The Implementation of Neural Network On Determining the Determinant Factors Towards Students’ Stress Resistance

Stress is a condition that commonly felt by almost everyone, including college student. Naturally, human beings have a stress resistance in various levels. On previous research, an artificial neural network with backpropagation algorithm has been built to predict stress resistance level among college student. The level of stress resistance was predicted using four determinant factors i.e. frustration tolerance, conflict tolerance, anxiety tolerance, and tolerance to perceive changes as a challenge. On that research, the artificial neural network can predict stress resistance among college student correctly with an accuracy reach 75% after being trained up to 10334 epochs. On this research, dimensional reduction method will be applied on the determinant factors of stress resistance to eliminate disturbance factor and increase the accuracy of artificial neural networks in predicting stress resistance among college student. After the network was trained without disturbance factor i.e. anxiety tolerance, better network obtained. Experimental result showed that artificial neural network not only has better accuracy up to 81.5% but also faster training process which is only take 5000 epochs. Based on these results, the determinant factors of stress resistance among college student are: frustration tolerance, conflict tolerance, and tolerance to perceive changes as a challenge

Pain and pleasure in partnership between normal school teachers, student teachers and university teachers.

The triad of teacher, student teacher and lecturer has not always been a mutually beneficial liaison. Lecturers have expressed frustration with the constraints of schools and classroom programmes to incorporate approaches they wish to develop with students; teachers have expressed annoyance at the "child banking" nature of some interactions with lecturers and students. Some teachers have felt that their own valuable craft knowledge and skilful teaching practice has been ignored or is seldom acknowledged; students have often been left in the awkward position of having to learn from, and collaborate with, two powerful but sometimes opposing mentors. This report focuses specifically on teachers' perceptions of the state of their partnership with lecturers and students at the School of Education, University of Waikato. The research questions also illuminate the teachers' concepts of "genuine partnership" and how such partnership can be fostered. Some significant mismatches are revealed between teachers' concepts and lecturers' concepts of what it means to be professional. This report argues that an open dialogue (in various contexts) on what it means to be professional and the fostering of collaborative research may go some way towards achieving a collaborative triad which is mutually beneficial

Culture, Psychology, and Education

In my view, the study of culture provides three main contributions to our understanding of human behavior and mental processes. First there is great knowledge to impart about cultural similarities and differences in behavior, and these form the basis for improving psychological theories. Second the study of culture is a prime example of critical thinking in the field, as cross-cultural research begs the question about whether our notions of truth and psychological principles are applicable to people beyond those whom were studied. Third research on intercultural adjustment provides us with clues about possible psychological constructs that may be universally necessary for adjusting to life well in a pluralistic and diverse environment. I discuss these contributions, and reframe thinking about the goals of education focusing on these skills

Internet addiction: a systematic review of epidemiological research for the last decade

In the last decade, Internet usage has grown tremendously on a global scale. The increasing popularity and frequency of Internet use has led to an increasing number of reports highlighting the potential negative consequences of overuse. Over the last decade, research into Internet addiction has proliferated. This paper reviews the existing 68 epidemiological studies of Internet addiction that (i) contain quantitative empirical data, (ii) have been published after 2000, (iii) include an analysis relating to Internet addiction, (iv) include a minimum of 1000 participants, and (v) provide a full-text article published in English using the database Web of Science. Assessment tools and conceptualisations, prevalence, and associated factors in adolescents and adults are scrutinised. The results reveal the following. First, no gold standard of Internet addiction classification exists as 21 different assessment instruments have been identified. They adopt official criteria for substance use disorders or pathological gambling, no or few criteria relevant for an addiction diagnosis, time spent online, or resulting problems. Second, reported prevalence rates differ as a consequence of different assessment tools and cut-offs, ranging from 0.8% in Italy to 26.7% in Hong Kong. Third, Internet addiction is associated with a number of sociodemographic, Internet use, and psychosocial factors, as well as comorbid symptoms and disorder in adolescents and adults. The results indicate that a number of core symptoms (i.e., compulsive use, negative outcomes and salience) appear relevant for diagnosis, which assimilates Internet addiction and other addictive disorders and also differentiates them, implying a conceptualisation as syndrome with similar etiology and components, but different expressions of addictions. Limitations include the exclusion of studies with smaller sample sizes and studies focusing on specific online behaviours. Conclusively, there is a need for nosological precision so that ultimately those in need can be helped by translating the scientific evidence established in the context of Internet addiction into actual clinical practice

Education for citizenship: measuring the impact on learners of the community-based learning program in Palestine

The community-based learning (CBL) methodology was introduced at An-Najah University, Palestine for the first time through an initiative led by the Center for Excellence in Learning in 2013. The initial objectives for the CBL scheme were set at three different, yet interrelated aspects. On one hand, the learning environment was expanded to include direct engagement with the Palestinian community organizations through implementing need based projects for these organizations. On the other hand, through such engagement the learners were expected to develop key critical thinking skills which included self-learning, decision making, and testing theoretical models as they relate to community problems. Additionally, and as a direct impact for this initiative, it was hoped that the community work will prepare the learners for their responsibilities as Palestinian citizens. This research project is intended to measure the direct impact that the CBL program had on the learners’ skills on all three levels. This will be done by interviewing a representative sample from CBL participant groups. To measure the indirect impact on the CBL participants, the research will report on any unanticipated outcomes resulting from the CBL experience. In other words, this research will highlight the snowballing effect for the CBL program – aspects of growth in the learners experience beyond the originally planned objectives

Trauma-informed school programming: Applications for Mental Health professionals and Educator partnerships

An alarming number of children experience significant trauma or chronic stress throughout childhood, manifesting in cognitive, social, physical, and emotional impairment. These challenges are expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness. Advances in trauma-informed care, as applied to the school environment, have inspired new hope for educators who observe first-hand the learning challenges facing traumatized children. This article defines the nature of the problem along with a guiding framework to assist educators and mental health professionals in transforming to a trauma-informed school culture

Academic procrastination in non-traditional college students

Introducción. La procrastinación es la acción de retrasar la realización de tareas necesarias, hasta el extremo de generar malestar y perjuicios a los individuos que la protagonizan. La presencia de alumnado no tradicional en las universidades se ha incrementado notablemente en las últimas décadas. Este tipo de estudiantes encuentra dificultades en sus estudios, las cua- les podrían propiciar una mayor incidencia de las conductas procrastinadoras. Para compro- barlo, comparamos los niveles de procrastinación y motivos para procrastinar entre estudian- tes tradicionales y no tradicionales. Método. Utilizamos una muestra de 479 estudiantes colombianos. Los niveles de procrasti- nación y motivos para procrastinar fueron medidos a partir de la Procrastination Assessment Scale – Students (PASS). En el análisis de datos se utilizaron estadísticos descriptivos, análisis factorial exploratorio, prueba t para muestras independientes y d de Cohen. Resultados. Los estudiantes no tradicionales han presentado niveles de procrastinación supe- riores (t=4,412; p<0,001; d=0,459), aunque los motivos para procrastinar no difieren de los aportados por estudiantes tradicionales. El carácter de estudiante no tradicional ha resultado ser una variable relevante en la explicación de la procrastinación académica. Discusión y conclusiones. A partir de estos resultados, se deriva la conveniencia de ofrecer una orientación académica al alumnado no tradicional, con el fin de tratar la procrastinación y reducir así posibles riesgos de bajo rendimiento o abandono en este colectivo estudiantil.Introduction. Procrastination is the act of delaying necessary tasks until the extreme of ex- periencing discomfort and negative consequences to the individuals. The presence of nontra- ditional students at universities is a phenomenon which has increased remarkably over the last decades. This type of university students finds some difficulties during their grade. This could result in a higher prevalence of procrastination behaviors among nontraditional students at university. To test this, our work compares procrastination levels and reasons to procrastinate among traditional and nontraditional students Method. A sample of 479 Colombian college students was used. Procrastination and the rea- sons to procrastinate are measured by the Procrastination Assessment Scale - Students (PASS). The data analysis is based on descriptive statistics, exploratory factorial analysis, t test for independent samples and Coohen’s d. Results. Nontraditional students show higher procrastination levels (t=4,412; p<0,001; d=0,459), although their reasons to procrastinate are similar to those of traditional students. The nontraditional student condition is a demographic variable relevant for explaining aca- demic procrastination. Discussion and Conclusion. These results suggest the convenience of offering academic counselling and guidance to nontraditional students, in order to attend procrastination and reducing that way low achievement or dropout risks

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

Differences in Online Students Compared to In-Person Students in Accounting Classes

In the current educational environment, it is both timely and appropriate to investigate if there is a difference in learning online compared to learning in person. Moreover, it is important to understand the effect such differences have on students taking in-person classes when compared to those who choose to take asynchronous online classes when in-person class alternatives are available. Our analysis of data collected from students in each type of course at three time periods reveals significant differences in the students’ technical efficacy, level of frustration, and locus of control, among others, which help to explain, (in this case, explain better than their GPA) their performance in each course format

Self-control Depletion, Frustration Tolerance, Irritability, and Engagement in Risky Behaviors in College Students With and Without Adhd Risk

Background: ADHD prevalence rates in college students are increasing, with approximately 8.7% of college students reporting current ADHD diagnoses. College students with ADHD often have poor self-control, low frustration tolerance, and associated irritability. These associated features of ADHD are, in turn, associated with engagement in risky behaviors and social impairments. Method: The present study used the Self-Control Strength Model as a theoretical framework to experimentally examine (a) relationships between ADHD symptoms, frustration tolerance, irritability, and self-control resource depletion and (b) associations between these variables, social functioning, and engagement in risky behaviors. College student participants (n=247) completed state and trait baseline measures, including a measure of current ADHD symptoms, and were randomized into depletion and non-depletion groups before completing two experimental tasks: the Stroop Color-Word Task (Stroop) to deplete self-control resources, and a computerized version of the Paced Auditory Serial Addition Task (PASAT-C) designed to induce frustration and measure frustration tolerance. Following the experimental tasks, participants completed additional state measures to determine the effects of the tasks. Results: Linear and logistic regressions analyzed the associations between ADHD symptoms, depletion status, frustration tolerance, state irritability, and several functional outcomes. The Stroop failed to significantly deplete the self-control resources of participants in the depletion condition; thus, depletion status was not associated with either irritability or frustration tolerance. In the total sample, ADHD symptoms were associated positively with state irritability. Additionally, the interaction between ADHD symptoms and frustration tolerance was associated positively with state irritability, positively with positive social relationships, negatively with engaging in various types of non-suicidal self-injurious behaviors, and positively associated with state desire to engage in condom-less sex; however, associations were greatly driven by ADHD symptoms. Frustration tolerance was associated positively with a state desire to consume alcohol. Discussion: Given the failure of the Stroop task in the depletion condition, the Strength Model of Self-Control cannot be fully analyzed. However, the present experimental study results provide some support for previous findings on the positive associations between ADHD symptoms, state irritability, and several functional outcomes