Perception study of perceived value and social influence of digital health services in Indonesia.

BACKGROUND: Healthtech has become a nascent sector of the internet economy since the emergence of the COVID-19 pandemic in 2020. Telemedicine features are facilitated, such as teleconsultation, e-diagnosis, e-prescribing, and e-pharmacy. However, the intention to use digital health services in Indonesia is still underdeveloped though the sales of other risk-free e-commerce products are high enough. OBJECTIVE: This study aims to assess the human perception of perceived value and social influences regarding the intention to use digital health services. METHODS: Google Forms web link is employed to disseminate a set of 4-Point Likert scale questionnaires. In total, 364 complete responses are collected-back. A descriptive approach is employed to process the data using Microsoft Excel and SPSS software. Validity and reliability are quantified using the item total-correlation method and Cronbach's Alpha coefficient. RESULTS: Only 87 respondents (24%) ever used digital health services, of which Halodoc (92%) is the most preferred application, and teleconsultation became the most popular service to access. Out of four, the average score is 3.16 for perceived value and 2.86 for the social influence dimension. CONCLUSION: Most respondents, not dependent on user experience, perceive more values obtained using digital health services, such as time and money savings, convenience, flexible order time, undiscovered identity, adventurous experience, and enjoyment. Another finding of this research proves that some social influences from family, friends, and mass media also bring effect to amplify the intention to use. A low level of trust is assumed to be the cause of a small number of users.

Judging the quality of (fake) news on the internet

The only reliable remedy against anxiety is information, and reliable information and news are of crucial value in times of crises, such as COVID-19. Contemporary social media offers almost everyone a platform to publish one's own thoughts, opinions, political statements and others, some of which may gain significant interest of others and thereby become so called "influencers". This role has in the past been held by news agencies primarily, but this role is increasingly adopted also by private people and among them, also some who do not necessarily adhere the high standards of good journalism or scientific ethics. These give rise to fake news, spreading as unconfirmed rumors and possibly causing dramatic impacts to a society. With information available almost everywhere in the internet today, the distinction between good and bad sources has become a challenge, and highly difficult task. Even more intricate is the question of verifying information against multiple independent sources. If many people say something, does this make it true or any more plausible? Do we need to trust information in lack of better information? Is it possible to judge information and make our own opinion about its validity, quality, relevance or usefulness for our own business? This article shall provide pointers towards answers to the above questions. We discuss some technical means of judging the quality of information and what anyone, even without much technical background can do to avoid falling victim to fake information and fake news. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Towards integrating quality in theoretical models of acceptance: An extended proposed model applied to e-learning services

The use of e-learning services is growing in different contexts, especially in the COVID-19 pandemic. This study aims to examine students' acceptance of and intention to use Learning Management Systems (LMSs) for university education in Brazil using the extended technology acceptance model, unified theory of acceptance and use of technology (UTAUT), integrating quality construct adapted from the Service Quality Evaluation Model (ServQual). Examining a large sample (n = 1237) of students in Brazil through questionnaires, we investigate the behaviour of the users concerning the factors that influence the technology acceptance and the intention of the use in an e-learning system. Results show that intention to use an LMS is affected by the facilitating conditions (skilful, workable and easy to use), social influence (remarkable, preference for use and relevance), habit (routine, enjoyable and entertaining) and quality (reliable, tangibility, responsiveness and assurance), but not for effort expectancy (agility, knowledge and productivity). Our research findings suggest fostering replicate the model in different universities and countries understanding potential differences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Acceptance of the Learning Management System in the Time of COVID-19 Pandemic: An Application and Extension of the Unified Theory of Acceptance and Use of Technology Model

After the spread of the coronavirus around the world, the Egyptian government imposed blended learning on higher education institutions. Consequently, colleges and universities in Egypt are entering a new era where learning is not confined to the classroom alone but also through learning management systems (LMSs). Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how students accept and use the LMSs. An online survey was conducted through a structured questionnaire to collect quantitative data for analysis. Obtained data from 803 respondents were analyzed using structural equation modelling Partially least squares regression was used for the model and hypothesis testing. The results show that trust is vital in determining the acceptance and use of LMSs. The study results may provide insights into a better approach to promoting LMS acceptance.

Remote versus In-Person Learning During COVID-19: Comparison of E-Cigarette Susceptibility and Ever Use among a diverse cohort of 6 th Grade Students in Texas.

BACKGROUND: In response to SARS-CoV2 (COVID-19), school districts incorporated remote learning as a mitigation strategy. This study examines the association between classroom setting (i.e., on-campus versus remote) and e-cigarette susceptibility or ever use among a sample of Texas public middle school students. METHODS: Data from n=985 students enrolled in the CATCH My Breath E-Cigarette Prevention Program trial were collected in Spring 2021. Participants were 6 th grade students in urban Texas. E-cigarette use was examined using the "at-risk" definition described by FDA, indicating either: (1) susceptible never user; or (2) experimental ever use. A multi-level, logistic regression models examined the association between classroom setting and e-cigarette susceptibility/ever use. Covariates included sex, race/ethnicity, academic achievement, household e-cigarette use, perceived school connectedness, and school-level economic status. Models account for nesting within school district. Analyses stratified by race/ethnicity were also conducted. RESULTS: Overall, 36.3% of the sample were susceptible never users or ever e-cigarette users. The sample was comprised of 55.0% on-campus and 45.0% remote learners. On-campus learners had greater odds of reporting e-cigarette susceptibility or ever use (aOR: 1.45; p=0.014). These findings were observed among Latino (aOR: 1.77; p=0.026) and White (aOR: 2.10; p=0.099) but not African American/Black (aOR: 0.86; p=0.728) youth. CONCLUSIONS: On-campus learning during the Spring 2021 semester was associated with greater risk for e-cigarette susceptibility or ever use among a diverse sample of 6 th grade students. E-cigarette susceptibility and ever use is a risk factor for progression to long-term e-cigarette use in later adolescence. IMPLICATIONS: As school districts prepare to return to on-campus learning in 2022, a focused approach to e-cigarette prevention may be needed to prevent widespread e-cigarette initiation and continued use. Further, study findings demonstrate a need for further research on the school environment as a determinant of e-cigarette use.

Shared Narrative -- Analysis on Finnish Socio-Educational Policy and National Broadcasting (YLE) Literacy during COVID-19 Variants 2021

This case study analyzed the Finnish National Broadcasting Company (YLE) literacy on socio-educational policies during the alpha and delta variant strategic turns 2021. The data comprised YLE releases, interdisciplinary global research, pandemic literacies, and statements of politicians/officials. Limitations occurred mainly in the data plenitude. Alpha variant caused socio-political responses maneuvered by politicians and officials. YLE supported without socially participating, competence-enhancing or motivating civic information. NPIs were linked to the political promises of national pandemic end during the summer. International pandemic studies were excluded from nationalized narrative, in which YLE strategically emphasized mutual experience, shared story, and approaching happy end. In August 2021, previously promised "liberation" was too close to change the narrative. Instead of delta mitigation, officials and politicians fortified the narrative towards the end. YLE conducted a closing story. Releases replaced international studies and responses with a small circle of domestic experts, who repeated the narrative they previously had manifested. No NPIs occurred, but remaining ones were lifted despite the rising incidence numbers. Conclusively, the lacking research in the YLE contributions indicated the absence of research literacy among politicians and reporters. Consequently, occurring sidetracks used modern nationalism rhetoric, supporting the main narrative. Children's 'absolute' right was on-site schooling, regardless of safety research or practices developed abroad. In further studies, the post-pandemic status and goals of Finnish education need comparative reassessments other than a "trust".

The Bigger the Storm, the Bigger the Strength: Did Social and Emotional Skills (SES) Make a Difference on a COVID-19 Lockdown Scenario among Children and Young People?

Little is known about the emotional experience of children and young people during lockdown, their coping strategies on COVID-19 pandemic context and their influence on the emotional state when dealing with the challenges associated with lockdown. In this study, 1031 children and young people (865 aged 8-15 years old and 166 aged 16-25 years old) answered an online self-report survey, specifically designed to assess the perceived potential contribution of SES learned/developed in the Gulbenkian Academies for Knowledge--a national initiative--in coping with the consequences of the context of the COVID-19 pandemic during the Portugal first lockdown. There are three main findings. First, the prevalent emotional pattern was predominantly negative (53.7%) for the younger participants (most frequent emotions: boredom 66.9%, worry 47.8%) and predominantly positive (52.0%) for the older participants (most frequent emotions: boredom 70.1% and tranquillity 52.6%). Second, school activities (25.2%, 8-15 subsample, 32.7%, 16-25 subsample) and self-knowledge and self-regulation activities/strategies (24.8%, 8-15 subsample, 20.0%, 16-25 subsample) were the most frequently reported by participants from both subsamples and that this has significantly interfered with their emotional state: among 8-15 subsample, they reported feeling more excited, more calm, more optimistic and more hopeful, among 16-25 subsample, they reported feeling more cheered up, more optimistic, more quiet and more hopeful. Culinary and horticultural activities predict about 4% the possibility of feeling hope, sadness, optimism, irritation, and worry (8-15 years old) and school activities contribute about 17% to the explanation of the emotional states of sadness and optimism (16-25 years old). Third, both the younger and the older participants showed a medium-superior level of socio-emotional skills and those SES predict about 20% the possibility of feeling optimistic, irritation, sad, hopeful, and bored (8-15 years old) and about 12% the possibility of feeling sadness (16-25 years old). The potential of social and emotional skills in exceptional circumstances and vulnerabilities are discussed.

The Psychological and Social Effects of Distance Education from the Viewpoints of Students' Guardians

This study aimed to identify the psychological and social effects of distance education from the viewpoints of students' guardians in Jordan. The study sample comprised 1206 guardians, of whom 71% have completed their undergraduate studies or a higher level. Furthermore, 62% of participants aged more than 35 years. Results also indicated that 34% of participants have children studying in primary education, 21.9% have children studying in primary and secondary education, and 13.4% have children studying in all levels of education. The researchers developed the 'psychological and social effects of distance education' scale. After being measured, the scale was electronically sent to the study sample. Findings showed that the psychological and social effects of distance education on guardians were significant. Moreover, students' level of social activity was moderate, they have become less active, and their use of social media sites has increased. In addition, results indicated that the psychological and social impact significantly differs in terms of parents' level of education. Results also showed that the psychological and social effects of distance education on students' guardians do not differ in terms of the number of schoolchildren. Instead, all guardians, with any number of schoolchildren, were negatively affected.

Psychological and Social Side Effects of the COVID-19 on Students

This article explores the COVID-19 psychological and social effects and how, as students, we can minimize the side effects of the COVID-19 on the students for overcoming them from next global crisis. The COVID-19 has also highlighted the vulnerability across students' education. Thus, we need to understand, monitor, and evaluate these affects to ensure our immediate and long-term responses account of these psychological and social changes and provide effective mechanism to address the impacts of the COVID-19 on Students. To address the research questions, quantitative data were collected from 281 students who are those study from 4th grade to 8th grade at schools in Istanbul. Mainly due to the study the quantitative data related to the demographic variables and psychological and social effects of the COVID-19 on students have been presented in percentages and frequency. In the determination of process of the study, the data were collected via a survey. The results revealed that the respondents have been positively affected psychological and social side effects of the COVID-19. Most of the respondents (%52) agreed for positive effects of the COVID-19 that caused more family engagement, (%48.4) more free time, (%48.4) reading more books, and (%48) more time to study. However, the respondents (%6.4) indicated that they have not been affected any psychological and social sides effects of the COVID-19. Most of the respondents (%69.4) agreed for negative effects of the COVID-19 that caused isolation and loneliness through a lack of friend's relationship, (%68) feeling bored, (%52.3) feeling stress and anger, (%45.2) feeling anxiety due to people who do not implement restrictions.

Spaces and Prospects for Student Empowerment in the Debt-Ridden Greek Education System. Future Possibilities for Change According to Student's Views

This paper presents a research project that was conducted in Athens, Greece in 2018 and 2019. The main objective of this project was to address students' views on Greek society and education in the context of the socio-economic crisis, their prospects, and their aspirations for educational and social transformation. The paper concentrates on students' views on education and discusses the role of schools in creating democratic societies. It provides a closer insight into possible ways of thinking about education, and food for thought for any attempts to deconstruct or initiate radical change in the education system. It looks at the potentialities and possibilities of deploying critical pedagogy as a mode of resistance for transformative and empowering education within the Greek education system. It concludes that during times of multiple crises, critical pedagogy is clearly relevant and has a responsibility to rethink its views and practices, build active resistance and engage in fostering educational and social change that can lead to a more just, equal and fair society.

Social perspectives of panic buying

Panic buying has become a frequent occurrence in many societies as a result of ongoing COVID-19 pandemic. This has led to stockout and supply chain disruptions. It has been proposed as a psychological phenomenon, and different controlling measures have been forwarded recently. Panic buying especially during a public crisis has many consequences like negative impact on social stability, economic order, and enterprise management and consumer psychology. All human beings are members of a society. Therefore, the decisions made by them are influenced by the attitudes, opinions, and beliefs of the larger social group. Social influence is a way in which individuals adjust their behavior in order to meet the demands of a social environment. There are several types of social influences that could explain the phenomenon of panic buying. Apart from individual factors like fear of unknown, poor coping mechanism, losing control, and insecurity, there is a major role of socio-psychological factors which account for the influence of the social network of an individual to this phenomenon. In this chapter, we aim to discuss this construct on the basis of different socio-psychological theories. We also discuss the influence of social structure on panic buying and give recommendations on controlling it. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Alcohol consumption during COVID-19 Lockdown in Romania. Social demographic differences, predictors and moderators

This present study aims to examine the individual and social factors, the predictors and moderators of alcohol consumption during COVID-19 lockdown in Romania. In a community sample of 262 participants, we found gender and age differences on the alcohol consumption during the first two months of the outbreak. In addition, we also found that gender, age, and social influence positively predicted alcohol consumption during the lockdown. The research also explored the moderating role of age and gender in predicting the alcohol consumption during COVID-19 lockdown. The results revealed that only gender moderates the link between social influence and alcohol consumption during the outbreak. These results have practical implications by suggesting the need of designing prevention actions or interventions for this at-risk group. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Romanian) Obiectivul principal al articolului de fata a fost de a examina factorii individuali si de mediu, predictorii si moderatorii consumului de alcool pe parcursul carantinei instituite din cauza pandemiei de COVID-19. Utilizand un esantion de 262 de participanti, din comunitate (75% femei, M = 27,21, SD = 9,28), am gasit diferente la nivelul varstei si genului in ceea ce priveste consumul de alcool pe parcursul primelor doua luni de carantina. In plus, rezultatele au aratat ca genul, varsta si anturajul prezic pozitiv consumul de alcool pe parcursul carantinei. In cadrul acestui studiu, au mai fost analizate si posibilul rol moderator al genului si al varstei pentru prezicerea consumului de alcool pe parcursul carantinei. Rezultatele au aratat ca doar genul modereaza legatura dintre anturaj si consumul de alcool in timpul carantinei instituite din cauza pandemiei de COVID-19 (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Online Consumption Under Pandemic: Stress, Cognitive Appraisal, Coping Style, Normative Social Influences, and Risk Averse

Malaysia government imposed stay-at-home ruling during COVID-19 pandemic. The pandemic and stay-at-home ruling created stress to the Malaysian consumers. Some consumers turned to online platform for purchase of food and home essential. This study aims to investigate the impacts of pandemic stress, cognitive appraisal, coping style, online normative social influences, and risk averse on the changes in online planned consumption behaviors. Theory of Stress and Coping is used to develop a research framework to examine the planned consumption behavior in this study. Quantitative research with survey questionnaire is used to collect data. Data collected was analyzed with PLS-SEM. Findings confirmed that stress trigger cognitive appraisal, however cognitive appraisal of emotion only related to emotional coping style. Physical coping style, normative social influences and risk averse predicted planned online consumption behavior. This study provided bother academic and managerial implications in the context on consumer consumption behavior. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

The influence of social capital on risk attitude toward COVID-19 amongst traditional undergraduates

This dissertation assesses the influence of the three types of social capital (bonding, bridging, and linking) on the risk attitude of traditional undergraduate students (under 25 years old who enroll directly from high school, attend full-time, and do not have major life and work responsibilities). The research is motivated by three research questions: (1) What is the risk attitude of traditional undergraduate students surveyed about COVID-19 (addicted, seeking, tolerant, averse, paranoid);(2) What are the social capital characteristics for traditional undergraduate respondents surveyed;and (3) What influence does social capital have on the risk attitude of traditional undergraduate students regarding COVID-19? To examine these questions, the study engaged an online survey with five universities in the Pennsylvania State System of Higher Education and utilized chi-square tests and Spearman's rho correlations to assess the risk attitude/social capital relationship. Data showed that students with a high level of bonding and linking were more risk-averse while those with a high level of bridging were more risk seeking/ addicted. The study shows how emergency managers and risk communicators should develop their relationships with students and their networks to further engage them with disaster information or education informed by these insights. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A reflection of and charge to gerontological social work: Past pandemics and the current COVID-19 crisis

This reprinted chapter originally appeared in Journal of Gerontological Social Work, 2020, 63 [6-7], 577-579. (The following of the original article appeared in record 2021-00510-007.) The current global health crisis provides opportunity to reflect on prior social work responses to prior pandemic situations and serves to inform future research and practice for vulnerable older adults. This article discusses how the influenza pandemic of 1918, HIV/AIDS, and SARS elucidate the gravity of pandemics similar to COVID-19. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Impact of advertising on educational apps used by children: A parental perspective

India's education sector is being impacted by COVID-19 in unprecedented ways. The pandemic is disrupting the traditional education system, affecting over 320 million students. This sector is trying to develop robust, innovative approaches to foster a paradigm shift toward digital education. These efforts are being supplemented with the launch of quality-focused multilingual educational applications (apps). Parents are also swiftly adopting a variety of e-learning apps. This research addresses the role of advertisements to empower parents to be educated consumers for educational apps for children. The purposeful sample data were collected from 307 parents of students from the top 10 ICSE (Indian Certificate of Secondary Education) and CBSE (Central Board of Secondary Education) schools in Urban India. The findings indicate that advertising media accelerates the diffusion of educational technology and apps among parents. However, it does not help in overcoming insecurities that parents may have regarding these apps for their children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Factors influencing study engagement during the COVID-19 pandemic: A cross-sectional study among health and social professions students

Background: The aim of this study is to explore factors influencing the study engagement of health and social professions students during the COVID-19 pandemic. While antecedents of study engagement have been studied previously, the factors influencing engagement under pandemic conditions have not yet been investigated. Furthermore, there is a particular need for research among students in health and social professions programs, as these students are particularly affected by the pandemic. As theoretical basis, the study draws on the demands-resources-theory. It is hypothesized that pandemic-related study and personal resources drive engagement during the pandemic, and that pandemic-related demands negatively influence engagement. Method: The study uses a cross-sectional survey to explore the hypothesized effects. The sample consists of 559 university students of health and social professions in Germany. The study was carried out in July 2020, towards the end of the first digital semester and after the first peak in COVID-19 cases. Data are analyzed using linear multiple regression analysis. Results: The findings show that the demands-resources-theory is suitable to explain study engagement even under pandemic conditions. Suitable digital learning formats and social support are identified as important study resources for study engagement during major life events, while emotional resilience, active self-care and academic self-efficacy are identified as important personal resources. Conclusions: Under pandemic conditions academic institutions should focus on providing beneficial teaching formats and innovative ways to support students lacking social networks. Besides, they should consider developing means to help students structuring daily life as well as establishing initiatives to strengthen students' self-efficacy beliefs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Palgrave Handbook of Learning for Transformation

This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education. The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the "Why of transformation." Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.

Preservice EFL Teachers' Experiences in Their First Teaching Practicum: A Collaborative Autoethnography

This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our teaching experiences in our first teaching practicum using collaborative autoethnography as a research method. The data were collected by reflective journals and ethnographic observations. Results show the meaning that we give to our experiences, before and during the covid-19 pandemic, by recognizing and analyzing our sociocultural context. Additionally, we were immersed in a virtual learning environment where we had the opportunity to confront unforeseen changes imposed by the pandemic, familiarize ourselves with possible issues that teachers grapple with, and imagine new ways to be ourselves.

Practising Pacific Pedagogies during New Zealand's Level Four Lockdown: Pacific Early Career Academics and COVID-19

During New Zealand's unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand's largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods;however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the va/wa with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.