Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Develop a model to measure the ethical effects of students through social media use

Social media users can be negatively affected by cyber harassment. These effects can cause emotional distress and lead people to stop using social network sites or to end their life. In addition, the users of this technology usually get upset when network providers interfere and consider such interference to be unfair. Therefore, this paper attempted to mitigate the gap in the literature concerning the use of social media for engaging in cyber harassment in the context of higher education. Therefore, the main objective was to develop a model that will bridge this gap. The model developed in this paper is based on the unified theory of acceptance and use of technology, theory of planned behavior, and technology support. To achieve the study's objectives, a questionnaire was used as the main data collection method, and it was distributed to 340 students who used social media. This paper argues that these decisions of interference can be handled by employing a method that users find sufficient and appropriate. In conclusion, this research specifically proposes a model for identifying the significant factors that are anticipated to play major roles in minimizing cyber harassment among Saudi students. The proposed model will help administrations and decision makers to formulate strategies that can significantly affect anti-cyber harassment among students

An Analysis of Career and Pathway Planning Students’ Beliefs Regarding Language Training Programs

The study was to explore and predict the behavioral intention of career and pathway planning students to attend language training programs in Counting Education (ACE).&nbsp; The research theoretical was based on the scholar of Ajzen’s Theory of Planned Behavior (TPB) to define the most effective component to that influenced the behavioral intention of career and pathway planning students to attend language training programs in counting education.&nbsp; This research study used two questionnaire instruments.&nbsp; Based on 260 valid samples, the main findings were as follows: TPB successfully predicted the nature of the behavioral intention of career and pathway planning students who intend to attend language training programs in continuing education. The results of this study showed that there was positive significance for the career and pathway planning students regarding their attitude, subjective norms, and perceived behavioral control. The strongest element to predict the behavioral intention in this research study was attitude. The Pearson correlation coefficient measured that the attitude did increased the significance level of p &lt; .05, indicating a strong relationship between the attitude and the behavioral intention. The second strongest element to predict the behavioral intention in this study was perceived behavioral control. The Pearson correlation coefficient measured that the perceived behavioral control did reached the significance level of p &lt; .05 and showed a strong relationship between the perceived behavioral control and the behavioral intention.&nbsp; The third element in this research study to predict the behavioral intention was subjective norm. Although there was a correlation between the subjective norm and the behavioral intention, it did not increase statistical significance. The results showed that the Pearson correlation coefficient of the subjective norms did not reach the significance level p &lt; .05

Influence of Taiwanese Consumer Beliefs in Web Site Attributes and E-Shopping Attitudes on E-Shopping Intentions

This study aimed at investigating Taiwanese consumers\u27 beliefs in Web site attributes and their e-shopping attitudes that influence their intentions to shop for books in e-bookstores. This study utilized the Theory of Reasoned Action (TRA) as the framework to explain the interrelationships among belief in Web site attributes, e-shopping attitude, and e-shopping intention. This study, using the method of two-stage quota sampling, used a sample of male and female students at different levels of several departments of Far East College. The survey questionnaires were non-randomly distributed to the voluntary participants. The survey was administered to a sample of undergraduate and graduate students who were students at Far East College of Taiwan and had purchased books in e-bookstores. The procedure of this non-experimental study guaranteed participants\u27 anonymity. Three hundred and fifty-one questionnaires were usable for data analysis. The three most important variables in this study were belief in Web site attributes, e-shopping attitude, and e-shopping intention. Independent variables were belief in Web site attributes and e-shopping attitude, and the dependent variable was shopping intention. Web site attributes consisted of four dimensions: Web site content, trustworthiness, interactivity, and marketing mix. In the questionnaire, six important constructs (belief in Web site content, belief in trustworthiness, belief in interactivity, belief in marketing mix, e-shopping attitude, e-shopping intention) were measured on a five-point semantic differential scale. The scale items for these six constructs were developed by modifying instruments in prior studies that had been conducted by different scale developers. The content of the questionnaire was composed of two parts: the first part contained three items inquiring about participants\u27 gender, age, and length of e-shopping experience; the second part contained 26 items to inquire about participants\u27 beliefs in Web site attributes, e-shopping attitudes, and e-shopping intentions. The collected data were processed on SPSS to conduct reliability analysis, factor analysis, descriptive analysis, simple regression, t-test analysis, analysis of variance, and multiple-regression. Findings indicated that e-shopping attitude was a predictor of e-shopping intention and had a positive and significant effect on e-shopping intention. Also, belief in Web site content, belief in trustworthiness, and belief in interactivity were antecedents of e-shopping attitude, but belief in marketing mix did not have an influential effect on e-shopping attitude. Furthermore, belief in marketing mix played an important role in affecting e-shopping intention. Practical implications, limitations, and recommendations for future research are further discussed

Employees on social media: A multi-spokespeople model of CSR communication

Increasing societal and stakeholder expectations, along with easy access to information through social media, means corporations are asked for more information. The traditional approach to CSR communication, with corporations controlling what and how much to share with stakeholders has been restructured by social media, with stakeholders taking control. As legitimacy on social media is created through the positive and negative judgements of stakeholders, corporations must plan how to meet stakeholder demands for information effectively and legitimately, and this includes choosing appropriate spokespeople. Corporations in India have now turned towards their employees as CSR spokespeople. By encouraging employee activity on social media, these corporations are attempting to meet stakeholder demands and generate legitimacy through spokespeople whom stakeholders perceive as equals. This article examines that strategy and discusses its viability of using employees as spokespeople for CSR communication and engagement with stakeholder

COVID-19 Booster Vaccine Acceptance in Ethnic Minority Individuals in the United Kingdom: a mixed-methods study using Protection Motivation Theory

Background: Uptake of the COVID-19 booster vaccine among ethnic minority individuals has been lower than in the general population. However, there is little research examining the psychosocial factors that contribute to COVID-19 booster vaccine hesitancy in this population.Aim: Our study aimed to determine which factors predicted COVID-19 vaccination intention in minority ethnic individuals in Middlesbrough, using Protection Motivation Theory (PMT) and COVID-19 conspiracy beliefs, in addition to demographic variables.Method: We used a mixed-methods approach. Quantitative data were collected using an online survey. Qualitative data were collected using semi-structured interviews. 64 minority ethnic individuals (33 females, 31 males; mage = 31.06, SD = 8.36) completed the survey assessing PMT constructs, COVID-19conspiracy beliefs and demographic factors. 42.2% had received the booster vaccine, 57.6% had not. 16 survey respondents were interviewed online to gain further insight into factors affecting booster vaccineacceptance.Results: Multiple regression analysis showed that perceived susceptibility to COVID-19 was a significant predictor of booster vaccination intention, with higher perceived susceptibility being associated with higher intention to get the booster. Additionally, COVID-19 conspiracy beliefs significantly predictedintention to get the booster vaccine, with higher conspiracy beliefs being associated with lower intention to get the booster dose. Thematic analysis of the interview data showed that barriers to COVID-19 booster vaccination included time constraints and a perceived lack of practical support in the event ofexperiencing side effects. Furthermore, there was a lack of confidence in the vaccine, with individuals seeing it as lacking sufficient research. Participants also spoke of medical mistrust due to historical events involving medical experimentation on minority ethnic individuals.Conclusion: PMT and conspiracy beliefs predict COVID-19 booster vaccination in minority ethnic individuals. To help increase vaccine uptake, community leaders need to be involved in addressing people’s concerns, misassumptions, and lack of confidence in COVID-19 vaccination

Ensuring Quality Education and Good Learning Environments for Students

Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing–learning processes in our classrooms

Using social cognitive career theory to understand why students choose to study computer science

The aim of this research is to use Social Cognitive Career Theory (SCCT) to identify and understand reasons why students choose to study Computer Science (CS) at university. SCCT focuses on students’ prior experience, social support, self-efficacy and outcome expectation. The research is part motivated by the desire to increase female participation rates in CS, particularly in the UK. Policymakers can use the factors that both females and males identify as influencing their choice of studying CS to enhance the experiences of all students prior to coming to university, but female students in particular. The study uses a semi-structured interview with 17 mixed gender subjects currently studying CS at three Scottish universities. The findings are that social support from family, teachers, friends and mentors is a particularly important factor in choosing to study CS, especially for female subjects. The career paths offered by a CS degree is another major factor, not just the potential jobs, but also the general value of a CS education and the potential to make useful contributions to society. School education appeared to have limited influence, though exposure to problem solving, programming, online self-learning and internships are positive influences. The stereotypical view of CS students as ‘geeks’ is outdated and unhelpful – it is more appropriate to see them as ‘analytical’ or ‘over-achievers’. Subjects make many suggestions for improving the CS education provided at school, especially to make it more attractive to females, including: make it compulsory, teach it earlier, include more programming and problem solving, and increase the visibility of female exemplars and role models