Cognitive Involvement Research Articles

What do we mean by long COVID? A scoping review of the cognitive sequelae of SARS-CoV-2 infection.

Many COVID-19 patients report persistent symptoms, including cognitive disturbances. We performed a scoping review on this topic, focusing primarily on cognitive manifestations. Abstracts and full texts of studies published on PubMed (until May 2023) addressing cognitive involvement persisting after SARS-CoV-2 infection were reviewed, focusing on terms used to name the cognitive syndrome, reported symptoms, their onset time and duration, and testing batteries employed. Reported psychiatric symptoms, their assessment tools, and more general manifestations were also extracted. Among the 947 records identified, 180 studies were included. Only one third of them used a label to define the syndrome. A minority of studies included patients according to stringent temporal criteria of syndrome onset (34%), whereas more studies reported a minimum required symptom duration (77%). The most frequently reported cognitive symptoms were memory and attentional-executive disturbances, and among psychiatric complaints, the most frequent were anxiety symptoms, depression, and sleep disturbances. Most studies reported fatigue among general symptoms. Thirty-six studies employed cognitive measures: screening tests alone (n = 19), full neuropsychological batteries (n = 25), or both (n = 29); 30 studies performed psychiatric testing. Cognitive deficits were demonstrated in 39% of subjects, the most frequently affected domains being attention/executive functions (90%) and memory (67%). Currently, no agreement exists on a label for post-COVID-19 cognitive syndrome. The time of symptom onset after acute infection and symptom duration are still discussed. Memory and attention-executive complaints and deficits, together with fatigue, anxiety, and depression symptoms, are consistently reported, but the objective evaluation of these symptoms is not standardized.

Consumer Information Search in Live-Streaming: Product Involvement and the Moderating Role of Scarcity Promotion and Impulsiveness

While the literature acknowledges the impact of product involvement on consumer information search, little work discerns the boundary conditions of product involvement on information searching. Product involvement reflects an individual’s interest in an object because of its inherent values, necessity, and interest. This study investigates the combined moderating role of limited-quantity scarcity and personal impulsiveness in the relationship between product involvement and information search behavior. A survey experiment with 402 participants was conducted to test this hypotheses. The experiment in this study used a 2 (cognitive involvement: high vs. low) × 2 (affective involvement: high vs. low) × 2 (limited-quantity scarcity: high vs. low) between-subjects design. The results provided strong evidence that (1) cognitive involvement is positively associated with online information search, whereas affective involvement is not associated with online information search; (2) limited-quantity scarcity significantly weakens the impact of cognitive involvement on online information search, but it does not have an interaction effect with affective involvement on online information search; and (3) the three-way interaction among product involvement (i.e., cognitive involvement and affective involvement), limited-quantity scarcity, and impulsiveness on consumer information search is significant. This study extends the current information searching studies by uncovering personal impulsiveness and limited-quantity scarcity as boundary conditions that influence the effects of cognitive involvement and affective involvement on consumer information search. The findings can help stakeholders promote the sustainability of e-commerce live-streaming in practice.

Students’ involvement as a factor of improving the efficiency of the educational process

The article deals with the most important pedagogical problems of increasing the involvement of students in the educational process. The authors aim to study the international theoretical and practical experience of increasing students’ involvement and analyze the complexity of the dynamic interaction between the students and the educational environment in class from the point of view of various types of involvement. To study the theoretical and practical materials, the authors use a combination of general scientific analytical, synthetic, and inductive-deductive approaches. The results of the study showed that the behavioral, academic, emotional, and cognitive involvement of students in learning a foreign language depends on various factors of the educational environment, including the choice of conceptual approaches to teaching, the level of students’ linguistic and communicative competences. The authors come to the conclusion that students’ involvement in the educational process in higher education reflects the effectiveness of the academic, social, and professional orientation of education, which contributes to academic success and professional self-realization of students.

From tourist motivations to buying decisions: A multilevel engagement perspective

This paper offers theoretical and practical implications regarding digital media content generated on social media networks (SMNs). However, limited research has been conducted on this topic, resulting in important knowledge gaps. To narrow this gap, this paper proposes a theoretical framework that explored an important tourist-based antecedent (involvement) and its first- (engagement levels), second- (brand love), third-tier (buying decision) consequences, respectively. Data were gathered from a sample of 722 US tourists who used SMNs for leisure travel purposes. Our findings reported that affective involvement had a strong positive relationship with the three levels of engagement. Additionally, cognitive involvement was significantly related to two engagement levels: consumption and creation. Our findings verified the positive link between the three levels of engagement and brand love. Interestingly, brand love exerted a significant positive impact on both impulse buying and cross-buying decisions. Finally, gender moderated the link between brand love and the cross-buying decision.

Continuing higher education through the social media-based community of inquiry during the crisis: evidence from Turkey and Pakistan

ABSTRACT This study aimed to find out the social presence, teaching presence, and cognitive presence of higher education students in social media environments in developing countries such as Turkey and Pakistan during the pandemic crisis. We adopted a survey approach to collect data from higher education students in Turkey (n = 350) and Pakistan (n = 350). Consistent multiple group analysis (cMGA) analyzed that there was no difference between Turkish and Pakistani students’ presence in the social media-based community of inquiry during the COVID-19 crisis. While a consistent partial least square structural equation modelling found that social presence mediates between teaching presence and cognitive presence. It shows that teaching presence is an important factor to maintain a social presence and ultimately brings a cognitive involvement of the students in social media environments during the crisis to continue higher education. This study has implications for higher education instructional designers to continue education during the crisis.

Exploring the relationship between amygdala subnuclei volumes and cognitive performance in left-lateralized temporal lobe epilepsy with and without hippocampal sclerosis

Cognitive disruption is a debilitating comorbidity in Temporal Lobe Epilepsy (TLE). Despite recent advances, the amygdala is often neglected in studies that explore cognition in TLE. Amygdala subnuclei are differently engaged in TLE with hippocampal sclerosis (TLE-HS) compared to non-lesional TLE (TLE-MRIneg), with predominant atrophy in the first and increased volume in the latter. Herein, we aim to explore the relationship between the volumes of the amygdala and its substructures with respect to cognitive performances in a population of left-lateralized TLE with and without HS. Twenty-nine TLEs were recruited (14 TLE-HS; 15 TLE-MRIneg). After investigating the differences in the subcortical amygdalae and hippocampal volumes compared to a matched healthy control population, we explored the associations between the subnuclei of the amygdala and the hippocampal subfields with the cognitive scores in TLE patients, according to their etiology. In TLE-HS, a reduced volume of the basolateral and cortical amygdala complexes joined with whole hippocampal atrophy, was related to poorer scores in verbal memory tasks, while in TLE-MRIneg, poorer performances in attention and processing speed tasks were associated with a generalized amygdala enlargement, particularly of the basolateral and central complexes. The present findings extend our knowledge of amygdala involvement in cognition and suggest structural amygdala abnormalities as useful disease biomarkers in TLE.

Theorizing issue-driven public attention and expectations in audience responses to corporate sociopolitical activism: A mixed-method analysis

This study develops an issue-driven framework to theorize the role of public attention, support, and expectations in audience responses to corporations’ engagement in contested issues. Based on a mixed-method study using an online survey (N = 817), we investigate how two forms of expectations—normative and predictive—are associated with motivating cognitions, attitudes toward the social impacts of corporate sociopolitical activism (CSA), and buying intentions. Thematic analysis reveals a four-quadrant typology characterized by varying degrees of public attention and support: legitimate engagement, identify alignment, emergent norm, and obscure practice. The structural equation modeling results demonstrate that predictive expectations are a consistent antecedent to the perceived company–issue fit, perceived issue salience, and issue position. In contrast, the associations between normative expectations, the perceived company–issue congruence, and cognitive involvement are contingent on issue types. Perceived advocacy fit and cognitive involvement positively predict attitudes toward the social impacts of CSA. Buycotting intentions, however, are only determined by individuals’ issue position.

The Effect of a Coaching Clinic on Student-Coaches’ Behavior During a Basketball Sport Education Season With Preservice Teachers

Purpose: To investigate (a) if a coaching clinic (CC) impacted student-coaches’ behavior and academic learning time during a basketball Sport Education season and (b) if 3v3 game performance improved as a function of the coaching clinic. Method: Preservice teachers (n = 85) were randomly assigned to a CC or a comparison group and taught a 16-lesson Sport Education-based basketball season. The CC group received a coaching clinic in which student-coaches were introduced to core instructional skills, including task organization, task presentation, and delivering congruent feedback. Results: For both groups, coaching time significantly increased from 11.5% to 34.1%, p = .02, as well as cognitive learner involvement, p < .01. CC coaches provided significantly more demonstrations, p < .02. Players in the CC group had significantly greater improvement in 3v3 game play, p = .01. Conclusion: The clinic positively impacted student-coaches’ demonstrations, which likely contributed to improved 3v3 performance.

Features of the Russian volunteer movement

The article considers features of the Russian volunteer movement based on the qualitative criteria, including historical retrospection, and the method of unstructured interview. The authors describe the key characteristics of three models of the Russian volunteering - pre-revolutionary, Soviet and contemporary - and conclude that volunteering in Russia has always been perceived by the public opinion as a kind of cooperative project uniting citizens. The article provides an overview of the legislative framework of the contemporary Russian volunteer movement and of its most popular areas which are mainly associated with ensuring human security. The authors identify and systematize the problems of the Russian volunteer movement and name among the most pressing ones the relationship of volunteer organizations with the state, which can lead to a spiral of silence in the Russian society and hinder the cognitive and emotional involvement of people in the volunteer movement. The article also mentions the influence of the special military operation on the civil activity of the Russian population. The preliminary research results show the emerging shift in the society’s attitude to volunteering, which is manifested in a certain loss of interest in supporting civil initiatives due to paying more attention to one’s family and close social circle. The authors argue that the specifics of the Russian volunteer movement is determined by its non-political nature ‘from below’ and focus on the goals of ensuring human security. Thus, not only the state influences the individual, which is typical for the Russian society and history, but also the individual through volunteering influences the state that cannot ignore the powerful social request for justice.

Enhancing sustainable lifelong learning in higher education for uncertain transitions: a mixed method investigation into Vietnamese undergraduates’ strategies

ABSTRACT Globally significant adversities have occurred, including the COVID−19 pandemic, which had an impact on all facets of society, such as the fields of employment and education. University students should be well-equipped with the skills, knowledge, and attitude required to adapt to and withstand employability challenges. A triangulation mixed-method approach was utilised in this study to measure and explore post-secondary students’ sustainable lifelong learning for future-oriented purposes. The study began with a quantitative phase to examine the relationship between the four self-regulated learning strategies and lifelong learning. A survey approach was utilised to execute the research among 152 university students in Vietnam. The results of structural equation modelling demonstrated a significant positive association between lifelong learning abilities and metacognitive knowledge, resource management, and motivating beliefs. Cognitive involvement, however, did not reveal a significant connection. Second, qualitative follow-up research with five undergraduates indicated students’ use of strategical (self-regulated learning strategies) and psychological preparation (self-understanding, adaptability, and flexibility) for the future. Significant implications were made for teachers and students in higher education to facilitate and enhance students’ lifelong learning abilities to cope with uncertainties prior to transitions.

Developing a Multimodal Classroom Engagement Analysis Dashboard for Higher-Education

Developing learning analytics dashboards (LADs) is a growing research interest as online learning tools have become more accessible in K-12 and higher education settings. This paper reports our multimodal classroom engagement data analysis and dashboard design process and the resulting engagement dashboard. Our work stems from the importance of monitoring classroom engagement, which refers to students' active physical and cognitive involvement in learning that influences their motivation and success in a given course. To monitor this vital facade of learning, we developed an engagement dashboard using an iterative and user-centered process. We first created a multimodal machine learning model that utilizes face and pose features obtained from recent deep learning models. Then, we created a dashboard where users can view their engagement over time and discover their learning/teaching patterns. Finally, we conducted user studies with undergraduate and graduate-level participants to obtain feedback on our dashboard design. Our paper makes three contributions by (1) presenting a student-centric, open-source dashboard, (2) demonstrating a baseline architecture for engagement analysis using our open-access data, and (3) presenting user insights and design takeaways to inspire future LADs. We expect our research to guide the development of tools for novice teacher education, student self-evaluation, and engagement evaluation in crowded classrooms.

Investigating social presence in “In Real Life” streaming for community building

Watching other people share their lives in real time via streaming platforms, also known as In Real Life (IRL) streams, has gained popularity as a form of entertainment and a meaningful way for people to experience social presence and community with others. Our study focuses on IRL streams to investigate how the multiple dimensions of social presence (cognitive copresence, psychological involvement, and behavioral interdependence) with the streamers and other viewers are associated with community identification. Through an online survey of 423 IRL stream viewers, our study found that community identification is associated with different dimensions of social presence derived from the streamers and other viewers. Specifically, cognitive copresence was not sufficient to evoke a sense of community. Psychological involvement with the streamers and behavioral interdependence with other viewers were significantly associated with the participants’ community identification. The findings provide support for examining social presence as a multidimensional construct in studying online interactions on platform with asymmetrical affordances in which different groups of users have varying communication affordances.

A Study on the Application of Narrative Transportation in Storytelling Tourism Marketing Communication in Taiwan

In recent years, interactive multimedia guides have become increasingly common in museums, exhibition spaces, and tourist attractions. Over the past decade, Hsin Beitou government and local residents have launched a series of reform movements for local tourism. During the research process, it was found that the current planning of attractions lacks pre-tour guidance and itinerary arrangements. In on-site surveys, tourists expressed uncertainty about the route guidance of the attractions, and their itineraries usually began upon arrival at the destination or by searching for fragmented video materials beforehand. Through this research, the design of different types of videos, including narrative attraction animation videos, influencer videos focusing on attractions, and videos solely introducing attractions, were explored to investigate their impact on viewer attitudes and travel motivations.Previous studies have mainly focused on one-sided tourism discussions. This thesis, however, conducted field surveys, preliminary studies, and interviews to connect cultural and historical tourist attractions into a complete narrative-guided video. Drawing on literature research and analysis of narrative transportation theory, story-based tourism marketing, and video tourism, the thesis designed a video that provides clear and concise travel guidance, saving tourists' time. The 3 types of videos, including narrative animated tour video, influencer tour video and attraction introduction video were provided for tourists to explore the impact of these 3 videos on their travel motivations and the narrative transportation effectiveness. The study employed a questionnaire based on the narrative transportation theory and Likert 5-point scale to understand the satisfaction of the participants with the narrative-guided video and their motivation to visit the attractions.Based on literature research, this study connected significant attractions of Hsin Beitou area to create a narrative-guided video called "Hsin Beitou Healing Notebook". The content of the video was designed according to Gerrig's TIM scale, which includes The TIM scale included 11absorption propensity items and one imagery ability item capturing its major dimensions of cognitive, affective, and imagery involvement. The narrative of the video focused on a Japanese wounded soldier revisiting old sites in Hsin Beitou and recalling his experiences of healing after World War II. From this narrative, nine highlights of Hsin Beitou tourism were identified. The study applied narrative transportation theory to tourism, examining the impact of video design on tourists' travel motivations, using narrative-guided video design as the research method.

PARENTAL INVOLVEMENT, STUDENTS’ SOCIAL BEHAVIOR AND ACADEMIC ACHIEVEMENT : BASIS FOR A SOCIAL LEARNING PROGRAM

This study investigates the relationship between parental involvement, students social behavior, and academic achievement of secondary students at Cavite State University - Silang Campus, Laboratory Science High School in the Philippines. The study collects data from secondary students using a descriptive correlation method. Based on the results of the study, cognitive parental involvement was rated relatively higher by the parents and showed a significant pattern relative to its impact on academic achievement. while students social behavior towards their teacher has a high extent level while students social behavior towards their classmate has a moderate level and the academic achievement of the students based on their first quarter grade noted in the average level for some students. The study determined an affirmative relationship between students social behavior towards their teacher during the teaching and learning process. This underlined the necessity of conducting relevant social activities and programs for parents and students towards their classmates to improve their social skills and help them in fostering harmonious relationships related to scholastic content in order to enhance their academic achievement while promoting good camaraderie. In essence, the study emphasizes the implication of personal and behavioral parental involvement, and students social behavior towards their teacher and classmate as related to their academic achievement in improving caliber education in the university. The findings suggest that university administrators should plan out sufficient social learning activities and programs for students, parents, and teachers to help them engage in their teaching and learning process effectively and harmoniously. This can greatly benefit the students, parents, teachers, and the entire institution as well as the community.

Exploring Multisystemic Resilience among Youth of Color Exposed to Direct and Indirect Violence

Objectives: Youth of color (YOC) are more likely to experience direct and indirect violence compared to non-Hispanic White youth. Although the negative consequences of violence exposure are well-established, less is understood about factors that may facilitate resilience.
 Methods: The current study utilized hierarchical linear regression modeling to examine the associations between resilience and psychological health, social support, and school engagement among YOC in the United States who have experienced violence. Participants included 75 YOC (Mage = 9.39; SD = 1.56; 84.1% Black or African American, 9.3% Biracial or Multiracial, 5.3% Hispanic, 1.3% Indigenous) who were directly or indirectly exposed to violence in the past year. They were recruited from a family justice center in the southern United States.
 Results: The final model was significant (F(5,74) = 21.71; p < .001) and accounted for 57% of the variance in resilience. Specifically, lower levels of direct violence exposure (β = -.18; p = .002), greater social support from friends and nonparental adults (β = .35; p < .001), and more school engagement (β = .47; p < .001) were related to higher resilience.
 Conclusions and Implications: Findings highlight the importance of interpersonal and school resources in facilitating resilience among YOC who have been exposed to violence. Clinicians are encouraged to connect YOC with accessible resources to foster behavioral, cognitive, and emotional involvement in school. Further, mental health care providers can assist YOC by helping them establish and maintain supportive relationships, which may enhance resilience.

Digitale Übersetzungsprogramme und Online-Wörterbücher im Fremdsprachenunterricht:

This survey investigates teacher and student perceptions and beliefs relating to the use of digital translation tools and online dictionaries (e. g. Google Translate, DeepL, Leo, Pons) in the foreign language classroom. Over the past few years, these tools have become increasingly popular, a development that has given rise to questions about their benefits for foreign language learning and teaching. A total of 1187 participants (985 students and 202 teachers) took part in the study. They came from primary schools, lower and upper secondary schools (Gymnasium and Fachmatura, vocational schools), as well as tertiary education and professional development classes. The survey was conducted in French (n=834) and German (n=353) in the cantons of Bern, Fribourg, Geneva, Jura, Neuchâtel and Solothurn. Participation was voluntary. Results show that regardless of language background and educational context, participants perceive of the tools as a normal and largely established part of their everyday practices. Compared to their teachers, students are more optimistic about the tools’ potential contribution to foreign language learning and less concerned about possible pitfalls linked to using the tools. Students in lower secondary school use digital translation aids less frequently and rate their contribution to language learning and motivation less favourably than the other learner groups. Many teachers would like to use digital translators and online dictionaries in their classroom, but they express uncertainty about how to do so meaningfully. Teachers voice concerns over certain student practices, namely the lack of cognitive involvement when simply translating text without considering the output. Teachers also highlight the gap between curricular/institutional prescriptions and the way the tools are commonly used, a mismatch that can affect their teaching. Overall, our findings emphasize the need for a) empirical evidence on the effects of digital translation tools on foreign language acquisition, b) pedagogical scenarios for implementing the tools, and 3) alignment of policy with practice.

How to Maximise Spatial Presence: Design Guidelines for a Virtual Learning Environment for School Use.

Research on learning with and in immersive virtual reality (VR) continues to grow, yielding more insights into how immersive learning works. However, the actual use of VR learning environments in schools is still in its infancy. A major hurdle that hinders the use of immersive digital media in schools is the lack of guidelines for designing VR learning environments for practical use in schools. Such guidelines need to consider how students interact and learn in VR learning environments and how teachers can use such environments on a day-to-day basis. Using a design-based research approach, we explored the guidelines for creating VR learning content for tenth-grade students in a German secondary school and recreated a real-world, out-of-school VR learning space which can be used for hands-on instruction. This paper investigated how to maximise the experience of spatial presence by creating a VR learning environment in several microcycles. Furthermore, it took a closer look at the influence of the spatial situation model and cognitive involvement on this process. The results were evaluated with ANOVAs and path analyses, showing, for example, that involvement does not influence spatial presence in highly immersive and realistic VR learning environments.

An exploratory study on the impacts of family campers’ involvement on the relationship between selection attributes and outcome behaviors

The purpose of this study was to identify the dimensionality of selection attributes and the relationship between selection attributes and satisfaction perceived by family camping participants. Additionally, this study sought to examine the moderating roles of involvement between the selection attributes and satisfaction. A self-administered survey was conducted to camping participants who had visited one of three major family campgrounds in South Korea. A total of 283 questionnaires were collected, and 250 questionnaires were used to test the research hypotheses. In order to identify the dimensionality of selection attributes, 30 items relevant to the selection attributes were obtained from the analysis of previous studies. Exploratory factor analysis was conducted to extract the factors of selection attributes eligible for the current research context. After eliminating six items that had low factor loadings, six factors including 20 items were finally found. These six factors were labeled as camp environment, camp activities, operational capability, expenses, value education, and diversity of activities, respectively. Research hypotheses were tested using multiple regression and hierarchical regression methods. The findings showed that there were positively significant relationships between all sub-factors of selection attributes and satisfaction. In addition, cognitive and affective involvement played moderating roles between selection attributes and satisfaction. These findings suggest that family camping practitioners should make every effort to satisfy camping participants by improving and supplementing all sub-factors of selection attributes affecting satisfaction.

Psychiatric Symptoms and Cognitive Disorders in Behçet's Disease: A Single-Center, Cross-Sectional Study.

Behçet's disease (BD) is a rare form of vasculitis involving both veins and arteries of all calibers. Psychological symptoms and cognitive impairment appear to be frequent, but few data are available. All consecutive patients in our center fulfilling the 2013 BD criteria underwent a psychometric evaluation with auto- (SCL-90-R and Modified Fatigue Index) and hetero-questionnaires (MINI). A standardized test battery assessed cognitive dysfunction. Data were correlated with BD activity as well as quality of life (SF-36). We included 20 consecutive patients (16 men, four women) with a median [IQR] age of 38 (30.0-45.5) and a median disease duration of 7 years (1.8-11.0). Five patients had an abnormal brain MRI. The SCL-90-R questionnaire highlighted eight psychopathological profiles (42.1%) that correlated with altered quality of life and more severe fatigue. The most frequent symptoms were anxiety (9/19, 47.4%), somatization (8/19, 42.1%) and phobia (5/19, 26.3%). Psychopathological symptoms appeared to be more severe, but not more frequent, in neuro-Behçet's patients. Based on standardized cognitive evaluation, nine patients had cognitive impairment defined by three or more altered tests. Notably, 6/9 patients did not have any complaint of memory loss and were thus considered ansognostic. Cognitive involvement was significantly associated with BD activity score (BSAS) but not with brain MRI abnormalities.

Emotional involvement matters, too: Associations among parental involvement, time management and academic engagement vary with Youth's developmental phase.

Prior studies have emphasized the importance of parents' educational involvement (a type of cognitive involvement) to academic engagement, although little is known about emotional involvement. This study investigated whether and how different facets of involvement (cognitive vs. emotional, paternal vs. maternal) are differentially related to academic engagement and whether and how the associations among parental involvement, time management and academic engagement vary by adolescents' developmental phases. The participants of this large national survey were students in elementary, middle and high school across different regions of mainland China. A total of 2687 adolescents (52.7% females, Mage = 14.07 ± 2.47) participated in this study. Structural equation models and multigroup analysis were conducted. We found that the total effect of paternal and maternal emotional involvement on academic engagement was positive in elementary-, middle- and high school students, and an indirect effect of time management underlying the above paths was found in all three groups. In contrast, the positive effect of maternal cognitive involvement on academic engagement as well as the indirect effects underlying the above pathways was established only in high school students. The findings highlight the necessity of parents' emotional involvement and the consideration of adolescent developmental characteristics in the design of interventions.