One-way MANOVA Research Articles

Impact of COVID-19 on the mental health of Japanese university students (years II-IV)

This study aimed to investigate the differences in mental health during COVID-19, specifically among second-, third-, and fourth-year Japanese university students (n = 2,157; n = 2,000; and n = 2,284; respectively). A one-way MANOVA was conducted to assess the association between year of enrollment (academic years 2020, 2021, and 2022) and each of the eight subscales of the counseling Center Assessment Psychological Symptoms-Japanese. For second-year students, depression and generalized anxiety mean scores were higher in 2021 than those in 2020 and 2022. Alcohol use mean scores got smaller each year. For third-year students, depression, generalized anxiety, social anxiety, hostility, and alcohol use were significantly higher in 2021 than those in 2020 and 2022. Among fourth-year students, means for all eight subscale categories were significantly higher in 2021 than those in 2020 and 2022. The findings found worsened mental health profiles during 2021, which recovered to approximate pre-pandemic levels in 2022. This study demonstrates that university students’ mental health has been negatively impacted by the COVID-19 pandemic, an effect which is more salient among fourth-year students. Further, it offers insights into mental health trends among Japanese university students and a possible foundation for learning about changes among university students worldwide.

Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education

Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention in the literature. Therefore, this study assessed Ghanaian pre-service geography teachers’ pedagogical competence in their minor subjects, including political science, economics, social studies, and history. Pedagogical competence was conceptualised using three constructs adapted from the Technological Pedagogical Content Knowledge (TPACK) framework: pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge. Through a survey, a total of 182 pre-service geography teachers participated in the study. The empirical data obtained were analysed using descriptive statistics such as mean and standard deviation. A one-way MANOVA test was conducted to explore the differences in the pre-service teachers’ pedagogical competencies based on minor subject classifications. The results showed that the pre-service geography teachers had relatively higher pedagogical knowledge in their minor subject than pedagogical content and technological pedagogical knowledge. Minor subject classifications significantly affected pedagogical knowledge, with higher scores reported among the economics minor group. The implications of the findings for teacher education curricula, in addition to the need for pre-service teachers to read pedagogy-related courses in their minor subjects, are discussed.

Gender and Integration of Research into the Teaching of Business Courses: A Survey of Business Lecturers

The extant literature has reiterated the influence of gender on several educational phenomena. However, none of these studies seem to focus on how the gender of a person influences their implementation of the research-teaching nexus. Again, none of these existing works has specifically examined the effect of gender on Business lecturers’ implementation of the research-teaching nexus. Therefore, this study focuses on unravelling how the gender of Business lecturers influences their integration of research into teaching. In seeking to investigate this phenomenon, the descriptive cross-sectional survey design was used to execute the task. The researchers used the census strategy to include all the 354 Business Education lecturers. A self-developed structured questionnaire was administered to these lecturers. In order to test for this hypothesis, a one-way MANOVA was adopted to compare the mean scores based on the gender of Business faculty in relation to their level of integration of research into their teaching. It was found out that there is no statistically significant difference in the linear combination of the levels of integration of research into the teaching of Business courses among the gender of faculty. In effect, gender has no place in the effective implementation of the research-teaching nexus within the context of Business Education. It is, therefore, recommended that male and female Business faculty members should be exposed to similar continuous professional development programmes and interventions as far as research integration into teaching is concerned based on the afore-mentioned findings. In effect, they should be exposed to similar levels of exposure and be encouraged to search for innovative ways of effectively integrating research into the teaching of Business courses.

Daily heavy and binge vaping is associated with higher alcohol and cannabis co-use

The associations between vaping in young people and alcohol and cannabis co-use remain understudied. The current study examined the effect of vaping frequency on past 30-day alcohol and cannabis use. Using an online survey, regular vapers (N = 1328, aged 16–24) from Canada responded to a demographic and vaping questionnaire and provided information regarding e-cigarette use and alcohol and cannabis co-use. A k-means cluster analysis was used to segment users based on vaping frequency, and a one-way MANOVA tested vaper cluster membership effects on past 30-day alcohol and cannabis use. Pairwise comparisons measured specific mean differences, and crosstabulation with Bonferroni tests examined demographic differences among clusters. Vaper cluster membership had a significant effect on past 30-day alcohol and cannabis use. Daily heavy and binge vapers had higher rates of past 30-day alcohol and cannabis use. Non-daily light vapers were less likely to share their vape and more likely to have never owned a vape. Non-daily light vapers were less likely to use high nicotine concentrations. High vaping frequency places its users at risk for higher alcohol and cannabis use and high-risk vaping behavior. Nicotine caps, among other policies, may be key in reducing high vaping frequency and its negative consequences.

Risk factors for perpetrating sexual aggression among adolescents: Differences by gender and sexual orientation.

Although anyone-regardless of gender or sexual orientation-can perpetrate sexual aggression, most studies examining risk factors for engaging in sexual aggression include samples of boys and men, and do not consider the sexual orientation of the respondent. The current study addresses this gap in the literature by examining how risk factors for sexual aggression vary as a function of gender and sexual orientation in a sample of 1782 high school youth. Participants completed surveys evaluating engagement in consent behaviors, rape myth acceptance, perception of peer rape myth acceptance, perceived peer engagement in violence, and perceived peer support for violence. A one-way MANOVA found that constructs varied as a function of gender and sexual orientation. Specifically, heterosexual boys reported lower engagement in consent behaviors, higher rape myth acceptance, and higher perceived peer support for violence compared to heterosexual girls and sexual minority girls. The results highlight the importance of considering gender and sexual orientation when designing sexual aggression prevention programs.

Promoting Undergraduate Pre-Service Teacher Computational Thinking

The study aimed to evaluate the results of a computational thinking (CompThink) and learning management model using a flipped classroom (FC), combined with critical thinking problem-solving (CTPS) activities. The sample consisted of 57 third-year Thai computer studies (CS) pre-service teachers (PST) (29 = control group, 28 = experimental group). The mean scores of CompThink and Academic Achievement were analysed using a One-way MANOVA. Post-course testing revealed that learning achievement and CompThink were higher than students studying using traditional methods.

Effects of technology-integrated formative assessment on students' conceptual and procedural knowledge in chemical equilibrium

The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and one comparative. A random sample strategy was utilized to select two intact classes for treatment and one intact class for comparison groups. Data was collected using the chemical equilibrium conceptual test, the procedural test, and classroom observation. The data was examined using descriptive (mean and standard deviation) and inferential statistics (one-way ANOVA, one-way MANOVA, and Pearson product moment correlation). According to the findings, technology-integrated formative assessment processes outperformed traditional techniques and formative assessment strategies alone in enhancing students' conceptual and practical understanding of chemical equilibrium. Similarly, when technology-integrated formative assessment processes are used, classroom observations show that students have a strong motivation to learn and that the instructor is more skilled than the other two teachers. Technology-integrated formative assessment processes were shown to be more effective than the other two groups in promoting students' conceptual and procedural understanding when learning chemical equilibrium.

Sex-Specific associations between hip muscle strength and foot progression angle.

The foot progression angle (FPA) influences knee loading during gait, but its determinants are unclear. The purpose of this study was to compare FPA between males and females and also examine the association between lower extremity kinematics during gait, hip strength, and the FPA. 25 males and 25 females completed 5 gait trials while FPA and frontal and transverse plane hip and knee angles were calculated from the dominant limb during the foot flat portion of stance. Hip extensor/flexor, abductor/adductor, and internal/external rotator strength were evaluated using maximum voluntary isometric contractions. One-way MANOVAs compared gait and strength outcomes. Stepwise regression assessed the association between FPA, and MVIC and kinematics after accounting for speed in males and females. There was no difference in FPA between sexes (p>0.05), but females had greater frontal and transverse plane hip angles compared with males (all p<0.05). Greater hip abduction (p=0.02) strength was associated with greater FPA, but only in males. In males, greater hip abductor strength may contribute to a more neutral position of the foot during gait, which could help maintain an equal knee loading distribution. Our results suggest that there are sex specific control strategies to achieve a similar FPA during gait.

Gender perspectives on coastal and marine ecosystems services flow in Kwale County, Kenya

IntroductionThe continuous flow of ecosystem services (ESs) within coastal and marine ecosystems supports communities' well-being and security by harnessing required resources such as seafood that address food security. The overexploitation of these coastal resources places communities at risk of losing ES. This study assesses how preference for the ES flow from these ecosystem types (i.e., mangrove forests, coastal lagoons, seagrass beds, coral reefs, and the deep sea) vary by gender in Diani Chale and Kisite-Mpunguti Marine Protected Areas in Kwale County, Kenya. Specifically, the objective of this article was to assess the pattern and variation in mean scores of ES flow across coastal and marine ecosystem types by gender.MethodsA total of 148 respondents (87 men and 61 women) aged 20-72 years participated in describing ES through focus group discussions and the Delphi technique. Respondents were engaged in a participatory activity that involved filling of perceived ES flow scores using a 6-point Likert-type scale in the lookup tables (also known as matrix). Data were analyzed using descriptive statistics for mean scores of ES flow across coastal and marine ecosystem types as perceived by men and women. One-way MANOVA was used to test for the significant differences between mean scores of men and women in ES flow across ecosystem types.ResultsThe aggregate scores for non-use values, regulating services, and cultural services, were scored higher than provisioning services by ecosystem service flow. The overall ES flow scores were higher in the mangrove forests 52/90 and least in the coastal lagoon 39/90. There was a significant variation (p &amp;lt; 0.05) of ES flow by gender: the mean score of men was significantly higher than women for most ES flow in cultural, regulating, and provisioning services across some coastal and marine ecosystem types. However, there was no significant variation (p &amp;gt; 0.05) in the flow of non-use values by gender across ET.ConclusionThe findings of this study highlight the importance of understanding gender views in ES access and use at local levels to support food security. Including gender perspectives in coastal and marine ecosystem governance is critical, especially toward achieving sustainable development goals.

The Use of Collaborative Strategies to Improve Students' Writing Ability and Self-Efficacy: A Mixed Method Study

&lt;p style="text-align:justify"&gt;This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.&lt;/p&gt;

Does comorbid depression impact executive functioning (EF) in adults diagnosed with ADHD?: a comparison of EF across diagnoses in clinically-referred individuals

ABSTRACT Introduction Executive functioning (EF) is a salient factor in both ADHD as well as depressive disorders. However, sparse literature has examined whether depression severity impacts EF concurrently among adults with ADHD. The goal of this study was to examine differences in EF between adult patients diagnosed with ADHD and those diagnosed with a non-ADHD primary psychopathological condition, as a function of both ADHD presentation and depression severity in a diverse clinical sample. Method This crosssectional study included 404 adult patients clinically referred for neuropsychological evaluation to assist with differential diagnosis and/or treatment planning related to known or suspected ADHD. Various EF tasks and a measure of depression severity were administered. One-way MANOVA analyses were conducted to compare EF performance between individuals diagnosed with ADHD or a non-ADHD primary psychopathological condition, with additional analyses examining group differences based on ADHD presentation and depression severity. Regression analyses also examined the potential contribution of depression severity to each EF measure within each group. Results No significant EF performance differences were found when comparing individuals diagnosed with ADHD and those with a non-ADHD primary psychopathological condition, nor based on ADHD presentation. When comparing across groups using cut-offs for high or low depression, only one EF measure showed significant differences between groups. Further, depression severity generally did not predict reduced EF performances with the exception of verbal fluency and working memory performances in select groups. Conclusions This study demonstrated that individuals with ADHD generally perform comparably on EF measures regardless of the presence or absence of comorbid depression. These results suggest further examination of EF deficits when they emerge for adults with ADHD, especially beyond comorbid depression severity.

Two methods of aerobic and combined training on biomechanics of Vessels in patients after bilateral femoral artery coronary grafting

Background: Cardiovascular disease is one of the most common causes of death in the world and its prevalence increases with age. For the purpose of cardiac rehabilitation after heart disease, performing exercise training causes functional and structural adaptations in patient’s cardiovascular system and consequently reduces mortality from related diseases. Therefore, the aim of this study was to investigate the effect of two methods of aerobic and combined exercise training biomechanics of blood in middle-aged patients after bilateral femoral artery coronary bypass grafting surgery. Materials and Methods: In this semi-experimental study with a pre-post test design, 68 middle-aged men (mean age 56.19± 1.26 years) were studied after bilateral femoral artery coronary bypass grafting surgery. Subjects were randomly and availably divided into 3 groups: aerobic (n =20) and combined (aerobic + resistance) (n =20) exercise training, and control groups (n =28). Subjects in the intervention groups performed 8 weeks of training/3 sessions per week. Each training session in aerobic and combined groups was considered for 40 minutes with the intensity of 70-85% heart rate reserved, and 60 minutes with the intensity of 40-80% one repetition maximum for each patient, respectively. In order to analyze the data, Leven, MANOVA and Bonferroni statistical tests were used at the significance level of P≤0.05. Results: The results of one-way MANOVA test showed that the levels of functional capacity, ejection fraction and maximal oxygen consumption were increased significantly after aerobic and combined exercise training compared to control group (p <0.05). However, Bonferroni post hoc test showed no significant differences between functional capacity, ejection fraction and maximal oxygen consumption post-test levels in aerobic and combined exercise training groups (p> 0.05). Conclusion: the findings of this study show that both aerobic and combined exercise training can improve the heart functional variables in middle-aged patients after bilateral femoral artery coronary bypass grafting surgery, and this improvement levels appears to be independent of the types of training.

Utilizing Design Thinking to Create Digital Self-Directed Learning Environment for Enhancing Digital Literacy in Thai Higher Education

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Effect of age-related hyperkyphosis on depression and quality of life.

Hyperkyphosis is a frequent problem in older adults. Depressed mood and decreased quality of life are supposed to be related to age-related hyperkyphosis. This study aimed to explain the relation between depression, quality of life, and hyperkyphosis in old patients. 142 patients who applied to the outpatient clinic of geriatrics were enrolled in this cross-sectional study. Mean age of participants was 72. Hyperkyphosis was evaluated by the bloc method defined in the Rancho Bernardo Study (1). Depression was evaluated by the Short form of Yesavage Geriatric Depression Scale (GDS). Quality of life was assessed by the 3-level version of EQ-5D. Hyperkyphosis was found to be positively related to depression (P=0.037), negatively related to the QOL (p<0.001). QOL, depression, and hyperkyphosis were in a ship with each other when evaluated with one-way MANOVA (F [3.135] =5.23, P=0.002, Wilk's Λ=0.896, partial η2=0.104). Chronic pain was negatively related to QOL (p<0.001). Depression was positively related to chronic pain (p<0.001). QOL evaluated with VAS was independently related to the presence of hyperkyphosis in logistic regression analysis (r2=0.179, P=0.007). Considering the relationship with depression and quality of life, early recognition, and treatment of hyperkyphosis in elderly individuals is important. More studies evaluating the association between postural disorders, quality of life and mood disorders in older adults will be useful.

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

In the 21st century, students must master digital literacy. During the COVID-19 pandemic, many students could still not use online learning support facilities. It has an impact on decreasing reading competence and student engagement. This study aims to determine the effect of peer assessment-based digital literacy on reading competency and engagement of EFL students during the post-COVID-19 pandemic. This research utilized a quasi-experimental design. A total of 10 groups of students participated in this study. Two groups of students were selected using cluster random sampling; 30 participants were assigned to the experiment, and 30 were assigned to the control group. The data instruments used two post-tests and a questionnaire. The dataset was statistically analyzed using One-way ANOVA and MANOVA, with assistance from SPSS version 26.0. The findings of this study implied that there was a significant effect of peer assessment-based digital literacy on the reading competency of EFL students; and there was a significant effect of peer assessment-based digital literacy on the EFL students' engagement. There is a simultaneous effect of peer assessment-based digital literacy on EFL students' reading competency and engagement. This study found that peer assessment-based digital literacy is one of the best ways to improve EFL students' reading competency and engagement. It is suggested that more research be done on this topic, not just on how well students read, but also on how motivated students are to learn, how students and parents see each other, how involved parents are, and what factors help and hinder students.

Online Team-Based Learning in Teaching Hyponatremia Among Medical Clerks of the University of Santo Tomas Faculty of Medicine and Surgery, Philippines

Objectives: To determine if online team-based learning (TBL) is effective in improving knowledge outcomes and confidence about hyponatremia in its clinical recognition, classification, diagnostic work up, and management among fourth year medical students Study design: A quantitative evaluative design. Population and Setting: Fourth year medical students (medical clerks) rotating in the Department of Medicine, Faculty of Medicine and Surgery, University of Santo Tomas, Manila, Philippines from July to December 2020. Methodology: A modified TBL workshop is adopted in teaching fourth year medical clerks about hyponatremia. The TBL session was held with a group of medical clerks weekly from July to December 2020. As a pre-workshop preparation, the medical clerks were assigned to read ahead of time the clinical practice guidelines on the diagnosis and treatment of hyponatremia developed by the European Renal Best Practice. After reading it, they were asked to answer an Individual Readiness Assessment Test (IRAT) composed of 20 case-based multiple-choice questions (MCQ). The group was thereafter divided into 4 subgroups and asked to discuss the same MCQ-based exam and present it as a Team Readiness Assessment Test (TRAT). As each subgroup presented their IRAT, the facilitator discussed the underlying concepts for each question and its application in actual cases of hyponatremia. The facilitator then summarized the learning outcomes at the end of the TBL workshop. For team application (TAPP), the students created a concept map and formulated admitting orders. The medical clerks were then surveyed on their confidence in hyponatremia diagnosis and management during pre-TBL workshop, after IRAT, after TRAT, and after discussion with the facilitator. Statistical Design: Descriptive statistics were used to summarize the study variables and included the mean, standard deviation, frequency, and percentage. Within-group comparisons of different outcomes across the different timeframes were conducted using one-way multivariate analysis of variance (one-way MANOVA). Cognizant that the study has multiple outcomes or dependent variables which were compared at four different timeframes, multivariate analysis was utilized to minimize the inflation of family-wise errors (FWE). Results: Comparative analysis indicated that the mean readiness scores of the respondents after TRAT was significantly higher (t=–91.61, p=0.001) compared to the mean readiness scores after IRAT. Comparative analysis using paired t-test indicated that the mean confidence scores of the respondents in the recognition, diagnosis, and treatment of hyponatremia were significantly higher among the respondents after the IRAT (t=–24.26, p=0.001), TRAT (t=–34.58, p=0.001), and facilitator discussion (t=–42.72, p=0.001) approaches compared to the mean pre-TBL confidence score. The mean knowledge score of the respondents on the creation of a concept map and the formulation of admission orders of patients with hyponatremia was 25.54±1.98 (95% CI 25.26-25.82). Conclusion: Findings of this study are not to be interpreted as demonstrating a causal relationship. Furthermore, the results are only hypothesis-generating at best. The study showed that online TBL has the potential to be an effective method in improving knowledge outcomes and confidence about hyponatremia in its clinical recognition, classification, diagnostic work-up, and management among fourth year medical students. As a preliminary evaluation of TBL, further studies can be conducted to determine its effectiveness as a teaching modality in the medical curricula in comparison to the traditional method before being adopted as a teaching-learning activity. Key words: team-based learning, online learning, COVID-19, hyponatremia, medical education

Internet Behavior and Satisfaction With Sleep, Health, Quality of Life and Physical Activity Self-Efficacy as Components of Subjective Well-Being: Findings From an Online Survey.

This study aimed to examine the relationship between internet use (constructive and health-related internet behavior, health app usages), physical activity self-efficacy, and subjective well-being (quality of life, health satisfaction, sleep satisfaction). Participants (N = 758) were recruited to participate in an online survey. One-way MANOVA and multiple regression analyses were used to examine the hypotheses. Results showed that internet use was negatively associated with sleep satisfaction, r(738) = -.127, p < .001. Individuals who use health-related apps for movement/fitness, t(689.900) = -3.354, p < .001, nutrition, t(300.075) = -2.434, p = .016, information for self-diagnosis, t(199.768) = -2.321, p = .021, and contact with doctors, t(90.630) = -2.035, p = .045, have higher PA self-efficacy than those who do not. Overall, there was a statistically significant difference in subjective well-being based on a participants' constructive internet use, F(28, 2590) = 1.97, p = .002, with quality of life (p = .006) and sleep satisfaction (p = .025) being statistically significant components of subjective well-being. This paper discusses the important theoretical and practical implications regarding the development of health-related apps and online well-being interventions which are significantly relevant to the well-being literature.

The Effectiveness of Lateral Hop and Leg Press Training on Limb Strength and Explosive Power for Athletes

The aim of the study was to examine the effectiveness of fast lateral hop (LHC), slow lateral hop (LHL) and leg press (LLP) training on increasing the strength and explosive power of the leg muscles simultaneously. The approach method is in the form of an experiment using a Randomized Pretest-Posttest Control Group Design. The sample is 51 people divided into three groups using the ordinal pairing matched technique. Data were obtained using test and non-test instruments and collected using experimental techniques, observation and physical condition tests. Data analysis using one-way Manova technique Hotelings Trace method. The results of the analysis found that the F test = 25,413 and the significance of F = 0.000 &lt; 0.05, meaning that LHC, LHL and LLP training were effective in increasing the strength and explosive power of the leg muscles simultaneously. The results of the Between-Subjects Effects analysis in the form of partial eta squared variation KOT 15.6% and variation DEOT = 63.4%. The conclusion of the study was that there was a significant effect of LHC, LHL and LLP training on increasing the strength and explosive power of the leg muscles simultaneously. LLP training is more effective in increasing leg muscle strength, and LHC training is more effective in increasing the power of leg muscles.

Exploring the effects of online learning on EFL learners' motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran.

With the emergence and dissemination of the COVID-19 pandemic and the transformation of education to online classes, it is important to explore the effects of online learning on EFL learners' psychological factors in the Iranian EFL learners. Hence, this study aims to explore the effects of online learning on EFL learners' motivation, anxiety, and attitude. For this purpose, using a convenience sampling method, a total of 293 upper-intermediate EFL learners at Iran Language Institute in Ahvaz, Iran, took the Oxford Quick Placement Test, and 200 EFL learners whose scores fell around the mean were selected and assigned randomly to an experimental group and a control group. The participants' motivation, anxiety, and attitudes were measured before and after the treatments (lasting 10 one-hour sessions held once a week) using validated questionnaires. The collected data were analyzed through a one-way MANOVA test and a one-sample t-test. The findings evidenced that online learning positively affected the participants' motivation, anxiety, and attitudes. That is, due to the online learning, their motivation increased, their anxiety lowered, and positive attitudes were shaped toward L2 learning. Finally, based on the findings, some implications are proposed.

The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy

The types of assessment tasks affect the learners’ psychological well-being and the process of learning. For years, educationalists were in search of finding and implementing accurate and convenient approaches to assess learners efficiently. Despite the significant role of performance-based assessment (PBA) in affecting second/foreign language (L2) learning processes, few empirical studies have tried to explore how PBA affects reading comprehension achievement (RCA), academic motivation (AM), foreign language anxiety (FLA), and students’ self-efficacy (SS-E). To fill this lacuna of research, the current study intended to gauge the impact of PBA on the improvement of RCA, AM, FLA, and SS-E in English as a foreign language (EFL) context. In so doing, a sample of 88 intermediate EFL learners were randomly divided into experimental group (EG) and CG (control group). During this research (16 sessions), the learners in the CG (N = 43) received the tradition assessment. In contrast, the learners in the EG (N = 45) were exposed to some modification based on the underpinning theories of PBA. Data inspection applying the one-way multivariate analysis of variance (i.e., the one-way MANOVA) indicated that the learners in the EG outperformed their counterparts in the CG. The results highlighted the significant contributions of PBA in fostering RCA, AM, FLA, and S-E beliefs. The implications of this study may redound to the benefits of language learners, teachers, curriculum designers, and policy makers in providing opportunities for further practice of PBA.