Collaborative Behavior Patterns of Students in Programming Instruction

The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students’ behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.

The Effect of Behavioral Therapy with Modeling Techniques on Changes in the Adherence of Diabetes Mellitus Patients

Diabetes Mellitus (DM) is a disease whose prevalence is not infectious increases with changes in lifestyle. If not managed properly, it will cause various complications that reduce quality of life, increase morbidity and mortality, and harm the economy. The success of DM management is strongly influenced by the patient's adherence to medication and diet. One of the interventions to improve the adherence of DM sufferers is Behavior Therapy with modeling techniques. The purpose of this study was to analyze the effect of behavioral therapy with modeling techniques on changes in adherence of DM patients. The design of this study was quasy-experimental with pretest posttest and control group, on a sample of 40 DM patients with consecutive sampling technique. The intervention was carried out in 4 sessions for 2 weeks. The results of the statistical test paired sample t-test and independent sample t-test obtained p <0.5 (0.000), which meant that there was an effect of behavioral therapy with modeling techniques on changes in adherence DM patient. Changes in compliance that occurred between before and after the intervention was 16.95 points. Modeling technique is behavioral learning through observation of a model who has successfully controlled his illness to emphasize changes in mindset, beliefs, and commitment to a person's new positive behavior. Modeling has an impact not only on imitating, but also adding or subtracting the observed behavior, so that it can be applied to obtain new behavior, leave old negative behavior, and maintain the desired behavior.

Integrating Chaotic Perspective and Behavioral Learning Theory into a Global Pandemic Crisis Management Framework for Hotel Service Providers

Hotel service providers are among the most affected by the evolving Covid-19 pandemic. Although the consequences of the pandemic on hotel operations have been widely examined, the question of how hotel businesses can revive, innovate, and transform in order to survive and recover remains vastly under-researched. This study aims to provide insights on this important topic by analyzing 312 news articles between December 1, 2019, and March 1, 2021, published by global news media, which report hotels’ strategies and tactics to deal with the pandemic. Grounded on chaos theory, behavioral learning theory, and an integrated crisis management model, a global pandemic crisis management framework is developed. Practically, the paper reveals best practices applied by hoteliers to deal with the pandemic (e.g., service transformation, smart marketing, strategic collaboration/alliance, mergers and acquisitions, and digitalization) and suggests ways for hotel services providers to adapt to the “new travel” age.

“Lay Beliefs About Phobias” 25 Years Later: A 2020 Conceptual Replication of Furnham (1995), on the Development of Phobias

Fears are relatively quick, adaptive responses to environmental stimuli and inner, cognitive events and sensations which allow for one’s survival. Some take a more severe form and morph into phobias–extreme fear resulting in functional impairments. While some researchers are concerned with clinical definitions and theories of phobia, others are interested in what the general public believes. Adrian Furnham, in a 1995 study, Lay Beliefs About Phobias, was one. Now, based on data collected 25 years later (2020), we report a conceptual replication of this work. Results suggest that people today most concisely believe the development of phobias is predicated on one’s personality; traumatic events; psychoanalytic and behavioral-learning associations; genetic and biochemical influences; cognitive style, such as tendencies to catastrophize; and cultural and social factors.

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.

Pain and the field of affordances: an enactive approach to acute and chronic pain

In recent years, the societal and personal impacts of pain, and the fact that we still lack an effective method of treatment, has motivated researchers from diverse disciplines to try to think in new ways about pain and its management. In this paper, we aim to develop an enactive approach to pain and the transition to chronicity. Two aspects are central to this project. First, the paper conceptualizes differences between acute and chronic pain, as well as the dynamic process of pain chronification, in terms of changes in the field of affordances. This is, in terms of the possibilities for action perceived by subjects in pain. As such, we aim to do justice to the lived experience of patients as well as the dynamic role of behavioral learning, neural reorganization, and socio-cultural practices in the generation and maintenance of pain. Second, we aim to show in which manners such an enactive approach may contribute to a comprehensive understanding of pain that avoids conceptual and methodological issues of reductionist and fragmented approaches. It proves particularly beneficial as a heuristic in pain therapy addressing the heterogenous yet dynamically intertwined aspects that may contribute to pain and its chronification.