2,030 research outputs found

    The Role of TikTok in Students’ Health and Wellbeing

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    Students are exposed to various academic, financial and psychosocial stressors while studying at a university, and have increasingly turned to social media to alleviate stress and access social support. While evidence suggests that social networking sites may promote health awareness and health-protective behaviours, little research has explored TikTok, a relatively new platform with over 800 million active users. Seven university students (6 females, 1 non-binary; all White British; mean age = 20.57) were interviewed about their experiences on TikTok, their motivations behind using it and its effects on their psychological wellbeing. A thematic analysis of this data revealed that while TikTok use temporarily relieved academic stress, it also encouraged addictive behaviour and upward social comparisons. These differential effects were largely mediated by TikTok’s algorithm, which recommended content based on users’ previous interactions

    A Phenomenological Study Exploring the Factors That Contribute to Persistence in Online Doctoral Programs for Students With Learning Disabilities or ADHD

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    The purpose of this transcendental phenomenological study was to discover the factors that contributed to persistence in online doctoral programs for students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The theory guiding this study was Tinto’s theory of student persistence, as it suggested the more students were academically and socially integrated into their institution, the more likely they were to persist in their studies. The Central research question of this study is, “What are the factors that contribute to persistence in online doctoral programs for students with LD and ADHD?” Participants in this study consisted of seven individuals with learning disabilities or ADHD who had completed all of their required coursework in their current online doctoral program and had started the dissertation phase of their program, and four who had graduated from their online doctoral programs within the last two years. Candidates were selected using purposive sampling. Perspectives of students with LD and ADHD as they related to their academic persistence were shared. The lived experiences of online doctoral students with LD and ADHD were studied using online discussion board prompts, individual interviews, and focus groups. The data were collected and analyzed using Moustakas’ transcendental phenomenology approach and generated six themes and commonalities among the participants in this study. The themes were Overcoming Challenges and Barriers, Adaptation and Coping Strategies, Motivation, Self-Efficacy, Support Systems, and Personal Determination and Perseverance. The data analysis revealed empirical, practical, and theoretical implications along with recommendations for future research

    Examining systemic and dispositional factors impacting historically disenfranchised schools across North Carolina

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    This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders’ dispositions in eliminating opportunity gaps, outlined in NC’s strategic plan. The study’s quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes. The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018–2023 quantified and analyzed utterances of racism and critical race, outlined the sociopolitical context of such utterances, and identified systemic patterns and state leader dispositions. The second analysis of five interviews of K–12 graduates identified persistent and systemic factors influencing NC education 3 decades after Brown v. Board of Education (1954) and within the context of Leandro v. State of NC (1997), where the NC Supreme Court recognized the state constitutional right for every student to access a “sound basic education.” The final qualitative analysis consisted of five interviews of current NC public school system leaders, for personal narratives of the state of NC schools compared to patterns from lived experiences of NC K–12 graduates. The study’s findings suggested NC school and state education leaders experience a racialized dichotomy between willingness for change (equity intentions) and execution of transformative action (practice). Although leaders at the board and school levels recognize the need for inclusivity and equity, a struggle to transcend systemic challenges, especially rooted in racial biases and power dynamics is evident. This study may identify leadership qualities needed for change in NC to address systemic inequities for improving educational access and inform policy to uphold all students’ constitutional right to a sound, basic education

    UNDERSTANDING CONSUMERS’ ENGAGEMENT AND ADOPTION OF SOCIAL MEDIA MARKETING IN FASHION INDUSTRY IN SAUDI ARABIA: INSIGHTS THROUGH THE LENS OF THE THEORY OF PLANNED BEHAVIOR

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    This study explores the adoption of social media marketing activities by the fashion industry, examining context through The Theory of Planned Behavior. As social media continues to dominate as a pivotal marketing arena, understanding consumers’ engagement across various platforms becomes imperative for marketers and researchers alike. This research aimed to ascertain if the Theory of Planned Behavior could effectively elucidate as well as predict consumers’ engagement with social media marketing activities beyond a single platform. Conducting a non-probability convenience sampling method, the study involved 656 participants above 18 years old residing in Saudi Arabia. An online survey gathered data, subsequently analyzed through regression analyses. Results revealed that attitude emerged as the most influential factor in predicting behavioral intent to be involved with social media marketing activities, tracked closely by subjective norms. Intriguingly, perceived behavioral control did not significantly predict this behavioral intent. Furthermore, the intention to engage demonstrated a strong association with actual engagement. The implications suggest a strategic focus for social media marketers: influencing attitudes and subjective norms to heighten engagement across diverse social media platforms. Additionally, the study indicates a shift towards the Theory of Reasoned Action as a more appropriate predictive model for engagement, excluding perceived behavioral control. These insights offer valuable guidance for businesses seeking to optimize their social media, and marketing strategies across various platforms within the Fashioned industry.  Article visualizations

    Coding as a Literacy Practice in Adult Learning Communities

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    This study considered how computing courses for adult learners might be customized to effectively address their reasons for learning to read and write computer code. The view of coding as a literacy practice is the key theme in this study. Street’s (2006) ideological model of literacy along with the perspective of computational participation, are theoretical models used to explore coding as a literacy practice (Kafai & Burke, 2017). Through the vehicle of action research, this study focused on analyzing the delivery of an introductory web languages coding course for female immigrants. This study drew from both the student and teacher perspectives. The study used student feedback collected from online class survey questionnaires and semi-structured interviews. The study also incorporated the teacher’s field notes, a course summary report, and the Teaching Perspectives Inventory survey results (Collins & Pratt, 2011). Findings from this study include these areas of insights: 1) students’ views on the benefits of learning coding, 2) the language and communication challenges students faced, and 3) an overview of some effective teaching tools and approaches. Based on these findings, there is a discussion that considered possible issues related to student engagement in learning web language coding. Included are sections on implications for practice and future research

    Perceptions of Science Teachers at Title I Middle Schools Tasked to Integrate Digital Interactive Textbooks

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    In the K-12 classrooms, science teachers are increasingly using digital interactive textbooks to improve instruction. However, limited research exists on the Title I science educators’ experiences with digital interactive texts in Title I middle schools. The purpose of this qualitative study was to explore the perceptions of these Title I science teachers in middle schools tasked with integrating digital interactive textbooks. This study was guided through the lens of Fuller’s stages of concern, a component of the Concerns Based Adoption Model (CBAM). Adopting basic qualitative methodology, purposeful sampling was employed to recruit nine Title I middle school science teachers through social media networks. The participants met the criteria of teaching science for 2 years in a Title1 middle school. They participated in the interviews and journaling that focused on the teachers’ shared experiences with digital interactive textbooks and professional development. The data analysis consisted of using spreadsheets and Atlas.ti software to upload and analyze the interviews and participant journals. The data were coded with line-by-line coding and analyzed to extract common themes. Key results showed that consistent professional development offerings and mentoring is beneficial to developing the technological skills of the Title I science educators when integrating digital interactive technologies. It is recommended that a well-planned structure be introduced to provide new knowledge and guidance related to the technological skills of the teachers. The study contributes to positive social change by helping enable science teachers to employ educational technologies and instructional practices in the classroom that can facilitate improving student engagement and learning

    Perceptions of Science Teachers at Title I Middle Schools Tasked to Integrate Digital Interactive Textbooks

    Get PDF
    In the K-12 classrooms, science teachers are increasingly using digital interactive textbooks to improve instruction. However, limited research exists on the Title I science educators’ experiences with digital interactive texts in Title I middle schools. The purpose of this qualitative study was to explore the perceptions of these Title I science teachers in middle schools tasked with integrating digital interactive textbooks. This study was guided through the lens of Fuller’s stages of concern, a component of the Concerns Based Adoption Model (CBAM). Adopting basic qualitative methodology, purposeful sampling was employed to recruit nine Title I middle school science teachers through social media networks. The participants met the criteria of teaching science for 2 years in a Title1 middle school. They participated in the interviews and journaling that focused on the teachers’ shared experiences with digital interactive textbooks and professional development. The data analysis consisted of using spreadsheets and Atlas.ti software to upload and analyze the interviews and participant journals. The data were coded with line-by-line coding and analyzed to extract common themes. Key results showed that consistent professional development offerings and mentoring is beneficial to developing the technological skills of the Title I science educators when integrating digital interactive technologies. It is recommended that a well-planned structure be introduced to provide new knowledge and guidance related to the technological skills of the teachers. The study contributes to positive social change by helping enable science teachers to employ educational technologies and instructional practices in the classroom that can facilitate improving student engagement and learning

    Relationship Between Country Culture, Country Demographics, and Restaurant Electronic Word-of-Mouth Valence Ratings

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    Researchers have documented that country culture and country demographics influence electronic word-of-mouth (eWOM) within various industries. Although past research has shown the importance of eWOM to restaurants as a measure of consumer satisfaction, researchers have not established the effect of country culture and country demographics on eWOM within the restaurant industry. Thus, the specific management problem addressed in this quantitative correlational study was the lack of knowledge and understanding regarding the relationship between country culture, country demographics, and restaurant eWOM valence ratings. Grounded in Hofstede’s cultural dimensions theory, the research questions addressed six measures of country culture, 12 measures of country demographics, and their relationship with restaurant eWOM valence ratings. With a purposive sample from the Yelp social media platform, eWOM ratings from 3,659 restaurants in 21 countries were analyzed with correlation analyses and multiple linear regression. Results indicated that a model of five variables and eight two-factor interactions statistically and significantly explained 14.4% of the variance in restaurant eWOM valence ratings. This study may promote positive social change by informing restaurant managers about which aspects of country culture and country demographics relate to restaurant eWOM valence ratings. Restaurant leaders may improve their eWOM response strategies by focusing on the most relevant country culture and country demographic constructs when developing eWOM communication

    Dyslexia and dyslexia related emotion and motivation regulation in language learning

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    Abstract. The study aims to explore the emotional and motivational experiences of learners with dyslexia in the context of language learning. Dyslexia is recognized as one of the most common learning disabilities, and the persistence of academic difficulties associated with dyslexia can have significant implications for the cognitive, emotional, and motivational aspects of learning. By filling a gap in current research, this study examines the academic problems encountered by learners with dyslexia, their emotional and motivational states during language learning, and the regulation strategies employed to navigate these challenges. Utilizing a qualitative research approach, semi-structured interviews were conducted with 8 participants diagnosed with dyslexia. The results show a pattern of task-related difficulties, negative emotions, and the need for emotion and motivation regulation strategies to sustain learning progress. The study emphasizes the significance of investigating this topic to enhance our understanding of the unique experiences and needs of learners with dyslexia. By shedding light on the cognitive, emotional, and motivational dimensions of language learning for learners with dyslexia, this study contributes to the advancement of inclusive educational practices and promotes an environment that recognizes and supports the diverse needs of learners with dyslexia
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