Interaction Styles Research Articles

Interaction in reading comprehension in the English and Igbo classroom

This is a case study of classroom interaction of SSS1 English and Igbo in reading comprehension at Premier Secondary School, Aba, Nigeria. The purpose is to determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style and culture. The class sessions were described using Sinclair and Coulthard’s (1992) model of class interaction. The findings reveal that interaction patterns are similar. However, patterns that were specific to languages were in the form of cultural transfer, circumlocutions characteristic of Igbo as opposed to precision in English, and excessive exhibition of teacher’s authority. The study recommends that teachers in language classrooms should engage the students in interesting interactions that encourage active participation and reduce the rate of harsh responses and negative feedback as they can be inhibitive to students’ participation.

Interactive Styles and Dietary Adherence in Adults with Overweight and Obesity: the Case of Persistence

Se exploró el rol de los estilos interactivos en una situación de persistencia en la adherencia a la dieta en cinco personas adultas con sobrepeso u obesidad empleando un diseño intrasujeto AB. Posterior a una evaluación antropométrica y de análisis clínicos sanguíneos pretratamiento, el presente estudio comprendió una intervención nutrimental y la exposición, en dos ocasiones, con cuatro semanas de separación, a una tarea de acomodo de figuras bajo parámetros de una situación de persistencia. A partir de estas dos aplicaciones se identificaron los perfiles interactivos de cada participante en este tipo de situaciones, observando formas consistentes e idiosincráticas de comportamiento individual y preferencias por opciones de mayor o menor demanda. Dado que las dietas indicadas a los participantes se prescribieron de manera semanal incrementando la restricción calórica, se examinó si la adherencia a la dieta se relacionó con la ejecución en la tarea de persistencia. Con excepción de un participante, se observó que quienes optaron por la alternativa de mayor requisito en la tarea de acomodo de figuras, mostraron mayor adherencia a la dieta y viceversa. Se sugiere la relevancia de intervenciones nutricionales que, de inicio, consideren los patrones de comportamiento consistentes y distintivos de los usuarios.

The relationship between active work behaviors, work values, transformational and interactive leadership style, and work engagement: the mediating role of innovation culture and autonomous motivation

The relationship between active work behaviors, work values, transformational and interactive leadership style, and work engagement: the mediating role of innovation culture and autonomous motivation

Analisis Karakteristik Anak Berkebutuhan Khusus: Autisme Di Flexi School Banda Aceh

Children with special needs are those who have physical, intellectual and social emotional limitations, so they have obstacles in their growth and development process. One of the children with special needs is autism. Autistic children are children who have abnormalities in neurological development that affect their communication and interaction styles with other people and also the things around them. Flexsi School is a school with segregation services, where there are several children with different special needs. In conducting observations the researcher focused on one child with autism, therefore the researcher tried to research this with the aim of finding out what the characteristics of autistic children are. Flexsi School, the characteristics of children with special needs are of course different and diverse, one of which is autism, they have the right to receive education like children in general. Children who experience autism also have a variety of behaviors, each with the same abnormalities. This type of research is descriptive qualitative. The data collection methods used were observation, interviews and documentation. The results of this research show a wide variety of behavior in children with autism, which requires attention from their caregivers. Flexsi school provides good attention and needs to children with special needs.

PSYCHOLOGICAL FEATURES OF STUDENTS’ SELF-ATTITUDE IN THE CONTEXT OF CHILD-PARENT RELATIONS

The article examines the psychological characteristics of students’ self-attitude in the context of parent-child relationships. Attention is focused on the styles of child-parent interactions in family and the interpersonal manifestations of parents in relationships with children. Their relationship with the child’s self-attitude is studied in projection into the adult personality. It has been established that such styles as overprotectiveness and the threatening-derogatory style increase internal conflict and self-blame. The development of positive components of self-attitude is associated with the trust in the “real” mother and the idea of the “ideal” father as dominant, generous, cooperative, and friendly. The possibilities for further research into students’ self-attitude in the context of parent-child relationships are identified.

The way you assess matters: User interaction design of survey chatbots for mental health

The global pandemic has pushed human society into a mental health crisis, prompting the development of various chatbots to supplement the limited mental health workforce. Several organizations have employed mental health survey chatbots for public mental status assessments. These survey chatbots typically ask closed-ended questions (Closed-EQs) to assess specific psychological issues like anxiety, depression, and loneliness, followed by open-ended questions (Open-EQs) for deeper insights. While Open-EQs are naturally presented conversationally in a survey chatbot, Closed-EQs can be delivered as embedded forms or within conversations, with the length of the questionnaire varying according to the psychological assessment. This study investigates how the interaction style of Closed-EQs and the questionnaire length affect user perceptions regarding survey credibility, enjoyment, and self-awareness, as well as their responses to Open-EQs in terms of quality and self-disclosure in a survey chatbot. We conducted a 2 (interaction style: form-based vs. conversation-based) × 3 (questionnaire length: short vs. middle vs. long) between-subjects study (N=213) with a loneliness survey chatbot. The results indicate that the form-based interaction significantly enhances the perceived credibility of the assessment, thereby improving response quality and self-disclosure in subsequent Open-EQs and fostering self-awareness. We discuss our findings for the interaction design of psychological assessment in a survey chatbot for mental health.

Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study.

Responsive teaching (RT) interventions, which enhance developmental outcomes by improving children's engagement behaviors, are traditionally delivered in person. However, the coronavirus disease 2019 pandemic complicated this approach. This study aimed to evaluate the efficacy and acceptance of online RT in children with developmental disabilities and their parents. This pilot study was conducted in Jinju, South Korea, and enrolled parent-child dyads referred to Gyeongsang National University Hospital for developmental concerns between April and September 2022. The children underwent a comprehensive developmental evaluation. The parents received a 5-session RT intervention via ZOOM on a mostly weekly basis. The first 2 sessions involved child development and RT lectures, while the others involved coaching on 3 of the 66 RT strategies. Problem behaviors, parent-child interactions, and parenting stress were assessed pre- versus postintervention using the Korean versions of the Child Behavior Checklist, Maternal/Child Behavior Rating Scale, and Parent Stress Index 4th Edition Short Form, respectively. Acceptability was evaluated using a self-administered questionnaire. Of the 30 recruited parent-child pairs, 23 (76%) completed the intervention and assessments. The children (mean age, 2.66±0.86 years) included 12 with language delays, 7 with autism spectrum disorder, and 4 with global delays. Predominantly mothers (96%) participated. Online RT significantly improved pivotal behaviors- including joint attention (P=0.04), cooperation (P=0.01), and affect (P=0.01)-and reduced overall problem behaviors (P=0.04). Parents reported less parenting stress (P=0.01), improved interactive behaviors with increased responsiveness (P<0.01), and decreased directiveness (P<0.01). High satisfaction with online RT interventions was also previously reported. These findings suggest that online RT can improve children's emotional and behavioral outcomes and maternal interaction styles and reduce parenting stress, offering accessible interventions amid challenges such as limited access and pandemics.

Learning Subjective Knowledge with Designer-Like Thinking and Interactive Machine Teaching

Aesthetics is a crucial aspect of design that plays a critical role in the creation process and customers' perception of outcomes. However, aesthetic expressions are highly subjective and nuanced. It often relies on designers' experiences and many trials and errors to get it right. Our research first investigated how designers and artists curated aesthetic materials and utilized them in their daily practice. Based on the result, we applied Langley's human-like learning framework to develop an interactive Style Agent system. It aims to learn designers' aesthetic expertise and utilize AI's capability to empower practitioner's creativity. In this paper, we used typographic posters as examples and conducted a preliminary evaluation of our prototype. The results showed that our system provided a modular structure for effortlessly annotating users' subjective perceptions and making the visualizations easy to interpret through performance. Overall, it acts as a facilitator to help enhance their own aesthetic awareness and empowers them to expand their design space.

Caregiver strategies before intervention moderate caregiver fidelity and maintenance in RCT of JASPER intervention with autistic toddlers

AbstractBackgroundInterventions facilitated by caregivers have gained popularity among those caring for young children with autism. Instructing caregivers on specific techniques to foster social communication skills in their at‐risk or diagnosed autistic children has the potential to alleviate concerns about their children's development. Moreover, it can offer a more intensive early intervention compared to what community providers alone can deliver. This study seeks to explore the correlation between caregiver strategies employed prior to participating in a caregiver‐mediated intervention and the caregiver's fidelity to the intervention, as well as its sustainability during the follow‐up period and child outcomes. This study constitutes a secondary analysis of a randomized controlled trial that compared the joint attention, symbolic play, engagement, and regulation (JASPER) and Psychoeducational Education Intervention (PEI), revealing significant advancements in children's social communication skills with the JASPER intervention.MethodsEighty‐six children (average age 31.5 months) with ASD and their primary caregivers enrolled in the two armed randomized trial evaluating the effect of JASPER versus PEI. Generalized linear mixed models were used to model the longitudinal trajectories of the outcomes.ResultsResults indicated that caregivers in the JASPER intervention made more gains in overall JASPER strategies and individual domain strategies (environment, prompt, communication, mirrored pacing) compared to the caregivers in PEI (p's &lt; 0.01) from baseline to exit. While both groups regressed some in overall and subdomain strategies at follow‐up, caregivers in the JASPER intervention maintained more overall, and specifically in communication, and mirrored pacing strategies compared to PEI group (p's &lt; 0.05). Further, baseline caregiver strategies moderated the treatment effect of child's joint attention skills from exit to follow‐up (p = 0.002), where JASPER dyads with high caregiver strategy use at baseline continued to improve in JA skills post exit, whereas all other children did not.ConclusionIn summary, understanding caregiver style of interaction before intervention on caregiver fidelity and maintenance from exit to follow up and child progress is important to improving intervention uptake and child outcomes.

Relationship Between Interactional Styles and Marital Satisfaction Among Christian Married Couples in two Selected Churches in Nairobi County, Kenya

There exists a high rate of marital dissatisfaction due to marital conflicts, even among church couples. This study sought to examine the relationship between interactional styles and marital satisfaction in Christian married couples in two selected churches in Nairobi County. The study adopted a quantitative research method and used a descriptive study research design. The findings indicated a statistically significant strong positive correlation between marital satisfaction and interactional styles. The study concluded that communication was critical to the quality of a marriage. This implies that the greater the qualities of communication in a marriage, the greater the quality of marital satisfaction. The research recommended that the church should create greater awareness of the importance and significance of constructive conflict resolution as a vehicle for enhancing marital satisfaction among Christian couples.

Communication Styles of Human-Machine Interaction in the ChatGPT

Communication Styles of Human-Machine Interaction in the ChatGPT

PEDAGOGICAL CONDITIONS OF FORMATION OF STYLE OF PEDAGOGICAL COMMUNICATION OF FUTURE MUSIC TEACHERS IN THE PROCESS WORKING WITH THE CHOIR

The article updates the significance of the formation of an individual style of pedagogical communication for a future music teacher. The pedagogical orientation of the professional training of future teachers of musical art is emphasized, in which a significant place is given to conducting and choral training, which determines and specifies their work with the choir. As a result of the analysis of the scientific literature, the views of modern researchers regarding the pedagogical conditions of the professional training of future teachers of art disciplines are summarized. The author's understanding of the pedagogical communication of future music teachers in the process of working with the choir is presented. Pedagogical conditions that ensure the effectiveness of the formation of the pedagogical communication style of future music teachers in the process of working with the choir have been determined. To determine the effective pedagogical conditions for the formation of the style of pedagogical communication, the methods of scientific and theoretical analysis and generalization are applied.Keywords: future music teachers, pedagogical conditions, style of pedagogical communication, communication, creative interaction, conducting and choral training.

Effect of COVID-19 Curriculum Changes on Medical Student Exam Performance: A Case Series.

The COVID-19 pandemic caused medical schools to convert to an online format, necessitating a swift change in medical education delivery. New teaching methods were adapted, with some schools having greater success than others. Kirk Kerkorian School of Medicine (KSOM) employed a small-group interactive learning style that consists of eight or fewer medical students and one faculty mentor engaging in group problem-based learning (PBL) twice weekly. This style had clear signs of struggle with a significant decrease in exam performance. Rocky Vista University College of Osteopathic Medicine (RVUCOM) employed a large-group didactic lecture style that consisted of one faculty mentor lecturing hundreds of medical students in a pre-recorded setting five times weekly.This style had greater success with its curriculum adaptation leading to minimal effect on their exam performance. This study aims to investigate whether the type of medical school curriculum (small-group interactive vs. large-group didactic) impacts student exam performance during online learning transitions forced by the COVID-19 pandemic. KSOM and RVUCOM students were grouped into above-expectationsand below-expectationscategories based on each institution's standardized exam performance metrics. Independently sampled t-tests were performed to compare groups. KSOM was classified as a small-group interactive curriculum through its heavy reliance on student-led PBL, whereas RVUCOM was classified as a large-group didactic curriculum through its extensive proctor-led slideshow lectures. KSOM's transition to online PBL resulted in fewer students scoring above the national average on the National Board of Medical Examiners (NBME) exams compared to previous cohorts (55% vs. 77%, respectively; N = 47 and 78; P< 0.01). RVUCOM's transition to online large-group lectures yielded no significant differences between students who performed above expectationsand students who performed below expectationsbetween their cohorts (63% vs. 65%, respectively; N= 305 and 300; P> 0.05). KSOM's COVID-19 cohort performed significantly worse than RVUCOM's COVID-19 cohort during their medical school organ-system exams. We believe that the small-group learning at KSOM is less resilient for online curricula compared to the large-group didactics seen at RVUCOM. Understanding which didactic methods can transition to online learning more effectively than others is vital in guiding effective curriculum adjustments as online delivery becomes more prominent.

Experiences of female early-career professionals in male-dominated STEM companies in Kazakhstan

ABSTRACT After the collapse of the Soviet Union, Kazakhstan put forward elaborate initiatives to address gender segregation in the labour market. However, female professionals are still heavily underrepresented in the fields of science, technology, engineering and mathematics. Considering conflicting cultural influences on the role of women in the country and guided by the social cognitive theory, the present study explores the early career experiences of female professionals working in STEM companies in Kazakhstan. The thematic analysis of 24 semi-structured interviews with early-career female professionals showed that social structural challenges with recruitment and promotion, organization integration and work-life balance prevent women from building successful careers in STEM. It was also found that to counterbalance these challenges, female professionals develop a variety of coping strategies such as projecting a professional image and adopting a masculine interaction style, conforming to the existing status quo and challenging gender discrimination and stigmatization. Drawing from the social cognitive theory, this study revealed that conflicting gender role expectations based on traditional, Western and Soviet cultural values might disempower and undermine women’s agency in transitioning to employment in STEM.

An Integration of 3D Design in Malaysia Digital Tourism

With multiple projects aimed at boosting visitor experiences and advertising the country as a top vacation destination, the usage of digital technology in the travel and tourism sectors has been expanding quickly in Malaysia. Bringing 3D design into digital tourism is one such attempt that offers an immersive and interactive style to highlight Malaysia's tourist attractions. Despite the advantages, 3D design is mostly used in popular tourist destinations and major cities in Malaysia for digital tourism. This study analyses the use of 3D design in Malaysian digital tourism and its potential to increase tourist numbers, particularly in less well-known countryside destinations. This study will find comparable themes and patterns regarding the application of 3D design in digital tourism in various Malaysian regions using a case study approach. The expected results of this research include improving traveler and tourist experiences, archiving 3D designs for use in future research, and inviting more travelers and tourists to Malaysia, which would boost the country's tourism benefits.

Content Analysis and Audience Receptions of Online Da'wah on YouTube Social Media

YouTube social media has provided online da'wah content that the audience can access. This study aimed to analyze (1) the content of online da'wah on YouTube and (2) the audience's reception of online da'wah on social media. This research uses a qualitative approach with content analysis, determining message characteristics and reception analysis to determine the position of audience acceptance of online da'wah messages. The results of the study show that: (1) Online da'wah materials on YouTube social media contain various themes, namely the study of monotheism (Aa Gym Official), Fiqh (Adi Hidayat Official), and ethical issues (Ustadz Abdul Somad Official). The content of da'wah is in accordance with the characteristics of the preacher and the audience's needs; (2) The audience's reception of online da'wah on social media, YouTube is divided into two, namely the dominant position and negotiation, while the opposition is not found. The audience reception is related to the theme of da'wah, the community's needs, and the interactive style between the preacher and the audience. Therefore, the preacher needs to master social media applications, choose the theme of online da'wah according to his needs, and establish a strong relationship with the audience. Keywords: Da'wah online, content of da'wah, audience reception, YouTube, social media.

TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS

Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behavior that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research was to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool. The purpose of the research was to assess how students see the teacher's classroom activities and how the teachers see themselves, and also to see whether there is a difference between the teacher's point of view and that of the students'. The questionnaire contains 48 items. The QTI measurement tool can serve as a valuable source of information for teachers in comparing their self-assessment with the student's view, which can obviously enhance their professional development.

On the Ethics of Interacting

ABSTRACTOrdinary interactions are the primary vehicle through which we show respect, give social pleasure, and grease the wheels of healthy sociality. When we do an interactional wrong to someone, we not only convey disrespect by disregarding their interactional needs, but also cause them social pain and erode healthy social relations. Interactional ethics – the study of the ethics of interacting – concerns both our conduct within our interactions and our broader interactional style. The existing philosophical literature in this area has not yet provided a detailed analysis of the three discrete stages of an ordinary interaction – the initiation stage, the execution stage, and the conclusion stage – or of the specific wrongs beyond disrespect that we can do at each stage. This article develops novel and useful tools to analyse interactional wrongs that both compromise our wellbeing by causing us social pain and threaten healthy sociality. It then distinguishes various patterns of interactional wrongdoing – i.e. interactional vices – that we can manifest as we seek to control with whom we interact and how.

Teacher Interaction from the Perspective of University Students

From our previous research conducted among teacher candidates, we could conclude that attitude plays a prominent role in the student's relationship with the subject, to which the teacher's interpersonal behaviour contributes greatly. For this reason, our goal is to examine the characteristics of the teacher's interpersonal behaviour from the teacher's and student's perspectives. Our research aimed to determine the teacher's interaction style from the students' perspective using the QTI measurement tool (Questionnaire on Teacher Interaction). The research aimed to assess how students see the teacher's classroom activities. In our research, we used the QTI questionnaire revised by Wubbels among university students majoring in English. The questionnaire contained 48 items. With the help of our survey, we want to examine what the teacher's interaction activity is like according to themself, according to the students, and whether there is a difference between the teacher's point of view and that of the students. The QTI measurement tool can serve as a valuable source of information for teachers in comparing their self-assessment with the student's view, which can obviously enhance their professional development.

Applications of motivational interviewing in adolescent solid organ transplant.

Adolescence is a developmental period that is known for the highest risk of difficulties with adoption and maintenance of health behaviors for successful transplant. Motivational interviewing (MI) has been demonstrated to be an effective strategy in the management of modifiable factors impacting adherence in both adult transplant and analogous pediatric chronic illness populations. This paper describes MI and its applicability to adolescent transplant, providing examples of its potential use at each stage of the transplant journey. Literature on the principles and utilization of MI are reviewed, as well as the use of MI in adult transplant and similar pediatric populations. Evidence suggests high applicability of concepts of MI to pediatric transplant. Systems-level factors influencing health behavior change are discussed, along with the importance of recognizing and managing provider bias in MI-based interactions. MI does not require a licensed behavioral health provider to use it effectively; rather, it can be used by various multidisciplinary team members throughout the course of clinical care. MI shows great promise as a useful intervention through all stages in the transplant journey. Though particularly well-suited to adolescents, its principles are effective across the lifespan, including with caregivers. It represents an interactional style for use by multidisciplinary team members in many patient-and caregiver-facing scenarios. As the goal is to support the patient's autonomy in decision-making, it is important for providers to recognize their own biases. Further resources for training are provided.