Approaches to cognitive stimulation in the prevention of dementia

The prevalence of dementia and age-related cognitive impairment is rising due to an aging population worldwide. There is currently no effective pharmacological treatment, but cognitive activity programs could contribute to prevention and risk reduction. However, the results of intervention studies are inconclusive, which may be related to methodological issues. For example, the inconsistent use of umbrella categories to describe cognitive intervention strategies, such as cognitive training or cognitive rehabilitation, has led to confusion regarding their respective contents and efficacies. The interventions studied so far draw on a pool of common basic ingredients. Therefore, rather than focusing on a few high-level categories, it might be beneficial to examine the efficacy of more basic cognitive intervention ingredients, which form the building blocks of complex multi-strand cognitive intervention strategies. Here we suggested a novel format of collating basic cognitive intervention ingredients. Using a representative sample of review articles and treatment studies, we attempted to inventory the most commonly encountered ingredients. Finally, we discuss their suitability for individualized and group-based approaches, as well as the possibility for computerization

Examining the underlying currents of high school girls\u27 perceived STEM self-efficacy and science course options: a mixed methods study

Increased demands for a STEM-literate workforce have emerged in response to sustainability issues that threaten human welfare. A workforce capable of addressing such issues would need to be competent, have an understanding of Earth as a system and related physical science principles, and available, be willing to pursue such fields. Workforce concerns about contributors\u27 competency and availability are further fueled by students\u27 persisting underachievement in science and women\u27s underrepresentation in STEM degrees and careers. While New Jersey students, in comparison to other states, are achieving in science, girls remain underrepresented in physical sciences. From a feminist lens of social cognitive theory, this study sought to examine how gender and earth science resources inform high school girls\u27 efficacy-activated processes related to their perceptions of potential science course pursuits. This mixed methods study followed a sequential, explanatory design, collecting data from surveys, open-ended task surveys, focus groups, and interviews. Findings illuminated the influence of gender role socialization on girls\u27 perceptions of potential science course pursuits. Persisting gender constructs regarding appropriate science domains and careers, notions of math talent and intelligence, and competitive norms all threaten girls\u27 participation in physical sciences. Implications for policy, research, and practice are discussed

The Development and Application of a Measure to Assess the Interpersonal Qualities of Self-Talk

In three studies, this research describes the development and potential application of a new self-report measure, the Interpersonal Self-Talk Scale (IPSTS). Based on Kiesler’s (1983) Interpersonal Circle: Acts Version, and the Revised Interpersonal Adjective Scales (IAS-R; Wiggins et al., 1988) the IPSTS was designed to measure the distinct interpersonal qualities of self-talk. In Study 1 (N = 316), a principal components analysis of the IPSTS items yielded two underlying dimensions of dominance and affiliation. The preliminary octant subscales displayed good internal consistency reliability and circumplex structure, and the IPSTS was shown to measure a construct that is reasonably distinct from interpersonal style, interpersonal behaviors, values, efficacies, and problems. In addition, the moderate correlations between the affiliative dimension of the IPSTS and measures of self-compassion (Neff, 2003) and self-criticism (Gilbert et al., 2004) suggest that affiliative self-talk is common to these self-relationships. In Study 2 (N = 300), the psychometric properties of the IPSTS, along with its relationships with other measures, replicated well, resulting in the final, 49-item measure. Given that self-talk is a vital aspect of people’s ability to cope with challenges (Rogelberg et al., 2012), Study 3 (N = 33) assessed how well people’s typical trait self-talk (as measured by the IPSTS) predicted their self-talk style and their mood in a challenging situation. Although the results suggested limited relationships between trait self-talk and state self-talk, trait self-talk style may contribute to maintaining positive affect and preventing negative affect when coping with challenges. Limitations of the research and implications for the IPSTS are discussed

Seeing the Tress For the Forest: An Analysis of Novice and Experienced Teachers\u27 Self-Efficacy and Stress

The purpose of this study was to better understand the relationship between novice teachers’ context-specific self-efficacies and stresses and whether these constructs differed from the self-efficacies and stresses of experienced teachers in middle school and early high school. Novice teachers, or teachers in their first 5 years of teaching, are most susceptible to attrition and turnover, which research indicated is sometimes brought on by stress. Research also showed self-efficacy consistently had a negative correlation to stress. This study used the second-hand dataset obtained from the Teaching and Learning International Survey, focusing on 2560 responses obtained from teachers in the United States from 220 public and private schools during the 2018 school year. The findings indicated several differences between novice teachers and their experienced coworkers. The findings indicated workplace well-being and stress—a unique stress construct—was significantly correlated with almost all context-specific efficacies: (a) classroom management, (b) instruction, and (c) student engagement. Although the self-efficacy and stress findings were consistent with the literature, other findings varied among novice and experienced teachers and provided insight into other nuances such as gender and the subject matter taught. These nuances call on future researchers to examine these subgroups of teachers more thoroughly. A limitation of this study was its cross-sectional data which limited the ability to draw inferences between novice teachers and their more experienced peers

e-CF : a framework for exploring online consumer behaviour

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

AN EXPLORATION OF ENGLISH LANGUAGE TEACHER EDUCATORS’ COGNITIONS AND PRACTICES IN RELATION TO THE PEDAGOGICAL PURPOSES AND EFFICACIES OF 21ST-CENTURY DIGITAL TECHNOLOGIES

This multiple case study investigates English language (EL) teacher educators’ cognitions and practices related to pedagogical technology integration. The focus concerns five native-English speaking teacher educators (TEs) within a teaching English to speakers of other languages (TESOL) training program at a South Korean university. The goal was to determine 1) TESOL-TEs’ cognitions regarding the pedagogical purposes and efficacies of 21st–century digital technologies, 2) TESOL-TEs’ uses of such technologies in their practice, and 3) factors related to TESOL-TEs’ decisions of whether and how to integrate technologies into their praxis. Data collected over twenty weeks in 2013 included four rounds of semi-structured interviews and two sets of classroom observations for each of the five focal participants, interviews with program administrators, written reflections, field notes, photographs, and document review. Data were coded using King’s (2004) template analysis method. Categories were based on constructs from the technological, pedagogical, and content knowledge (TPACK) framework (Mishra and Koehler, 2006) and the Unified Theory of Acceptance and Use of Technology (UTAUT, Venkatesh et al., 2003) and UTAUT 2 (Venkatesh et al., 2012). The focal participants displayed high levels of TPACK and used Web 2.0 applications extensively to facilitate interactions in their roles as teacher educators. It was found that UTAUT factors guided TEs’ decisions and use behaviour to varying degrees, but that the mediating factor of age did not relate to TEs’ decisions in the manner predicted by the UTAUT. TEs’ cognitions both coincided with and diverged from their practices. This study contributes to research gaps on the roles, cognitions, and technology-related practices of TESOL-TEs in South Korea. Research on TEs in different contexts is recommended to gain further insights into the connections among these factors. TESOL program administrators and TEs will particularly benefit from the light shed on teacher educator cognitions and practices in this study.

Pre-college STEM learning experiences and their effect on undergraduates' STEM self-efficacy, outcomes, interests, and goals: A mixed methods study

The experiences students have in their early life and in school have an impact on the development of their future career interests and choices, and understanding the influence of those experiences can provide educators and policymakers the necessary tools to meet society's future needs. This mixed-methods study examined how undergraduates at one large university perceived their pre-college learning experiences and how those experiences affected their self-efficacy, outcome expectations, interests, and goals in STEM. Participants were surveyed about their experiences and attitudes, and eight participants with a range of STEM self-efficacies were interviewed about the specifics of their experiences. Results indicated that many students participated in learning experiences that were easy to implement and required few resources, while those experiences that required substantial knowledge or outside resources occurred less often. These less common experiences, which often centered on STEM careers or future studies in STEM, were more common among students who are majoring in a STEM degree. Other factors influencing STEM attitudes included course performance, course selection, teachers, and out-of-school opportunities. The out-of-school experiences were selected less often and were generally targeted experiences that related to individuals' interests. These findings suggested the need for schools and teachers to engage in more complex and career-focused activities in STEM classes to enhance the development of interests in all students. There is also a need to provide opportunities for students to be involved in out-of-school STEM activities that relate to the students' interest or draw them into STEM fields of study

Beliefs and Technology - Does One Lead to the Other? Evaluating the Effects of Teacher Self-Efficacy and School Collective Efficacy on Technology Use in the Classroom

This exploratory mixed method study builds upon previous research to investigate the influence of teacher self- and collective efficacy on technology use in the classroom. This population was purposefully sampled to examine first- and second order technology barriers, instructional strategies, and human influences on technology. The quantitative finding was supported by qualitative analysis of the teacher interviews and led to the conclusion that even thought there were strong teacher tendencies towards a belief in using technology actual practice demonstrated a lack of productivity or transference of that belief into classroom practice. A high self- and collective efficacy had no effect on technology use in the classroom and a belief in technology did not lead to the use of technology. The study explored three research questions: 1) what is the effect of teacher self-efficacy on technology use in the classroom, 2) what is the effect of collective efficacy on technology use in the classroom, and 3) what is the relationship among teacher self-efficacy, collective efficacy, and barriers that inhibit technology use in a K-12 classroom setting? Thirty-five teachers in a New Jersey K-8 school district volunteered to take a 36-question survey. Three teachers were interviewed to corroborate the survey data. This study is unique in the combined analysis of self- and collective efficacy and technology. It raises several questions for future study. Teacher responses overwhelmingly identified first order or extrinsic barriers as impediments to technology. These included poor technical support, access, time issues, and a lack of vision and training. These barriers are decades old and have been acknowledged for as long as technology has been in the classroom. Why, despite thirty years of technology in education, do the same barriers that existed in the very beginning continue to be strong deterrents of technology use? Teachers identified administrators as the least influential on teacher practices. If this is so, how can there be such a high sense of collective efficacy? How much influence does the collective agency have on classroom teacher behavior? Specifically, at what point in a teacher\u27s decision-making does the collective agency over-ride personal beliefs and what are the characteristics that contribute to this conflict and possible submissive behavior? Finally, are we seeking answers to the wrong questions? Is it possible that teachers and educational systems are not able to modify intrinsic and standard operating practices to utilize technology successfully