To see the other types of publications on this topic, follow the link: Digital emotion regulation.
Journal articles on the topic 'Digital emotion regulation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Digital emotion regulation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Wadley, Greg, Wally Smith, Peter Koval, and James J. Gross. "Digital Emotion Regulation." Current Directions in Psychological Science 29, no. 4 (June 18, 2020): 412–18. http://dx.doi.org/10.1177/0963721420920592.
Full textAbstract:
People routinely regulate their emotions in order to function more effectively at work, to behave more appropriately in social situations, or simply to feel better. Recently, researchers have begun to examine how people shape their affective states using digital technologies, such as smartphones. In this article, we discuss the emergence of digital emotion regulation, both as a widespread behavioral phenomenon and a new cross-disciplinary field of research. This field bridges two largely distinct areas of enquiry: (a) psychological research into how and why people regulate their emotions, which has yet to systematically explore the role of digital technology, and (b) computing research into how digital technologies impact users’ emotions, which has yet to integrate psychological theories of emotion regulation. We argue that bringing these two areas into better contact will benefit both and will facilitate a deeper understanding of the nature and significance of digital emotion regulation.
2
Shao, Ruosi, Zhen Shi, and Di Zhang. "Social Media and Emotional Burnout Regulation During the COVID-19 Pandemic: Multilevel Approach." Journal of Medical Internet Research 23, no. 3 (March 16, 2021): e27015. http://dx.doi.org/10.2196/27015.
Full textAbstract:
Background In February 2020, the Chinese government imposed a complete lockdown of Wuhan and other cities in Hubei Province to contain a spike of COVID-19 cases. Although such measures are effective in preventing the spread of the virus, medical professionals strongly voiced a caveat concerning the pandemic emotional burnout at the individual level. Although the lockdown limited individuals’ interpersonal communication with people in their social networks, it is common that individuals turn to social media to seek and share health information, exchange social support, and express pandemic-generated feelings. Objective Based on a holistic and multilevel perspective, this study examines how pandemic-related emotional exhaustion enacts intrapersonal, interpersonal, and hyperpersonal emotional regulation strategies, and then evaluates the effectiveness of these strategies, with a particular interest in understanding the role of hyperpersonal-level regulation or social media–based regulation. Methods Using an online panel, this study sampled 538 Chinese internet users from Hubei Province, the epicenter of the COVID-19 outbreak in China. Survey data collection lasted for 12 days from February 7-18, 2020, two weeks after Hubei Province was placed under quarantine. The sample had an average age of 35 (SD 10.65, range 18-78) years, and a majority were married (n=369, 68.6%). Results Using structural equation modeling, this study found that intrapersonal-level (B=0.22; β=.24; P<.001) and interpersonal-level (B=0.35; β=.49; P<.001) emotional regulation strategies were positively associated with individuals’ outcome reappraisal. In contrast with intrapersonal and interpersonal regulations, hyperpersonal (social media–based) regulation strategies, such as disclosing and retweeting negative emotions, were negatively related to the outcome reappraisal (B=–1.00; β=–.80; P<.001). Conclusions Consistent with previous literature, intrapersonal-level regulation (eg, cognitive reappraisal, mindfulness, and self-kindness) and interpersonal-level supportive interaction may generate a buffering effect on emotional exhaustion and promote individuals’ reappraisal toward the stressful situation. However, hyperpersonal-level regulation may exacerbate the experienced negative emotions and impede reappraisal of the pandemic situation. It is speculated that retweeting content that contains pandemic-related stress and anxiety may cause a digital emotion contagion. Individuals who share other people’s negative emotional expressions on social media are likely to be affected by the negative affect contagion. More importantly, the possible benefits of intrapersonal and interpersonal emotion regulations may be counteracted by social media or hyperpersonal regulation. This suggests the necessity to conduct social media–based health communication interventions to mitigate the social media–wide negative affect contagion if lockdown policies related to highly infectious diseases are initiated.
3
Scott, Sarah Ellen, Cristiana Duarte, Jorge Encantado, Elizabeth H. Evans, Marja Harjumaa, Berit Lilienthal Heitmann, Graham W. Horgan, et al. "The NoHoW protocol: a multicentre 2×2 factorial randomised controlled trial investigating an evidence-based digital toolkit for weight loss maintenance in European adults." BMJ Open 9, no. 9 (September 2019): e029425. http://dx.doi.org/10.1136/bmjopen-2019-029425.
Full textAbstract:
IntroductionObesity and associated diseases place a severe burden on healthcare systems. Behavioural interventions for weight loss (WL) are successful in the short term but often result in weight regain over time. Self-regulation of eating and activity behaviours may significantly enhance weight loss maintenance (WLM) and may be effectively augmented by contextual behavioural approaches to emotion regulation. The NoHoW trial tests the efficacy of a theoretically informed, evidence-based digital toolkit using a mobile-enabled website, activity trackers and Wi-Fi scales for WLM aiming to target (1) self-regulation and motivation, and (2) emotion regulation in adults who achieved clinically significant (≥5%) WL in the previous 12 months (initial body mass index (BMI) ≥25 kg/m2).Methods and analysisThe study is an 18-month, 3-centre, 2×2 factorial single-blind, randomised controlled trial, which recruited 1627 participants achieving ≥5% WL between March 2017 and March 2018. Participants are randomly allocated to one of four arms: (1) self-monitoring only (self-weighing and activity tracker), (2) self-regulation and motivation, (3) emotion regulation or (4) combined self-regulation, motivation and emotion regulation. Participants attend four clinical investigation days at 0, 6, 12 and 18 months and are instructed to use the digital toolkit for 18 weeks during the first 6 months and at their discretion for the remaining 12 months. The primary outcome is change in weight (kg) at 12 months from baseline. Secondary outcomes are body composition (eg, bioimpedance analysis), health biomarkers (glycated haemoglobin, lipids, blood pressure, hair cortisol), dietary intake, physical activity, sleep, motivational, self-regulatory, emotion regulatory moderators/mediators of WLM, engagement, user experience, acceptability and cost-effectiveness of the interventions.Ethics and disseminationEthical approval was granted by Institutional Ethics Committees at the Universities of Leeds (17–0082; 27 February 2017), Lisbon (17/2016; 20 February 2017) and Capital Region of Denmark (H-16030495, 8 March 2017). Results will be published in scientific journals.Trial registration numberISRCTN88405328.
4
Ryabinov, A. V., M. Yu Uzdiaev, and I. V. Vatamaniuk. "Applying Multitask Deep Learning to Emotion Recognition in Speech." Proceedings of the Southwest State University 25, no. 1 (May 30, 2021): 82–109. http://dx.doi.org/10.21869/2223-1560-2021-25-1-82-109.
Full textAbstract:
Purpose of research. Emotions play one of the key roles in the regulation of human behaviour. Solving the problem of automatic recognition of emotions makes it possible to increase the effectiveness of operation of a whole range of digital systems such as security systems, human-machine interfaces, e-commerce systems, etc. At the same time, the low efficiency of modern approaches to recognizing emotions in speech can be noted. This work studies automatic recognition of emotions in speech applying machine learning methods.Methods. The article describes and tests an approach to automatic recognition of emotions in speech based on multitask learning of deep convolution neural networks of AlexNet and VGG architectures using automatic selection of the weight coefficients for each task when calculating the final loss value during learning. All the models were trained on a sample of the IEMOCAP dataset with four emotional categories of ‘anger’, ‘happiness’, ‘neutral emotion’, ‘sadness’. The log-mel spectrograms of statements processed by a specialized algorithm are used as input data.Results. The considered models were tested on the basis of numerical metrics: the share of correctly recognized instances, accuracy, completeness, f-measure. For all of the above metrics, an improvement in the quality of emotion recognition by the proposed model was obtained in comparison with the two basic single-task models as well as with known solutions. This result is achieved through the use of automatic weighting of the values of the loss functions from individual tasks when forming the final value of the error in the learning process.Conclusion. The resulting improvement in the quality of emotion recognition in comparison with the known solutions confirms the feasibility of applying multitask learning to increase the accuracy of emotion recognition models. The developed approach makes it possible to achieve a uniform and simultaneous reduction of errors of individual tasks, and is used in the field of emotions recognition in speech for the first time.
5
Lane, Richard D., and Ryan Smith. "Levels of Emotional Awareness: Theory and Measurement of a Socio-Emotional Skill." Journal of Intelligence 9, no. 3 (August 19, 2021): 42. http://dx.doi.org/10.3390/jintelligence9030042.
Full textAbstract:
Emotional awareness is the ability to conceptualize and describe one’s own emotions and those of others. Over thirty years ago, a cognitive-developmental theory of emotional awareness patterned after Piaget’s theory of cognitive development was created as well as a performance measure of this ability called the Levels of Emotional Awareness Scale (LEAS). Since then, a large number of studies have been completed in healthy volunteers and clinical populations including those with mental health or systemic medical disorders. Along the way, there have also been further refinements and adaptations of the LEAS such as the creation of a digital version in addition to further advances in the theory itself. This review aims to provide a comprehensive summary of the evolving theoretical background, measurement methods, and empirical findings with the LEAS. The LEAS is a reliable and valid measure of emotional awareness. Evidence suggests that emotional awareness facilitates better emotion self-regulation, better ability to navigate complex social situations and enjoy relationships, and better physical and mental health. This is a relatively new but promising area of research in the domain of socio-emotional skills. The paper concludes with some recommendations for future research.
6
Mrazek, Alissa J., Michael D. Mrazek, Jordan V. Reese, Arianna C. Kirk, Lefeba J. Gougis, Alex M. Delegard, David J. Cynman, Casey M. Cherolini, Peter C. Carr, and Jonathan W. Schooler. "Mindfulness-Based Attention Training: Feasibility and Preliminary Outcomes of a Digital Course for High School Students." Education Sciences 9, no. 3 (August 31, 2019): 230. http://dx.doi.org/10.3390/educsci9030230.
Full textAbstract:
Digital mindfulness-based interventions (d-MBIs) present an unprecedented opportunity to share mindfulness training at scale. However, the feasibility of digital mindfulness training for high schools remains unknown. Using a one-group pre–post design, this feasibility study evaluated the adoption of a digital mindfulness course in a public high school. The 22-day course was delivered on laptops, tablets, or phones via a custom digital learning platform. The course included a total of 2.25 h of instruction designed to improve focus, stress management, and emotion regulation. The intervention was implemented across 11 classrooms with 9th–12th grade students. On average across all classes, students completed 80% of lessons and 77% of daily exercises. Although the one-group design precludes definitive conclusions about the intervention’s effects, paired t-tests from pretest to post-test (N = 190) revealed improved emotional regulation and stress management despite students experiencing significantly increased life demands toward the end of the academic term. Results suggest that students also adopted a stronger growth mindset about their ability to focus, and they felt more motivated and confident to train this ability. A total of 64% of students indicated that the course improved their focus. Among the 81.6% of students who reported at baseline that they paid attention in class less than they should, focus during class increased significantly. This investigation supports the feasibility of digital mindfulness training for high schools and highlights strategies for increasing fidelity of implementation of digital interventions in school settings.
7
Bustos-Contell, Elisabeth, Luis Porcuna-Enguix, José Serrano-Madrid, and Gregorio Labatut-Serer. "The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management." Sustainability 13, no. 17 (August 30, 2021): 9716. http://dx.doi.org/10.3390/su13179716.
Full textAbstract:
The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.
8
Moltrecht, Bettina, Praveetha Patalay, Jessica Deighton, and Julian Edbrooke-Childs. "A School-Based Mobile App Intervention for Enhancing Emotion Regulation in Children: Exploratory Trial." JMIR mHealth and uHealth 9, no. 7 (July 14, 2021): e21837. http://dx.doi.org/10.2196/21837.
Full textAbstract:
Background Most mental health disorders are first experienced in childhood. The rising rates of mental health difficulties in children highlight the need for innovative approaches to supporting children and preventing these difficulties. School-based digital interventions that address shared risk factors and symptoms, such as emotion dysregulation, present exciting opportunities to enhance mental health support for children on a larger scale. Objective This study investigates the use of a new app-based intervention designed to support children’s emotion regulation in schools. The aim is to optimize the usability, acceptability, and utility of the app and explore its scope for implementation with the target user in the school context. Methods As part of an interdisciplinary development framework, the app is being evaluated in a 3-month trial across 4 primary schools. In total, 144 children (aged 10-12 years) took part and accessed the intervention app in the classroom or at home. Outcomes regarding usability, acceptability, and implementation opportunities were assessed through digital user data, self-report questionnaires (132/144, 91.6%), and semistructured interviews with children (19/144, 13.2%) and teachers (6/8, 75%). Results The app usage data showed that 30% (128/426) of the users were returning users. Self-report data indicated that 40.1% (53/132) of the children had not used the app, whereas 57.5% (76/132) had used it once or more. Of the children who had used the app, 67% (51/76) reported that the app was helpful. Interviews with children and teachers suggested positive experiences with the app and that it helped them to calm down and relax. Children reported that they perceived the app as acceptable, usable, and helpful. In terms of the intervention’s usability, most features functioned well; however, certain technical issues were reported, which may have led to reduced engagement levels. Teachers not only reported overall positive experiences but also discussed access difficulties and reported a lack of content as one of the main barriers to implementing the app. Having a web-based app significantly enhanced accessibility across devices and settings and provided teachers with more opportunities to use it. We identified the need for new, activating app features in addition to the existing, primarily relaxing ones. The findings indicated that it is possible to use and evaluate an app intervention in the school context and that the app could help enhance children’s emotion regulation. We discuss areas for improvement regarding the app, study design, and future implementation strategies. Conclusions We share important insights with regard to the development, implementation, and evaluation of a new app for supporting children’s emotion regulation in schools. Our results demonstrate that mental health apps represent a promising means to facilitate effective mental health service provision in and outside of the school context. Important lessons learned are shared to support other researchers and clinicians on similar journeys.
9
Theofanopoulou, Nikki, Katherine Isbister, Julian Edbrooke-Childs, and Petr Slovák. "A Smart Toy Intervention to Promote Emotion Regulation in Middle Childhood: Feasibility Study." JMIR Mental Health 6, no. 8 (August 5, 2019): e14029. http://dx.doi.org/10.2196/14029.
Full textAbstract:
Background A common challenge with existing psycho-social prevention interventions for children is the lack of effective, engaging, and scalable delivery mechanisms, especially beyond in-person therapeutic or school-based contexts. Although digital technology has the potential to address these issues, existing research on technology-enabled interventions for families remains limited. This paper focuses on emotion regulation (ER) as an example of a core protective factor that is commonly targeted by prevention interventions. Objective The aim of this pilot study was to provide an initial validation of the logic model and feasibility of in situ deployment for a new technology-enabled intervention, designed to support children’s in-the-moment ER efforts. The novelty of the proposed approach relies on delivering the intervention through an interactive object (a smart toy) sent home with the child, without any prior training necessary for either the child or their carer. This study examined (1) engagement and acceptability of the toy in the homes during 1-week deployments, and (2) qualitative indicators of ER effects, as reported by parents and children. Results Across all families, parents and children reported that the smart toy was incorporated into the children’s ER practices and engaged with naturally in moments the children wanted to relax or calm down. Data suggested that the children interacted with the toy throughout the deployment, found the experience enjoyable, and all requested to keep the toy longer. Children’s emotional connection to the toy appears to have driven this strong engagement. Parents reported satisfaction with and acceptability of the toy. Conclusions This is the first known study on the use of technology-enabled intervention delivery to support ER in situ. The strong engagement, incorporation into children’s ER practices, and qualitative indications of effects are promising. Further efficacy research is needed to extend these indicative data by examining the psychological efficacy of the proposed intervention. More broadly, our findings argue for the potential of a technology-enabled shift in how future prevention interventions are designed and delivered: empowering children and parents through child-led, situated interventions, where participants learn through actionable support directly within family life, as opposed to didactic in-person workshops and a subsequent skills application.
10
Stubbs, R. James, Cristiana Duarte, António L. Palmeira, Falko F. Sniehotta, Graham Horgan, Sofus C. Larsen, Marta M. Marques, et al. "Evidence-Based Digital Tools for Weight Loss Maintenance: The NoHoW Project." Obesity Facts 14, no. 3 (2021): 320–33. http://dx.doi.org/10.1159/000515663.
Full textAbstract:
<b><i>Background:</i></b> Effective interventions and commercial programmes for weight loss (WL) are widely available, but most people regain weight. Few effective WL maintenance (WLM) solutions exist. The most promising evidence-based behaviour change techniques for WLM are self-monitoring, goal setting, action planning and control, building self-efficacy, and techniques that promote autonomous motivation (e.g., provide choice). Stress management and emotion regulation techniques show potential for prevention of relapse and weight regain. Digital technologies (including networked-wireless tracking technologies, online tools and smartphone apps, multimedia resources, and internet-based support) offer attractive tools for teaching and supporting long-term behaviour change techniques. However, many digital offerings for weight management tend not to include evidence-based content and the evidence base is still limited. <b><i>The Project:</i></b> First, the project examined why, when, and how many European citizens make WL and WLM attempts and how successful they are. Second, the project employed the most up-to-date behavioural science research to develop a digital toolkit for WLM based on 2 key conditions, i.e., self-management (self-regulation and motivation) of behaviour and self-management of emotional responses for WLM. Then, the NoHoW trial tested the efficacy of this digital toolkit in adults who achieved clinically significant (≥5%) WL in the previous 12 months (initial BMI ≥25). The primary outcome was change in weight (kg) at 12 months from baseline. Secondary outcomes included biological, psychological, and behavioural moderators and mediators of long-term energy balance (EB) behaviours, and user experience, acceptability, and cost-effectiveness. <b><i>Impact:</i></b> The project will directly feed results from studies on European consumer behaviour, design and evaluation of digital toolkits self-management of EB behaviours into development of new products and services for WLM and digital health. The project has developed a framework and digital architecture for interventions in the context of EB tracking and will generate results that will help inform the next generation of personalised interventions for effective self-management of weight and health.
11
Melehin, Alexey I. "Remote cognitive behavioral therapy for viral anxiety associated with the COVID-19 pandemic." National Psychological Journal 39, no. 3 (2020): 39–47. http://dx.doi.org/10.11621/npj.2020.0306.
Full textAbstract:
Relevance. The coronavirus pandemic has had a significant negative impact on the mental health of the population leading to an increase in anxiety disorders, depression, sleep disorders, eating disorders and alcohol abuse. This situation urgently demanded the introduction of a new method of providing psychological assistance, taking into account the inaccessibility of its full-time forms (“face to face”) in an epidemic. The objective of the article is to acquaint Russian mental health professionals with the specifics of the application and the effectiveness of short-term distance cognitive-behavioral psychotherapy in minimizing viral anxiety associated with the coronavirus pandemic. Results. The general specificity of conducting distance cognitive-behavioral psychotherapy in the context of the COVID-19 pandemic is described, its advantages and disadvantages are highlighted. The components of remote examination of the mental state of a patient with viral anxiety are described. The modules are presented and the effectiveness of the E.M. Anderson short-term protocol of cognitive-behavioral psychotherapy is shown. It is aimed at influencing the patient’s anxiety caused by the virus by minimizing dysfunctional strategies for regulating negative emotions (anxious rumination, catastrophization, health anxiety) and replacing them with more flexible ones (acceptance and responsibility, a sense of optimal awareness, a positive time perspective for the future, decatastrophization). Conclusions. The available data show that in the digital age, the use of adapted distance protocols of cognitive-behavioral psychotherapy can be an effective tactic for reducing dysfunctional viral anxiety by promoting adaptive emotion regulation strategies, which has significant potential for improving public health in Russia.
12
Kokol, Peter, Helena Blažun Vošner, Jernej Završnik, Joeri Vermeulen, Samaa Shohieb, and Frank Peinemann. "Serious Game-based Intervention for Children with Developmental Disabilities." Current Pediatric Reviews 16, no. 1 (April 9, 2020): 26–32. http://dx.doi.org/10.2174/1573396315666190808115238.
Full textAbstract:
Background: Children with developmental disabilities may need support with motor skills such as balance improvement, cognitive skills such as vocabulary learning, or social skills such as adequate interpretation of emotional expressions. Digital interactive games could support the standard treatments. We aimed to review clinical studies which investigated the application of serious games in children with developmental disabilities. Methods: We searched MEDLINE and Scopus on 05 May 2019 limited to the English language. We included people between two and 24 years of age who were affected by neurodevelopmental disorders and who received digital serious game-based medical interventions such as any computer- based or video-based games. We considered any study design reporting primary data. We used title, abstract, and full-text of journal articles to build diagnostic groups, and we described some selected specific game applications. Results: The majority of the 145 relevant studies reported on autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (DCD), and disabilities affecting intellectual abilities (DAIA). 30 of the 145 studies reported a randomized design. We detailed six specific applications aimed at improving abilities in children with ASD, ADHD, cerebral palsy, and Down syndrome. We visualized the diagnostic groups by bibliographic mapping, and limited the text to the title and abstract of journal articles. Conclusion: We identified promising results regarding anxiety reduction, stress regulation, emotion recognition, and rehabilitation. Currently, there appears to be a lack of clinical evidence that children with neurodevelopmental disorders can benefit from the application of serious games.
13
Rivers, Damian J., Michael Vallance, and Michiko Nakamura. "Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept." Journal of Educational Technology Systems 50, no. 1 (March 18, 2021): 87–111. http://dx.doi.org/10.1177/0047239521999779.
Full textAbstract:
With online learning solutions responding to the novel coronavirus pandemic, it is important for educational technologists and other practitioners to understand how learners are experiencing the demands of socially distanced online learning and how they conceive of themselves within distant spaces and digital communities. Research into the metacognitions of learners provides a non-technocratic focal point through which such information can be extracted. Framing learner self-beliefs as a form of metacognitive knowledge, the current article presents a virtual-reality-assisted thematic analysis into the self-appraisals of 210 socially distanced online learners at a Japanese university. The study focuses on the discursive rationalizations expressed in service of the academic self-concept. Four themes were identified in the data: formal assessment, affect and emotion, self-regulation, and transformative awareness. Such research provides educators with a platform for pedagogical intervention and course design considerations relative to the challenges of the online learning experience.
14
Stubbs, R. James, Cristiana Duarte, Ruairi O'Driscoll, Jake Turicchi, and Joanna Michalowska. "Developing evidence-based behavioural strategies to overcome physiological resistance to weight loss in the general population." Proceedings of the Nutrition Society 78, no. 4 (October 31, 2019): 576–89. http://dx.doi.org/10.1017/s0029665119001083.
Full textAbstract:
Physiological and behavioural systems are tolerant of excess energy intake and responsive to energy deficits. Weight loss (WL) changes body structure, physiological function and energy balance (EB) behaviours, which resist further WL and promote subsequent weight regain. Measuring and understanding the response of EB systems to energy deficits is important for developing evidence-based behaviour change interventions for longer-term weight management. Currently, behaviour change approaches for longer-term WL show modest effect sizes. Self-regulation of EB behaviours (e.g. goal setting, action plans, self-monitoring, relapse prevention plans) and aspects of motivation are important for WL maintenance. Stress management, emotion regulation and food hedonics may also be important for relapse prevention, but the evidence is less concrete. Although much is known about the effects of WL on physiological and psychological function, little is known about the way these dynamic changes affect human EB behaviours. Key areas of future importance include (i) improved methods for detailed tracking of energy expenditure, balance and by subtraction intake, using digital technologies, (ii) how WL impacts body structure, function and subsequent EB behaviours, (iii) how behaviour change approaches can overcome physiological resistance to WL and (iv) who is likely to maintain WL or relapse. Modelling physiological and psychological moderators and mediators of EB-related behaviours is central to understanding and improving longer-term weight and health outcomes in the general population.
15
Varma, Prerna, Malisa Burge, Hailey Meaklim, Moira Junge, and Melinda L. Jackson. "Poor Sleep Quality and Its Relationship with Individual Characteristics, Personal Experiences and Mental Health during the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 18, no. 11 (June 3, 2021): 6030. http://dx.doi.org/10.3390/ijerph18116030.
Full textAbstract:
While the COVID-19 has dramatically altered our lifestyle and sleep practices, the links between sleep, individual characteristics, personal experiences and mental health during the pandemic require further examination. This cross-sectional, multi-methods study examined differences in language used to describe personal experiences, and mental health, based on sleep quality during the early stages of the pandemic. N = 1745 participants (mean age 42.97 ± 14.46 years) from 63 countries responded to the survey. Sleep quality was assessed using the Pittsburgh Sleep Quality Index and mental health was examined using the Patient Health Questionnaire-9, the State Trait Anxiety Inventory, the Perceived Stress Scale and the UCLA-Loneliness Scale. Quantitative analysis of qualitative, language content of personal experiences was conducted using free-text responses and comments to a question on the survey. Almost 50% of the participants reported poor sleep quality, which was linked to a more negative emotional tone and greater mentions of money or finance related words. Good sleepers reported more positive emotional tone in their experiences. Greater reports of clinical state anxiety, moderate depression and moderate stress were observed in poor sleepers, even after accounting for demographics and pandemic-related factors such as loneliness, financial concerns and risk of contracting COVID-19 disease. Results from this study highlight an urgent need for sleep-related public health interventions. Practitioner education, sleep screening for those with mental health conditions, and encouraging people to adopt digital tools may help to reduce the burden of poor sleep on mental health. While the pandemic itself is a stressful and uncertain time, improving sleep can support positive emotion regulation, improving mood and consequential action.
16
Boucher, Eliane, Judith T. Moskowitz, Gina M. Kackloudis, Julia L. Stafford, Ian Kwok, and Acacia C. Parks. "Immediate and Long-Term Effects of an 8-Week Digital Mental Health Intervention on Adults With Poorly Managed Type 2 Diabetes: Protocol for a Randomized Controlled Trial." JMIR Research Protocols 9, no. 8 (August 4, 2020): e18578. http://dx.doi.org/10.2196/18578.
Full textAbstract:
Background Diabetes is a leading cause of years of life lost and accounts for approximately one-fourth of health care dollars spent in the United States. Many of these costs are related to poor medication adherence and lack of self-care behaviors and are thus preventable. Depression, which is more prevalent among people with diabetes than in the general population, predicts poorer management of one’s diabetes, whereas positive affect predicts engaging in more positive health behaviors. Consequently, interventions that improve depression and positive affect may also improve diabetes-related outcomes among people with diabetes. Although preliminary research on the impact of such interventions among people with diabetes is promising, these studies focused primarily on in-person interventions, have had small samples, and lack long-term follow-up. Objective This study aims to examine the short- and long-term effects of a digital therapeutic platform focused on mental health among adults with poorly managed type 2 diabetes and elevated levels of depression. Methods This is a randomized controlled trial in which adults with a type 2 diabetes diagnosis, elevated hemoglobin A1c (HbA1c) levels (≧7), and moderate to severe depressive symptoms will be randomly assigned to a positive emotion regulation skills intervention group or a sham digital intervention with only psychoeducational content. The study will take place over 14 months, including the 8-week intervention (or control) delivered via a digital therapeutic platform (Happify Health) and follow-up assessments at 3, 6, and 12 months postintervention. Throughout the intervention and for 1 week at each postintervention follow-up, participants will complete daily assessments of diabetes-related distress, diabetes regimen adherence, and mood. Our primary outcome, HbA1c, will be self-reported every 3 months throughout the study. Secondary and exploratory outcomes will be assessed at baseline; at 8 weeks; and at 3, 6, and 12 months postintervention. Results Recruitment is expected to begin in June 2020. Participants will begin the study as they are recruited and will finish in waves. The final wave of data collection from the 8-week intervention is expected for winter 2020, with the completion of the 12-month follow-up in winter 2021. Conclusions Although previous research suggests that in-person psychological interventions have promising effects on both psychological and physical outcomes among adults with diabetes, digital interventions can be advantageous because they are easily scalable and reduce many barriers that prevent people from seeking treatment. This trial will provide important information about the effects of a digital mental health intervention among adults with type 2 diabetes, assessing both short- and long-term effects of this intervention on HbA1c, depressive symptoms, and other diabetes-specific outcomes. If successful, this may introduce a scalable intervention that would help reduce some of the preventable costs associated with diabetes. Trial Registration ClinicalTrials.gov NCT04068805; https://clinicaltrials.gov/ct2/show/NCT04068805. International Registered Report Identifier (IRRID) PRR1-10.2196/18578
17
Kanai, Akane. "On not taking the self seriously: Resilience, relatability and humour in young women’s Tumblr blogs." European Journal of Cultural Studies 22, no. 1 (August 31, 2017): 60–77. http://dx.doi.org/10.1177/1367549417722092.
Full textAbstract:
In a contemporary neoliberal landscape, young women are subject to intensified requirements to demonstrate resilient individuality while also enacting a pleasing, approachable femininity, in domains of life including bodily appearance, education, employment and personal productivity in general. Following Arlie Hochschild’s work on emotional labour, I suggest normative youthful femininity is lived, not simply as a set of life regulations, but as a set of ‘feeling rules’ through which young women affectively manage such contradictions. Feeling rules shape how young women may feel in relation to gendered regulation, limiting their articulation of managing this burden to humorous, upbeat quips in the genre of safe, funny, ‘girlfriendly’ material. I examine a set of self-representative blogs authored by young women on the platform Tumblr to explore how these rules are navigated. Converting the frustrations of postfeminist regulation into funny, bite-sized moments, the blogs produce selves amenable to circulation in a gendered, digital economy of relatability.
18
Calinescu, Tetyana, Ganna Likhonosova, and Olena Zelenko. "Financial implications of globalization and new technologies Ukraine international relations." SHS Web of Conferences 92 (2021): 09002. http://dx.doi.org/10.1051/shsconf/20219209002.
Full textAbstract:
Research background: The world will change radically after the COVID-2019 pandemic. The transformation of financial globalization is already taking place. It contributes to the emergence of new international relation’s forms, institutions, technologies of interaction. All these trends necessitate a revision of the basic Ukraine concepts on convergent integration into the international financial space. Purpose of the article: To identify effects of financial globalization in Ukraine and characteristics of digital human interaction; to define an expansion of digital health principles for the elimination of the population’s cognitive skills atrophy and to offer new information convergence technology, financial autonomy and identity of the country in global financial market. Methods: The methods of divergence and convergence, rationality and irrationality – to find effective tools for regulating international financial relations in Ukraine; methods of cognitive data analysis – to determine forms, directions of Ukrainian society digital hygiene; conceptualization of consequences and duality of results evaluation – for clarity of reflection of a modern development condition for а society emotional intelligence and levelling of Ukraine dependence on financial hedonism in the world. Findings & Value added: This search for regulation methods is based on a hybrid combination of global professional achievements in the regulation of financial markets, author’s work, applied projects to stabilize the financial system and priority measures to balance the development of the national economy of Ukraine. This approach will increase the effectiveness of financial relations and solving socio-economic problems at the national and international levels, while ensuring the achievement of national priorities and interests.
19
Sorokoumova, Elena A., and Marina G. Kurnosova. "The specifics of the psychological readiness of modern children to school." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 238–57. http://dx.doi.org/10.31862/2500-297x-2020-1-238-257.
Full textAbstract:
The issues of children’s readiness for school in the digital environment are considered. The article presents the results of an empirical study aimed at studying the intellectual, personal, and emotional-volitional readiness of children of the digital generation for school. The study involved a group of 20 children aged 6–7. The results of the study showed that the specificity of the personal component is manifested in the predominance of the evaluation motive, in the unwillingness to contact with other children, the desire for individual activities, in the predominance of demonstrative behavior and the unwillingness to engage in joint activities with peers. The specificity of the emotional-volitional component is manifested in the ability of children to accept only close, specific goals, limited by the conditions of the educational task, as well as in the weak regulation of the actual activity. The specificity of the cognitive component of the psychological readiness of children of the digital generation to study at school is manifested in the predominance of short-term mechanical memory, visual generalization, schematic perception of the image, and the need for emotional and regulatory assistance when performing tasks.
20
Nursyarah, Vera, Nur Arifah Drajati, and Ngadiso Ngadiso. "Digital Native Experience: Learning English beyond Classroom." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (December 19, 2019): 582–94. http://dx.doi.org/10.34050/els-jish.v2i4.8139.
Full textAbstract:
Extensive listening is an enjoying and meaningful listening activity which is be able to apply both in class and out of classroom. This study was to delve deeper understanding into how English student-teachers use their self-motivating strategy while using Extensive Listening in order to keep themselves motivated when facing various kinds of situation which affect their learning process. It is necessary to keep them motivated to learn independently by using various resources available on the internet such as YouTube, BBC learning English, or TED Ed to shape their habit in English listening development. Multiple participants were chosen in the study. There were 4 students of English education from one of the state University in Indonesia who are used to do Extensive Listening activity. The data were obtained from participants' autobiographies, interviews, and learners’ diary. The experience of EFL students in practicing Extensive Listening was told by the participants through their learning journals and interview. This study showed that most participants use environmental control strategies to avoid disturbances from the environment, satiation control to eliminate boredom, and metacognitive control to manage their focus and concentration. Meanwhile, emotional control was not used by participants. Some of participants will try to use commitment control strategy in the future. Therefore, this study indicated that English teachers or lecturers must be aware that self-regulation skills which is used by students outside the classroom is able to support students’ listening development in the foreign language English classroom.
21
Carbone, Paola, and Giuseppe Rossi. "Digital Voodoo: Who Does What?" Pólemos 14, no. 1 (April 28, 2020): 91–129. http://dx.doi.org/10.1515/pol-2020-2007.
Full textAbstract:
AbstractIt is obvious that AI is marking its entry onto the global scene. Anyway, since any AI is supposed to perform a task in such a way that the outcome would be indistinguishable from the outcome of a human agent working to achieve the same task, it is more and more difficult to recognize its presence in our daily life. Issues of transparency and ethics are crucial not only to be aware of the presence of an AI, but mostly to know how the algorithm is actually working and to verify the ‘quality’ of its dataset. It is important to realize that only the engineers know what an AI does, even if it enacts actions in real life. For common people, and even for regulators, it may turn out to be a digital voodoo that goes far beyond their understanding. Who does what? That is the question.The first part of the essay discusses the claims of “digital philosophy” (or “digital ontology”) under the light of legal analysis. The assumption that humankind and “intelligent” machines share the same digital/algorithmic ontology (as parts of an all-encompassing “digital universe”) could deprive the law of its ethical and emotional foundations. A sound regulation of both the circulation of digital information and AI requires adequate knowledge of technology (transparency) and the capacity to make ethical choices based on wide social consensus, in order to safeguard the fundamentally “human” nature of the law.The second part of the essay is an inquiry into AI as a machine-writing system, that is into the capacity of an AI to produce literary texts. Three examples will be discussed and a comparison to electronic literature will be pointed out. What seems to be fundamental is the idea of a literary output stuck on the very moment of its generation (process of writing) which is conceived by the reader as an anaesthetic experience. More than creativity, it is the perception of creativity that rules such literary works. This literary production can make readers aware of the power of an underlying algorithm.
22
Mrazek, Alissa J., Michael D. Mrazek, Peter C. Carr, Alex M. Delegard, Margaret G. Ding, Daniel I. Garcia, Jenna E. Greenstein, et al. "The Feasibility of Attention Training for Reducing Mind-Wandering and Digital Multitasking in High Schools." Education Sciences 10, no. 8 (August 6, 2020): 201. http://dx.doi.org/10.3390/educsci10080201.
Full textAbstract:
During academic activities, adolescents must manage both the internal distraction of mind-wandering and the external distraction of digital media. Attention training has emerged as a promising strategy for minimizing these distractions, but scalable interventions that can deliver effective attention training in high schools are still needed. The present investigation used a one-group pre-post design to examine the feasibility and outcomes of a digital attention training course at a public high school. The intervention was delivered with reasonably strong fidelity of implementation, with students completing 92% of the lessons and 79% of the daily exercises. At baseline, students reported mind-wandering more frequently during class than they multitasked, and mind-wandering was more negatively correlated with classroom focus. From pre-test to post-test (n = 229), students reported improved emotional regulation and reduced mind-wandering during daily life. Among the 76% of students who felt they paid attention in class less than they should, classroom focus improved significantly. During class, these students reported significantly less mind-wandering but slightly greater digital multitasking. During homework, they reported significantly less digital multitasking but only marginally reduced mind-wandering. Collectively, these results suggest that online interventions could be a scalable way of providing attention training in high schools, but that future work must consider the role of both mind-wandering and digital multitasking.
23
Chantamas, Marissa, and Bu-nga Chaisuwan. "Exploring the success of Thai advertising: historical perspective." Journal of Historical Research in Marketing 12, no. 1 (March 2, 2020): 5–18. http://dx.doi.org/10.1108/jhrm-10-2018-0045.
Full textAbstract:
Purpose This paper aims to provide a comprehensive record of the development of Thai advertising, which started as being heavily influenced by the West and subsequently evolved with a unique style that fits well with the global advertising trends. Design/methodology/approach The analysis was done based on literature review and content analysis of Thai advertising. In addition, ten in-depth interviews were conducted with executives of the Advertising Association of Thailand and academics. Findings Thai advertising progressed from being influenced by the growth of transnational advertising agencies. This resulted in strong creative foundations that blended well with the unique Thai emotional flair. In addition, consumer protection has grown in importance, leading to a strong commitment in pushing for self-regulation. Research limitations/implications Examination of Thai advertising shows that the strength of Thai advertising lies in its human resources. This exploration of challenges and success of Thai advertising has shed light on how the advertising industry can be developed for creativity leadership in the global arena. The limitation is that the paper misses interviews with digital agencies. Practical implications This paper provides a comprehensive presentation of Thai advertising history in terms of agency development, creativity, and self-regulation. Originality/value This paper aims to provide a better understanding of the Thai advertising industry based on agency ownership and growth, creativity development leading to the unique Thai emotional advertising and self-regulation.
24
Quinones, Gloria, and Megan Adams. "Children’s Virtual Worlds and Friendships during the covid-19 Pandemic." Video Journal of Education and Pedagogy 5, no. 1 (January 12, 2021): 1–18. http://dx.doi.org/10.1163/23644583-bja10015.
Full textAbstract:
From March 2020 in Australia, the covid-19 pandemic resulted in regulations for social distancing, which meant that students were homeschooled. Social distancing exponentially increased the exposure of most young children to digital technology such as touchscreens (iPads) and digital flip cameras. This study focuses on two seven-year-old children who maintain their friendship during covid-19 by imaginary performances and playing virtual games. A cultural–historical approach is used in the study to analyze the children’s experience as they connect through virtual worlds and build imaginary spaces, contributing to sustaining their relationship during challenging times. Findings indicate that the children built a collective social situation of development integrating sophisticated imaginary, real and virtual worlds. The children’s perspective – their motive orientations and intentions towards a new social situation provided new opportunities for learning in a virtual imaginary world. The combination of a real, an imaginary and a virtual world supported the children to experience a range of emotions including joyous moments, empathy and attunement as they encouraged each other to participate.
25
Gorokhova, Tetiana, and Leila Mamatova. "THE FEATURES OF DIGITAL COMPETENCES FORMATION IN THE EDUCATIONAL ENVIRONMENT BASED ON SUSTAINABLE DEVELOPMENT PRINCIPLES." Educational Analytics of Ukraine, no. 4 (2020): 113–24. http://dx.doi.org/10.32987/2617-8532-2020-4-113-124.
Full textAbstract:
The article explores the features of the introduction of digital tools into the educational process, using a competency-based approach to the training of future specialists. The article analyzes the process of forming digital competences in the educational environment according to domestic and foreign regulations. Based on the study, a shift in emphasis to requirements of the modern worker from the formal factors of his/her qualifications and education to the social value of his/her personal qualities, the ability to self-development of personality has been found. The article deals with issues related to the digitalization of educational processes and a number of problems in the development of digitalization in education, namely: funding, obsolete technologies, the reluctance of applicants and teachers to study online. The authors compared the level of implementation of digital technologies in educational institutions based on such world educational rankings as Times Higher Education Ranking (2019), QS Rankings (2019), Best Global Universities Ranking (2018). The article summarizes and presents the components of digital competences and features of their formation in distance learning. The authors also considered a combination of soft and hard skills in the teaching and learning process to provide a competent approach based on the digital component. Digital competence should focus on cognitive, social and emotional factors of work and life in a digital environment. The authors have developed a model for interaction with the main elements of digital competence development. The results of the author’s study revealed digital tools, innovative methods and technologies, as well as the impact of digital trends on the educational process. The authors concluded that the introduction of digital tools in the educational process affects the content of learning, the formation of competence of future specialists and changes the role of the teacher as a facilitator of the process.
26
Goñi, Julian, Catalina Cortázar, Danilo Alvares, Uranía Donoso, and Constanza Miranda. "Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education." Sustainability 12, no. 24 (December 14, 2020): 10444. http://dx.doi.org/10.3390/su122410444.
Full textAbstract:
Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.
27
del Arco, Isabel, Òscar Flores, and Anabel Ramos-Pla. "Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses." Sustainability 13, no. 5 (March 8, 2021): 2945. http://dx.doi.org/10.3390/su13052945.
Full textAbstract:
A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing.
28
Golovina, Svetlana Yu, and Olesya V. Shcherbakova. "Modification of working conditions of teaching staff of higher education institutions: legal aspects." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 547–65. http://dx.doi.org/10.32744/pse.2021.4.36.
Full textAbstract:
Introduction. Working conditions of the teaching staff of higher education institutions are not static, as they reflect the changes taking place in the outside world. The increase in the role of informatization, the acceleration of the information flow, the changing of the information field, the introduction of scientometric indicators, the recognition of the impact of stress in the workplace on the health of an employee – all this accompanies the work of the teaching staff. The analysis of these phenomena makes it possible to single out three large groups of working conditions for the teaching staff of higher education institution, which today are undergoing changes, to identify the prerequisites for their occurrence and to formulate their consequences for the entire educational process. The purpose of the study was to conduct a comprehensive analysis of the working conditions of higher education teachers, which are currently undergoing changes. Methods and methodology. The work used the methodology of a comprehensive study, including methods of document analysis, comparative analysis, secondary use of sociological, economic and medical data. The results of the study show that the digitalization of vocational education, including higher education, is carried out in different conditions than the digitalization of schools, which leads to the emergence of a new paradigm of interaction between higher education teachers and students. As a result of research, the absence of a centralized acquisition of skills in the use of digital technologies by teachers was confirmed: 45% of respondents carry out advanced training on their own, 41% – using online platforms, 31% – ask for help from colleagues in their educational institution, 30% – exchange experience with colleagues from others vocational institutions. In the absence of legislative regulation of the issue of mastering new digital competencies by the teaching staff of higher education institutions, the ways of solving this issue are proposed. The results of the research revealed that meeting the scientific productivity requirements for the teaching staff is one of the main sources of stress in the workplace (40% of respondents). It is concluded that in order to achieve quality indicators in the field of scientific activity, in order to prevent opportunistic behavior of the teaching staff, higher education institutions need to develop tools of internal motivation. The authors believe that an integrated approach to regulating the emotional burnout of teachers could also be applied in relation to minimizing the risks of professional burnout, that is, to adopt acts of legal regulation at the federal and local levels in order to prevent professional burnout.
29
Korolczuk, Elzbieta. "Terms of Engagement: Re-Defining Identity and Infertility On-line." Culture Unbound 6, no. 2 (April 17, 2014): 431–49. http://dx.doi.org/10.3384/cu.2000.1525.146431.
Full textAbstract:
This article focuses on the identity work that takes place on the biggest Polish Internet forum for infertile people (www.nasz-bocian.pl). It is an example of a wider trend of “digital groupings created by and for those who struggle with the physical and emotional burden of a disease or disability, and through blogs, chats and forums contact others who have similar experiences, while staying anonymous. Participating in on-line discussions often leads to various forms of social engagement, both on-line and off-line. The sick, their family members, partners and friends cooperate in order to change the public discourse, as well as the regulation and financing of research and the treatment of certain diseases. Emergence and proliferation of such digital groupings raise questions such as: what ails these communities? How the collective identity is constructed on-line? This article examines “boundary work, which is a specific element of collective identity construction processes. The analysis concerns how the borders are established between the different sub-groups within the digital community, and how this process involves producing novel forms of identity based on a fragmented “socially legitimized childlessness. It focuses on a sub-forum” Conscious Childlessness and is based on qualitative analysis of the posts placed there. This sub-forum was established by users who do not necessarily share the dominant collective identity around which the social mobilization on infertility in Poland coalesces. They refuse to see themselves as sick people, or as patients, attempting to construct a new collective identity based on the idea of choice and the pursuit of happiness.
30
Santi, Triana Kartika, and Riztika Widyasari. "Character Education: Analysis of Self-Regulated Learning on Systems Online Learning during the Covid-19 Pandemic." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (June 18, 2021): 3162–69. http://dx.doi.org/10.33258/birci.v4i2.2041.
Full textAbstract:
The temporary closure of all educational institutions as an effort to prevent the spread of the Covid-19 outbreak worldwide has an impact on millions of students, including in Indonesia. The distance learning process (Online) is a learning solution during the pandemic which in its implementation has not been optimal as a whole. This adds to the obstacles in the application of learning methods because on one occasion there are too many learning loads that must be overcome by the teaching staff. This Writing Method Using descriptive. The main source of self-regulated formation is internal, meaning that it depends on the individual's actions, not on what other people do self-regulated formation is also inseparable from external factors, namely the environment. One study found that people with low self-regulation often experience negative emotions from people with high self-esteem. This can be interpreted that individuals will try to find symbols that can provide positive experiences and acceptance of a good environment. Online learning uses materials and timescales that are following the curriculum. The online learning method is here to change the conventional teaching style which can later improve work professionalism. Self-Regulation is a major influence on the formation of the character of students so that in achieving the formation of student character it is necessary to have Self-Regulated oriented learning. Character education during the pandemic is very different from its application in the conventional period because all learning is all digital (Online), therefore it is very difficult for students and lecturers to organize self-regulated learning processes. Character education is hampered by its value because student self-regulation is not organized, and affects student learning outcomes.
31
Dugdale, Stephanie, Jonathan Ward, Sarah Elison-Davies, Glyn Davies, and Emma Brown. "Breaking Free from Smoking: A Novel Digital Smoking Cessation Intervention for Offenders in UK Prisons." Journal of Smoking Cessation 13, no. 4 (March 16, 2018): 189–200. http://dx.doi.org/10.1017/jsc.2018.3.
Full textAbstract:
Introduction: The level of smoking cessation support across UK prisons is variable, with most offering pharmacological support, such as nicotine replacement therapy. However, with a complete smoking ban in prisons in England now imminent, additional standardised behavioural support is necessary to help offenders go smoke-free.Aims: This study used the Behaviour Change Wheel to aim to develop the content of an online smoking cessation intervention for offenders, with consideration of their capability, motivation and opportunity for behaviour change.Methods: This was an intervention development study. The Behaviour Change Wheel was used to map cognitive, behavioural, physiological and social targets for the intervention, onto appropriate intervention techniques for inclusion in the smoking cessation programme for offenders.Results: Psychological capability, social opportunity and reflective and automatic motivation were identified through deductive thematic analysis as areas of change required to achieve smoking cessation. A total of 27 behavioural change techniques were chosen for this smoking cessation intervention and were mapped onto the Lifestyle Balance Model which provided the theoretical basis on which the components of the programme are conceptualised. This included strategies around increasing motivation to quit, anticipating smoking triggers, modifying smoking-related thoughts, regulating emotions, managing cravings, replacing smoking and rewarding nicotine abstinence and adopting a healthier lifestyle.Conclusions: Through the utilisation of the Behaviour Change Wheel, the development process of this digital smoking cessation intervention was achieved. Further research is planned to evaluate the clinical effectiveness of this intervention and to explore how the programme is implemented in practice within prison settings.
32
Patel, Shreepali. "Drone Filming: Creativity versus Regulations in Autonomous Art Systems. A Case Study." Media-N 15, no. 1 (January 27, 2019): 17–23. http://dx.doi.org/10.21900/j.median.v15i1.50.
Full textAbstract:
This article explores the impact of drone regulations on the narrative potential of drone filming. The central focus of this exploration is a Case Study analysis of the production of a multi-screen audio-visual digital installation, The Crossing (Patel, 2016). The Crossing [1], filmed in central London, utilized the use of a heavy weight Unmanned Aerial System (UAS) also known as a drone with a 5-kilo weight load capacity with the Alexa Mini WCU-4. Combined with the CForce Mini lens control system, the UAS gave unparalleled camera and lens control at extended ranges, providing complete pan, tilt and lens control and allowing dynamic moves in the air. The result was the ability to navigate through spaces to give intimate and playful shots that give the viewer ‘alternate’ versions of reality that only a ‘machine’ can provide. Artists, performers and filmmakers are finding new kinds of beauty through automated programming where the drones are not just capturing the story but the machines themselves become the story. However, the operational scope of drones is limited by legal and health and safety regulations, particularly within built up urban environments. These regulations govern the vertical and horizontal distance from objects and people, line of sight, time constraints, weather conditions as well as security implications. Further restrictions include requiring a trained and fully licensed crew with permission from the relevant aviation bodies. This article seeks to answer whether these restrictions limit the creativity of the artist or challenge the creator to consider alternate ways of using these Autonomous Art Systems to inform the aesthetic scope of the captured image. This article will draw on a combination of original filming and broadcast examples to examine how legal and security restrictions on UAS inform the narrative and aesthetic realization of the final art form and subsequent emotional and physical response of the spectator.
33
Rezai, Ali R., Per B. Sederberg, Jennifer Bogner, Dylan M. Nielson, Jun Zhang, W. Jerry Mysiw, Michael V. Knopp, and John D. Corrigan. "Improved Function After Deep Brain Stimulation for Chronic, Severe Traumatic Brain Injury." Neurosurgery 79, no. 2 (August 1, 2016): 204–11. http://dx.doi.org/10.1227/neu.0000000000001190.
Full textAbstract:
Abstract BACKGROUND: Severe traumatic brain injury (TBI) damages the frontal lobes and connecting networks, which impairs executive functions, including the ability to self-regulate. Despite significant disabling effects, there are few treatment options in the chronic phase after injury. OBJECTIVE: To investigate the safety and potential effectiveness of deep brain stimulation (DBS) for individuals with chronic, disabling TBI and problems of behavioral and emotional self-regulation. METHODS: This study was an open-label, prospective design with serial assessments of behavioral outcomes and positron emission tomography 2 years after DBS implantation. Four participants 6 to 21 years after severe TBIs from automobile crashes were included. Although alert and volitional, all experienced significant executive impairments, including either impulsivity or reduced initiation. DBS implants were placed bilaterally in the nucleus accumbens and anterior limb of the internal capsule to modulate the prefrontal cortex. RESULTS: The procedure was safe, and all participants had improved functional outcomes. Two years after implantation, 3 met a priori criteria for improvement on the Mayo-Portland Adaptability Inventory-4. Improvement was due largely to better emotional adjustment, although 1 participant showed marked increases in multiple domains. Significant improvement in a composite score of functional capacity indicated improved independence in self-care and activities of daily living. The pattern of change in cognition corresponded with changes in activation of the prefrontal cortex observed in serial scanning. CONCLUSION: This first study of DBS to this target for severe TBI supports its safety and suggests potential effectiveness to improve function years after injury. The primary impact was on behavioral and emotional adjustment, which in turn improved functional independence. Supplemental Digital Content is Available in the Text. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.neurosurgery-online.com).
34
del Arco, Isabel, Patricia Silva, and Oscar Flores. "University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning." Sustainability 13, no. 1 (January 4, 2021): 375. http://dx.doi.org/10.3390/su13010375.
Full textAbstract:
A quantitative study was carried out with the aim of analyzing the perspective of the students in relation to the factors that have influenced quality teaching during the confinement period resulting from the SARS-CoV-2 pandemic. To do this, an ad hoc questionnaire was designed and conducted in the months of June–July 2020. The sample consisted of 893 people who were studying at various Spanish universities. The results show little diversity in teaching methodologies; virtual teaching was carried out with the same parameters as face-to-face teaching. The role of the student body was one of passivity, consisting of little interaction with the teachers. Although it is true that there were no difficulties in following the course, there was limited attention paid to the emotional well-being of the students. Amongst the conclusions garnered significant, we point out the need to develop the adaptability of university teaching staff to unforeseen situations, as well as a continuing reflection on the model used in the teaching process mediated by digital technologies and the importance of promoting greater autonomy and self-regulation during learning.
35
Westland, J. Christopher. "Electrodermal Response in Gaming." Journal of Computer Networks and Communications 2011 (2011): 1–14. http://dx.doi.org/10.1155/2011/610645.
Full textAbstract:
Steady improvements in technologies that measure human emotional response offer new possibilities for making computer games more immersive. This paper reviews the history of designs a particular branch of affective technologies that acquire electrodermal response readings from human subjects. Electrodermal response meters have gone through continual improvements to better measure these nervous responses, but still fall short of the capabilities of today's technology. Electrodermal response traditionally have been labor intensive. Protocols and transcription of subject responses were recorded on separate documents, forcing constant shifts of attention between scripts, electrodermal measuring devices and of observations and subject responses. These problems can be resolved by collecting more information and integrating it in a computer interface that is, by adding relevant sensors in addition to the basic electrodermal resistance reading to untangle (1) body resistance; (2) skin resistance; (3) grip movements; other (4) factors affecting the neural processing for regulation of the body. A device that solves these problems is presented and discussed. It is argued that the electrodermal response datastreams can be enriched through the use of added sensors and a digital acquisition and processing of information, which should further experimentation and use of the technology.
36
Nelimarkka, Matti, Salla-Maaria Laaksonen, Mari Tuokko, and Tarja Valkonen. "Platformed Interactions: How Social Media Platforms Relate to Candidate–Constituent Interaction During Finnish 2015 Election Campaigning." Social Media + Society 6, no. 2 (April 2020): 205630512090385. http://dx.doi.org/10.1177/2056305120903856.
Full textAbstract:
Interaction between candidates and constituents via social media is a well-studied domain. The article takes this research further through a synthesis with platform studies, emerging scholarship that applies a critical perspective to the role of digital platforms in society. Examination of candidate–constituent interaction via Twitter and Facebook during the 2015 Finnish parliamentary elections revealed that the types of interaction differ between the two platforms: Facebook was used for formal campaigning and for praising and expressing support, while Twitter was utilized for information and for seeking and sharing opinions. An additional finding is that interaction approaches may be platform-specific, with socio-emotional functions being employed more often by candidates than constituents on Facebook while no such difference existed for Twitter. On the basis of the implication that platforms have a critical role in the nature of candidate–constituent social media interaction, we discuss the implications of platformed interaction for the democratic process, suggesting that campaign strategy may exploit it in ways that may even necessitate regulation. Furthermore, scholars of social media interaction might need to consider the broader ramifications of the findings, and contributions to theory that acknowledge platforms’ part in interaction may be needed.
37
Sheveleva, Anna, and Evgeny Rogov. "Organization of remote work in the context of digitalization." E3S Web of Conferences 273 (2021): 12042. http://dx.doi.org/10.1051/e3sconf/202127312042.
Full textAbstract:
The analysis of the remote work organization indicates the certain reserves in the field of professional activity, manifested in three groups of effects: individual-personal, social-psychological and organizational-managerial. Individual-personal effects are connected with the professional’s personality transformation under the influence of professional environment digitalization: a change in the emotional side of the activity, experiencing a lack of information about the colleagues’ work, feedback about their role in the overall result. As a result, there appears a fear of missing out; a decrease of analytical thinking and critical perception of professional situations; an increase of physical and psychological fatigue and emotional burnout. Social-psychological effects are due to the peculiarities of interaction in digital technologies conditions, which generates new and modernizes the existing social and cultural communication norms and network etiquette. At online conferences the ratio of visual and auditory components of nonverbal communication changes, the role of listening increases, and there is a greater focus on content in comparison with face-to-face communication. The differences in labor productivity at different communication modes are revealed. Informal interactions, the sense of professional and organizational involvement are reduced. The work-life balance is disturbed. Organizational and managerial effects of remote work are associated with the implementation of labor regulation, control and assessment, staff motivation, forms of employment, organizational membership and commitment, job satisfaction, trust in teams, the composition and structure of work teams, leadership, organization of workplaces and business communications. Many of the organizational factors are closely interconnected.
38
Pevtsova, Elena, Natali Pevtsova, Marina Lavitskaya, Vladimir Redkous, and Evgeniia Matveeva. "Influence of migration processes in Europe on law and legal culture of information society." E3S Web of Conferences 210 (2020): 17023. http://dx.doi.org/10.1051/e3sconf/202021017023.
Full textAbstract:
The relevance of research: The relevance of the problem under study is evidenced, first, by an active scientific discourse among lawyers on the impact of migration flows on modern law, and, second, by the necessity to elaborate the integral concept of legal culture in the information society. The research objective is to analyze the legal effects of migration on legal culture of European countries and to distinguish new features of legal culture that have appeared in the digital era. Research methods: The main approaches to investigation into the problem were the analysis, modeling and comparative linguistics, as well as the content analysis of the key scientific theories on legislation. To study the topic, the authors applied comparative and structural-logical approaches that allow considering the law in terms of the influence of virtual environment, where the set of new component parts is observed. Results of the research: the paper traces the process of formation of new characteristics of component parts of legal culture in the society in the age of digital economy. The authors conclude that despite a number of contradictions observed in the process of law development in European countries, new features have appeared in law and legal culture of modern Europe in the context of digital economy. According to the authors, these features are the following: the increased influence of religious views on emotional-and-figurative and logical-and-statutory aspects of legal awareness; development of antagonistic relations between native Europeans and people belonging to different religious denominations; strong discontent of those natives who want to preserve their identity, which surely affects their legal behavior. The number of administrative offences and crimes has significantly increased. All these factors negatively affect the state of legal culture of the society. The paper analyzes the key problems related to implementation of the principle of the religious right provided to refugees, and some common violations of religious and legal regulations. Practical importance: The proceedings provided in this paper may be relevant when fulfilling scientific and educational tasks on legal theory and constitutional law.
39
Sosnin, Oleksandr. "The right to information activity of citizens as the source of the establishment of a new integrated communication science." Legal Ukraine, no. 1 (December 19, 2019): 10–23. http://dx.doi.org/10.37749/2308-9636-2020-1(205)-2.
Full textAbstract:
The whole set of political, legal, scientific, educational and economic relations in society and the state absorbs its information and communication space. This is where all the concepts of the various sciences that study the material and virtual world are interpreted today. Political science as a social science cannot stand aside in this process. In turbulent conditions, it simultaneously differentiates and integrates the problems that make up its structural content. Activities of the authorities and their relations with civil society; political institutions, processes and systems; technologies of political activity and motivation of political behavior; political aspects of international relations and the problem of supranational power, everything is interested in political science, where today is the conceptualization of ideas of organization of global information and communication space – the spheres of generation, interpretation and consumption of information, the question of interaction of information actors in science, education, economic or political activities use a single information and communication environment. There is no doubt that the digital world we are entering is not only a new logical stage in the development of the technological sphere of humanity, but a transition of the existing political-legal and socio-political systems to a new dimension of reality. Digital technologies are already rapidly grasping the footholds for advancement in all spheres of society, and digitalization is becoming a trend in modern development, however, it will require ever more in-depth work to develop ever more effective ways of legal regulation of various information and communication relations, as well as effective organizational and legal support for informatization of the state. The complexity of this area is due to the fact that virtually all social and industrial relations have an information component, and therefore the information and legal nature are all norms of interaction in different sectors and spheres of citizens. For example, relationships that arise: in the production and dissemination of information by the media; when applying the organizational and legal mechanisms of its security; at creation and functioning of the state automated information and communication systems. Legal regulation of information relations and social production activities in the information and communication sphere (infosphere), one way or another, affect the organization of all political institutes and processes engaged in the process of creating all targeted programs to improve national, state and personal security of citizens of any country, normatively – legal acts, including laws on relations, which represent the subject of a new field of law integrated with the technical sciences – information law, which practically emerged 20–25 years . Both political science and jurisprudence are still amorphous enough and are not actively defining the scope of their tasks, but they exist and require their decision. Analysis of global trends in the development of mankind in the XXI century suggests that the further development of states will occur in the face of enormous technological and psycho-emotional challenges and risks associated with digital inequality of citizens, however, and under such conditions, the formation of societies and their policies is already happening today, military affairs and, of course, science and education. Risks are the foundation of a fundamentally new economy (knowledge-based economy), the basis of competitiveness in countries where new high-tech breakthrough technologies are being created based on digitized information. The digital economy is defined as an economy based on the digital use of digital information and communication technologies (ICTs), however, they do not take into account that digital technologies of information and knowledge processing are becoming, today, the energy that conceptually changes the organization of information and communication. Areas – Areas of processing (production, interpretation, communication) and consumption of information. The information space is changing – as a sphere of interaction of information actors who use a single information environment. Traditionally, the information environment refers to the totality of information infrastructure, ICTs and tools, as well as organizational and legal structures that represent the organizational, material and legal conditions for the existence and functioning of information actors. The basis (central part) of the information environment is not only the information and communication infrastructure – a set of interconnected communications, information systems and information resources, but also the ability of countries to adequately fulfill the political and legal conditions for its development. Key words: information, informatization, information and communication technologies, information and communication security, information and communication activity, information space, information war, humanities, scientific and educational policy, information legislation.
40
Neubaum, German, Manuel Cargnino, Stephan Winter, and Shira Dvir-Gvirsman. "“You’re still worth it”: The moral and relational context of politically motivated unfriending decisions in online networks." PLOS ONE 16, no. 1 (January 11, 2021): e0243049. http://dx.doi.org/10.1371/journal.pone.0243049.
Full textAbstract:
Political disagreements in social media can result in removing (i.e., “unfriending”) a person from one’s online network. Given that such actions could lead to the (ideological) homogenization of networks, it is pivotal to understand the psychological processes intertwined in unfriending decisions. This requires not only addressing different types of disagreements but also analyzing them in the relational context they occur. This article proposes that political disagreements leading to drastic measures such as unfriending are attributable to more deeply rooted moral dissents. Based on moral foundations theory and relationship regulation research, this work presents empirical evidence from two experiments. In both studies, subjects rated political statements (that violated different moral foundations) with regard to perceived reprehensibility and the likelihood of unfriending the source. Study 1 (N = 721) revealed that moral judgments of a political statement are moderately related to the unfriending decision. Study 2 (N = 822) replicated this finding but indicated that unfriending is less likely when the source of the morally reprehensible statement is relationally close to the unfriender and provides emotional support. This research extends unfriending literature by pointing to morality as a new dimension of analysis and offers initial evidence uncovering the psychological trade-off behind the decision of terminating digital ties. Drawing on this, our findings inform research on the homogenization of online networks by indicating that selective avoidance (in the form of politically motivated unfriending) is conditional upon the relational context and the interpersonal benefits individuals receive therein.
41
García-Atance García de Mora, María Victoria. "Diversas manifestaciones de riesgo social y moral del menor en el ámbito de técnicas de información y comunicación (TIC) // Diverse evidence of social and moral risk in minors in an information and communication environment." Revista de Derecho Político 1, no. 100 (December 19, 2017): 1271. http://dx.doi.org/10.5944/rdp.100.2017.20744.
Full textAbstract:
Resumen:El progreso de la tecnología en los medios de la información y comunicación comporta una evolución social que se proyecta particularmente, en las últimas generaciones, nacidas en la era digital, lo que implica un salto cualitativo en la esfera de la globalización social, permitiendo una fácil accesibilidad de las personas, y de los jóvenes en particular a distintos ámbitos sociales, hasta hace poco tiempo, impensables, a la vez que un elevado conocimiento de datos de privacidad de las personas que navegan por las redes, no siempre son tratados con la prudencia debida. Esta circunstancia, unida a la espiral de degradación del respeto a valores y principios, provocan con frecuencia episodios de uso perverso de las TIC, especialmente, aplicándolas en determinados ámbitos en los que la juventud e infancia son principales protagonistas y más vulnerables, con la intención de hacer daño, intimidar, amenazar, victimizar a los menores en el tiempo, puede conducir a resultados, a veces trágicos. La vulnerabilidad de los menores frente al desafío de las nuevas tecnologías, no siempre controladas a través de un adecuado uso por parte de los menores, hace urgente una más exhaustiva y precisa regulación en la UE, y mayor armonización de criterios en el ámbito de las regulaciones internas de cada Estado.Summary:INTRODUCTION. I. PRINCIPLES OF PREVALENCE OF THE BEST INTEREST OF THE MINOR IN SOCIAL NETWORKS. II. A REFLECTION ON THE INADEQUACYOF THE LEGALMECHANISMS AROUND THE PROTECTION OF MINORS IN THE FIELD OF SOCIAL NETWORKS. III. PREVENTIVE MEASURES AGAINST THE RISK OF MINORS IN ICT AND INTERNET. 1. Obtaining consent. 2. Verification of the minor's age. 2.1. Limitation of minimum age of participation in social networks. 3. Information trail of Minors in social networks. 4. Brief reflection on the protection of minors' data in the network. 4.1. Applicable legislation. 4.1.a) Scope of the organization that uses the data. 4.1.b) Location of the subjects whose data have been used. 4.1.c) Location of the actual processing of the data. 5. Projection of risks on the rights of the minor's personality: Unitary regulation of the EU. 6. Influence of the network in educational centers: Its emotional impact on minors. IV. COEXISTENCE PLAN IN EDUCATIONAL CENTRES. V. CONCEPTUAL APPROXIMATION IN DIVERSE SCENARIOS WHERE MINORS ARE AT SOCIAL RISK. 1. Minors exposed to episodes of social and physical harassment. 2. Minors’ vulnerability to cyberbullying. Emotional risk factor. 2.1. Concept. 2.2. Contents. 2.3. Cyberbullies’ motivations. 3. Minor’s marginalization as a consequence of Bullying. Physical risk factor. 3.1. Concept of Bullying. 3.2. Contents of Bullying. 3.3. Bullying goals. 4. Cyberbullying as a specific type of harassment. 4.1. Concept of Cyberbullying. 4.2. Contents of Ciberbullying. 4.3. Evidence of Cyberbullying. 5. Evidence of social and moral risk of minors. Grooming as evidence of harassment. 5.1. Aim of Grooming. 5.2. Psychological impact of Grooming in minor. 6. Sexting as a technological risk factor. 7. Morphing (Warping). VI. CROSS-SECTIONAL PROGRAM FOR SITUATIONS OF SOCIAL AND MORAL RISK OF MINOR. 1. Prevention methods for risk factor. 2. Means for prevention. 3. Intervention. VII. MINOR’S PERSONALITY RIGHTS AND TECHNIQUES OF INFORMATION AND COMMUNICATION AS TRANSGRESOR ELEMENTS OF MINOR’S DIGNITY. 1. Framework for minor’s dignity and integrity. 2. Information and Communication techniques and the dignity and integrity of minor. 3. Information and Communication techniques and integrity in minor’s youth and adolescence. 2.1. Social networks and honor rights. 2.2. Social networks and the right for intimacy. 2.3. Social networks and image rights. VIII. DOUBLE VICTIMIZATION OF MINOR. CONCLUSIONSAbstract:The progress of technology in the media of information and communication entails a social evolution that is particularly projected, in the last generations, born in the digital era, which implies a qualitative leap in the sphere of social globalization, allowing easy accessibility of people, and of young people in particular to different social areas, until recently, unthinkable, while a high knowledge of privacy data of people browsing the networks, are not always treated with the prudence due. This circumstance, together with the spiral of degradation of respect for values and principles, frequently provokes episodes of perverse use of ICT, especially applying them in certain areas in which youth and childhood are the main protagonists and more vulnerable, with the intention to harm, intimidate, threaten, victimize children over time, can lead to results, sometimes tragic. The vulnerability of children to the challenge of new technologies, not always controlled through proper use by the minors, makes urgent a more exhaustive and precise regulation in the EU, and greater harmonization of criteria in the scope of the internal regulations of each State.
42
Zotova, Marina, Tetiana Likhouzova, Liliya Shegai, and Elena Korobeynikova. "The Use of MOOCS in Online Engineering Education." International Journal of Engineering Pedagogy (iJEP) 11, no. 3 (May 20, 2021): 157. http://dx.doi.org/10.3991/ijep.v11i3.20411.
Full textAbstract:
The study demonstrates the possibilities of using massive open online courses in engineering education. In order to study the impact of digital learning formats on the acquisition of key engineering competencies by students, an educational experiment was carried out; it was performed as part of the study of the Fire Safety discipline on the basis of the online educational platform Khan Academy. Conceptually, the educational process was aimed at studying the capabilities of software in the field of fire safety, namely: PyroSim, Pathfinder, FireRisk, FIM, FireCategories, PromRisk, FireDistance, as well as gaining professional competencies in the process of performing practical tasks. The educational experiment involved third-year intramural and extramural students of the Faculty of Engineering (The Saint-Petersburg University of the State Fire Service of the EMERCOM of Russia) and Moscow City Pedagogical University. The online educational course was conducted with an emphasis on consolidation and acquisition of professional engineering knowledge and skills in the development of fire safety projects under simulated risk conditions using modern software and an innovative educational platform. The participants demonstrated a high level of involvement, initiative and professional aspirations in the learning process. In the context of the educational experiment, the key competencies required for 21st century engineers have been identified. The students confirmed the positive impact of digital pedagogical tools on the acquisition and development of key competencies necessary for further professional activity. Having completed an online course on the Khan Academy platform focused on the applied interaction with advanced software in the field of fire safety, students identified skills that should be developed and consolidated, namely: teamwork skills and the ability to work in multidisciplinary teams, the ability to manage projects (management, planning, scheduling, budgeting, etc.); the ability to define, formulate and solve engineering problems; the ability to effectively prioritize; striving for lifelong learning; willingness to take a calculated risk; ability to make professional decisions; self-regulation and self-motivation. However, the development of important engineering competencies such as high ethical standards, honesty and global social, intellectual and technological responsibility; good communication skills, high emotional intelligence and cognitive flexibility; entrepreneurial spirit and customer focus requires educators to search for different pedagogical methods and practices. The assessment of the impact of digital learning formats on the acquisition of key engineering competencies was subjective, but revealed pedagogical approaches to the qualitative development of engineering personnel. An effective combination of traditional classroom and virtual interactions can create a complex paradigm of high-quality engineering and technical education that is competitive in the market environment.
43
Sosin, I., Y. Chuev, A. Volkov, and O. Goncharova. "Anti-craving biofeedback program in clinical course of pathological addictions." European Psychiatry 41, S1 (April 2017): s879. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1775.
Full textAbstract:
IntroductionModern clinical narcology searches for anti-craving programs to overcome psychoactive substances (PAS) pathological addiction with bio-adaptive regulation of systems (BARS).Aims and objectivesTo develop computer modified biofeedback program integrated with Luscher test.MethodTwenty-two PAS addicts who were undergoing biofeedback modified psycho-training were examined. Computer rheoencephalogram (REG) was used as an external monitoring module.ResultsTechnologically novel biofeedback computer modification was developed with preceding Luscher computer testing for determination of the individual preference colour and the colour producing individual unpleasant associations in respondents. Consequently, biofeedback program was corrected differentially by changing standard colour templates for those personified on monitor. Cerebral hemodynamics condition transferred to individually designed for a particular respondent colour registers is used as a homeostatic parameter reflecting alcohol craving presence/absence: in case of the disordered REG parameters the signal reflects the respondent's unpleasant (negative) colour, and with no craving the screen is filled with positive, pleasant, favourite colour. During BARS auto-training the respondents’ skills to mediate present subjective clinical PAS craving manifestations with unpleasant colour and the experimental auto-training method have been mastered, and those psycho emotional states which displace PAS craving symbolic colour from the screen are selected, and it is substituted with favourite colour (symbol of healthy mode of life motivations).ConclusionsUsage of combined BARS biofeedback improved effectiveness of the training and allowed to objectivize and control the condition of the patient getting reliable visual and digital information about either regress or activation of PAS craving and potential relapse of addictive behaviour.Disclosure of interestThe authors have not supplied their declaration of competing interest.
44
Romanovska, Diana, and Roksolana Mintianska. "FEATURES OF PSYCHOLOGICAL SUPPORT OF THE EDUCATIONAL PROCESS IN THE CONVENTION OF THE COVID-19 PANDEMIC." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 365–70. http://dx.doi.org/10.24144/2524-0609.2021.48.365-370.
Full textAbstract:
The urgency of the problem is determined by the growing need of participants in the educational process affected by the COVID-19 pandemic in 2020 for psychological assistance, and the lack of research that would help school psychologists, social educators to provide quality educational services in distance learning. The purpose of the article is to present the results of research on the psychological support of the educational process in quarantine, to present the experience of the scientific and methodological center of practical psychology and social work of Chernivtsi In-Service Teacher Training Institute, to determine strategies for scientific and methodological support of psychological services in pandemics and distance learning. The article analyzes the quantitative indicators of online activities, the subject of appeals to psychological services by students, parents, teachers during quarantine, Internet resources used in the process of psychological assistance in distance learning. It has been established that quarantine has reduced the productivity of the psychological service of educational institutions, caused restrictions in professional activities. School psychologists fulfilled their professional workload with students only by 18.8%, and social educators − by 9.7%. Many students were not covered by psychological support, socio-pedagogical assistance, and were left «alone» with their problems and difficulties at home. According to the results of the research, the strategies of scientific and methodological support of the activity of psychological service specialists are determined: development of autopsychological competence and self-regulation; development of digital competence; development of tools for professional activity on harmonization of psycho-emotional state, restoration of mental health in victims of the COVID-19 pandemic participants in the educational process.
45
Карнаухова, М. Д. "Demarcation of public and private in the discursive governance area." PUBLIC ADMINISTRATION ASPECTS 7, no. 3 (May 23, 2019): 38–49. http://dx.doi.org/10.15421/151915.
Full textAbstract:
The basic dichotomy of the public / private is analyzed in the context of the governance discourse functionality. Various assessments of private and public discourse, as well as governance discourse, rooted in different traditions of their understanding are identified. The article analyses the basic dichotomy of public / private in the context of the functionality of management discourse. It identifies different assessments of private and public discourses, as well as management discourse, rooted in different traditions of their comprehension.The subject lies in the concept of the discursive space of public governance as a polyphonic network of communicative events. It represents the mutual influence of power institutions, group agents of the management sphere and autonomous political actors. The discursive space is categorised in signs of management discourse: verbal and nonverbal; rich with information and factual (contact-making); figurative and abstractive; emotionally neutral and able to cause strong emotions; different by nature of referencing and functional orientation. Also, it defines the main types of its presentation: narratives with suggestive guidelines, which articulate social problems, and suggest ways to solve them.We analysed privacy (territoriality of a person) as a sociocultural phenomenon, which preservation in the transparent world of digital communications is becoming more problematic, requires interdisciplinary research and regulatory regulation. It has been found that the forceful transfer of the principles of private life into the public sphere, the replacement of public order with the private order, leads to their distortion, the priority of informal rules over formal ones, when the public space is getting filled with mysterious relationships with «insiders» and their personal interests.Finally, we revealed the essence of the idea of a new state management (NPM), which is based on the possibility of applying business management techniques to public administration. Although NPM is recognised as insufficient for a public administration system nowadays, it still is, however, considered partially effective and its elements are present in the strategic course of Ukraine.
46
Linnik, O. "MODEL OF NEW UKRAINIAN SCHOOL’S TEACHER COMPETENCES IN THE DRAFT OF PROFESSIONAL STANDARD." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 21–29. http://dx.doi.org/10.28925/2311-2409.2021.353.
Full textAbstract:
The article reviews state and European documents, research, which determine the professional competencies of teachers. The urgency of developing a model of teacher competencies is due to the tendency to insufficient consideration of the European framework of competencies in the new documents, the lack of trajectory of professional development of teachers, differences between the list of competencies in various regulations. Based on theoretical investigations, the model of competencies of teachers of the New Ukrainian School is substantiated and characterised. The content of general competencies of teachers, which are cross-cutting (civic, social, cultural, leadership, entrepreneurial), and professional competencies, which are described in the context of such job functions of a teacher: teaching students subjects (integrated courses), partnership with participants in the educational process, participation in the organization of a safe and healthy educational environment, managementoftheeducationalprocess, professional development. Thedraft professional standard substantiates and characterises the following professional competencies of teachers: language and communicative, subject and methodical, information and digital, psychological, emotional and ethical, competence of pedagogical partnership, inclusive, health-preserving, design, prognostic, organizational, evaluative, ability to learn throughout life, and reflexive. The presented model was tested among pedagogical staff of general secondary education institutions (107 respondents from 47 educational institutions took part in the study). The draft document was publicly discussed, as a result of which adjustments were made in the formulation of general and professional competencies. Taking into account the compensators and proposals of educators, the model of competencies was refined and formed the basis of the draft of a new professional standard for teachers. Each competence in the professional standard is described in the dynamics of development from specialist to the highest category, which allows the teacher to trace the current level of professional competence, to plan further steps for the development of each competence.
47
Lyz’, N., O. Istratova, and A. Lyz’. "Opportunities and Risks of Students’ Information-Educational Online Activity." Open Education 24, no. 4 (September 5, 2020): 67–74. http://dx.doi.org/10.21686/1818-4243-2020-4-67-74.
Full textAbstract:
Purpose of the study. In modern dynamic conditions, education should be directed to the future, have openness and redundancy in relation to the assigned pedagogical tasks, the existing educational students’ needs, the current state of society, economy, and labor market. Ensuring such a quality of education is impossible without Internet resources and information technology, without the organization of students’ online activity. The purpose of this article is to consider the variety of opportunities for students’ educational activities in the Internet, to present a typology of the risks of such activities, to suggest ways to overcome risks and ensure its effectiveness and safety. Materials and methods. The opportunities and risks of informationeducational activity are summarized based on the analysis of scientific papers and the results of an empirical study. In the process of study, we used methods of theoretical analysis and systematization, empirical survey and methods of descriptive mathematical statistics. Empirical study conducted on a sample of the first-year IT-students (N = 174) using the questionnaire method. Results. The variety of types of information-educational activities (educational-cognitive, search-cognitive, communicative-cognitive, informational-creative, entertaining-cognitive) and the advantages of online learning compared to classroom learning are presented. A typology of information-educational activity risks based on two grounds is given. According to object, the risks to student health, development and emotional well-being and the risks of loss of performance are identified. According to localization, external risks associated with the organization of the Internet and online educational activity (congestion of the information space, manipulative technologies in the supply of information, content risks, communication risks, cyber risks, inaccurate Internet content, poorquality educational and methodological support of the educational process, lack of feedback, technical and methodological support), and internal risks associated with the psychological and pedagogical students’ characteristics (instability of the worldview, internal prerequisites for exposure to content and communication risks, internal prerequisites for Internet addiction, aimless and unskillful activity in the Internet space, ineffective cognitive styles and critical thinking, lack of desire for self-development, the prevalence of external educational motives, difficulties of self-regulation, lack of volitional qualities, narrow interests, digital incompetence) are highlighted. Conclusion. Ways of overcoming risks and ensuring the effectiveness and safety of information-educational activity are proposed: 1) promotion lifelong education as a way of existence, development as a value, education as a significant capital; 2) creating excess information-educational environments and educational Internet resources (in relation to the pedagogical tasks and the modern students’ learning needs); 3) development of psychological stability, digital and educational students’ competence; 4) pedagogical management of students’ activities in the Internet (organization, support, control). The possibility of using technological solutions for students’ information-educational activities management is pointed out. At the same time, the important role of lecturers in this process is emphasized.
48
Naib, Sudhir, and Swati Singh. "Mindtree: hostile takeover bid by Larsen and Toubro." Emerald Emerging Markets Case Studies 9, no. 3 (November 15, 2019): 1–33. http://dx.doi.org/10.1108/eemcs-08-2019-0223.
Full textAbstract:
Learning outcomes The case explores information technology (IT) company Mindtree’s journey of 20 years from the time it was founded in 1999 to be different from others, and how it became a target for acquisition by an Indian diversified conglomerate in 2019. It offers insights into developing organizational culture and values in an organization, threats faced by a company when promoters dilute their shareholding, and the strategies followed by the acquirer and the target firm. It also deals with the challenges in the acquisition of a knowledge service digital firm. After working through the case and assignment questions, students will be able to: identify the circumstances under which a company can become a target for hostile takeover; describe motivations of the acquirer firm in an acquisition; distinguish between acquisition and hostile takeover, and discuss salient features of Securities and Exchange Board of India (substantial acquisition of shares and takeover) regulations, 2011; list the defenses a target firm can adopt to ward off hostile acquirer; explore strategies followed by acquirer and target firms; analyze important ingredients of organization culture, and importance of cultural congruence in an acquisition; and discuss challenges faced by an acquirer in India, namely, legal, retention of clients and key people in the target firm particularly in hostile environment. Case overview/synopsis The case explores how ten IT professionals founded mid-tier IT services company Mindtree in 1999 in Bengaluru, India (home to Infosys and Wipro) to be different from others – by inserting themselves at a higher level in the value chain, being philanthropic as a part of broader business strategy to attract a certain kind of employee and customer. It developed a culture of equality, consideration and respect. Its attrition rate of 12 to 13 per cent was significantly lower than the Industries. Mindtree crossed annual revenue of US$1bn for FY 2019 and was growing at twice the industry’s growth rate. The most attractive part was that its proportion of revenue from digital services was about 50 per cent as compared to 25-35 per cent of other services vendors. With time, the share of promoters/founders declined and increased one investor’s shareholding of V. G. Siddhartha and his related entities. In early March 2019, the promoters’ stake was 13.32 per cent while Siddhartha had 20.32 per cent. Larsen and Toubro (L&T) one of India’s conglomerate entered into a share purchase agreement on March 18, 2019 with Siddhartha to acquire his 20.32 per cent stake. Immediately, L&T asked its broker to purchase up to 15 per cent of share capital of Mindtree at a price not exceeding INR 980 per share (each share of face value INR 10). This would trigger an open offer by L&T to purchase additional 31 per cent shares of Mindtree. The action of hostile takeover bid by L&T evoked emotional criticism from Mindtree founders. Mindtree efforts to defend itself could not materialize. L&T’s stake crossed 26 per cent on May 16, 2019. After Indian regulator SEBI’s approval, L&T’s open offer to buy shares from Mindtree shareholders commenced on June 17, 2019. The case examines motivation of the acquirer firm particularly when it is a conglomerate, and how a well-performing company became a target for hostile takeover. It looks at vulnerabilities of a target firm, and defensive steps a firm can take to fence itself against such takeover. The case also explores how organizational culture is built in a people-oriented business, namely, digital services, and what role it plays in a merger of two firms. Complexity academic level The case is suited for postgraduate students of management, as well as those undergoing executive courses in management. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.
49
Kapalygina, Irina I. "Improving the health protection competence of 5th-9th grade schoolchildren in compliance with information security." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 275–87. http://dx.doi.org/10.32744/pse.2020.6.21.
Full textAbstract:
Problem and purpose. In modern society, information security must be considered as one of the factors in maintaining and strengthening health. Schoolchildren are one of the categories of citizens who are most vulnerable and less protected from information influences on the Internet. Compliance with certain conditions contributes to the formation of personal security in the information space, as well as to the preservation of mental, moral, and spiritual well-being. Methods. Methods of measuring the formation of components of health preservation competence were used in the study. The study involved two groups of schoolchildren studying in 5th-9th grade experimental (228 people) and control (212 people) classes. The experiment consisted of two stages. The first stage involved measuring the components at the initial stage of their formation, without the targeted intervention of teachers and parents. The second stage involved obtaining digital data after the introduction of certain conditions that contribute to the formation of personal security in the information space. Comparison of the indicators obtained at the first and second stages was carried out using the Mann-Whitney U test (U), as well as the method of descriptive statistics to determine the mean value of the trait manifestation (M). Results. The analysis of the effectiveness of students’ health-protection competence formation showed significant differences on a number of scales (p<0.05). Positive changes were shown in the experimental group of students. The increase in the mean value (M) in terms of indicators was as follows: knowledge of the competence content (0.57), experience in the competence manifestation (0.64), attitude toward the competence content (0.33), emotional-volitional regulation of the competence manifestation (0.6), readiness to demonstrate competence (0.71). Statistically significant differences in the components of competence have been revealed (p<0.05). This category of children is characterized by high motivation for changes in the personal sphere and a creative approach to a joint activity. Conclusion. The author’s interpretation of the concept of “information security” is of practical importance for a student so that he/she knows how to protect against information that threatens his/her health and development, can regulate his/her behavior, knows how to use the mechanisms of protective behavior in a problem situation relative to what is happening. The experiment showed that compliance by schoolchildren with the proposed conditions could solve the problem of the formation of their information security skills in an educational institution. It is necessary to determine which of these skills can be supported by a social care teacher, others – by a practical psychologist or by parents, etc.
50
Insani, Asri, Yufiarti, and Elindra Yetti. "Parental Involvement and Mothers' Employment on Children's Independence During Covid-19 Pandemics." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 22–40. http://dx.doi.org/10.21009/jpud.151.02.
Full textAbstract:
The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence.
Keywords: Children's Independence, Parental Involvement and Mothers' Employment
References:
Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2019.04.005
Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4
Chusniatun, Kuswardhani, & Suwandi, J. (2014). Peran ganda pengembangan karier guru-guru perempuan. Jurnal Pendidikan Ilmu Sosial, 24(2), 53–66.
Cohen, J. (1994). The earth is round (p < .05). (Vol. 49). American Psychologist,.
DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440
Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children’s regulation, and quality of socioemotional functioning. Developmental Psychology, 39(1), 3–19. https://doi.org/10.1037/0012-1649.39.1.3
Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-Child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2019-3211
Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of Parent Involvement in Children’s Schooling. 11.
Gürbüztürk, O., & Şad, S. N. (2010). Turkish parental involvement scale: Validity and reliability studies. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.049
Gusmaniarti, G., & Suweleh, W. (2019). Analisis Perilaku Home Service Orang Tua terhadap Perkembangan Kemandirian dan Tanggung Jawab Anak. Aulad : Journal on Early Childhood. https://doi.org/10.31004/aulad.v2i1.17
Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood. https://doi.org/10.1177/183693911403900415
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049
Iftitah, S. L., & Anawaty, M. F. (2020). Peran Orang Tua Dalam Mendampingi Anak Di Rumah Selama Pandemi Covid-19. JCE (Journal of Childhood Education), 4(2), 71. https://doi.org/10.30736/jce.v4i2.256
Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06
Kadir. (2017). Statistika Terapan. PT Raja Grafindo Persada.
Komala. (2015). Mengenal dan Mengembangkan Kemandirian Anak Usia Dini Melalui Pola Asuh Orang Tua dan Guru. Tunas Siliwangi, 1(1), 31–45.
Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116
Levitt, M. R., Grolnick, W. S., Caruso, A. J., & Lerner, R. E. (2020). Internally and Externally Controlling Parenting: Relations with Children’s Symptomatology and Adjustment. Journal of Child and Family Studies, 29(11), 3044–3058. https://doi.org/10.1007/s10826-020-01797-z
Lie, A., & Prasasti, S. (2004). Menjadi Orang Tua Bijak 101 Cara Membina Kemandirian dan Tanggung Jawab Anak. PT. Alex Media.
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. 26.
Mikelić Preradović, N., Lešin, G., & Šagud, M. (2016). Investigating Parents’ Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia. Informatics in Education, 15(1), 127–146. https://doi.org/10.15388/infedu.2016.07
Moonik, P., Lestari, H. H., & Wilar, R. (2015). Faktor-Faktor Yang Mempengaruhi Keterlambatan Perkembangan Anak Taman Kanak-Kanak. E-CliniC, 3(1), 124–132. https://doi.org/10.35790/ecl.3.1.2015.6752
Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2019.11.004
Pek, L. S., & Mee, R. W. M. (2020). Parental Involvement On Child’s Education At Home During School Lockdown. Jhss (Journal Of Humanities And Social Studies). https://doi.org/10.33751/jhss.v4i2.2502
Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191
Raeff, C. (2010). Independence and Interdependence in Children’s Developmental Experiences. Child Development Perspectives, 4(1), 31–36. https://doi.org/10.1111/j.1750-8606.2009.00113.x
Rantina, M. (2015). Peningkatan Kemandirian Melalui Kegiatan Pembelajaran Practical Life. Jurnal Pendidikan Usia Dini, 9, 181–200. https://doi.org/DOI: https://doi.org/10.21009/JPUD.091
Rihatno, T., Yufiarti, Y., & Nuraini, S. (2017). Pengembangan Model Kemitraan Sekolah Dan Orangtua Pada Pendidikan Anak Usia Dini. JPUD - Jurnal Pendidikan Usia Dini. https://doi.org/10.21009/jpud.111.08
Rika Sa’diyah. (2017). Pentingnya Melatih Kemandirian Anak. Jurnal KORDINAT, 16, 31–46.
Yulianti, K., Denessen, E., & Droop, M. (2019). Indonesian Parents’ Involvement in Their Children’s Education: A Study in Elementary Schools in Urban and Rural Java, Indonesia. In School Community Journal.
Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75–79. https://doi.org/10.1145/986213.986216