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The Role of Sleep During the Transition to Kindergarten and Early Academic AchievementJanuary 2015 (has links)
abstract: The present study tested 1) whether children’s bedtimes, wake times, and sleep
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation. / Dissertation/Thesis / Masters Thesis Family and Human Development 2015
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Engajamento discente no uso de redes sociais em contexto escolar / Engagement in students use social networking in school contextMELO, Maria Bernadete Oriá de January 2016 (has links)
MELO, Maria Bernadete Oriá de. Engajamento discente no uso de redes sociais em contexto escolar. 2016. 162f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-10-10T12:14:30Z
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Previous issue date: 2016 / This study had the main research field of the use of social networks in school as a place of construction of student engagement. integration processes of digital technologies in education and the challenges that are set for the creation of this culture in educational institutions leads us to question traditional knowledge and practices in basic education. You need to check how the use of these digital virtual spaces in school can contribute to student engagement in this case typified as behavioral and cognitive. The research had as main prerogative: how to process the student engagement in a learning experience with the support of social networks developed in schools. In this light, the study aimed mainly analyze the student engagement in a group of student monitors in training belonging to the elementary school in a public school in the state of Ceara in carrying out educational activities with the support of social network Facebook. The research adopted a qualitative approach, based on the intervention research method. Following this premise, it created a project of intervention in pursuit of the application of this methodology with the proposed theme referred to the aspects of environmental sustainability and technology. The survey data were obtained through self-registration of the action of the students (views, likes, posts, shares, and comments) on the social network. The frequency of these actions was used as the behavioral engagement indicator, while the content of publications and comments were the basis for the understanding of cognitive engagement. The results showed the presence of behavioral engagement, given that there were often record the use of resources of the social network during the project. With regard to cognitive engagement, four subcategories were identified that typify the actions taken by students in the social network: engagement in the search for information and communication; reflection on the action; critical engagement and emancipatory engagement. The presence of these subcategories indicated that the participation of students went far beyond mere record of participation, but also presented for engagement with content and practices discussed in the implementation of the proposed activities. The results highlighted that social networks, a place that today is an evolution in relational forms of communication, seen as web content and knowledge can be used as a means of engagement of students and are inserted in the school routine. / Este estudo teve como principal campo de investigação o uso das redes sociais na escola como lugar de construção do engajamento discente. Os processos de inserção das tecnologias digitais na educação e os desafios que estão postos para a constituição desta cultura nas instituições de ensino nos leva a questionar saberes e práticas tradicionais na educação básica. É preciso verificar como o emprego destes espaços virtuais digitais na escola pode contribuir para o engajamento discente, neste caso, tipificados como comportamental e cognitivo. A pesquisa teve como principal prerrogativa: como se processa o engajamento discente em uma experiência de aprendizagem com apoio de redes sociais desenvolvida em contexto escolar. Sob este prisma, o estudo objetivou principalmente analisar o engajamento discente em um grupo de alunos monitores em formação pertencentes ao Ensino Fundamental de uma escola municipal do estado do Ceará na realização de atividades pedagógicas com o apoio da rede social Facebook. A investigação adotou a abordagem qualitativa, baseado no método da pesquisa-intervenção. Seguindo esta premissa, foi criado um projeto de intervenção na busca da aplicação desta metodologia, cujo tema proposto se referiu aos aspectos da sustentabilidade ambiental e tecnologia. Os dados da pesquisa foram obtidos por meio do próprio registro da ação dos discentes (visualizações, curtidas, publicações, compartilhamentos e comentários) na rede social. A frequência dessas ações foi usada como indicador do engajamento comportamental, enquanto o conteúdo das publicações e comentários serviram de base para a compreensão do engajamento cognitivo. Os resultados apontaram para a presença do engajamento comportamental, tendo em vista que houve registro de frequência na utilização dos recursos da rede social durante o projeto. No que se refere ao engajamento cognitivo, foram identificadas quatro subcategorias que tipificaram as ações realizadas pelos alunos na rede social: engajamento na busca da informação e comunicação; reflexão sobre a ação; engajamento crítico e engajamento emancipatório. A presença dessas subcategorias indicaram que o engajamento dos alunos foi muito além do mero registro de participação, mas apresentou-se também por um envolvimento com os conteúdos e práticas discutidas na execução das atividades propostas. Os resultados destacaram que as redes sociais, lugar que representa hoje uma evolução nas formas relacionais de comunicação, vista como teia de conteúdos e conhecimentos, podem ser utilizadas como meio de engajamento dos estudantes e estarem inseridas no cotidiano da escola.
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Engajamento discente no uso de redes sociais em contexto escolar / Engagement in students use social networking in school contextMaria Bernadete Orià de Melo 27 July 2016 (has links)
nÃo hà / Este estudo teve como principal campo de investigaÃÃo o uso das redes sociais na escola como lugar de construÃÃo do engajamento discente. Os processos de inserÃÃo das tecnologias digitais na educaÃÃo e os desafios que estÃo postos para a constituiÃÃo desta cultura nas instituiÃÃes de ensino nos leva a questionar saberes e prÃticas tradicionais na educaÃÃo bÃsica. à preciso verificar como o emprego destes espaÃos virtuais digitais na escola pode contribuir para o engajamento discente, neste caso, tipificados como comportamental e cognitivo. A pesquisa teve como principal prerrogativa: como se processa o engajamento discente em uma experiÃncia de aprendizagem com apoio de redes sociais desenvolvida em contexto escolar. Sob este prisma, o estudo objetivou principalmente analisar o engajamento discente em um grupo de alunos monitores em formaÃÃo pertencentes ao Ensino Fundamental de uma escola municipal do estado do Cearà na realizaÃÃo de atividades pedagÃgicas com o apoio da rede social Facebook. A investigaÃÃo adotou a abordagem qualitativa, baseado no mÃtodo da pesquisa-intervenÃÃo. Seguindo esta premissa, foi criado um projeto de intervenÃÃo na busca da aplicaÃÃo desta metodologia, cujo tema proposto se referiu aos aspectos da sustentabilidade ambiental e tecnologia. Os dados da pesquisa foram obtidos por meio do prÃprio registro da aÃÃo dos discentes (visualizaÃÃes, curtidas, publicaÃÃes, compartilhamentos e comentÃrios) na rede social. A frequÃncia dessas aÃÃes foi usada como indicador do engajamento comportamental, enquanto o conteÃdo das publicaÃÃes e comentÃrios serviram de base para a compreensÃo do engajamento cognitivo. Os resultados apontaram para a presenÃa do engajamento comportamental, tendo em vista que houve registro de frequÃncia na utilizaÃÃo dos recursos da rede social durante o projeto. No que se refere ao engajamento cognitivo, foram identificadas quatro subcategorias que tipificaram as aÃÃes realizadas pelos alunos na rede social: engajamento na busca da informaÃÃo e comunicaÃÃo; reflexÃo sobre a aÃÃo; engajamento crÃtico e engajamento emancipatÃrio. A presenÃa dessas subcategorias indicaram que o engajamento dos alunos foi muito alÃm do mero registro de participaÃÃo, mas apresentou-se tambÃm por um envolvimento com os conteÃdos e prÃticas discutidas na execuÃÃo das atividades propostas. Os resultados destacaram que as redes sociais, lugar que representa hoje uma evoluÃÃo nas formas relacionais de comunicaÃÃo, vista como teia de conteÃdos e conhecimentos, podem ser utilizadas como meio de engajamento dos estudantes e estarem inseridas no cotidiano da escola. / This study had the main research field of the use of social networks in school as a place of construction of student engagement. integration processes of digital technologies in education and the challenges that are set for the creation of this culture in educational institutions leads us to question traditional knowledge and practices in basic education. You need to check how the use of these digital virtual spaces in school can contribute to student engagement in this case typified as behavioral and cognitive. The research had as main prerogative: how to process the student engagement in a learning experience with the support of social networks developed in schools. In this light, the study aimed mainly analyze the student engagement in a group of student monitors in training belonging to the elementary school in a public school in the state of Ceara in carrying out educational activities with the support of social network Facebook. The research adopted a qualitative approach, based on the intervention research method. Following this premise, it created a project of intervention in pursuit of the application of this methodology with the proposed theme referred to the aspects of environmental sustainability and technology. The survey data were obtained through self-registration of the action of the students (views, likes, posts, shares, and comments) on the social network. The frequency of these actions was used as the behavioral engagement indicator, while the content of publications and comments were the basis for the understanding of cognitive engagement. The results showed the presence of behavioral engagement, given that there were often record the use of resources of the social network during the project. With regard to cognitive engagement, four subcategories were identified that typify the actions taken by students in the social network: engagement in the search for information and communication; reflection on the action; critical engagement and emancipatory engagement. The presence of these subcategories indicated that the participation of students went far beyond mere record of participation, but also presented for engagement with content and practices discussed in the implementation of the proposed activities. The results highlighted that social networks, a place that today is an evolution in relational forms of communication, seen as web content and knowledge can be used as a means of engagement of students and are inserted in the school routine.
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An Exploratory Study of Behavioral Engagement in People With and Without Aphasia: Comparisons and RelationshipsWard, Vivian Elisabeth 14 June 2022 (has links)
Previous research suggests that attentional deficits could be the underlying cause of language impairments in people with aphasia (PWA) and that behavioral engagement ratings can be an accurate way to measure attention to specific tasks. Previous research also suggests that PWA have lower levels of behavioral engagement than neurologically healthy adults. Participants in the present study included 9 PWA and 18 neurologically healthy adults. This was an exploratory study investigating the relationships and differences between behavioral engagement and physiological measures, perceived arousal, and naming accuracy and response time in PWA and neurologically healthy adults. Participants completed a confrontational naming task while physiological measures (heart rate, heart rate variability, and skin conductance) were taken simultaneously. Subsequent video footage was used to rate participants' behavioral engagement (i.e., how engaged the participant was in the naming task). In general, PWA had lower behavioral engagement ratings of attention than neurotypical adults. Significant correlations were found between behavioral engagement ratings of attention, naming response time, and naming accuracy. No statistical significance was found between behavioral engagement ratings of attention and heart rate, heart rate variability, and skin conductance. Further research is needed to support these findings.
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The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path AnalysisAldosari, Bushra Ibrahim 04 August 2020 (has links)
No description available.
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Personalized Learning Analytics Intervention for Enhancing E-Book-Based Learning / 電子書籍を用いた学習支援のための個別化したラーニングアナリティクス介入Yang, Ching-Yuan 23 March 2023 (has links)
京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24733号 / 情博第821号 / 新制||情||138(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 緒方 広明, 教授 伊藤 孝行, 准教授 馬 強 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DGAM
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Klimatångest – inte ett tillräckligt växande fenomen? : Klimatångest och dess relation till locus of control, neuroticism, kön samt ålderÖstin, Linn, Terén Dunbäck, Isabella January 2022 (has links)
Klimatångest är ett växande fenomen. Olika faktorer kan antas påverka individers grad av klimatångest. Studien undersökte relationen mellan klimatångest och kön, ålder, locus of control samt grad av neuroticism. Detta skedde utifrån fyra hypoteser och två frågeställningar. Sammanlagt deltog 112 respondenter, varav 74 kvinnor. De besvarade en enkät bestående av Rotters Internal-External scale, Clayton och Karazsias klimatångestskala samt delen i Shafers Big Five Marker scale som avser att mäta grad av neuroticism. Materialet undersöktes med korrelationer samt en regressionsanalys. Resultatet från studien påvisade att graden av klimatångest hos respondenterna generellt var låg, kvinnor har mer klimatångest än män och personer med högre grad av neuroticism har högre grad av klimatångest. Beteendemässigt engagemang i klimatfrågan var en signifikant prediktor för klimatångest. Klimatångest kan således vara gynnsamt i viss mån då det tycks korrelera med adaptiva beteenden som kan reducera klimatpåverkan.
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Employee Engagement, Job Attitudes, And Work Behavior: A Meta-analytic Test Of The Incremental Validity Of Employee EngagementKoenig, Nick 01 January 2013 (has links)
Although the commercially-popular construct of employee engagement has gained attention in scholarly work in recent years, several questions about the construct remain unresolved. In the current paper, I addressed several issues with previous engagement research by (a) meta-analyzing the relationship between employee engagement, task performance, contextual performance, absenteeism, and turnover, (b) using these meta-analytic estimates to fit a series of models in which engagement predicts both specific and broadly-defined work behaviors, and (c) estimating the unique predictive validity of engagement above and beyond job attitudes. Several regression equations and structural equation models were tested using a combination of previous meta-analytic correlations (k = 95) and original meta-analytic correlations (k = 12). Results of the study found that engagement does offer unique incremental validity over several work-related behaviors (task performance, ∆R2 = .037; contextual performance, ∆R2 = .025; turnover, ∆R2 = .083), however this incremental validity has been over-stated in previous research. Results also found that the A-factor (higher order attitudinal construct) is strongly related to behavioral engagement (higher order behavioral construct) (Γ = .62) suggesting that when attitudes and behaviors are examined on the same level of specificity there is a strong predictive relationship between the two. These results suggest that although engagement may not be as unique as previous research has implied it does offer utility in the sense that it acts as a proxy for the A-factor
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Gender Differences, Age Differences, and the Relationship between Time Spent Playing Video Games and Cognitive, Affective, and Behavioral EngagementAlmazyad, Reem Ali 12 1900 (has links)
This study quantitatively and qualitatively measured gender and age differences in cognitive, affective, and behavioral engagement while playing video games among the University of North Texas (UNT) undergraduate students. Also, it examined the relationship between time spent playing video games and the three engagement states. For the quantitative method, the data of this study was collected via an online survey, the Consumer Video Game Engagement Scale (CVGES), distributed at UNT (N = 140). The qualitative method involved asking open-ended questions at the end of the survey. The CVGES uses a 5-point Likert scale that encompasses three subscales: (a) Cognitive Engagement, (b) Affective Engagement, and (c) Behavioral Engagement. A series of analyses were conducted to analyze the quantitative data via SPSS. Also, the open-ended questions' responses were analyzed by using an inductive analysis approach. The main findings of this study were: (a) there were significant differences between males and females in cognitive, affective, and behavioral engagement, (b) there were no significant differences between age groups in the three engagement states, and (c) there is a positive relationship between the time spent playing a video game and the three engagement states. Also, the game elements, such as characters, storytelling, content, the objective of the video game, and the competition in the game were important aspects that enhanced students' affective engagement in the video game environment.
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Engagemang i online brand community : En kvalitativ studie om aktiva medlemmar / Engagement in online brand community : A qualitative study about active membersAndersson, Matilda, Bäckström, Johann, Gullander, Nathalie January 2023 (has links)
Studien syftar till att undersöka engagemang i ett online brand community (OBC) för att få en djupare förståelse för medlemmars engagemang i Sverige. Empirin samlades in genom en kvalitativ metod bestående av 13 semistrukturerade intervjuer med aktiva medlemmar. För att analysera empirin utgår studien från tre engagemangsdimensioner: affektivt, kognitivt och beteendemässigt engagemang. Resultatet visade hur aktiva medlemmars engagemang i OBC framkom genom en upplevd gemenskap, egennytta och vilja att tillgodose andra. Det framkom även att aktiva medlemmar har en betydande roll för interaktionen i OBC. Studien bidrar med en förståelse för medlemmars engagemang i ett svenskt OBC. / The study aims to investigate engagement in an online brand community (OBC) to gain a deeper understanding of members' engagement in Sweden. The empirical data was collected through a qualitative method consisting of 13 semi-structured interviews with active members. To analyze the empirical data, the study is based on three dimensions of engagement: affective, cognitive and behavioral engagement. The results showed how active members' engagement in OBC emerged through a perceived sense of community, self-interest and willingness to serve others. It also emerged that active members have a significant role in the interaction in OBC. The study contributes to an understanding of members' involvement in a Swedish OBC. This study is written in Swedish.
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