Adolescent Risk: The Co-Occurrence of Illness, Suicidality, and Substance Use

Illness is rarely considered a "risk factor” in adolescence. This study tests illness, suicidality and substance use as outcome measures in a path analysis of 1028 Swiss adolescents in secondary prevention programs. The model showed that negative mood (depression and anxiety) predicted two paths. One path led from negative mood to suicidality and from there to substance use. The other path led directly from negative mood to illness. Traditional protective factors (good relationships, secure identity) protected against the negative mood-suicide-substance path, but not against the negative mood-illness pat

Psychosocial Predictors of Cannabis Use in Adolescents at Risk

ABSTRACT: This research has tested a social disintegration model in conjunction with risk and protection factors that have the power to differentiate relative, weighted interactions among variables in different socially disintegrated groups. The model was tested in a cross-sectional sample of 1082 at-risk youth in Switzerland. Structural equation analyses show significant differences between the social disintegration (low, moderate, high) groups and gender, indicating that the model works differently for groups and for gender. For the highly disintegrated adolescents results clearly show that the risk factors (negative mood, peer network, delinquency) are more important than the protective factors (family relations, secure sense of self). Family relations lose all protective value against negative peer influence, but personal variables, such as secure self, gain protective powe

The reader's feeling and text-based emotions : the relationship between subjective self-reports, lexical ratings, and sentiment analysis

In this study, we examined how precisely a sentiment analysis and a word list-based lexical analysis predict the emotional valence (as positive or negative emotional states) of 63 emotional short stories. Both the sentiment analysis and the word list-based analysis predicted subjective valence, which however was predicted even more precisely when both analysis methods were combined. These results can, for example, contribute to the development of new technology-based teaching designs, in that positive or negative emotions in the texts or online-contributions of students can be assessed in automated form and transferred into instructional measures. Such instructional actions can, for example, be hints, learning support or feedback adapted to the students' emotional state

A MOOC as part of a curriculum The importance of instructional design

A conventional five-week MOOC in English was integrated into a German-language Certificate of Advanced Studies (CAS) on “Innovations in Digital Learning” as an elective. Overall, the total number of students showed values in the medium to high range for the enjoyment of learning, and perceived learning success. Of the 23 CAS students, 70% received a certificate, compared to 13% of students not enrolled in the CAS. For many of the CAS students, the English-language videos were a challenge. In addition, there were shortcomings in the MOOC’s instructional design (e.g. instruction of the peer review tasks). The challenge for creating a successful integrated MOOC lies in the instructional design

IDEST: International Database of Emotional Short Texts

We introduce a database (IDEST) of 250 short stories rated for valence, arousal, and comprehensibility in two languages. The texts, with a narrative structure telling a story in the first person and controlled for length, were originally written in six different languages (Finnish, French, German, Portuguese, Spanish, and Turkish), and rated for arousal, valence, and comprehensibility in the original language. The stories were translated into English, and the same ratings for the English translations were collected via an internet survey tool (N = 573). In addition to the rating data, we also report readability indexes for the original and English texts. The texts have been categorized into different story types based on their emotional arc. The texts score high on comprehensibility and represent a wide range of emotional valence and arousal levels. The comparative analysis of the ratings of the original texts and English translations showed that valence ratings were very similar across languages, whereas correlations between the two pairs of language versions for arousal and comprehensibility were modest. Comprehensibility ratings correlated with only some of the readability indexes. The database is published in osf.io/9tga3, and it is freely available for academic research.This project was conducted as a part of E-READ COST action (IS1404). The first author received project funding from the Academy of Finland (decision number 334266). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.info:eu-repo/semantics/publishedVersio

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

Verläufe internalisierender Probleme, externalisierender Probleme und des Substanzkonsums bei Risikojugendlichen: Vorhersage - Wechselwirkungen - Einfluss von Drittvariablen

In dieser Arbeit werden 835 Jugendlichen aus einer Risikopopulation (supra-f) im Alter von 10 bis 20 Jahren (32% weiblich) untersucht, die innerhalb von ca. vier Jahren drei bis vier Mal befragt wurden. Es wird folgenden Fragen nachgegangen: A) Welche Verläufe internalisierender und externalisierender Probleme und des Substanzkonsums gib es? B) Welche Faktoren sagen die Verläufe vorher? C1) Wie interagieren die Problembereiche miteinander? C2) Welchen Einfluss haben Drittvariablen auf die Problembereiche? A) Für alle drei Problembereiche finden sich oft folgende vier Verläufe: 1) keine bzw. wenige Probleme (stabil tief), 2) zunehmende Probleme, 3) abnehmende Probleme und 4) chronische Probleme (stabil hoch). Weitere häufige Verläufe sind ein stabil mittlerer (statt hoher) Verlauf bei internalisierenden Problemen, eine Zunahme gefolgt von einer Abnahme (auf-ab) bei externalisierenden Problemen, Rauschtrinken und Cannabiskonsum, und Experimentierkonsum beim Tabak. Bei Verläufen der Delinquenz (dissoziales Verhalten) wurden in Langzeitstudien neben stabil tiefen und hohen, auch auf Kindheit begrenzte, auf Adoleszenz begrenzt und im Erwachsenenalter beginnende Verläufe gefunden (Moffitt, 1993; Patterson et al., 1998). Die resultierenden Verläufe aus dieser Arbeit stimmen weitgehend mit anderen Studien überein. Alle Variablen haben einen stabil tiefen und mit Ausnahmen einen zunehmenden und einen abnehmenden Verlauf. Ein stabil mittlerer/hoher Verlauf findet sich beim Substanzkonsum, fehlt aber bei der Delinquenz und bei den internalisierenden Problemen (ausser bei Ängstlichkeit). Delinquenz und Cannabiskonsum haben auch den erwarteten ‚auf-ab’-Verlauf. B) In der Regel haben Prädiktoren aus dem vorherzusagenden Problembereich einen grossen bzw. den grössten Einfluss. Daneben gibt es für alle drei Problembereiche wichtige Prädiktorengruppen. Dazu gehören: Eltern, Familie, Schule / Leistung, Geschlecht (oft als Moderator) und in der Regel etwas seltener Persönlichkeit / Temperament. Für internalisierende Probleme und Substanzkonsum haben auch Alter, Ethnie und sozioökonomischer Status einen schwachen Einfluss. Stress bzw. stressreiche Ereignisse haben einen Einfluss auf internalisierende und schwächer auf externalisierende Probleme. Gleichaltrige und Freunde beeinflussen externalisierende Probleme und Substanzkonsum. Den Substanzkonsum sagt auch der Substanzkonsum von Familienmitgliedern und Freunden / Gleichaltrigen vorher und den Konsum betreffende Kognitionen. Die Einflüsse und Prädiktoren auf die unterschiedlichen Verläufe stammen in der Regel aus denselben Prädiktorengruppen. Bei den resultierenden Prädiktoren der Verläufe in dieser Arbeit ist der jeweilige Problembereich ein starker Prädiktor. Die übrigen Prädiktoren stammen in der Regel aus den Bereichen Familie/ Eltern, Gleichaltrige, Geschlecht und weniger konstant soziale Ausgangslage. Die Prädiktoren aus den Bereichen Schule, Selbst, Stress, Persönlichkeit und Belastungsbewältigung sind weniger bedeutend. Die Prädiktoren stimmen weitgehend mit anderen Studien überein. Am wenigsten Übereinstimmung gibt es beim Substanzkonsum. Bei den externalisierenden Problemen ist die geschätzte Varianzaufklärung in der Regel tief. C1) Gegenseitig sagen sich die drei Problembereiche folgendermassen vorher: internalisierende Probleme sagen Substanzkonsum und seltener externalisierende Probleme vorher, externalisierende Probleme sagen internalisierende und Substanzkonsum vorher, und Substanzkonsum sagt externalisierende Probleme vorher. Ähnlich die Reihenfolge des Auftretens: externalisierende Probleme treten häufiger vor internalisierenden und Substanzkonsum auf, und internalisierende Probleme häufiger vor Substanzkonsum. Gemeinsames Auftreten (Komorbidität) von internalisierende und externalisierenden Problemen tritt vor allem beim männlichen Geschlecht auf. Die Zusammenhänge internalisierender mit externalisierenden Probleme nehmen mit dem Alter ab. Ihr gemeinsames Auftreten wird durch nicht spezifische Risikofaktoren verursacht, und in Modellen gibt es keinen gegenseitigen zeitverzögerten Zusammenhang. Mit Substanzkonsum gehen vor allem externalisierende Probleme zusammen. Bei Frauen treten internalisierende Probleme am Häufigsten mit Substanzkonsum auf. Die Resultate dieser Studie (Reihenfolge, Regressionsanalysen, Modelle): externalisierende beeinflussen internalisierende Probleme bei den Jungen, doch Depression beeinflusst Delinquenz. Internalisierende und externalisierende Probleme besonders Ängstlichkeit und Delinquenz beeinflussen den Substanz- bzw. problematischen Tabakkonsum, doch der problematische Alkoholkonsum beeinflusst die internalisierenden und die externalisierenden Probleme. Teils sagt Substanzkonsum externalisierende Probleme und bei Jungen deren Steigung vorher. C2) Drittvariablen aus anderen Studien, die Verläufe der drei Problembereiche beeinflussen, gehören zu Eltern/Familie, Gleichaltrige, Substanzkonsum, soziale Strukturen, Stress und internalisierende Probleme. Bei Verläufen des Substanzkonsums kommen externalisierende Probleme, Kognitionen und Persönlichkeit hinzu. Drei der vier soziobiografischen Variablen (soziale Ausgangslage, Alter, Geschlecht, Sprache) in dieser Studie zeigen Einflüsse auf die Problembereiche. Weiter ist eine gute Beziehung zu den Eltern ein Schutzfaktor, die Nähe zu problematischen Gleichaltrigen ein Risikofaktor. Ein positives Selbstkonzept schützt vor internalisierenden Problemen, geht aber mit mehr externalisierenden Problemen und Alkoholkonsum einher. Die wichtigsten Moderatoren zwischen einzelnen Variablen und den drei Problembereichen sind das Geschlecht für die Steigung, die soziale Ausgangslage und die Sprachzugehörigkeit für die Ausgangswerte und die Steigung

Measuring emotions during learning: lack of coherence between automated facial emotion recognition and emotional experience

Measuring emotions non-intrusively via affective computing provides a promising source of information for adaptive learning and intelligent tutoring systems. Using non-intrusive, simultaneous measures of emotions, such systems could steadily adapt to students emotional states. One drawback, however, is the lack of evidence on how such modern measures of emotions relate to traditional self-reports. The aim of this study was to compare a prominent area of affective computing, facial emotion recognition, to students’ self-reports of interest, boredom, and valence. We analyzed different types of aggregation of the simultaneous facial emotion recognition estimates and compared them to self-reports after reading a text. Analyses of 103 students revealed no relationship between the aggregated facial emotion recognition estimates of the software FaceReader and self-reports. Irrespective of different types of aggregation of the facial emotion recognition estimates, neither the epistemic emotions (i.e., boredom and interest), nor the estimates of valence predicted the respective self-report measure. We conclude that assumptions on the subjective experience of emotions cannot necessarily be transferred to other emotional components, such as estimated by affective computing. We advise to wait for more comprehensive evidence on the predictive validity of facial emotion recognition for learning before relying on it in educational practice

The Relationship between Flexible and Self-Regulated Learning in Open and Distance Universities

Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility