Contextual facilitators for learning activities involving technology in higher education: The C♭-model

Computers in Human Behavior, Journal Year: 2021, Volume and Issue: 121, P. 106794 - 106794

Published: March 26, 2021

We propose a model of contextual facilitators for learning activities involving technology (in short: C♭-model) both on-site and distance environments in higher education. The C♭-model aims at systematizing research on digital teaching offers roadmap future to understand the complex dynamic factors that lead successful education via suitable activities. First, we introduce students' outcomes as central benchmarks with technologies Second, want focus major proximal factor thus apply perspective. Learning reflect cognitive processes students when using are causally connected outcomes. Third, highlight several C♭-model: opportunities result from teachers' instructional use self-arranged technologies. Apart these facilitators, include more distal factors, namely, knowledge, skills, attitudes toward technology; qualification; equipment; institutional, organizational, administrative factors.

Language: Английский

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Suicidality in autistic youth: A systematic review and meta-analysis

Clinical Psychology Review, Journal Year: 2022, Volume and Issue: 93, P. 102144 - 102144

Published: March 9, 2022

Suicidality in autistic youth is a major public health issue. This study aimed to determine global prevalence of, and risk/protective factors for suicidality via systematic review meta-analysis. We systematically searched Embase, PubMed, PsycINFO, Web of Science, the Cochrane library studies from inception November 22nd, 2021. selected empirical reporting on suicide outcomes (i.e., ideation, behaviors, attempts deaths) (≤25 years). Random effects models were used estimate pooled with 95% confidence interval (CI). Heterogeneity was investigated potential moderators using meta-regression analyses. The final selection included 47 papers, 29 which meta-analyses 37 narratively synthesized (sociodemographic, psychiatric, psychological, other factors, interventions). suicidal ideation 25.2% (95% CI 18.2-33.8; i.e., one four), 8.3% (3.6-18.2), deaths 0.2% (0.05-0.52). Estimates self-reports higher than parent-reports. Age significant but inconsistent moderator outcomes, substantial heterogeneity remained. Adverse childhood experiences strong risk suicidality, while resilience protective. Participatory risk-assessment, early intervention, promotion should be primary clinical/research goals.

Language: Английский

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Global estimates of the implications of COVID‐19‐related preprimary school closures for children’s instructional access, development, learning, and economic wellbeing

Child Development, Journal Year: 2021, Volume and Issue: 92(5)

Published: Aug. 25, 2021

Observational data collected prior to the pandemic (between 2004 and 2019) were used simulate potential consequences of early childhood care education (ECCE) service closures on estimated 167 million preprimary-age children in 196 countries who lost ECCE access between March 2020 February 2021. COVID-19-related disruptions result 19.01 billion person-days instruction lost, 10.75 additional falling "off track" their development, 14.18 grades learning by adolescence, a present discounted value USD 308.02 earnings adulthood. Further burdens associated with ongoing also forecasted. Projected developmental losses concentrated low- lower middle-income countries, likely exacerbating long-standing global inequities.

Language: Английский

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Childhood self-control forecasts the pace of midlife aging and preparedness for old age

Proceedings of the National Academy of Sciences, Journal Year: 2021, Volume and Issue: 118(3)

Published: Jan. 4, 2021

Significance We followed a population-representative cohort of children from birth to their mid-forties. As adults, with better self-control aged more slowly in bodies; showed fewer signs brain aging; and were equipped manage later-life health, financial, social demands. The effects children’s separable socioeconomic origins intelligence. Children changed rank order across age, suggesting the hypothesis that it is malleable intervention target. Adults’ was associated aging outcomes independently childhood self-control, indicating midlife might offer another window. Programs are successful increasing extend both length (life span) quality (health life.

Language: Английский

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Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: Feb. 2, 2023

One of the biggest challenges facing students today is procrastination, which closely related to stress, anxiety and, in most severe cases, depression. The aim present study analyze influence academic self-regulation on and resilience performance.The sample consisted 991 high school aged between 16 19 years (M = 17.25; SD 3.45). A structural equation model was used relationship variables.Analyzes showed that negatively predicted procrastination. In turn, procrastination positively stress anxiety. However, exerted a protective by being Finally, performance, whereas performance.Thus, importance generating strategies for learn self-regulate contexts, manage emotions, foster motivation develop help them overcome vicissitudes they face emphasized.

Language: Английский

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Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation

Developmental Review, Journal Year: 2023, Volume and Issue: 69, P. 101090 - 101090

Published: Aug. 1, 2023

Self-regulation has been intensely studied across developmental science disciplines in virtue of its significance to understanding and fostering adaptive functioning throughout life. Whereas research predominantly focused on self-regulatory abilities, age-related changes goals motivation that underlie self-regulation have largely neglected. In a systematic meta-review, we disentangle the development abilities from between infancy adolescence. We further investigate roles parents, teachers, peers socialization separately motivation. searched reviews meta-analyses typical (0–18 years), identifying 1,935 records, which 136 articles were included. Results show develops being co-regulated an independent yet socially-calibrated process demonstrate continuity as well transitions goals, employed for self-regulation, pinpoint exact role various social agents involved these processes. Our meta-review yields detailed description adolescence, providing starting point future intervention work regarding key processes be considered when targeting particular age group.

Language: Английский

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Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(1)

Published: March 1, 2023

Abstract This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search 20 years intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by approach coded their characteristics (e.g. sample size, dose, duration, interventionist, activities), outcomes significance, size effects) study quality (i.e. risk bias). Reconciliation results indicated (1) within approaches, some had more consistent robust mindfulness, mediated play, physical activity) (2) across greater (or exclusive) presence amongst higher cognitive challenge, movement, as well fidelity dose considerations). Implications future (re)design, theorising about mechanisms change, are discussed.

Language: Английский

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Meeting 24-h movement behavior guidelines is linked to academic engagement, psychological functioning, and cognitive difficulties in youth with internalizing problems

Journal of Affective Disorders, Journal Year: 2024, Volume and Issue: 349, P. 176 - 186

Published: Jan. 6, 2024

Language: Английский

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Principles for Adapting Assessments of Executive Function across Cultural Contexts

Brain Sciences, Journal Year: 2024, Volume and Issue: 14(4), P. 318 - 318

Published: March 27, 2024

Direct assessments of executive functions (EFs) are increasingly used in research and clinical settings, with a central assumption that they assess “universal” underlying skills. Their use is spreading globally, raising questions about the cultural appropriateness devised Western industrialized countries. We selectively reviewed multidisciplinary evidence theory to identify sets preferences may be at odds implicit assumptions EF assessments. These relate motivation compliance; expectations for interpersonal engagement; contextualized vs. academic thinking; notions speed time; willingness silly, incorrect, or do opposite; subject-matter familiarity. In each case, we discuss how preference incompatible assessments, future practice can address issue. Many discussed differ between interdependent independent cultures schooled unschooled populations. Adapting testing protocols these different contexts will important expanding our scientific understanding from narrow slice human population has participated date.

Language: Английский

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Bidirectional Associations Between Parent-Child Conflict and Child and Adolescent Mental Health

Journal of the American Academy of Child & Adolescent Psychiatry, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 1, 2025

Language: Английский

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