Blunted cardiovascular responses to acute psychological stress predict low behavioral but not self-reported perseverance

Emerging evidence relates attenuated physiological stress reactions to poor behavioral regulation. However, only a small number of behaviors such as impulsivity and risk taking have been explored. Nevertheless, one opportunistic study suggested that blunted reactivity might relate to poor perseverance. The present study examined the relationship between cardiovascular reactivity to acute active psychological stress and self‐reported and behavioral perseverance. Participants (N = 64) completed a self‐report perseverance questionnaire before heart rate (HR) and blood pressure (BP) were measured at rest and in response to 4‐min active (paced auditory serial addition; PASAT) and passive (cold pressor) stress tests. This was followed by an unsolvable Euler puzzle tracing task, with the time spent and number of attempts endeavoring to solve the puzzle recorded as behavioral perseverance measures. Blunted systolic and diastolic BP reactivity to the PASAT was associated with fewer attempts at the impossible puzzle, and lower diastolic BP PASAT reactivity related to less time persevering at the puzzle. Moreover, attenuated diastolic BP and HR PASAT reactivity predicted poorer perseverance at keeping one's hand in the iced water of the cold pressor task. There was no association between reactivity and self‐reported perseverance. These preliminary findings add to the evidence that implicates blunted reactivity as a physiological marker of poor behavioral regulation, and this may indicate why individuals with blunted reactivity are at increased risk of developing negative health outcomes (e.g., obesity and addictions)

The role of attachment in Facebook usage: a study of Canadian college students

Considering the increasingly ubiquitous and frequent use of Facebook among college students, this study sought to explicate and unravel the salient determinants of Facebook use. Specifically, the main goal was to ascertain the factors influencing Collège d'enseignement général et professionnel (CEGEP) students’ Facebook use, for which a structural equation model was proposed to examine the relationships between constructs affecting this process. Using a recently proposed extended technology acceptance model, Dhammic Technology Acceptance Model (DTAM) for Facebook use, proposed by Teo and Jarupunphol [2015. Dhammic technology acceptance model (DTAM): Extending the TAM using a condition of attachment in Buddhism. Journal of Educational Computing Research, 52(1), 136–151. doi:10.1177/0735633114568859], we present results of the study using 233 completed survey data from a sample of CEGEP students in Montreal, Quebec. The DTAM was originally tested using a sample of Thai university students; this leads to a natural question as to whether this extended Technology Acceptance Model (TAM) model holds in a Western sample. The findings from the present study support the validity of the DTAM for explicating Facebook use, and add empirical evidence to the DTAM, according to which the condition of attachment exerts influence on Facebook use. The paper concludes with a discussion of the implications, limitations, and future extensions of the study

Exploring the drivers of technology acceptance: A study of Nepali school students

The question of what drives learners to adopt and use certain technologies over others, generally referred to as technology acceptance in the literature, is of interest to educational technology researchers, to policymakers, and developers in educational institutions. Technology acceptance models can inform adoption and implementation decisions. Despite the growing literature on technology acceptance, there is less evidence from countries with the lowest economic development indicators such as Nepal. The present study investigates the factors motivating technology use in the Nepali context. The study is grounded in an extended technology acceptance model (TAM) applied to using the internet for learning (not limited to online learning environments). The data were collected from 126 school students in Nepal (Mage = 15.19). We found empirical support for our proposed research model. There were strong relationships between computer self-efficacy and perceived enjoyment, and perceived enjoyment and behavioral intention. We found no influence of perceived usefulness or attitude on behavioral intention, contrary to theorized relationships and the empirical literature. Our findings show that the extended TAM translates to understudied populations such as Nepali secondary school students and suggests that it is sensitive to local situational differences that influence technology acceptance behaviors

An effective way of designing blended learning: A three phase design-based research approach

Online learning is common in higher education, but has its drawbacks. As a result, blended learning (BL) has emerged as an alternative to alleviate the challenges of online learning. The purpose of this design-based research study was to determine what elements were needed to assist a higher education instructor inexperienced in designing and teaching a BL course to successfully create and implement it, and to document the instructor’s perceptions about the first experience of teaching a BL course. The BL course was designed, implemented and redesigned to make the BL course an effective and efficient learning environment through the three phases of this design-based research. Qualitative and quantitative research methods including instructor interviews, learning environment observations and student surveys were employed to collect data. Results indicated that iterative analysis, design and evaluation of the created BL course provided an opportunity for the researchers to find applicable solutions to any real-world problems that the instructor faced in the course. Besides, the design and implementation of BL led the instructor to shift from a passive teaching approach to an active teaching approach and allowed the students to become active and interactive learners through the process of three iterative design cycles. Although challenges were identified, she had an overall positive perception toward teaching the BL course. © 2019, Springer Science+Business Media, LLC, part of Springer Nature