Motivational Aspects Research Articles

The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program.

The present study investigated the effectiveness of the Early Advancement in Social-Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well-being and the motivational aspect of professional competence. Participants were 273 in-service preschool teachers (Mage = 34.56 years, SD = 9.52, range = 22-58; female = 98.90%) who participated in a 2-month randomized controlled trial. Participants were randomly assigned to the intervention group (n = 143) receiving 1) four online workshops, 2) a smartphone app, and 3) an online activity, or to the wait-list control group (n = 130), which received the intervention materials after all the data collection. Participants reported their well-being dimensions, teaching self-efficacy, and autonomous motivation for teaching before and after the intervention. Results from a path analytic model exhibited excellent fit with the data, χ2 = 37.62, df = 33, CFI = .99, TLI = .98, RMSEA = .02 [90% CI = 0.00, 0.05], SRMR = .02. The intervention had direct effects on changes in well-being dimensions, including positivity, outcome, strength, engagement, and resilience (β = .14 to .26, ps = .00 to .04), and indirect intervention effects on changes in teaching self-efficacy and autonomous motivation for teaching (β = .14 to .15, ps = .00 to .01). These findings highlighted the potential value of implementing positive psychological interventions in educational settings to promote the well-being and professional competence among preschool teachers.

Testing the Moderating Effect of Anti-Prejudice Motivation and Peer Attitudes on the Effectiveness of a School-Based Vicarious Contact Intervention

Vicarious contact has often been used for studying prejudice-reduction in school contexts due to its relatively accessible application through written or audiovisual portrayals of positive intergroup contact. However, these interventions may sometimes prove ineffective, thus restricting their ecological validity and independent use in education. To contribute to the understanding of factors that might facilitate or mitigate the efficacy of vicarious contact in reducing ethnic prejudice among adolescents, the present study tested for the moderating effect of anti-prejudice motivation and friends’ outgroup attitudes. Participants were Finnish secondary school students (N = 334; M = 13.38 years, SD = 0.53; 48% female; 19% ethnic minority) allocated into cluster-randomized intervention (N = 149) and control (N = 185) groups. Participants in the intervention group took part in 4 × 45-min teacher-led intervention sessions. A pretest-posttest design was employed to assess the outgroup attitudes three weeks before the intervention and the follow-up two weeks after. The results showed that adolescents’ intrinsic, but not extrinsic, anti-prejudice motivation and the pre-intervention attitudes of their reciprocal classroom friends positively predicted post-intervention attitudes towards people from different ethnic and cultural groups. However, only extrinsic motivation moderated the intervention effect as the results indicated the intervention to have a detrimental effect on outgroup attitudes among adolescents with less motivation to be non-prejudiced in order to gain social acceptance. This attitudinal backlash among adolescents less susceptible to the social influence of others implies that motivational aspects should not be overlooked when developing school-based intervention programs, especially when social norms are used as a mechanism of attitude change.

Perspectives in the Development of Tools to Assess Vaccine Literacy.

Vaccine literacy (VL) is the ability to find, understand, and evaluate vaccination-related information to make appropriate decisions about immunization. The tools developed so far for its evaluation have produced consistent results. However, some dimensions may be underestimated due to the complexity of factors influencing VL. Moreover, the heterogeneity of methods used in studies employing these tools hinders a comprehensive understanding of its role even more. To overcome these limitations, a path has been sought to propose new instruments. This has necessitated updating earlier literature reviews on VL and related tools, exploring its relationship with vaccine hesitancy (VH), and examining associated variables like beliefs, attitudes, and behaviors towards immunization. Based on the current literature, and supported by the re-analysis of a dataset from an earlier study, we propose a theoretical framework to serve as the foundation for creating future assessment tools. These instruments should not only evaluate the psychological factors underlying the motivational aspect of VL, but also encompass knowledge and competencies. The positioning of VL in the framework at the intersection between sociodemographic antecedents and attitudes, leading to behaviors and outcomes, explains why and how VL can directly or indirectly influence vaccination decisions by countering VH and operating at personal, as well as at organizational and community levels.

An expertise reversal effect of imagination in learning from basketball tactics.

The imagination effect occurs when participants learn better from imagining procedures or concepts rather than from studying them. The aim of the present study was to examine the effects of imagination and level of expertise on memorization of a tactical basketball system. Thirty-six expert and thirty-six novice learners were asked to imagine the functioning of a tactical scene in basketball (imagination condition) or simply study the scene (study condition). Results showed that novice learners benefited more from the study condition as they achieved better recall and recognition performances, invested less cognitive load (i.e., mental effort and perceived difficulty) and had higher levels of motivational aspects (i.e., self-efficacy and perceived competence). However, this effect was totally reversed for expert learners who, benefited more from the imagination condition, indicating therefore an expertise reversal effect. The results suggest that the effectiveness of the imagination technique depends on level of expertise of the learners.

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Academic motivation in teaching and learning processes, both in general and in particular in higher education, has been of great interest in educational research, since it is the basis of academic success. In this work, the model "Expectations-Value of achievement motivation" has been considered, which uses a socio-cognitive perspective to design an inventory that allows measuring the motivation for academic achievement in higher education. With this objective, the Motivational Inventory of Academic Achievement (IMLA) is created, supported by a rigorous methodological process in order to make this instrument reliable and valid. The psychometric properties of the IMLA were determined from the analysis of content validity, reliability and construct in a sample of 464 higher education students from a Chilean and a Spanish university. The results indicate that the IMLA has 9 factors that explain 64.11% of the total variance and a Cronbach's alpha of .913, a rating considered high according to the requirements of a measurement instrument. In this way, this study contributes with the creation of a tool that integrates important motivational aspects focused on internal cognitive beliefs, based on expectations and the value of the task, as well as incorporating the assessment of the environment, for which reason it is estimated. that the IMLA is an instrument with a high potential for the educational and scientific field.

Development of professional-pedagogical competence in future English language teachers

The study examines the professional pedagogical competence of future English language teachers. The concept of "professional pedagogical competence" is increasingly relevant in Kazakhstan's higher education reform. It reflects teachers' pivotal role and professional qualities in achieving high-quality education and upbringing. Our literature review defines the professional pedagogical competence of future English language teachers as an integrative set of qualities that indicate their personal and socio-moral experience. It also reflects their capacity to foster motivational, cognitive, and operational aspects within their professional domain. The outcomes of their pedagogical endeavors evidence this. Our model of professional pedagogical competence for future English language teachers is a pedagogical system that includes four blocks: target, conceptual, content-procedural, and criteria-evaluative. The criteria and indicators of professional-pedagogical competence are communicative, cognitive, operational-activity, and motivational-valuable. The communicative dimension emphasizes foreign languages as a means of personal and professional communication. The cognitive dimension emphasizes skills to solve non-standard lingua-pedagogical tasks. The operational-activity dimension reflects personality, professional development, and pedagogical activities. The motivational-valuable dimension emphasizes linguistic-cognitive motivation, professional self-awareness, the need for self-realization, and self-development. Our research findings contribute significantly to the discourse on teacher education in Kazakhstan. Our comprehensive model aligns with contemporary educational needs. It serves as a valuable guidepost for educational stakeholders and offers insights that can inform policy, curriculum development, and teacher training programs. Ultimately, it advances the overarching goal of enhancing the quality and impact of English language education in Kazakhstan.

The Influence of Interpersonal Communication on Student Learning Motivation in Completing Final Projects (Study on Communication Major Class of 2019 at Telkom University's School of Communication and Business)

Aspects of motivation and interpersonal communication are very important in the learning process in college, because motivation will ensure how much effort and encouragement for students in completing education. Not only that, interpersonal communication also affects how students interact with others, to be able to put themselves in a positive atmosphere, so that they can get motivation to be able to complete the final project in achieving a bachelor's degree. The influence of interpersonal communication on students' learning motivation to complete the final project is the subject of this study. This research is based on the theory of self-disclosure proposed by Sydney Marshall Jourad. Quantitative research methods are correlational; Information was collected through questionnaires and analyzed descriptively. The results of this study showed that interpersonal communication skills affected learning motivation to complete the final project by 6.1%. So it can be concluded that interpersonal communication skills have a less significant effect on learning motivation in completing the final project, so it requires other supporting aspects. Keywords: Interpersonal Communication; learning motivation; Final Project Completion

Mental disorders: exploring normality models to distinguish what is normal from what is illness

IntroductionWhen reading about psychopathology what we find described are experiences similar to our own. Psychiatry deals with anguish, fear, motivation, choice, and many other aspects that makes us human. However, even though psychopathology is rooted in common human experience, mental disorders are often outside the experience of those who don’t suffer from it. Therefore, the distinction between normality and disease is central to psychiatry. The DSM proposes that mental disorders are necessarily linked to distress and/or impairment. However, it adds that the syndrome or pattern must not be an expectable response to an event - it excludes “normal” experiences and responses from the realm of mental illness. But how do we distinguish normal distress from illness? This review investigates how different meanings of normality can help us discern the fine line between mental illness and ordinary human experience.ObjectivesWe intend to critically examine and compare different models of normality. Additionally, we seek to discern the implications of these models for distinguishing mental disorders from normal mental experiences.MethodsReview of the literature.ResultsWe analyzed definitions and models of normality throughout the literature and selected the most relevant ones according to their popularity and/or strength of argument. Different models of normality (e.g. Biostatistical, Process, Health, Ideal, Biological advantage, etc.) were examined and compared, and the conceptualization of mental disorder was examined through the lens of each of these frameworks. Our investigation reveals the multifaceted nature of normality, with different models offering unique perspectives on mental health. From statistical approaches to cultural considerations, each model contributes distinct criteria for distinguishing what is normal from what is illness. By synthesizing these results, we gain a comprehensive view of the factors influencing the conceptualization of normality in the context of mental health.ConclusionsThis review emphasizes the importance of adopting a nuanced, cautious and multifactorial approach when discerning mental disorders from normal experiences. Rather than relying on a singular definition, our analysis suggests that a comprehensive understanding of normality can help us to better discern what is normal and what is illness.Disclosure of InterestNone Declared

Dysregulated metabolic sensing of appetite in anorexia nervosa: implications of LEAP-2 regulation

AbstractGrowing interests on the role of metabolic sensors in anorexia nervosa led to implicate metabolic sensing as consequences of anorectic sensing but also in the perpetuation of the disorder. Ghrelin is an orexigenic peptide secreted by the fundic cells of the stomach in situation of fasting and kown to initiate food intake through its activity on hypothalamic and motivation aspect of food intake. A body opf evidenc previously showed that patients suffering from anorexia nervosa display high plasma levels of ghrelin correlated with the nutritionnal status but his orexigenic signal do not seem to modify restrictive behavior. LEAP-2 (Liver Expressed Antimicrobial Peptide 2) is a recently discovered endogenous ghrelmin antagonist, increased during overnutrition and that decreases food intake in humans and animals.We explored ghanges of ghrelin and LEAP-2 in a longitudinal cohort of 30 patients suffering from anorexia nervosa during a 4 months refeeding program. We show abnormal regulation of LEAP-2 in patients with higher levels in acute stages that decrease with refeeding. This abnormal regulation was associated with early relapse in patients. This abnormal regulation could counteract with the orexigenic signal of ghrelin in patients.We discuss these results in light with recent evidence on the consequences of LEAP-2 increase of food intake and hedonic feeding relevant in understanding anorexia nervosa.Disclosure of InterestNone Declared

멀티미디어 학습에서 동기부여를 위한 사전훈련이 성인학습자의 주의집중 및 학습동기에 미치는 영향

Objectives The purpose of this study is to analyze how presenting motivational pre-training in multimedia learning affects learners' attention, cognitive load, and motivation to learn.
 Methods For this purpose, the 20 adult learners in the study were divided into two groups based on whether they were given pre-training or not. Attention was analyzed through eye-tracking data collected by eye-trackers, and post-experiment interviews were conducted to gather in-depth opinions on cognitive load and learning motivation.
 Results First, we found that the motivational pre-training improved attention. Second, there was no significant difference in cognitive load between the two groups. Third, in terms of motivation to learn, the experimental group was more motivated than the control group.
 Conclusions We can see that it is necessary to support not only cognitive but also motivational aspects through pre-training. In the future, instructional design strategies that provide motivational pre-training should be considered in e-learning situations where learner motivation is difficult to manage.

Identifying app components that promote physical activity: a group concept mapping study.

Digital interventions are a promising avenue to promote physical activity in healthy adults. Current practices recommend to include end-users early on in the development process. This study focuses on the wishes and needs of users regarding an a mobile health (mHealth) application that promotes physical activity in healthy adults, and on the differences between participants who do or do not meet the World Health Organization's recommendation of an equivalent of 150 minutes of moderate intensity physical activity. We used a mixed-method design called Group Concept Mapping. In a first phase, we collected statements completing the prompt "In an app that helps me move more, I would like to see/ do/ learn the following…" during four brainstorming sessions with physically inactive individuals (n=19). The resulting 90 statements were then sorted and rated by a new group of participants (n=46). Sorting data was aggregated, and (dis)similarity matrices were created using multidimensional scaling. Hierarchical clustering was applied using Ward's method. Analyses were carried out for the entire group, a subgroup of active participants and a subgroup of inactive participants. Explorative analyses further investigated ratings of the clusters as a function of activity level, gender, age and education. Six clusters of statements were identified, namely 'Ease-of-use and Self-monitoring', 'Technical Aspects and Advertisement', 'Personalised Information and Support', 'Motivational Aspects', 'Goal setting, goal review and rewards', and 'Social Features'. The cluster 'Ease-of-use and Self-monitoring' was rated highest in the overall group and the active subgroup, whereas the cluster 'Technical Aspects and Advertisement' was scored as most relevant in the inactive subgroup. For all groups, the cluster 'Social Features' was scored the lowest. Explorative analysis revealed minor between-group differences. The present study identified priorities of users for an mHealth application that promotes physical activity. First, the application should be user-friendly and accessible. Second, the application should provide personalized support and information. Third, users should be able to monitor their behaviour and compare their current activity to their past performance. Fourth, users should be provided autonomy within the app, such as over which and how many notifications they would like to receive, and whether or not they want to engage with social features. These priorities can serve as guiding principles for developing mHealth applications to promote physical activity in the general population.

Features of development and qualitative manifestations of the level of psycho-emotional stability of future defectologists

Relevance. Inclusive education demands highly skilled professionals capable of aiding individuals with special needs in integrating into society. However, students pursuing these roles often experience reduced psycho-emotional stability and heightened stress levels during their training and early career stages. Purpose. This study aims to identify the causes of psychological disorders among students in inclusive education programs and propose strategies for improvement. Methodology. The research employed general scientific theoretical and empirical methods to analyse various scientific sources and conducted a preliminary survey to assess students' motivation and curiosity towards defectology studies. The study also included an analysis of the effectiveness of integrating health fundamentals into the curriculum to enhance students' mental well-being. Results. The study revealed that motivational factors significantly influence students' psycho-emotional states in defectology programs. Introduction of health fundamentals in the curriculum showed promising results in improving students' mental health. Key components contributing to psychological progress (personal, intellectual-operational, motivational, communicative, reflective) were identified during the research. Conclusions. The study identified that motivational factors significantly influence the psycho-emotional stability of students in inclusive education programs, particularly within defectology studies. Integrating health-related topics into the curriculum showed promise in improving students' mental states. Key components contributing to psychological progress include personal, intellectual-operational, motivational, communicative, and reflective aspects. The implementation of the course "Psychological Hygiene of Pedagogical Activity" for fourth-year students demonstrated positive outcomes in enhancing psycho-emotional resilience and stress management skills. These findings highlight the importance of addressing motivation and integrating holistic health education to support the psychological well-being of future speech pathologists. Keywords: mental hygiene; stress resistance; inclusion; emotional flammability

Исследование мотивационных факторов к предпринимательской деятельности студентов

In the Russian Federation young social-economic phenomenon of student entrepreneurship is actively developing, supported at the federal and regional levels. However, the support provided by governmental and regional bodies is insufficient, and the fundamental aspect of the issue is the understanding of motivational factors that can be decisive for students when choosing this path of personal development, conveying the advantages of running their own project and demonstrating successful stories. This article addresses the questions of motivational factors that drive students in choosing entrepreneurial activities, and the authors examine the results of a sociological study conducted among stu-dents at ITMO University, with a focus on a similar study conducted in 2022. The conducted research contributes to the study of the motivational aspects of student entrepreneurship and identifies inhibiting factors.

Assessing the role of biomarker feedback in a 12-week community weight management programme among overweight men: A pilot study.

The primary objective of this study was to examine the feasibility of recruitment, retention, and delivery of biomarker feedback among men partaking in Shape Up, a physical activity for health programme. Secondarily, it explored the potential effects of biomarker feedback on participants' adherence and motivation levels. In this two-arm non-randomised pilot study, 46 men (mean±SD age 46.0±8.6 years) participating in the 12-week Shape Up programme were assigned to a control group or biomarker feedback group. Biomarker feedback consisted of 3 blood test panels: at baseline, 12 weeks, and 24 weeks (follow-up), each with a doctor's report. Both groups completed questionnaires (Short Active Lives Survey [SALS], Treatment Self-Regulation Questionnaire [TSRQ], and EQ-5D-5L) to gauge levels of motivation and engagement. The mean difference was calculated between baseline and programme end. Recruitment, retention, and attendance rates were determined. Mean recruitment (approach-to-consent), retention, and attendance rates were 96.3%, 92.3%, and 83.7% in the control group, and 85.2%, 86.2%, and 81.5% in the biomarker feedback group, respectively. Of biomarker feedback group participants, 86.4% attended their 12-week blood test and 45.5% attended their follow-up blood test. The mean 12-week differences (95% CI) for the control group and biomarker feedback group were 138.1 (2.7, 273.5) and 467.3 (249.4, 685.2) for active minutes per week, 0.2 (-0.8, 1.2) and 0.4 (0.0, 0.8) for autonomous TSRQ domains, 0.2 (-0.3, 0.8) and 0.8 (0.1, 1.4) for controlled TSRQ domains, and 19 (12.7, 26.5) and 27.2 (19.8, 34.6) for EQ-5D-5L scores, respectively. Biomarker feedback was well-received by participants and deemed feasible, with high recruitment and retention rates for the duration of the 12-week programme. Biomarker feedback may affect aspects of motivation but did not appear to influence adherence to the programme. Biomarker data may provide additional evidence of programme efficacy. Important design considerations are provided for definitive larger-scale trials.

Men's experiences of a personalised, appearance-based, facial-morphing, safer drinking intervention.

Risky alcohol consumption behaviours remain commonplace, representing a major threat to health and safety, and are especially evidenced by young university students. Consequently, new interventions targeting this high-risk group are required. The current study investigated young male university students' experiences of a personalised, appearance-based, facial morphing, safer drinking intervention. Twenty-five male student participants were recruited, aged 18-34 years. Inductive thematic analysis of data gathered whilst participants were immersed in the intervention, and thereby exposed to alcohol-aged images of their own faces, produced four primary themes: alcohol as a threat to appearance and health, motivations to protect appearance, motivational aspects of the intervention, and proposed improvements and applications. The results of the current study suggested that participants expressed intentions towards healthier consumption/maintenance of already non-risky intake, supporting the potential of the facial-morphing appearance-based approach to address risky alcohol consumption, even in high-risk groups.

Sustainable Consumption Behaviour and Common Goods: Education, Culture, Rule of Law, Work, and Solidarity

It is increasingly imperative to foster consumption behaviours that are more environmentally responsible. In order to design impact and sustainable actions that promote a transition to a more sustainable society, it is crucial to understand the underlying motivators that drive this change. Within this framework, this study sought to demonstrate how the comprehensive experience of common goods (solidarity, work, rule of law, culture, and education) is linked to such consumption behaviours. In order to test this hypothesis, a hypothetical-deductive quantitative approach was utilised, employing the second-generation statistical technique of partial least squares structural equation modeling (PLS-SEM) for data analysis. The results revealed that only the common good of Solidarity exhibits a significant relationship with Sustainable Consumption Behaviour. Additionally, Work and Education as common goods demonstrate a relationship of relative importance with this behaviour. Additionally, relationships were found between the common good, showcasing the interconnectedness rooted in cultural norms that strengthen individuals' experiences and, thus, cultivate a sense of community - an essential component for promoting consciousness and modifying behaviours. The novelty of this work is that it was not only focused on governing the commons, but also on how they are distributed and maintained for the long term. The theoretical basis was that natural resources are finite goods to which everyone should have access; however, not everyone enjoys them. That is why a limitation in agency impedes the experience of common goods and, therefore, in sustainable consumption. This study demonstrated that prioritising the welfare of others in addition to oneself, known as altruism, enhances the satisfaction derived from selfless consumption. The implications of this research include the development of instructional interventions incorporating motivational aspects to encourage sustainable consumption practices, ultimately supporting the shift necessary for the well-being of future generations.

Decoding task uncertainty: moderating effects on participative budgeting and budgetary slack dynamics

This research examines the effects of participative budgeting on budgetary slack under different levels of task uncertainty. It also investigates the mediating factors of goal orientation and job-relevant information in the cognitive and motivational aspects of participative budgeting in situations characterised by task uncertainty. Our comprehensive analytical methodology uses partial least squares structural equation modelling and conditional process modelling. Results reveal that participative budgeting has a significant positive effect on budgetary slack, with this relationship being mediated by goal orientation and job-relevant information. Task uncertainty levels mitigate the mediation effects. However, in situations of low task uncertainty, goal orientation and job-relevant information play an essential role in conveying the effects of participative budgeting on budgetary slack.

Learning scientific observation with worked examples in a digital learning environment

Science education often aims to increase learners’ acquisition of fundamental principles, such as learning the basic steps of scientific methods. Worked examples (WE) have proven particularly useful for supporting the development of such cognitive schemas and successive actions in order to avoid using up more cognitive resources than are necessary. Therefore, we investigated the extent to which heuristic WE are beneficial for supporting the acquisition of a basic scientific methodological skill—conducting scientific observation. The current study has a one-factorial, quasi-experimental, comparative research design and was conducted as a field experiment. Sixty two students of a German University learned about scientific observation steps during a course on applying a fluvial audit, in which several sections of a river were classified based on specific morphological characteristics. In the two experimental groups scientific observation was supported either via faded WE or via non-faded WE both presented as short videos. The control group did not receive support via WE. We assessed factual and applied knowledge acquisition regarding scientific observation, motivational aspects and cognitive load. The results suggest that WE promoted knowledge application: Learners from both experimental groups were able to perform the individual steps of scientific observation more accurately. Fading of WE did not show any additional advantage compared to the non-faded version in this regard. Furthermore, the descriptive results reveal higher motivation and reduced extraneous cognitive load within the experimental groups, but none of these differences were statistically significant. Our findings add to existing evidence that WE may be useful to establish scientific competences.

Virtual Reality–Based Neurorehabilitation Support Tool for People With Cognitive Impairments Resulting From an Acquired Brain Injury: Usability and Feasibility Study

Background Acquired brain injury (ABI) is a prominent cause of disability globally, with virtual reality (VR) emerging as a promising aid in neurorehabilitation. Nonetheless, the diversity among VR interventions can result in inconsistent outcomes and pose challenges in determining efficacy. Recent reviews offer best practice recommendations for designing and implementing therapeutic VR interventions to evaluate the acceptance of fully immersive VR interventions. Objective This study aims to evaluate the usability and feasibility of a co-designed VR-based neurorehabilitation support tool by conducting multiple proof-of-concept trials in a sample of patients with ABI within a hospital setting. Methods A single session deploying custom immersive serious games to train cognitive functions using a new-generation head-mounted display was conducted among a sample of inpatients with ABI. Structured questionnaires were administered at the end of the session to evaluate the usability of the system and the intervention, participants’ familiarity with the technology, and any adverse effects related to cybersickness. Additionally, the training duration while wearing the headset and the demographic characteristics of the participants were considered. Results A total of 20 patients with ABI participated in a 1-hour proof-of-concept trial. The mean usability score was 37 (SD 2.6) out of 40, the technology familiarity level was 9.2 (SD 2.9) out of 12, and the Simulator Sickness Questionnaire total score was 1.3 (SD 2). On average, participants wore the headset for approximately 25.6 (SD 4.7) minutes during the intervention. There were no substantial differences in usability and technology familiarity levels based on patients’ etiology or age, with no notable symptoms of cybersickness reported. Significantly strong correlations were noted between cybersickness symptoms and various usability categories, including exposure, motivation, interactivity, task specificity, and immersion aspects. Further, there was a significant association between the intervention time and the number of tasks performed (P<.001). Furthermore, patients who derived enjoyment from VR sessions expressed a heightened interest in incorporating VR into their daily neurorehabilitation practice (P<.001). Moreover, oculomotor issues were found to be highly sensitive to the onset of disorientation sickness symptoms (P<.001). Conclusions Through a collaborative approach, this study showcases the usability and feasibility of a VR-based support tool for cognitive rehabilitation among inpatients with ABI. Key components of such interventions encompass a multidisciplinary array of immersive experiences integrating neurorehabilitation principles and serious games techniques.

Perceptions of Therapeutic Climbing for Patients with Multiple Sclerosis in Neurorehabilitation: A Qualitative Study.

Therapeutic climbing (TC) has emerged as a prospective rehabilitation approach for individuals with multiple sclerosis (MS). The existing literature primarily focuses on the physical and psychological benefits of TC across diverse populations but is limited concerning its application and efficacy for patients with MS. This study aimed to delineate the experiences, subjective effects, and perceptions of both individuals with MS and therapists regarding TC, highlighting the potential benefits and challenges of this therapeutic approach. Using a qualitative design, semi-structured interviews were conducted with patients living with MS (N = 5) and therapists (N = 7) involved in TC sessions at a rehabilitation facility. The interviews were recorded, transcribed verbatim, and subjected to thematic qualitative text analysis. Our analysis resulted in the identification of five main categories: (1) motivational factors, (2) training conditions, (3) training content, (4) observed effects, and (5) safety protocol. Our findings primarily centred around the motivational aspects of TC. Participants consistently reported experiencing feelings of accomplishment, success, enjoyment, and increased self-confidence. Furthermore, TC was often perceived as a comprehensive intervention, addressing endurance, strength, flexibility, neuromotor functions, cognition, and mental health while having a low-risk profile. However, due to the demanding nature of TC, careful fatigue management is crucial. This entails personalised intensity adjustments during sessions and coordinating TC with other physically demanding therapies when implementing TC within a rehabilitation environment. TC shows promise within MS rehabilitation and can be considered safe under certain framework conditions. This research sheds light on its potential benefits, facilitators, and barriers and provides insights for practical integration into rehabilitation programs.