Changes In Self-efficacy Research Articles

Relationship of increased fruit/vegetable intake with reduced consumption of sweets: Psychological mechanisms and associated weight loss in women within behavioral obesity treatments

Although an increase in fruit and vegetable (FV) consumption in adults might result in reductions in their intake of sweets, there has been minimal direct testing of this. Women participated in 6-month community-based obesity treatment conditions where either their psychological skills development (n = 66) or knowledge regarding healthful eating and exercise (n = 39) was emphasized. Improvements in FV and sweets intake, eating-related self-regulation, self-efficacy for controlled eating, and negative mood were significantly more pronounced in the psychological skills group participants. Together, participants’ change in self-regulation, self-efficacy, and mood significantly mediated the relationship of their changes in FV and sweets. Within simple mediation analyses, participants’ changes in self-efficacy and negative mood were significant mediators, and their treatment group membership moderated effects on sweets. We provided suggestions for future treatments based on the present findings.

Working together with people with intellectual disability to make a difference: a protocol for a mixed-method co-production study to address inequities in cervical screening participation

IntroductionCervical cancer is one of the most preventable cancers yet remains a disease of inequity for people with intellectual disability, in part due to low screening rates. The ScreenEQUAL project will use an integrated knowledge translation (iKT) model to co-produce and evaluate accessible cervical screening resources with and for this group.MethodsStage 1 will qualitatively explore facilitators and barriers to screening participation for people with intellectual disability, families and support people, healthcare providers and disability sector stakeholders (n ≈ 20 in each group). An accessible multimodal screening resource, accompanying supporting materials for families and support people, and trauma-informed healthcare provider training materials will then be co-produced through a series of workshops. Stage 2 will recruit people with intellectual disability aged 25 to 74 who are due or overdue for screening into a single-arm trial (n = 48). Trained support people will provide them with the co-produced resource in accessible workshops (intervention) and support them in completing pre-post questions to assess informed decision-making. A subset will participate in qualitative post-intervention interviews including optional body-mapping (n ≈ 20). Screening uptake in the 9-months following the intervention will be measured through data linkage. Family members and support people (n = 48) and healthcare providers (n = 433) will be recruited into single-arm sub-studies. Over a 4-month period they will, respectively, receive the accompanying supporting materials, and the trauma-informed training materials. Both groups will complete pre-post online surveys. A subset of each group (n ≈ 20) will be invited to participate in post-intervention semi-structured interviews.Outcomes and analysisOur primary outcome is a change in informed decision-making by people with intellectual disability across the domains of knowledge, attitudes, and screening intention. Secondary outcomes include: (i) uptake of screening in the 9-months following the intervention workshops, (ii) changes in health literacy, attitudes and self-efficacy of family members and support people, and (iii) changes in knowledge, attitudes, self-efficacy and preparedness of screening providers. Each participant group will evaluate acceptability, feasibility and usability of the resources.DiscussionIf found to be effective and acceptable, the co-produced cervical screening resources and training materials will be made freely available through the ScreenEQUAL website to support national, and potentially international, scale-up.

Developing preservice elementary teachers’ self-efficacy toward teaching science

ABSTRACT Having a negative attitude toward science plays a major factor in elementary teachers avoiding teaching science in elementary school. This mixed methods study examined changes in pre-service elementary teachers’ (PSETs) attitudes toward teaching science. PSETs (n=59) engaged in a semester-long university course in the Southeastern United States. The course focused on demonstrating and applying knowledge of scientific concepts and inquiry-based teaching. PSETs took a Dimension of Attitudes toward Science (DAS) questionnaire before and after the course. Six of the PSETs were interviewed in a focus group and asked how the course impacted their attitudes toward science. Data were analysed quantitatively through frequency of responses and mean values. Qualitative analysis was done through concurrent triangulation design analysis of focus group interviews and survey responses. Results show that PSETs had more positive attitudes toward science in feelings attached to teaching science and their confidence in teaching science. Follow-up focus group interviews indicated that some of the PSETs highlighted verbal persuasion, the Cognitive Pedagogical Mastery (CPM) experience of engaging in hands-on activities, and the Cognitive Content Mastery (CCM) experience of using learning technologies as factors in positive changes in self-efficacy and feelings toward teaching science. Implications for PSETs methods courses are discussed .

Leveraging Project ECHO to Implement a Suite of Substance Use Learning Communities for Statewide Impact.

Overdoses and alcohol consumption rose during the pandemic. However, uptake of practices which reduce mortality (eg, medications for opioid use disorder, harm reduction practices) remains insufficient. Provider training and telementoring is needed to ensure sufficient capacity for treating substance use disorders (SUDs) with evidence-based practices. The Project ECHO (Extension for Community Healthcare Outcomes) model involves the use of web technologies to deliver didactic and case-based learning through a panel of experts to build such competency in a community of learners. Project ECHO was leveraged to implement a statewide telementoring center of addictions-focused ECHO programs, including programming in prescribing, harm reduction, recovery support services, collaborations with first responders, and systems-level challenges. Participants represented health and behavioral health disciplines practicing across the state of Texas in metropolitan and rural areas. Learners were administered: (1) an online registration form that inquired about basic demographics, (2) a post-session survey at the conclusion of each session capturing satisfaction and likelihood to implement, and (3) annual surveys measuring changes in knowledge and self-efficacy. Attendance and other learner data were stored and extracted from the partner relationship management database: iECHO. Training programs were attended by 968 learners, with an average of 48 learners per session. Geographic reach included 47 Texas cities. Post-training survey results indicated high rates of learner satisfaction, with an average rating of 4.68 on a 5-point Likert-like scale. Annual surveys indicated improvements in provider knowledge and self-confidence across all programs. Early results indicate robust uptake, wide geographic reach, high learner satisfaction, and provider knowledge and confidence gains. This preliminary evidence supports the use of the ECHO model as a potential tool for scaling comprehensive SUD telementoring centers to meet workforce development needs over large geographic areas.

Implementing an evidence-based behavioral weight-loss program in community mental health centers: A randomized pilot study.

Obesity is a leading cause of preventable death among individuals with serious mental illness (SMI). A prior randomized controlled trial demonstrated the efficacy of a lifestyle style intervention tailored to this population; however, such interventions need to be adapted and tested for real-world settings. This study evaluated implementation interventions to support community mental health program staff to deliver an evidence-based lifestyle intervention to clients with obesity and SMI. In this cluster-randomized pilot trial, the standard arm combined multimodal training with organizational strategy meetings and the enhanced arm included all standard strategies plus performance coaching. Staff-coaches delivered a 6-month group-based lifestyle intervention to clients with SMI. Primary outcomes were changes in staff knowledge, self-efficacy, and fidelity scores for lifestyle intervention delivery. Linear mixed-effects modeling was used to analyze outcomes, addressing within-site clustering and within-participant longitudinal correlation of outcomes. Three sites were in the standard arm (7 staff-coaches); 5 sites in the enhanced arm (11 staff-coaches). All sites delivered all 26 modules of the lifestyle intervention. Staff-coaches highly rated the training strategy's acceptability, feasibility and appropriateness. Overall, mean knowledge score significantly increased pre-post by 5.5 (95% CI: 3.9, 7.1) and self-efficacy was unchanged; neither significantly differed between arms. Fidelity ratings remained stable over time and did not differ between arms. Clients with SMI achieved a mean 6-month weight loss of 3.8 kg (95% CI: 1.6, 6.1). Mental health staff delivering a lifestyle intervention was feasible using multicomponent implementation interventions, and preliminary results show weight reduction among clients with SMI. The addition of performance coaching did not significantly change outcomes. Future studies are needed to definitively determine the effect on client health outcomes.

Technology-based interactive communication simulation addressing challenging communication situations for nursing students

BackgroundSimulation-based interventions for nursing students addressing challenging communication situations involving geriatric patients and end-of-life care are limited. PurposeThis study evaluated the effects of technology-based interactive communication simulations on nursing students' communication knowledge, self-efficacy, skills, compassion, and program satisfaction. MethodA randomized controlled repeated-measures design was used with third- and fourth-year nursing students enrolled in five nursing colleges located in five regions in Korea as participants. Participants were randomly assigned to either a technology-based interactive communication simulation or an attention control group. Changes in communication knowledge, self-efficacy, skills, compassion, and program satisfaction were assessed using three self-reported measures and communication skills were measured by the raters. Statistical analyses included descriptive analyses, chi-square tests, t-tests, and a generalized estimating equation model. ResultsEighty students participated in one of the two programs, and 77 in the four-week follow-up test. The intervention group indicated significant improvements in communication knowledge, self-efficacy, skills, and compassion, as well as higher program satisfaction compared with the attention control group. Communication skills as assessed by raters also showed significant change at all assessment time points. ConclusionThe technology-based interactive communication simulation program is effective in improving communication skills among nursing students managing geriatric patients and end-of-life care.

Psychosocial Predictors of Maintained Weight Loss in Women: Informing Behavioral Obesity Treatment Foci.

Behavioral obesity treatments are typically unable to facilitate meaningful weight loss beyond the short term. Implications of malleable psychosocial factors are unclear, which limits behavioral intervention contents. The current aim was to inform obesity treatments to improve their foci on psychosocial factors leading to resilient behavioral changes and maintained weight loss. Based on pre-planned analyses, women participating in a community-based obesity treatment emphasizing self-regulation and exercise, and who lost at least 3% of their initial weight (N = 89), were measured on eating-related self-efficacy, negative mood, emotional eating, body satisfaction, and self-regulating eating at baseline, Month 3, and Month 6; and on weight change over 12months. From baseline to Month 6, there was a significant overall improvement in each psychosocial variable. In separate multiple regression equations, scores at (1) Month 6, (2) change from baseline to Month 6, and (3) change from Month 3 to Month 6 were entered as predictors of maintained weight loss from Month 6 to Month 12. Using a backward elimination process, only negative mood was retained in the final Month 6 model, and significantly predicted maintained weight loss (R2adjusted = .03, p = .050). Changes in self-efficacy, mood, emotional eating, and self-regulation were retained in the final baseline to Month 6 model, and significantly predicted weight loss maintained over 12months (R2adjusted = .30, p < .001). Findings add to research on obesity treatment development by suggesting an enhanced focus on facilitating changes in self-efficacy, mood, emotional eating, and self-regulation may enhance maintenance of lost weight (or increase weight loss).

Grocery Delivery to Support Individuals With Type 2 Diabetes: Protocol for a Pilot Quality Improvement Program.

People with low income are disproportionately affected by type 2 diabetes (T2D), and 17.6% of US adults with T2D experience food insecurity and low diet quality. Low-carbohydrate eating plans can improve glycemic control, promote weight loss, and are associated with improved cardiometabolic health and all-cause mortality. Little is known about supporting low-carbohydrate eating for people with T2D, although food-as-medicine interventions paired with nutrition education offer a promising solution. This program aims to support the initiation of dietary changes by using grocery delivery and low-carbohydrate education to increase the quality of low-carbohydrate nutrition among people with T2D and food insecurity. This program was a nonrandomized pilot conducted at 21 primary care practices in Michigan. Adults with T2D and food insecurity or low income were eligible to enroll. Patients were referred by primary care clinic staff. All participants received the 3-month program, which included monthly US $80 credits for healthy foods, free grocery delivery from Shipt, and low-carbohydrate nutrition education. Food credits were restricted to the purchase of healthy foods. Education materials, developed in collaboration with providers and patients, included print, digital, interactive web, and video formats. At enrollment, participants completed a survey including demographics, diabetes health, diet and physical activity, and diabetes management and knowledge. After the 3-month program, participants completed a survey with repeat assessments of diabetes health, diet and physical activity, and diabetes management and knowledge. Perspectives on participant experience and perceived program impact, food purchasing behaviors, and use of educational materials were also collected. Diabetes health information was supplemented with data from participant medical records. We plan to perform mixed methods analysis to assess program feasibility, acceptability, and impact. Primary quality improvement (QI) measures are the number of patients referred and enrolled, use of US $80 food credits, analysis of food purchasing behavior, participant experience with the program, and program costs. Secondary QI measures include changes in hemoglobin A1c, weight, medications, self-efficacy, diabetes and carbohydrate knowledge, and activity between baseline and follow-up. This program started in October 2022. Data collection is expected to be concluded in June 2024. A total of 151 patients were referred to the program, and 83 (55%) were enrolled. The average age was 57 (SD 13; range 18-86) years, 72% (57/79) were female, 90% (70/78) were White, and 96% (74/77) were of non-Hispanic ethnicity. All participants successfully ordered grocery delivery during the program. This pilot QI program aimed to improve diet quality among people with T2D and food insecurity by using grocery delivery and low-carbohydrate nutrition education. Our findings may help inform the implementation of future QI programs and research studies on food-as-medicine interventions that include grocery delivery and education for people with T2D. DERR1-10.2196/54043.

Self-efficacy changes and gender effects on self-efficacy in a large-scale robotic telescope focused curriculum

In this paper, we present the results of an investigation into the effects of engaging with robotic telescopes during an Astronomy 101 (Astro101) course in the United States and Canada on the self-efficacy of students. Using an astronomy self-efficacy survey that measures both astronomy personal self-efficacy and instrumental self-efficacy, the authors probed their covariance with the respondents’ experience of an Astro101 course that uses robotic telescopes to collect astronomical data. Strong effects on both self-efficacy scales were seen over the period of a semester utilizing a scalable educational design using robotic telescopes. After participation in the course, the results show that the gender gap in self-efficacy between self-identified men and women is largely reduced to statistically insignificant differences compared to the initial large significant difference. Published by the American Physical Society 2024

Enhancing physical activity participation among female employees: evaluating the effectiveness of an educational intervention.

This paper evaluates the effectiveness of an educational intervention based on the transtheoretical model aimed at increasing physical activity (PA) participation among female employees in Bandar Abbas city (Iran) healthcare centers in December 2017 and August 2018. Using a semi-experimental interventional study design with a randomized and multi-stage method, 100 participants were included in both the intervention (n=50) and control groups (n=50). Data collection involved questionnaires assessing demographic information (age, gender, marital status and education), stages of change in PA behavior, Perceived Benefits, Barriers and Self-efficacy. The data were analyzed using SPSS-16, employing both descriptive (mean, SD, frequency, percentage) and inferential statistics (t-tests, chi-squared tests, etc.). Prior to the educational intervention, 19 participants (0.38%) in the intervention group engaged consistently in PA (stages 4-5). After 3 and 6 months of intervention, these numbers increased to 29 (0.58%) and 25 (0.50%), respectively. This improvement was statistically significant compared to the pre-intervention stage (P<0.001). The findings highlight the importance of theory-based behavior change models and health education programs in promoting PA and combating sedentary lifestyles. Although focused on a specific population in Bandar Abbas, the intervention can serve as a model for similar programs targeting diverse social classes and populations.

Comparison of self-efficacy among graduate teaching assistants before and after training

BackgroundTeaching assistants (TAs) play a crucial role in pedagogical practices, and the TA training has emerged as a vital strategy for enhancing teaching quality and fostering effective interactions. The self-efficacy of TAs can substantially impact their performance. Nevertheless, little research has focused on the change in TAs’ self-efficacy following their training.MethodsA self-control quasi-experiment was conducted to examine shifts in the self-efficacy of Tas at Peking University before and after their TA training. A questionnaire was used to assess the change, and the reliability and validity of the questionnaire was also calculated. A paired data rank sum test was used to analysis the changes in TA self-efficacy before and after training.ResultsA total of 372 TAs from School of Basic Medicine (N = 173), School of Pharmacy (N = 112), School of Public Health (N = 69), and other schools (N = 18) submitted complete questionnaires. The questionnaire showed a good performance in internal reliability and validity test (Cronbach’s alpha index = 0.906, and KMO value was 0.903). Participants had a median total self-efficacy score of 88 and 85 before and after the TA training, respectively, which shows a lack in the total TA self-efficacy score following the TA training (P < 0.001). TAs who have no desire to becoming a college instructor have a higher self-efficacy when compared to TAs who have expressed neutral attitudes in becoming college instructors.ConclusionThe participated TAs display a lack of self-efficacy after attending the TA training at Peking University. Therefore, it is necessary to establish and strengthen TA’s self-efficacy beyond academic skills when designing and delivering TA training programs at Peking University.

Implementation of coaching methods to decrease the parenting stress levels among teenage mothers in Indonesia: A quasi-experimental study.

The high rate of early marriage, teenage pregnancy, and teenage mothers increases the prevalence of emotional and mental disorders, depression, parenting stress, and child stunting. Parenting coaching is among the effective ways to overcome parenting stress and improve parents' knowledge, skills, and behaviors, thereby avoiding child stunting. However, studies on parenting coaching are not widely conducted, particularly in Indonesia. This study aimed to present the current status of parenting stress among teenage mothers and assess whether parenting coaching effectively reduces parenting stress among teenage mothers. A quasi-experimental design was used. The participants were randomly selected into two groups: the intervention group receiving parenting coaching intervention and the control group receiving standard education using a leaflet. Data were collected in June 2021 in Takalar Regency, South Sulawesi, Indonesia. Statistical Program for Social Science version 21 (Armonk, NY, USA) was employed for all statistical analyses. The parenting coaching intervention had a significant effect on parenting stress (p <0.001), with significant positive changes in knowledge, attitude (p <0.001), behavior (p <0.001), self-efficacy (p <0.001), and maternal function (p <0.001). Additionally, a significant difference in the achievement of z-score values was observed between the intervention and control groups based on Body Weight/Age (BW/A) (p <0.001) and Body Length/Age (BL/A) (p <0.001). However, Body Weight/Body Length (BW/BL) did not show a significant difference in the achievement of z-score (p = 0.34) in the third month. Parenting coaching can reduce parenting stress among teenage mothers and improve their knowledge, attitudes, behavior, self-efficacy, and maternal function; hence, this intervention can be used as a reference in the nursing process to reduce parenting stress and prevent child stunting.

The Effectiveness of Applying the Habits of Mind Approach on Developing Female Fifth Graders’ Reading Self-Efficacy

Self-efficacy, which refers to one&amp;rsquo;s own capabilities to perform a task successfully, has been found to be a significant predictor of various educational achievements. The current study emphasizes the role of self-efficacy in the context of reading, highlighting that students&amp;rsquo; beliefs about their reading abilities can significantly shape their motivation and performance in reading. Consequently, unsuccessful outcomes in reading may not necessarily result from a lack of skills or knowledge but rather from a deficiency in the self-efficacy beliefs needed to apply those skills effectively (Carroll &amp;amp; Fox, 2017). Considering the narrow scope of research on reading self-efficacy, this quasi-experimental study aimed to extend previous work by exploring how reading self-efficacy changes among female fifth-grade students through a nine-week Habits of Mind (HoM) program. This program specifically targeted the four primary sources of information that affect reading self-efficacy: progress, observational comparison, social feedback, and physiological states. Participants comprised 66 female fifth-grade students from a public elementary school, split into an experimental group of 33 who participated in the HoM program and a control group of 33 students adhering to the standard curriculum. The findings indicate that participants in the HoM program reported significantly higher reading self-efficacy levels in four sources of reading self-efficacy compared to those in the control group. Results also indicated that the improvements in reading self-efficacy and its four foundational factors, attained through implementing the HoM program, were either sustained or experienced further growth over time. We recommend that this approach might help students develop a lifelong passion for reading, along with the confidence they need to overcome reading challenges.

Changes in Undergraduate Students’ Self-Efficacy and Outcome Expectancy in an Introductory Statistics Course

The exploration of psychological variables that potentially impact college student performance in challenging academic courses can be useful for understanding success in introductory statistics. Although previous research has examined specific beliefs that students hold about their abilities and future outcomes, the current study is novel in its examination of changes in both self-efficacy (SE) and outcome expectancy (OE) in relation to performance over the course of an undergraduate introductory psychology statistics course. These psychological variables—relating to one’s belief about one’s ability to accomplish a task and the anticipated outcomes—may impact student motivation and performance. Students’ SE, OE, and other variables related to statistics performance were measured through a survey administered at the beginning and end of the course. Multivariate logistic regression and McNemar tests were conducted to examine factors that affected changes in SE and OE as the semester progressed. Students with lower scores on the final exam demonstrated a decrease in both high SE and positive OE. However, higher scores on exams earlier in the course were associated with increased odds for high SE but not for positive OE, suggesting that SE is less resilient to course performance. Based on these findings, the authors recommend that statistics instructors identify students at risk for decreasing SE. Instructors can help foster high SE in students struggling academically by connecting the course content to their everyday lives and suggesting strategies to enhance their confidence in their content knowledge and increase their comfort in navigating such a challenging course.

Investigating learning burnout and academic performance among management students: a longitudinal study in English courses

Investigating learning burnout and academic performance among management students: a longitudinal study in English courses

Flow experience and self-efficacy in undergraduates’ English learning: A weekly diary investigation with cross-lagged panel modeling approach

With the growing interest in positive psychology, EFL learners’ positive factors, such as flow experience and self-efficacy, have been intensively researched in cross-sectional studies. However, a lack of evidence exists regarding how learners’ flow experience and self-efficacy fluctuate over time and their dynamic interplay. To bridge these gaps, based on the broaden-and-build theory, this study aims to explore the dynamic changes of flow experience and self-efficacy and their interplay by adopting a weekly diary design. Following eight consecutive weeks, this study traced 113 EFL learners with their 904 data entries. Results demonstrated that students maintained a moderate flow experience level throughout the study period, with a noticeable upward trajectory over time at the within-person level. Additionally, the level of self-efficacy consistently maintained a medium to high level with slight fluctuations. Yielded from the cross-lagged panel model, we found that self-efficacy predicts flow experience consistently and robustly over time, whereas flow experience significantly impacts self-efficacy at only three time points. This study reveals the significance of comprehending the dynamic nature of flow experience and self-efficacy in EFL learning. The findings provide practical implications for facilitating the experience of EFL learners’ flow by cultivating their self-efficacy.

중등학생의 인지조절전략과 학업 효능감의 관계

Objectives This study empirically examined how cognitive self-regulated learning strategies influence students' academic self-efficacy, considering variations in family backgrounds.&#x0D; Methods To achieve this, data from the 1st, 3rd, 5th, and 7th waves of the Korean Educational Longitudinal Study (KELS) 2013 cohort were used, selecting data based on the inclusion of cognitive self-regulated learning strategies in surveys (2nd, 3rd, 5th, 7th waves), post-middle school time points (3rd, 5th, 7th waves), and parental demographic background surveys (1st wave).&#x0D; Results Analyzing three time points of longitudinal data, vulnerable students showed lower academic self-efficacy and cognitive self-regulated learning strategies compared to non-vulnerable students. Using a two-way fixed effects model, an increase in cognitive self-regulated learning strategies had a static effect on changes in academic self-efficacy, with a greater impact observed among vulnerable students.&#x0D; Conclusions This study suggests evidence that socioeconomic-based disparities in students' academic self-efficacy can be mitigated. The need for additional cognitive self-regulated learning strategy education for vulnerable students is emphasized.&#x0D;

Applicability of a supramaximal high-intensity interval training program for older adults previously not engaged in regular exercise; analyses of secondary outcomes from the Umeå HIT Study

This analysis of secondary outcomes investigated the applicability of supramaximal high-intensity interval training (HIT) with individually prescribed external intensity performed on stationary bicycles. Sixty-eight participants with a median (min; max) age of 69 (66; 79), at the time not engaged in regular exercise were randomized to 25 twice-weekly sessions of supramaximal HIT (20-min session with 10 × 6-s intervals) or moderate-intensity training (MIT, 40-min session with 3 × 8-min intervals).The primary aim was outcomes on applicability regarding; adherence to prescribed external interval intensity, participant reported positive and negative events, ratings of perceived exertion (RPE 6–20), and affective state (Feeling Scale, FS -5–5). A secondary aim was to investigate change in exercise-related self-efficacy (Exercise Self-Efficacy Scale) and motivation (Behavioural Regulations in Exercise Questionnaire-2).Total adherence to the prescribed external interval intensity was [median (min; max)] 89 % (56; 100 %) in supramaximal HIT, and 100 % (95; 100 %) in MIT. The supramaximal HIT group reported 60 % of the positive (112 of 186) and 36 % of the negative (52 of 146) events. At the end of the training period, the median (min; max) session RPE was 15 (12; 17) for supramaximal HIT and 14 (9; 15) for MIT. As for FS, the median last within-session rating was 3 (−1; 5) for supramaximal HIT and 3 (1; 5) for MIT. Exercise-related motivation increased (mean difference in Relative Autonomy Index score = 1.54, 95 % CI [0.69; 2.40]), while self-efficacy did not change (mean difference = 0.55, 95 % CI [-0.75; 1.82]), regardless of group.This study provide support for supramaximal HIT in supervised group settings for older adults.

Building technology integration at an urban school through a PDS partnership

PurposeIn 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.Design/methodology/approachSurvey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.FindingsResults showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.Originality/valueThis initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

Haptic Feedback, Performance and Arousal: A Comparison Study in an Immersive VR Motor Skill Training Task.

This article investigates the relationship between fine motor skill training in VR, haptic feedback, and physiological arousal. To do so, we present the design and development of a motor skill task (buzzwire), along with a custom vibrotactile feedback attachment for the Geomagic Touch haptic device. A controlled experiment following a between-subjects design was conducted with 73 participants, studying the role of three feedback conditions - visual/kinesthetic, visual/vibrotactile and visual only - on the learning and performance of the considered task and the arousal levels of the participants. Results indicate that performance improved in all three feedback conditions after the considered training session. However, participants reported no change in self-efficacy and in terms of presence and task load (NASA-TLX). All three feedback conditions also showed similar arousal levels. Further analysis revealed that positive changes in performance were linked to higher arousal levels. These results suggest the potential of haptic feedback to affect arousal levels and encourage further research into using this relationship to improve motor skill training in VR.