3,601 research outputs found

    Digital Teaching and Learning in Higher Education: Culture, Language, Social Issues

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    Digital collaboration has been established in higher education for many years. But when the Covid-19 pandemic struck, digital learning and virtual mobility became of utmost importance for higher education. In the international project "Digital and International Virtual Academic Cooperation" (DIVA), scholars from Israel, Australia, and Germany focused on intercultural learning and online collaboration. Based on their findings, they show how digital arrangements can be used in higher education, how digital teaching can be theorized, and what potential can be gained for post-pandemic teaching

    A Phenomenological Multi-Case Study of Perceptions of Older Adults’ Loneliness during COVID-19 Within Selected Online Churches

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    The purpose of this phenomenological multi-case study was to understand the perceptions of older adults regarding their feelings of loneliness related to the lockdown during COVID-19 and to discover if online church platforms for the older adult Christian population at Crosspoint Church in Niceville, Florida, Cross Church in Northwest Arkansas, and Community Life Church in Gulf Breeze, Florida, minimized those feelings of loneliness which may have caused mental, physical, and emotional concerns. Isolation from the church body was generally defined as nonattendance via traditional means or online platforms. The theory guiding this study was Lev Vygotsky’s zone of proximal development. The researcher used a focus group discussion setting with open-ended questions. Additionally, the participants completed a demographic survey reporting their gender, race, age, and online platform. Twenty-four participants responded with their feelings and emotions about the effects of online church service platforms on their loneliness levels. The participants rated their loneliness levels during online church services during Communion Sunday, the sermon, during communication such as text and Zoom, during the worship service, according to their marital status, and based on technology

    Fostering Graduate Student Creative Problem Solving in a Professional Military Education Context

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    In military contexts, a tension exists between the need for rapid, unquestioning obedience to orders, especially early in one’s career, and the need for senior leaders to solve complex problems creatively. For officers in the Marine Corps, a key milestone in their careers is the Marine Corps’ Command and Staff College, an intermediate-level professional military education master’s degree program. In 2015, the College, and the wider Marine Corps University community, established a plan to improve student creative problem solving; however, the plan did not meet its outcome goals by 2021. The purpose of this study is twofold. First, using a convergent parallel mixed methods design, this study examined factors related to creative problem solving and their application to Command and Staff College curriculum. Key results of interviews, surveys, and secondary data analysis included the perceived need for additional time for students to think creatively, and the need to address the tension between authoritarian thinking and the imperative to develop new creative solutions. The second part of this study examined an intervention designed to give students more time to think and to give them structural, metacognitive supports for their thinking. Using a quasi-experimental design, the two key factors of concern for the study were metacognition and creative problem solving. Improvements in the students’ metacognitive abilities were expected to lead to improvements in their creative problem-solving ability. Quantitative results showed no significant improvement in creative problem solving while there was actually a significant decrease in perceived metacognitive ability for both the comparison and intervention groups. According to explanatory interviews, one key factor in these results may have been the use of a perception survey, in which decreases in one’s perception of one’s metacognitive ability might mask actual improvements in real metacognitive ability. Another factor that emerged from the explanatory interviews was the need for the intervention to be more fully integrated across the whole curriculum. This study underscores the difficulty of making significant changes to student creative problem solving, especially in a military community. Further study could examine the relationship between perceptions of metacognitive ability and actual metacognitive ability

    Safe passage for attachment systems:Can attachment security at international schools be measured, and is it at risk?

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    Relocations challenge attachment networks. Regardless of whether a person moves or is moved away from, relocation produces separation and loss. When such losses are repeatedly experienced without being adequately processed, a defensive shutting down of the attachment system could result, particularly when such experiences occur during or across the developmental years. At schools with substantial turnover, this possibility could be shaping youth in ways that compromise attachment security and young people’s willingness or ability to develop and maintain deep long-term relationships. Given the well-documented associations between attachment security, social support, and long-term physical and mental health, the hypothesis that mobility could erode attachment and relational health warrants exploration. International schools are logical settings to test such a hypothesis, given their frequently high turnover without confounding factors (e.g. war trauma or refugee experiences). In addition, repeated experiences of separation and loss in international school settings would seem likely to create mental associations for the young people involved regarding how they and others tend to respond to such situations in such settings, raising the possibility that people at such schools, or even the school itself, could collectively be represented as an attachment figure. Questions like these have received scant attention in the literature. They warrant consideration because of their potential to shape young people’s most general convictions regarding attachment, which could, in turn, have implications for young people’s ability to experience meaning in their lives

    Introduction to Psychology

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    Introduction to Psychology is a modified version of Psychology 2e - OpenStax

    The Individual And Their World

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    The big five personalities traits and job performance of employees in the FMCG sector in Selangor

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    In order for a business to successfully survive and compete with other competitors in today's fragile economic environment, proactive and committed personnel must perform greater standards of job performance. One of the key components that provide both objectives and strategies to fulfill the corporate mission is the performance of employees on the job. Hence, the purpose of this research was to examine how the Big Five Personality traits of employees on the job performance in the FMCG sector in Selangor. The study sampled 276 people from the FMCG sector in Selangor using convenience sampling method and the study's subjects were the employees. The tool for gathering data was a questionnaire. According to the study, Agreeableness, Openness to experience and Conscientiousness positively and significantly impacted job performance. Extraversion and Neuroticism/Emotional Stability, on the other hand, had a weak and insignificant relationship with job performance. According to the study's findings, people that exhibit high levels of Agreeableness, Openness to experience, and Conscientiousness are more likely to succeed in their job performances. The findings were then discussed, and recommendations were made. Finally, the researcher presented the conclusions in order to conclude the entire study

    Understanding Agreement and Disagreement in Listeners’ Perceived Emotion in Live Music Performance

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    Emotion perception of music is subjective and time dependent. Most computational music emotion recognition (MER) systems overlook time- and listener-dependent factors by averaging emotion judgments across listeners. In this work, we investigate the influence of music, setting (live vs lab vs online), and individual factors on music emotion perception over time. In an initial study, we explore changes in perceived music emotions among audience members during live classical music performances. Fifteen audience members used a mobile application to annotate time-varying emotion judgments based on the valence-arousal model. Inter-rater reliability analyses indicate that consistency in emotion judgments varies significantly across rehearsal segments, with systematic disagreements in certain segments. In a follow-up study, we examine listeners' reasons for their ratings in segments with high and low agreement. We relate these reasons to acoustic features and individual differences. Twenty-one listeners annotated perceived emotions while watching a recorded video of the live performance. They then reflected on their judgments and provided explanations retrospectively. Disagreements were attributed to listeners attending to different musical features or being uncertain about the expressed emotions. Emotion judgments were significantly associated with personality traits, gender, cultural background, and music preference. Thematic analysis of explanations revealed cognitive processes underlying music emotion perception, highlighting attributes less frequently discussed in MER studies, such as instrumentation, arrangement, musical structure, and multimodal factors related to performer expression. Exploratory models incorporating these semantic features and individual factors were developed to predict perceived music emotion over time. Regression analyses confirmed the significance of listener-informed semantic features as independent variables, with individual factors acting as moderators between loudness, pitch range, and arousal. In our final study, we analyzed the effects of individual differences on music emotion perception among 128 participants with diverse backgrounds. Participants annotated perceived emotions for 51 piano performances of different compositions from the Western canon, spanning various era. Linear mixed effects models revealed significant variations in valence and arousal ratings, as well as the frequency of emotion ratings, with regard to several individual factors: music sophistication, music preferences, personality traits, and mood states. Additionally, participants' ratings of arousal, valence, and emotional agreement were significantly associated to the historical time periods of the examined clips. This research highlights the complexity of music emotion perception, revealing it to be a dynamic, individual and context-dependent process. It paves the way for the development of more individually nuanced, time-based models in music psychology, opening up new avenues for personalised music emotion recognition and recommendation, music emotion-driven generation and therapeutic applications

    Social Virtual Reality as a Mental Health Tool: How People Use VRChat to Support Social Connectedness and Wellbeing

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    Social virtual reality (VR) platforms have increased in popularity with many people turning to these platforms to experience social connection, including a rapid influx of users during the COVID-19 pandemic. However, there is limited understanding of how people appropriate and use emerging social VR applications to actively support their mental health and wellbeing in daily life. Through an online questionnaire and exploratory interviews conducted within the social VR app VRChat during the COVID-19 pandemic, we document how social VR is being used explicitly as a mental health support tool. Participants reported positive wellbeing benefits, mostly attributed to the anonymity provided by avatars and perceived safety within digital worlds and communities of practice. We also report how people use social VR to practice social interaction, reduce negative thoughts and form strong social bonds and connections with others
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