculiaridades de la semántica de la personalidad de los estudiantes MCO en el aspecto de la autoactualización ("yo-ideal"): espontaneidad emocional y, al mismo tiempo, fortaleza y autoconfianza, así como como comunicación y bienestar en la vida (asociado a la inteligencia, e ingenuidad). Conclusiones.- La semántica de las personalidades autoactualizadas se revela a los jóvenes en posiciones que determinan los aspectos posibles y alcanzables de sus perspectivas de vida. Los modelos SUP y NC son "perfectos" para ellos.

The "Self- concept" of students: Scientific bases and features of research

Modern psychological and pedagogical research of professional training of Pedagogy and psychology students is gaining its relevance in scientific research, especially in the field of the "Self-concept". This study aims to study the problem of diagnosis and description of the "Self-concept" of future specialists of educational psychologists of Bachelor degree students in the Republic of Kazakhstan. The sample consisted of 132 students of the specialty "Pedagogy and psychology" of the Pavlodar state pedagogical University and S. Toraigyrov Pavlodar state University, who were men and women aged 17 to 25 years, without work experience. Based on the results obtained, hypothesis of existence of relationship between the "Self-concept" and professional training of future specialists was confirmed. Keywords: "Self-concept", professional training, student, personality, future specialist.

The role of social comparison and type of feedback on self-criticism in people with high levels of depressive symptoms

This research explores the relation between social comparison and self-criticism on a group of participants with elevated rates of depressive symptoms. In addition, the study investigated whether the type of feedback could moderate the relation between social comparison and self-criticism. The sample included 36 psychology students in the first year (N = 28 women, M age = 24.6, SD = 4.66) with high depressive symptoms. Results show that higher rates of negative social comparison are correlated with higher levels of self-criticism. Participants that received negative feedback reported an increase level of self-criticism compared to those from positive feedback condition. The type of feedback moderated the relation between social comparison and self-criticism. Our findings are discussed from the perspective of their practical implications for young adults experiencing high levels of depressive symptoms.

Exploring the Perceptions of Undergraduate Psychology students towards Online Engagement in English for Specific Purpose Classes

In today’s global world, online teaching and learning have become an important part of the education system. In Pakistan, Covid-19 has revolutionized the teaching methodology from traditional face-to-face classes to online classes due to the closure of educational institutes. Despite various efforts made by HEC, universities, and teachers, yet students face problems in online classes. Therefore, the present study aims to explore the perceptions of undergraduate psychology students towards online engagement in ESP classes using self-determination theory (SDT). For this purpose, a qualitative study has been utilized and data has been collected in two stages using sociolinguistic profiles and interviews. The data was collected using a purposive sampling size from 35 psychology students enrolled in ESP online course. The data from the sociolinguistic profile has been analyzed using frequency analysis and interview data has been codified for thematic analysis. The findings suggest that both extrinsic and intrinsic motivation play an equal part in online learning. Besides this, the learners reported that learning can happen within online classes, depending on the teacher’s methodology and strategies in online classes. The results are effective for higher education institutes in determining the level of motivation and perceptions respondents have while taking ESP courses online, which can be made interactive by developing outcome-based courses with the integration of technology to fit the needs of modern education in the post-Covid-19 world.

“I can't enjoy my studies, I'm stressed” Effect of Academic Stress on Positive Mental Health In Students College

The world has experienced a tremendous impact over the past two years due to the COVID-19 pandemic. One of the impacts is the change in the learning system from offline classes to online classes. Not a few studies say that online learning impacts students' psychology, one of which is academic stress. This study examines the effect of academic stress on positive mental health in college students during the COVID-19 pandemic. A total of 76 psychology students in Central Java, Indonesia, participated in this study. The results show a significant effect of academic stress on positive mental health in students during online learning during the COVID-19 pandemic. The implications of the results of this study are discussed in detail

Pattern-Induced Visual Discomfort and Anxiety in Migraineurs: Their Relationship and the Effect of Colour

In migraineurs, coloured lenses were found to reduce the visual stress caused by an aversive pattern known to trigger migraines by 70%, but do such patterns also produce a low-level anxiety/fear response? Is this response lessened by colour? We sought to investigate this in a study comprising a broad screening component followed by a dot-probe experiment to elicit attentional biases (AB) to aversive patterns. Undergraduate psychology students completed headache and visual discomfort (VD) questionnaires (N = 358), thereby forming a subject pool from which 13 migraineurs with high visual discomfort and 13 no-headache controls with low visual discomfort, matched on age and sex, completed a dot-probe experiment. Paired stimuli were presented for 500 ms: aversive achromatic 3 cpd square wave gratings vs control, scrambled patterns. These conditions were repeated using the colour that was most comfortable for each participant. VD was greater in the more severe headache groups. On all measures, the migraineurs were more anxious than the controls, and a positive relationship was found between VD and trait anxiety. The 3 cpd gratings elicited an aversive AB in the migraine group which was somewhat reduced by the use of colour, and this was not seen in the controls. The results suggest a new role for colour in reducing visual stress via anxiety/fear reduction.

What do incoming university students believe about open science practices in psychology?

Background: Understanding students’ naive conceptions about how science works and the norms that guide scientific best practice is important so that teachers can adapt their teaching to students’ existing understandings. Objective: To describe what incoming undergraduate students of psychology believe about reproducibility and open science practices in psychology. Method: International online survey with participants who were about to start their first course in psychology at a university (N = 239). Results: When asked about how research should be done, most students endorsed most (but not all) of ten open science practices. When asked to estimate the proportion of published psychological studies that apply each of a set of 10 open science practices, participants’ estimates tended to average near 50%. Only 18% of participants had heard of the term “replication crisis.” Conclusion: Despite relatively significant media attention on the replication crisis, few incoming psychology students are familiar with the term. Incoming students nevertheless appear to be sympathetic toward most open science practices, although they may overestimate the prevalence of these practices in psychology. Teaching Implications: Teaching materials aimed at incoming psychology students should not assume pre-existing knowledge about open science or replicability.