Engagement In Behaviors Research Articles

Sensation Seeking and Impulsivity Among Young Adults: Predictors of Risky Behavior

Abstract: This study examines the relationship between sensation seeking, impulsivity, and engagement in risky behaviors among young adults. 220 individuals, aged 18 to 25, filled out self-report questionnaires measuring their , sensation seeking (Brief Sensation Seeking Scale), impulsivity (Barratt Impulsiveness Scale), and risky behavior engagement (Risk Taking Questionnaire). Correlation analysis and Regression were used to examine the predictive power of impulsivity and sensation seeking for engaging in risky behavior. Mann Whitney U Test was conducted to check the gender differences in sensation seeking and impulsivity. The results show strong positive associations between sensation seeking, impulsivity, and engaging in risky behaviors. Among young adults, sensation seeking and impulsivity are important predictors of engaging in risky behavior. indicating that a higher levels of sensation seeking and impulsivity is associated with a greater chance of young people engaging in risky behaviors. In contrast to females, males were more inclined to seek out sensations. Impulsivity, however, didn't show any apparent gender differences among Young Adults. These findings highlight the importance of understanding how personality factors influence behavior and provide guidance for focused interventions meant to lower risky behaviors in this population.

Exploring direct and indirect cultural experiences: a study of global consumers’ Hanbok experience and engagement mediated via YouTube

With the rapid development of technology and media, people’s experiences of other cultures have shifted from direct only to a combination of direct and virtual experiences. This study investigated how global consumers directly and indirectly experience other cultures, mediated by YouTube. It focused on the consumer experience of the Korean traditional costume, the Hanbok. YouTube content focusing on Hanbok experiences was collected to understand the direct Hanbok experiences, while viewers’ reactions to YouTube content (i.e., views, likes, and comments) were collected to understand indirect Hanbok experiences. The analysis involved two steps. First, the latent Dirichlet allocation topic modeling algorithm in Python was used to extract topics from direct and indirect Hanbok experiences. Second, simple regression analysis was conducted using numerical data derived from textual data through linguistic inquiry and word count to examine the relationship between direct Hanbok experiences via YouTube and viewer engagement as an indicator of indirect Hanbok experiences. The results showed that YouTubers’ Hanbok experiences were categorized into seven topics, namely novelty, sensory, daily, cultural, trial, pleasing, and intellectual experiences. Indirect Hanbok experiences were identified based on dimensions of consumer engagement, such as social, cognitive, learning, behavioral, and affective engagement. The regression analysis results revealed that cultural and affective Hanbok experiences significantly impacted consumer engagement. This study expanded the scope of research by exploring indirect cultural experiences mediated by a media platform.

Evaluation of different landing pages on behavioural engagement with the CARA dashboard: A user research protocol

BackgroundCARA set out to develop a data-visualisation platform to facilitate general practitioners to develop a deeper understanding of their patient population, disease management and prescribing through dashboards. To support the continued use and sustainability of the CARA dashboards, dashboard performance and user engagement have to be optimised. User research places people at the centre of the design process and aims to evaluate the needs, behaviours and attitudes of users to inform the design, development and impact of a product.ObjectiveTo explore how different initial key messages impact the level of behavioural engagement with a CARA dashboard.MethodsParticipating general practices can upload their practice data for analysis and visualisation in CARA dashboards. Practices will be randomised to one of three different initial landing pages: the full dashboard or one of two key messages: a between comparison (their practice prescribing with the average of all other practices) or within comparison (with practice data of the same month the previous year) with subsequent continuation to the full dashboard. Analysis will determine which of the three landing pages encourages user interaction, as measured by the number of ‘clicks’, ‘viewings’ and ‘sessions’. Dashboard usage data will be collected through Google analytics.DiscussionThis study will provide evidence of behavioural engagement and its metrics during the implementation of the CARA dashboards to optimise and sustain interaction.Trial registrationISRCTN32783644 (Registration date: 02/01/2024).

A daily diary study on associations between school-based ethnic discrimination and school engagement

AbstractBeing the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement (i.e., within-person associations). The current study focuses on within-person processes to assess how different types (i.e., overt- vs. subtle behavior) and sources (i.e., peer vs. teacher) of school-based ethnic discrimination are linked to behavioral, emotional, and cognitive school engagement at the same- and next-day levels. Participants were secondary school students of Turkish and Arab descent (N = 87, Mage = 15, 62% female) in an ethnically diverse area of north-west Germany. Using an interval-contingent design, participants completed a daily diary once a day over a two week-period using a smartphone application. At the within-person level, multilevel models indicated that more frequent discrimination from teachers was associated with lower levels of cognitive engagement on the same day and emotional engagement on the next day. We found little evidence for links between any discrimination types and sources and behavioral school engagement. This study documents the negative consequences of experiencing school-based ethnic discrimination on student school engagement.

Social Media News as a Predictor of Sports Gambling Salience, Attitudes, and Behaviors in the United States

Gambling has become a more prominent aspect of American sports culture after the 2018 United States Supreme Court decision offered in Murphy v National Collegiate Athletic Association that rendered the Professional and Amateur Sports Protection Act (PASPA) unconstitutional. A secondary analysis of 2022 PEW American Trends Panel (ATP) data ( N = 3900) explores social media news exposure and satisfaction as predictors of the salience of, attitudes toward, and behavioral engagement with sports gambling. Social media news exposure and satisfaction do not predict individual-level salience of the expanded legalization of sports betting. However, social media news exposure and an individual’s satisfaction with news content on X, Facebook, and YouTube positively predict feelings that sports betting is good for society and sports culture. Social media news exposure positively predicts sports gambling behaviors. A broader media effects research agenda pertaining to sports gambling is outlined based on these findings.

Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement

AbstractSuccessful computer-supported collaborative learning (CSCL) relies on collaborative group engagement, a complex construct characterized by multifaceted, dynamic, socio-emotional, and socio-cognitive processes. This paper provides a detailed analysis of collaborative group engagement, with a particular focus on nonverbal behaviors as indicators of high versus low group engagement. Using video observations and a multi-method approach, we examine in detail the relationships between different dimensions of group engagement (i.e., behavioral, social, cognitive, and conceptual-to-consequential engagement) and nonverbal behaviors. Using qualitative case analysis, we also provide a rich examination of selected cases to identify the role that nonverbal behaviors play in high-engagement sequences compared with low-engagement sequences. Our findings shed light on specific nonverbal behaviors, including nodding, laughing, and eye contact, as significant indicators of high versus low collaborative group engagement. Notably, more of these nonverbal behaviors are evident in high-engagement sequences, suggesting mutual reinforcement on each dimension of engagement—with the exception of behavioral engagement, where increased laughing or smiling is evident in low-engagement sequences, but still serves a productive group process. The paper concludes with a discussion and implications of the findings. By demonstrating the role of nonverbal behaviors as important indicators, this work contributes to the understanding of the complex, dynamic, and contextualized nature of collaborative group engagement in CSCL settings.

Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups.

We explored associations among teachers' self-reported enjoyment for teaching mathematics, science, and English language arts and their students' self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States. Multiple regression models with cluster robust standard errors was used. Models regressed students' content-area engagement on teachers' content-area enjoyment, controlling for students' initial engagement in that content area and other relevant covariates. Teachers' English language arts and mathematics enjoyment were each positively associated with students' engagement in each content area, and an interaction effect was detected in mathematics whereby lower socioeconomic status students with low-mathematics-enjoyment teachers reported lower mathematics engagement. Findings extend recent research highlighting teachers' emotions, and more specifically positive emotions, as factors that can be leveraged to support student learning, as well as provide more nuanced information about the contexts and student groups for whom these processes may be most relevant. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Exploring student interpreters’ engagement with different sources of feedback on note-taking

ABSTRACT Note-taking is a critical part of interpreting teaching and learning. During note-taking training, feedback is crucial to help student interpreters hone relevant skills, and the effectiveness of feedback hinges on students’ engagement. This case study investigates students’ affective, cognitive, and behavioural engagement with feedback on notes from two major sources: peer and teacher. Eight student interpreters were recruited and divided into two groups. The feedback texts, interpreting notes, study journals, and interview transcriptions were coded and analysed. While the two groups both had positive and negative feelings, they preferred teacher feedback. Students’ cognitive engagement showed differences in meta-cognitive operations. Some students’ behavioural engagement was inconsistent with the other two dimensions. The results suggest that students should utilise different sources of feedback to achieve their learning goals, and the study provides some insights for teachers to improve feedback activities.

Promoting Reciprocal Relationships with Flexibility, Coaching, and Teaching (PRRFCT Match): A Virtual Parent-Mediated Intervention Package for Young Children with Developmental Disabilities.

This study aimed to evaluate Promoting Reciprocal Relationships with Flexibility, Coaching, and Teaching (PRRFCT Match), a parent-mediated naturalistic developmental behavioral intervention package. An expansion from an earlier pilot study (see Kunze et al., 2021), PRRFCT Match incorporates virtual coaching between a novice coach and parent to implement evidence-based, applied behavior analytic (ABA) techniques during play to increase engagement and decrease unengaged behavior exhibited by their young child with developmental delays(26-50 months old). Ten parent-child dyads were matched with a coach in this concurrent multiple baseline design across participants. Simulating the clinical training level of a novice early interventionist, nine graduate student clinicians received training as coaches on PRRFCT Match implementation and weekly supervision by a research team member. All aspects of training and intervention were delivered virtually. A visual analysis of the data combined with Tau-U revealed a strong basic effect between clinician coaching and parent strategy use. For child participants, a visual analysis and Tau-U results suggest that most increased engagement and decreased their unengaged behavior during the intervention. High variability, overlap, and high engagement at baseline are discussed. This study shows promise for the PRRFCT Match intervention package. The ABA technologies mediated by parents during play increased child engagement and decreased unengagement for most participants.

EXPRESS: Community Gifting and Recipients Engagement with Peers and Influencers: Evidence from Natural Experiments on Twitch

Community gifting, the phenomenon of donating digital goods to peers without selecting specific recipients, is one of live streaming's key social technologies for engaging online communities. In this study, we investigate the causal relationship between receiving a community gift and the recipient's subsequent social and monetary engagement behaviors by exploiting the randomization of recipient assignment on the popular live streaming platform, Twitch. We find that, relative to nonrecipients within a five-minute window of a community gifting event, community gift recipients exhibit a 69% chance of directing an additional message toward their peers, a 35% chance of directing an additional message toward the streamer and a 5% chance of gifting an incremental subscription to the community. However, recipients are no more likely to tip the streamer. We apply computational linguistics methods to illustrate that recipients' increased social engagement is accompanied by elevated sentiment and an increased likelihood of joining existing conversations. Finally, we conduct a series of moderator analyses, and find that recipients' gifting behavior is less frequent when there are more gifting events prior to the focal community gift, i.e., allowing the recipient to hide. Moreover, the social engagement effect of receiving a community gift is greater when prior chatter is more voluminous and discontinuous, i.e., when it is easier for the recipient to jump into the chat. We conclude that the spillovers to social engagement are more important than those to financial reciprocity given the positive feedback loop implied by our moderator analysis. Our results reveal how and when community gifting impacts audience engagement.

Work-life balance strategies and employees’ engagement in the food and beverage industry in rivers state

This study explores the nexus between work-life balance (WLB) strategies and employees’ engagement (EE) within the food and beverage (F&B) industry. Employing a quasi-experimental design, data was gathered from 165 employees across selected F&B organizations using a closed-ended Likert-type scale questionnaire. Data analysis via Pearson’s Product Moment correlation (PPMC) statistical technique revealed a positive and significant relationship between the dimensions of work-life balance (WLB) strategies and measures of employees’ engagement (EE) within the food and beverage (F&B) industry. Specifically, the results indicate a robust positive and significant correlation between Work interference with personal life (WIPL) and the measures of employees’ engagement: employees’ emotional engagement (EEE) and employees’ behavioral engagement (EBE), with values ranging from 0.894 to 0.881 respectively. Additionally, personal life interference with work (PLIW) demonstrates a notable positive correlation with the measures of employees’ engagement, attributing to 72.5% to 83.5% of emotional and behavioral engagement, respectively. Furthermore, work enhancement of personal life (WEPL) initiatives and personal life enhancement of work (PLEW) initiatives exhibited very strong positive associations with the measures of employees’ engagement, explaining up to 74% to 85% of emotional and behavioral engagement, respectively. These findings corroborate prior research, highlighting the significance of addressing Work-Life Balance issues to bolster employees’ engagement levels. Practically, the study underscores the importance for managers in the Food and Beverage to prioritize strategies that mitigate work-life interference, such as flexible scheduling and family-friendly policies, to foster higher EE levels. Tailored initiatives and training programs should be implemented to address specific WLB aspects identified within organizations, while fostering open communication channels to identify areas for improvement. By prioritizing WLB and supporting employee well-being, managers can cultivate a more engaged and productive workforce, ultimately contributing to organizational success. Other theoretical and practical implications for promoting WLB and fostering employees’ engagement in the Nigerian workplace are also discussed.

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts

AbstractReading skills are considered an important lever for success in school and active participation in society. They are positively associated with reading motivation, reading self‐concept, reading frequency, and behavioral engagement in reading (e.g., time, effort), variables that tend to decline as students move from elementary to secondary school. Few studies have yet compared the contributions of reading support from teachers, parents, and friends to each of these variables among students of different age groups. In this multicohort correlational study, students (n = 1246) in grades 4, 6, 8, and 10 completed a questionnaire measuring the reading support they perceived receiving from three social agents (teacher, parents, and friends) as well as variables related to reading in academic and recreational contexts. The data collected were used to evaluate the construct relevance and predictive validity of the questionnaire. The results suggest that: (1) Reading support can be conceptualized in nine dimensions defined according to the source that provides it (e.g., teachers) and the type to which it corresponds (e.g., relatedness support); (2) secondary school students overall consider that they receive less reading support than do elementary school students; (3) reading support from teacher has unique contributions to certain variables measured in the academic context without, however, having as many positive contributions as parents in this context; (4) reading support provided by parents and friends is important in both reading contexts, particularly in the recreational context. Methodological, theoretical, and practical implications are discussed.

Understanding Health Beliefs and Health Behaviors in Older Adults at Risk for Alzheimer's Disease.

There are significant public health benefits to delaying the onset of Alzheimer's disease (AD) in individuals at risk. However, adherence to brain healthy behaviors is low. The Health Belief Model proposes that specific beliefs are mediators of behavior change. To characterize health belief measures from the Science of Behavior Change Research Network (SBCRN) in an older adult population and associations between health beliefs, AD risk, and current health behaviors. A total of 172 individuals from the Rhode Island AD Prevention Registry participated. SBCRN health belief measures included assessments of future time perspective, self-efficacy, deferment of gratification, and consideration of future consequences. Outcome measures included individual AD risk index score, dementia risk awareness, and lifestyle behaviors including physical, cognitive, and social activity. Participants who were older had higher scores for AD risk, lower future time perspective, and lower generalized self-efficacy (all at p < 0.001). Higher generalized self-efficacy was related to increased physical activity (p < 0.010). Higher future time perspective (p < 0.001) and generalized self-efficacy (p = 0.48) were associated with lower AD risk score. Subjective cognitive decline (SCD) was associated with lower self-efficacy, ability to delay gratification, and a less expansive future time perspective. Greater self-efficacy and perceived future time remaining were associated with lower AD risk and greater engagement in physical activity. SCD was associated with health beliefs that may negatively affect engagement in positive brain health behaviors. Assessment of and psychoeducation about these intrapersonal health belief constructs may be important targets for behavioral interventions to reduce AD risk.

Enhancing vaccination uptake through community engagement: evidence from China

With growing recognition of the importance of community engagement in addressing public health challenges, its role in promoting healthy behaviors and preventing infectious diseases has gained attention. However, vaccination coverage remains a significant concern in many developing countries. While previous studies have linked community engagement to positive health outcomes, there is a gap in understanding its influence on individual vaccination choices, particularly in the context of developing countries. Utilizing data from the 2021 Chinese General Social Survey (CGSS), this study examines the impact of community engagement on COVID-19 and flu vaccination uptake among 7281 individuals. Community engagement, measured by community vaccination notifications, serves as the key independent variable. The study employs Ordinary Least Squares (OLS) regression and Propensity Score Matching (PSM) methods to analyze the relationship between community engagement and vaccination behavior. The analysis reveals a positive association between community engagement and vaccination rates. Specifically, individuals receiving notifications were more likely to get the COVID-19 vaccine compared to non-recipients (vaccination rates: 100% vs. 53.3%), and flu vaccination rates were also significantly higher among those notified (2.7% vs. 1.9%). Mechanism analysis suggests that individuals receiving community notifications are more aware of the benefits of vaccination, leading to higher vaccination rates among this group. This study underscores the effectiveness of community engagement strategies in promoting positive vaccination behavior among individuals in China. By enhancing awareness and trust in immunization, community engagement initiatives play a crucial role in shaping health behaviors and improving vaccination uptake. These findings emphasize the importance of integrating community engagement approaches into public health interventions to address vaccination challenges.

Factors affecting the performance of independently practicing midwives

The performance of midwives needs to be measured to provide guaranteed health services to mothers and children. Therefore, the aim of this study is to measure the performance of midwives using several variables, including internal branding, meaningfulness of work, work engagement, and innovative behavior, both directly and indirectly. The analysis was conducted in 29 districts and nine cities in East Java, Indonesia, with a sample of 330 midwives. Primary data were obtained by distributing questionnaires and analyzed using PLS-SEM. The research results show that all the variables tested have a positive and significant influence on midwifes’ performance. Innovative behavior has the strongest direct influence (73%), and meaningfulness of work has the weakest direct influence on midwifes’ performance (6%). Meanwhile, indirect relationships through work engagement provide a positive and significant influence, but are not as strong as the direct influence. These results offer practical insight for midwives to maintain and improve their individual performance, considering that more and more new midwives are ready to compete in providing health services for mothers and children.

Comparing quality and engagement in face‐to‐face and online teacher professional development

AbstractIn order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face‐to‐face and online courses differ in terms of their quality or level of participants' engagement. The present study investigates differences between face‐to‐face and online PD with respect to certain quality characteristics: clarity and structure, cognitive activation, collaboration and practical relevance, as well as participants' behavioural, cognitive and affective engagement. The study is based on 2210 teachers from Germany who participated in 1 of 137 face‐to‐face or 54 online PD courses. Although participants rated face‐to‐face and online courses very positively regarding all quality characteristics and engagement dimensions, they evaluated online courses slightly less favourably compared to face‐to‐face courses. Implications for practice and research are derived to help ensure high‐quality PD offerings in the future. Practitioner notesWhat is already known about this topic Face‐to‐face and online PD have the potential to be similarly effective. PD quality and participants' engagement can be assumed to be predictors of PD effectiveness. PD quality contains clarity and structure, cognitive activation, collaboration and practical relevance. Engagement is a three‐dimensional construct composed of behavioural, cognitive and affective components. What this paper adds PD quality was rated very positively for online and face‐to‐face courses. Participants rated the quality of online PD lower compared to face‐to‐face PD. Participants rated their engagement in online PD lower compared to face‐to‐face PD. Implications for practice and/or policy PD format should always be chosen with which a higher benefit can be achieved. Quality assurance should take place before PD is conducted.

Information management in social media to promote engagement and physical activity behavior

Social media can be an effective tool to foster values and lifestyles such as physical activity. However, it is still largely unknown what type of social media information helps to promote physical activity practices. This research aims to (1) identify the combination of variables that explain social media engagement in physical activity (SME-PA) and its relationship with physical activity behavior and (2) determine what type of social media content posted on social media could be most effective in promoting physical activity behaviors. Using a quasi-experimental and an experimental study, the findings showed that the conditions of high levels of information availability, social ties, trust in social media information, and opportunity seeking were present and combined in three of the four solutions (77% of the cases). SME-PA was correlated with the intention to improve physical fitness, and the physical shape, the type of benefit associated with physical activity practice and the gender of the person in the photo practicing physical activity were found to be relevant variables for improving the physical activity-related behavior of social media users. Finally, several implications are proposed to improve the administration of social media content for SME-PA.

Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation

AbstractEffective online teacher professional development (OPD) is crucial to support teachers. The effectiveness of OPD depends on teachers’ engagement. According to offer-use models, teachers’ engagement in OPD relates to the OPD quality and teachers’ motivation to learn. However, whereas OPD activities have increased in recent years, especially during the COVID-19 pandemic, findings on the importance of OPD quality and teachers’ motivation to learn for teachers’ engagement in OPD are scarce. We analyzed data from N = 593 teachers participating in 61 OPD courses. The predictive power of perceived OPD quality (i.e., clarity and structure, practical relevance, cognitive activation, and collaboration) and teachers’ motivation to learn for their behavioral, affective, and cognitive engagement during OPD were examined using structural equation modeling. We used latent moderated structural equations to gain insights into the interaction effects between OPD quality and teachers’ motivation. Our findings indicate that OPD quality positively predicted teachers’ OPD engagement. When controlling for OPD quality, teachers’ motivation to learn also predicted teachers’ behavioral and cognitive engagement but not their affective engagement. The findings on the interactions between OPD quality and teachers’ motivation demonstrated that for the different facets of teachers’ OPD engagement, different OPD quality characteristics could compensate for low teacher motivation to learn. For instance, for behavioral engagement, opportunities for collaboration can compensate for low motivation. Implications for practice (e.g., ensuring high-quality OPD) and future directions in research (e.g., conducting longitudinal studies) in the field of OPD are discussed.

Looking back to move forward: comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors

This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester, providing first-person perspectives on the strengths and weaknesses of online learning. Meanwhile, 18 college teachers were interviewed with the same questions as the students. Using thematic analysis, the research identified 9 factors. The research revealed that instruction ranked highest among the 9 factors, followed by engagement, self-regulation, interaction, motivation, and others. Moreover, teachers and students had different attitudes toward instruction. Thirdly, teacher participants were different from student participants given self-efficacy and self-regulation due to their variant roles in online instruction. Lastly, the study reflected students were not independent learners, which explained why instruction ranked highest in their point of view. Findings offer valuable insights for educators, administrators, and policy-makers involved in higher education. Recommendations for future research include incorporating a more diverse sample, exploring relationships between the nine factors, and focusing on equipping students with skills for optimal online learning experiences.

An LSTM-based prediction model for gradient-descending optimization in virtual learning environments

A virtual learning environment (VLE) is an online learning platform that allows many students, even millions, to study according to their interests without being limited by space and time. Online learning environments have many benefits, but they also have some drawbacks, such as high dropout rates, low engagement, and students' self-regulated behavior. Evaluating and analyzing the students' data generated from online learning platforms can help instructors to understand and monitor students learning progress. In this study, we suggest a predictive model for assessing student success in online learning. We investigate the effect of hyperparameters on the prediction of student learning outcomes in VLEs by the long short-term memory (LSTM) model. A hyperparameter is a parameter that has an impact on prediction results. Two optimization algorithms, adaptive moment estimation (Adam) and Nesterov-accelerated adaptive moment estimation (Nadam), were used to modify the LSTM model's hyperparameters. Based on the findings of research done on the optimization of the LSTM model using the Adam and Nadam algorithm. The average accuracy of the LSTM model using Nadam optimization is 89%, with a maximum accuracy of 93%. The LSTM model with Nadam optimisation performs better than the model with Adam optimisation when predicting students in online learning.