The Pattern of Affective Responses to Dance-Based Group Exercise Differs According to Physical Fitness, as Measured by a Smartwatch

The present study investigated the effect of a dance-based aerobic exercise, on the affective experiences of participants with different fitness levels. Thirty-two college students were enrolled in the same dance fitness course, tested using a physical fitness test (the National Fitness Project 100) and grouped accordingly to 15 sports majors (high-fit group) and 17 non-sports majors (low-fit group). Together, they participated in a single-session dance fitness program using 11 basic dance steps incorporated in Zumba rhythms of merengue and reggaeton for 47 min including warm-up and cool-down. Pre- and post-exercise affects were measured using the PANAS-X transmitted to each participant’s smartphone. During exercise, participants’ heart rate (HR) and their responses to the felt arousal scale (FAS) and the feeling scale (FS) by exercise section were measured using tailor-made applications on a smartwatch. Results showed that the intensity of exercise for the same exercise program was lower in the high-fit group than in the low-fit group, as evidenced by %HRmax. In addition, the pattern of affective change throughout the exercise sections was different according to the groups’ fitness levels, while the affective improvement was greater in the high-fit group. This study confirmed that physical fitness is a major variable influencing the relationship between exercise and affect.

Storytelling as languaging: the case of Jane

This paper presents the findings of a case study, which aims to answer the question of whether languaging (i.e. storytelling as a cognitively demanding talk) can improve the cognition of an older adult suffering from multiple sclerosis and living in a long-term care facility. Languaging, the process of using language to make meaning, evokes the views of Bakhtin and Vygotsky on language as a dynamic, heterogeneous and dialogic construct that mediates our relationship with the outside world and, most importantly, shapes our minds in the process of communication. We analyzed the structure of the 10 audio recorded and transcribed sessions between the researcher and the participant for the stories. Focusing on one of the stories told by Jane, the participant, and to the researcher, the analysis shows that Jane was capable of engaging in a cognitively demanding task of telling the story. By doing this, Jane restored her relationship with the outside world; the act of storytelling “pushed” her to produce a more complex language and facilitated a positive cognitive and affective change.

Lifestyle Interventions Improving Cannabinoid Tone During COVID-19 Lockdowns May Enhance Compliance With Preventive Regulations and Decrease Psychophysical Health Complications

Studies investigating the psychosomatic effects of social isolation in animals have shown that one of the physiologic system that gets disrupted by this environment-affective change is the Endocannabinoid System. As the levels of endocannabinoids change in limbic areas and prefrontal cortex during stressful times, so is the subject more prone to fearful and negative thoughts and aggressive behavior. The interplay of social isolation on the hypothalamic-pituitary-adrenal axis and cannabinoid tone triggers a vicious cycle which further impairs the natural body's homeostatic neuroendocrine levels and provokes a series of risk factors for developing health complications. In this paper, we explore the psychosomatic impact of prolonged quarantine in healthy individuals, and propose management and coping strategies that may improve endocannabinoid tone, such as integration of probiotics, cannabidiol, meditation, and physical exercise interventions with the aim of supporting interpersonal, individual, and professional adherence with COVID-19 emergency public measures whilst minimizing their psycho-physical impact.

Short, multi-modal, pre-commencement transition programs for a diverse STEM cohort

A ‘quantum leap’ (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in ‘underprepared’ students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long ‘foundation’ or ‘bridging’ programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention.

Affective Change With Variations in Zumba Fitness Intensity as Measured by a Smartwatch

In this study we investigated affective changes during Zumba fitness program exercise with varied intensity, as measured by a smartwatch. Sixteen college students (4 males and 12 females) participated in two single-session Zumba fitness programs at low and moderate intensities separated by a one-week interval. During exercise, participants’ heart rate (HR) and theirresponses to the Felt Arousal Scale (FAS) and the Feeling Scale (FS) were measured seven times (pre-exercise, warm-up, merengue, reggaeton, salsa, cumbia, and cool-down) using tailor-made applications on a smartwatch. Additionally, pre- and post-exercise affect was measured by the PANAS-X, which showed enhanced positive affect and reduced negative affect following exercise. Feelings and arousal during exercise were activated, irrespective of exercise intensity, but positive effects were more prominent at the higher (moderate) exercise intensity level. By adopting wearable technology, we were able to measure real-time affect changes during exercise, and we demonstrated the particular affective benefits of a moderate intensity Zumba Fitness program.

Using Technology to Connect the Generations and Understand Lifelong Learning

The University of Connecticut (UConn) has a thriving Osher Lifelong Learning Institute (OLLI), which has existed for over a decade on one of their regional campuses (700+ members). Intergenerational classes are utilized, but connecting UConn students with OLLI members outside of these classes in an effective, meaningful way is a challenge. A successful model developed within an adulthood and aging class to connect the generations outside of the classroom utilizes technology as a bridge. The two most successful activities will be highlighted. The first is a “technology clinic,” which requires students to pair up with OLLI members to assist them with technological needs. The second requires students to create a podcast by interviewing an OLLI member on the importance of lifelong learning, which is uploaded to the campus OLLI website. Implications for both generations, bi-directional affective change, and inclusivity of older learners in the classroom and beyond will be discussed.

MEDIASI KEPUASAAN KERJA PADA HUBUNGAN COLLEGIAL SUPPORT TERHADAP PERUBAHAN AFEKTIF ORGANISASI, DIMODERASI OLEH SINISME

<p>Penelitian ini bertujuan untuk mendapatkan bukti empiris pengaruh Dukungan Collegial dalam kaitannya dengan Perubahan Afektif yang dimediasi oleh Kepuasan Kerja, dan dimoderatori oleh Sinisme. Sampel penelitian sebanyak 221 responden dengan subjek penelitian di sektor jasa pendidikan di perguruan tinggi dan sekolah menengah di Yogyakarta, Jawa Tengah, Jawa Timur dan Jabodetabek. Analisis dalam penelitian ini menggunakan model persamaan struktural metode hierarkis. Metode ini bertujuan untuk mengkonfirmasi teori sesuai dengan data penelitian yang dilakukan dengan menambahkan variabel independen secara bertahap dalam menguji variabel dependen. Temuan mendukung semua hipotesis yang telah diusulkan, yaitu: Dukungan Collegial memiliki efek positif dan signifikan terhadap Perubahan Afektif Organisasi ; Dukungan Collegial memiliki pengaruh positif dan signifikan terhadap Kepuasan Kerja; Kepuasan Kerja berpengaruh positif dan signifikan terhadap Perubahan Afektif Organisasi; Kepuasan kerja dapat memediasi hubungan antara Dukungan Collegial untuk Perubahan Afektif secara signifikan; dan Sinisme dapat memoderasi hubungan Kepuasan Kerja dan Perubahan Afektif. Variabel kontrol (gender) memberikan peran pembeda yang signifikan dengan arah negatif pada hubungan variabel independen dan variabel dependen. </p><p><em>This study aims to obtain empirical evidence of the influence of Collegial Support in relation to Affective Change mediated by Job Satisfaction, and moderated by Cynicism. The research sample of 221 respondents with research subjects in the education service sector at tertiary institutions and high schools in Yogyakarta, Central Java, East Java and Jabodetabek. The analysis in this study uses the structural equation model hierarchical method. This method aims to confirm the theory in accordance with the research data conducted by adding the independent variables gradually in testing the dependent variable.The findings support all the hypotheses that have been proposed, namely:Collegial Support has a positive and significant effect on Organizational Affective Change ; Collegial Support has a positive and significant effect on Job Satisfaction;Job Satisfaction has a positive and significant effect on Organizational Affective Change ; Job satisfaction is able to significantly mediate the relationship between Collegial Support for Affective Change; and Cynicism is able to moderate the relationship of Job Satisfaction and Affective Change. The control variable (gender) provides a significant differentiating role with a negative direction on the relationship of the independent variable and the dependent variable.</em></p>

Cognitive-Affective Change Mechanisms in Personalized Normative Feedback via the Articulated Thoughts in Simulated Situations Paradigm

The research explored explanatory mechanisms of change for a personalized normative feedback (PNF) intervention, through an adapted application of the Articulated Thoughts in Simulated Situation (ATSS) cognitive think-aloud paradigm. A sample of 70 (51% female) U.S. adjudicated students were randomly assigned to one of three conditions: a PNF-ATSS condition, a PNF-Only condition (without ATSS), and an active Control+ATSS condition which received psychoeducation about alcohol use. Students in both the PNF-Only and PNF-ATSS conditions reported significant reductions in their misperceived peer drinking norms and alcohol-related consequences at the 30-day follow-up, relative to students in the control condition. Participants in the PNF-ATSS condition drank significantly fewer drinks per week at follow-up than participants in the PNF-Only condition, but not less than participants in the control condition. Significant indirect effects were found for the ATSS codes of participants’ neutrality and believability toward PNF content. This study presents a proof of concept for an adapted ATSS think-aloud methodology as a clinical science intervention tool to specify the cognitive-affective processes of change linked to complex intervention for particular problems, persons, and contexts.