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The article calls for the public health community to examine who deter the issuance of deficiently supported recommendations by holding accountable public health officials who promote such recommendations. Topics discussed include advice public health advice that contradicts prevailing scientific evidence, mechanisms for accountability, and the need for self-regulation.
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Background and Objectives: Fear of COVID-19 is common among older adults and negatively impacts on their physical and mental health. Self-regulation is an essential factor for controlling or managing excitement and anxiety. So, this study aimed to determine the relationship between fear of COVID-19 and death anxiety with the moderator role of self-regulation among the elderly residing in Qazvin. Method(s): This descriptive and cross-sectional study was performed on 430 elderly aged 60 and over living in Qazvin in 2021. Samples were selected by cluster sampling method. The demographic checklist, Templer death anxiety scale, fear of COVID-19 questionnaire, and Self-Regulation Inventory were used for collecting the data. The data were analyzed using the Path Analyze test. Result(s): The mean age of the elder participants in the study was 66.88 +/- 6.40 years old. The results showed a significant and positive relationship between fear of COVID-19 and death anxiety (beta=0.60, P<0.001) and an inverse association between fear of COVID-19 (beta=-0.24, P=0.021) and death anxiety (beta=-0.10, P=0.021) with self-regulation. Furthermore, the results of the Path analysis confirmed the moderator role of self-regulation in the association between fear of Covid-19 and death anxiety among the elderly residing in Qazvin, Iran. Conclusion(s): Given the mediator role of self-regulation in the relationship between fear of COVID-19 and death anxiety, it is suggested to use teaching strategies to the older adults to improve self-regulation to control and mitigate the negative impacts of the fear of COVID-19 in this vulnerable population.Copyright © 2022 The Authors.
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Postconcussion syndrome is a devastating condition of the mind, body, and even personality. Mounting research demonstrates that heart rate variability biofeedback can help the concussed individual in three critical ways: (a) eliciting high amplitude oscillations in cardiovascular functions and thereby strengthening self-regulatory control mechanisms;(b) restoring autonomic balance;and (c) increasing the afferent impulse stream from the baroreceptors to restore balance between inhibitory and excitatory processes in the brain.
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The ability to reengage with new attainable goals after major setbacks is a core self-regulatory trait linked to health and well-being. Yet little is known about the extent to which such goal reengagement capacities may shift over time in response to changing contextual circumstances. Using a nationally-representative sample of U.S. adults aged 18-80 (n = 293), the present 1-year study examined whether changes in opportunity to influence life circumstances (perceived control) were coupled with dynamic shifts in goal reengagement capacity for individuals who differed in their levels of control at pandemic onset. Results from multilevel models showed that within-person increases in perceived control during the pandemic predicted corresponding within-person increases in goal reengagement capacity. Moderation models showed that the positive within-person association between perceived control and goal reengagement was pronounced for individuals with lower levels of control at pandemic onset who may be particularly sensitive to periods of opportunity to pursue new attainable goals. Findings inform theories of personality and self-regulation in pointing to contextual circumstances under which goal reengagement capacity exhibits dynamic shifts in populations who differ in their perceived opportunities for control. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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PurposeThe COVID-19 pandemic resulted in public health measures which unintentionally made unfortunate individual-, community- and system-level impacts. People experiencing gambling harm have distinctive vulnerabilities that are exacerbated during this period of uncertainty, physical distancing, self-isolation and changes to treatment services. This paper aims to investigate narratives of gambling harm to understand unmet needs in a COVID-19 context. Design/methodology/approachA leading international gambling support forum was mined for all posts associated with COVID-19 during 2020 and thematically analyzed. FindingsA series of themes and subthemes that gamblers responded to the pandemic with a series of adaptive and maladaptive behaviors in line with the integrative theoretical framework of maladaptive consumption. Additionally, people experiencing gambling harm are disproportionately impacted by the COVID-19 pandemic, and the standard public health notices do not meet their unique needs. Originality/valueThis research builds upon knowledge of the antecedents and consequences of maladaptive consumption behavior. Further, the findings show that the lack of preventative measures, such as targeted and timely information to combat adverse outcomes, and reflexive support services has made this time more challenging.
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This study examines business students' learning and assessment under remote teachings during the COVID-19 pandemic in a well-established Finnish university. A survey method is used to collect information on 336 business students including 42 accounting students. As indicated by students' responses, a majority of the students succeeded in assessing and self-regulating their learning, but a considerable group of students failed in this task. Students gave a lot of positive feedback on supervised electronic exams, such as scheduling efficiency, improved ability to focus, and reduced stress level. Students also reported a low number of monitoring problems in these exams. Furthermore, the results provide evidence that some students see the risk that problems in monitoring coursework threaten the value of their university degrees. However, about half of the students did not want to increase monitoring. Accounting students' opinions were mostly similar to those of the other business students. This study contributes to the literature by showing key factors that influence students' learning in remote teaching under abnormal conditions. In addition, it demonstrates how the constructivist model of learning can be used to explain students' learning and assessment in these circumstances.
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At a public, 4-year, open access university, students were given the choice of how they would attend class: face-to-face, online, or livestream (synchronous session in Microsoft Teams®). The 876 students in this study registered in course sections designated as face-to-face delivery yet were provided attendance flexibility due to the pandemic. This unique situation provided a research opportunity to explore the self-regulatory, motivational, and contextual factors that affected students' attendance choices as well as their academic outcomes (pass/withdrawal) and perceptions of satisfaction. Results showed that 70% of students took advantage of the opportunity to flex and strongly valued the convenience, choice, and time savings. They were satisfied with connections to instructors. They were less satisfied with connections to peers, fluency between attendance modes, and technology performance. Generally, students performed well in the HyFlex courses with pass rates and withdrawal rates of 88% and 2%, respectively, for both Fall 2020 and Spring 2021 terms. The students who were most likely to flex were first year students who lived more than 15 miles from campus; first year students comprised a disproportionately large portion of those who failed. Self-regulatory and motivational factors were explored in relation to attendance decisions. Besides COVID-related issues and work/life balance, a sizable percentage (13%) of students explained their attendance decisions in terms of quality of their learning and in this way demonstrated self-regulation. Motivation was an issue for 17% of the students, typically expressed as not attending in the way they learned best or skipping class.
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An organizational crisis is a low-probability, high-impact event that threatens the survival of organizations and individuals, often with little warning. In response, people seek clarity, reassurance, and hope from organiza-tional leaders. Yet, crises also vary in nature and impact (e.g., a product failure versus the COVID-19 pan-demic), which presents diverse challenges to leaders and differing stakeholder perceptions. Based on a critical analysis of 69 empirical articles, we provide a comprehensive, systematic, interdisciplinary review of the crisis leadership literature. Our review utilizes the Coombs and Holladay (1996) crisis typology, where crises are categorized according to mutually exclusive attributional dimensions (i.e., internal-external and intentional-unintentional). We conduct a thematic analysis of crisis leadership within and across these four cri-sis categories and find that each is associated with a different leadership theme. We also examine the method-ological quality and rigor of the qualitative and quantitative articles in our review. Based on our findings, we also offer suggestions to guide future crisis leadership research, and provide guidance for organizational lead-ers in how to respond to various crises.
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Learning advisers have traditionally been reluctant to conduct online appointments. We compared proportional student use of online appointments over the course of the pandemic, and relative student satisfaction between online and in-person appointments in 2021. After the initial lockdowns eased and students were able to choose their preferred appointment type, online appointments have remained popular on an ongoing basis, although in-person appointments are slightly preferred overall. There was no difference in student satisfaction between modes.
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In this two-study research using latent profile analysis (LPA), we investigated intra-individual combinations of conscientiousness, autonomy, self-regulation, and extraversion. Based on these combinations, we designed profiles and explored telecommuting preferences and job outcomes of employees during the COVID-19 pandemic. In Study 1, we recruited 199 participants (77 females, ages ranging from 18 to 65). Results of this study revealed three profiles. One profile scored high on all of the variables and displayed preferences for working on-site more than the other profiles. Additionally, this profile showed higher work engagement, job satisfaction, and perceived productivity than the other two profiles. To validate these findings, we conducted a second study with a sample of 492 participants (169 females; age ranged from 18 to 65). The results yielded five profiles, one scoring high on all of the variables. Similar to Study 1, this profile exhibited higher work engagement, job satisfaction, and perceived productivity than the other four profiles. Individuals in this profile preferred to work on-site compared to individuals in other profiles. Our findings add to the research demonstrating the importance of personality characteristics for telecommuting preferences and work-related outcomes. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s12144-021-02496-8.
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This study investigated the relationships between self-efficacy, self-regulation, and teaching presence, cognitive presence, and learning engagement during the pandemic. A total of 1435 undergraduate students in Korea completed an online survey on their learning experiences during COVID-19. The findings indicate that self-efficacy had a positive relationship with teaching presence and cognitive presence as well as self-regulation. No direct relationship between self-efficacy on learning engagement was found; however, the relationship between self-efficacy and learning engagement was fully mediated by self-regulation, teaching presence, and cognitive presence. Self-regulation had a positive relationship with both cognitive presence and learning engagement. Teaching presence had a positive impact on cognitive presence, but not on learning engagement. However, cognitive presence fully mediated the relationship between teaching presence and learning engagement. In effect, this study lends support to the significance of the role of cognitive presence in online learning.
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Researchers continue to extend the community of inquiry (COI) framework, highlighting its utility in online and blended learning environments for providing a successful learning experience. Recent studies have added the learning presence dimension to the classic COI framework which contains teaching, social, and cognitive presences, to represent online students' traits of self-regulation. However, there is a need to examine whether this additional presence structurally represents relationships with other COI presences. Attempting to fill this gap, this study examines the statistical structure of the extended COI framework (integrating the classic COI presences with the additional learning presence) as well as the structural path between the four presences, using confirmatory factor analysis (CFA). Data were collected from 205 undergraduate students who were enrolled in blended courses during the COVID-19 pandemic. Study findings revealed that learning presence has strong correlations with the classic COI counterparts, especially cognitive presence. Furthermore, learning presence has significant positive relationships with cognitive presence and social presence. Overall, the validity and reliability of the extended COI framework (which integrates the classic COI presences with the additional learning presence) had been proven in this study. This study contributes to the literature by providing a comprehensive framework of the extended COI framework, proving their multi-dimensionality and inter-relationality.
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Given the updated, ongoing recommendations for the COVID vaccine series and booster for children ages 6 months and older yet vaccine coverage remaining at less than 50% among children, it is critical for public health communicators to understand sources of vaccine hesitance among parents. A national survey of parents identifies the mediating effects of vaccine anxiety, safety, and fear on the relationships between COVID-19 threat and efficacy with behavioral intentions to vaccinate. Anxiety mediated the relationships between both threat and efficacy with parents'behavioral intentions to vaccinate their children. Vaccine anxiety, safety, and fear mediated parents' decisions to vaccinate themselves. Theoretical and applied implications are reviewed. Copyright 2023 Authors.
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The emergence of COVID-19 resulted from educational institutions to adapt flexible mode of learning. In this type of modality, teacher's teaching styles is one of the crucial factors that may influence the student's motivation in learning. This quantitative descriptive-correlation study investigated both the students' perception on what type of teaching style their teachers have and students' level of motivation in learning Psychology subjects. Data was collected from 349 students taking BS Psychology from Dalubhasaan ng Lungsod ng San Pablo, a locally funded college in the City of San Pablo, Philippines. Results shows that as perceived by the students, 86% of their teachers used learner-centered approach while the remaining 14% used teacher-centered approach. Participation in the learning process is the most common approach used by teachers for specific teaching styles, followed by personalizing experience, relating to experience, and climate building, in that order. Students' motivation to learn psychology was found to be high to very high, as was their self-regulation level. Learner-centered, participation in the learning process, personalizing experience, relating to experience, and climate building was found to have low positive correlation to intrinsic motivation and task value but have negligible correlation to extrinsic motivation and self-regulation. [ FROM AUTHOR] Copyright of Technium Social Sciences Journal is the property of Technium Press Constanta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Theoretical background: More than two-thirds of adolescents were moderately to severely burdened during the COVID-19 pandemic and reported lower quality of life as well as increased stress. Inadaequately regulated emotion and negative stress are risk factors for the development of internalization and externalization problems. Students can use an internet-based app for stress regulation training based on slow-paced breathing. This technique is simple and inexpensive and can be used anywhere. Slow-paced breathing stabilizes, calms, and improves physical and mental well-being. This technique can be used in both primary and secondary prevention. Objective: This study is a pilot project intended to investigate the accessibility, acceptance, and effectiveness of an app with the technology of slow-paced breathing. Method: A multimodule app has been designed and developed that explains the technique of slow-paced breathing and guides the use and practice of this technique before or during stressful situations. An additional breathing app provides support. As part of a pilot project during the second wave of the COVID-19 pandemic, students in grades 6 - 8 tested the 4-week training. 31 students evaluated the entire app, and training with the technique of "slow-paced breathing " was evaluated by 7 students. Results: First results indicate that most users were satisfied with the app technology and other aspects, such as design and processing time. The contents of the different modules were rated well by the training group "slow-paced breathing. " On the other hand, the accessibility was considered low, and half of the students (n = 30) would prefer face-to-face stress regulation training in school. All results are presented descriptively. Discussion and conclusion: The revised app plus face-to-face modules for compliance and motivational incentives should be evaluated in a larger sample of teenage students.
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The goal of the present study was to use machine learning to identify how gender, age, ethnicity, screen time, internalizing problems, self-regulation, and FoMO were related to problematic smartphone use in a sample of Canadian adolescents during the COVID-19 pandemic. Participants were N = 2527 (1269 boys;Mage = 15.17 years, SD = 1.48 years) high school students from the Lower Mainland of British Columbia, Canada. Data on problematic smartphone use, screen time, internalizing problems (e.g., depression, anxiety, and stress), self-regulation, and FoMO were collected via an online questionnaire. Several different machine learning algorithms were used to train the statistical model of predictive variables in predicting problematic smartphone use. The results indicated that Shrinkage algorithms (lasso, ridge, and elastic net regression) performed better than other algorithms. Moreover, FoMO, emotional, and cognitive self-regulation made the largest relative contribution to predicting problematic smartphone use. These findings highlight the importance of FoMO and self-regulation in understanding problematic smartphone use.
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This chapter presents the evolution of the Engineering Project Management (EPM) master's course from 2018 to 2021. The EPM is a project-based learning (PBL) course that aims to close the gap between teaching and the reality of engineering project management practices. The challenges include accommodating both in-depth content and group coaching within the course timeframe, fairly assessing student performance, dealing with the ambiguity and uncertainty intrinsic to open problems and adapting to COVID-19 restrictions and the fully online course setting. To tackle these challenges and achieve the course aim, the pedagogical approaches of individual assessment in PBL, flipped classroom, socially shared regulation of learning (SSRL) and peer feedback were gradually incorporated throughout the three years. These redesigns also led to changes in the lecturer's role, which evolved from content expert and assessor to coach and program manager. Hence, this chapter's primary objective is to share experiences and support other lectures in the flipping journey of project-based courses. Although the research was conducted in the EPM course context, we understand that this work brings theoretical and practical insights to those intending to design or redesign courses that have a group project as their backbone. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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Promoting and sustaining wellbeing have gained prominence in a globalizing world, especially during the COVID-19 pandemic. Higher-education institutions are increasingly expected to consider and support the wellbeing of their students, staff, and faculty. Within higher education, new understandings are emerging about the intricacies and intersectionalities of psychological, social, and cultural factors that impact wellbeing of diverse individuals, including Indigenous, international, refugee, immigrant, and other marginalized groups. There is growing recognition that learning and working within academia are stressful experiences for faculty and graduate students. The need to understand wellbeing in general and wellbeing in graduate education, in particular, is also evident in the reports and studies that indicate an emerging crisis of wellbeing among graduate students and faculty. This book recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. It provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships. The book offers a uniquely holistic approach to supporting the wellbeing of both students and academic staff in graduate education. It showcases optimized approaches to self-care, self-regulation, and policy development, as well as trauma-informed, arts-based, and embodied pedagogies. Particular attention is given to the challenges faced by minority groups including Indigenous, international, refugee, and immigrant students and staff. Providing a timely analysis of the current issues surrounding student and faculty wellbeing, the book appeals to scholars and researchers working across the fields of higher education, sociology of education, educational psychology, and student affairs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The purpose of this paper is to analyze the impact of Sharing Fake news, self-regulation, Cyber Bullying on social media fatigue during COVID-19 work technology conflict as mediator role. The current study uses quantitative with cross sectional design to examine the effect of Sharing Fake news, self-regulation, Cyber Bullying on social media fatigue during COVID-19 and suing work technology conflict as mediator role. The respondents were situation from different top sites, such as twitter, Facebook and Instagram sample of 132, and population of this study is 200 users were selected for this study, sample size is calculated through ROA soft. The dissemination of unverified information has been showcased as a significant challenge during the COVID-19 pandemic. The role of social media in this process is exemplified by its increased use during COVID-19, as, for example, a recent report shows that the use of Facebook hit record levels during the pandemic. This study revealed that potential mechanisms for counteracting fake news creating Facebook pages of real news and using this advertising to disseminate accurate information this paper will enhanced the understanding the effects of SMA, cyberbullying and self-regulation on mental health of individual through the use of social cognitive perspectives. To enhance efficacy in the role of social media in this process to reduce the gap between theory and practice, social marketers should include messages that empower recipients. Campaigns should show recommended behaviors and highlight their usefulness and effectiveness. This paper has been methodological as well as theoretical limitations, first using CLT might be regarded limiting even through it has been adopted in past studies that are based on social media. The primary concern is the cognitive load theory is still essential an instructional science theory even through it has been adopted, use widely in HCI & also shown to explain not only learning but also acquiring knowledge from new theories, articles might be more useful for conceptualizing fake news sharing. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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In this research we studied usable strategies to promote student engagement and learning in the online classroom specifically connected to the development of teaching presence and student self-regulation. A design-based research approach (Barab & Squire, 2004) with multiple methods of data collection were used in the study's design, which was informed by the Garrison et al.'s Community of Inquiry framework and Zimmerman's cycle of self-regulatory phases. Qualitative sources of data included coursework and semi-structured interviews with three student participants, accompanied by text-based planning and debrief notes, and a semi-structured interview with one instructor. The study context was an online course connected to a Bachelor of Education program at a university in Ontario, Canada. Findings indicate students experienced teaching presence directly in the timely, strengths-based and personal feedback they received. Regular feedback helped students know their work was being seen and that they were "on the right track”. Strengths-based and personal feedback aided student motivation and self-regulation, which emerged as important for ongoing engagement and learning online. Recommendations that emerged from this study are of interest internationally to designers of online learning courses, online instructors and researchers in online learning. © 2023