Skills Class Research Articles

Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students

BackgroundFear of missing out (FoMO) can increase loneliness and smartphone addiction and decrease academic performance in university students. Most studies investigated the relationship between FoMO and smartphone addiction in developed countries, and no studies were found to examine this association in Iran. The mediating role of loneliness and academic performance in the relationship between FoMO and smartphone addiction is unclear. This study investigated the relationship between FoMO and smartphone addiction and the mediating role of loneliness and academic performance in this relationship in Iranian university students.MethodsIn this cross-sectional study, 447 students from Urmia University of Medical Sciences were investigated. Data were collected using demographic questionnaires, Przybylski's FoMO scale, Pham and Taylor's academic performance questionnaire, Russell's loneliness scale, and Kwon's smartphone addiction scale. Data were analyzed using SPSS ver. 23 and SmartPLS ver. 2.ResultsFoMO had a positive and direct association with smartphone addiction (β = 0.315, t-value = 5.152, p < 0.01). FoMO also had a positive and direct association with students’ loneliness (β = 0.432, t-value = 9.059, p < 0.01) and a negative and direct association with students' academic performance (β = -0.2602, t-value = 4.201, p < 0.01). FoMO indirectly associated with smartphone addiction through students' loneliness (β = 0.311, t-value = 5.075, p < 0.01), but academic performance was not mediator of smartphone addiction (β = 0.110, t-value = 1.807, p > 0.05). FoMO also indirectly correlated with academic performance through students' loneliness (β =—0.368, t-value = 6.377, p < 0.01).ConclusionsFoMO can be positively associated with students' smartphone addiction, and loneliness is an important mediator of this association. Since smartphone addiction could harm students' academic performance, thus, healthcare administrators should reduce students' loneliness and improve their academic performance by adopting practical strategies to help students to manage their time and control their smartphone use. Holding self-management skills classes, keeping students on schedule, turning off smartphone notifications, encouraging students to engage in sports, and participating in group and family activities will help manage FoMO and loneliness.

Adolescent experience of radically open dialectical behaviour therapy: a qualitative study

BackgroundRadically Open Dialectical Behaviour Therapy (RO DBT) is a novel transdiagnostic treatment that targets ‘maladaptive overcontrol’; a transdiagnostic cluster of traits associated with excessive emotional and behavioural inhibitory control. Outcomes are promising for adults with a range of psychiatric disorders. No study to date has explored the adolescent experience of RO DBT.MethodsOf the 25 eligible adolescents who received RO DBT between March 2015 and April 2017, 15 (14–17 years) consented and completed a semi-structured interview about their experience of treatment within 1 month of discharge. Interviews were recorded and then transcribed manually. Free text responses were analysed using reflexive thematic analysis.ResultsThe majority (n = 13) had a primary diagnosis of anorexia nervosa, although comorbidity was the norm, with 80.0% having two or more predicted comorbid psychiatric diagnoses. All had received some prior psychological treatment. Four themes were identified from analysis of transcripts: 1) Broadening Horizons, 2) Building Connections, 3) Flexibility, 4) Information Overload. Generally, RO DBT was perceived as helpful in both content and process. The focus on social and broader well-being, rather than specific mental health symptoms, was considered beneficial by many. Adolescents appreciated the group-based format of skills classes and reported benefiting from learning and practicing skills each week. The fourth theme, Information Overload, highlighted that for some, the amount of content felt overwhelming and that it was hard to remember and digest all the information, suggesting that adaptations, or simplifications, may be required to ensure accessibility for adolescents.ConclusionsRO DBT is perceived as a relevant and beneficial new treatment for adolescents with maladaptive overcontrol. The broad treatment focus is perceived as unique and of particular benefit. It is reported to help with general and social functioning and foster cognitive and behavioural flexibility. Nevertheless, the amount and complexity of material was felt to be very large by some and may suggest the need for modified adolescent-specific materials.

Istikhdāmu Namudzajiy At-Ta’allum Istirātījiyyatu Firaq at-Tahsīl at-Thullābiyyah wa at-Ta’līm al-Qāim a‘la al-Musykilah li Tarqiyati Mahārat al-Qirāah Ladā Thullāb al-Marhalah al-Aliyah

Al-Izzah islamic boarding school is one of institution that is based Tahfidzul Qur'an (memorizing Qur'an) in Batu, East Java. So, the reseacher tries implement STAD method and PBL method to increase the pupils reading skills who specially to the pupils class IX of Senior High School at ALS Batu. This research is applied on 2 formulations of the problem, those are: 1. How's the using STAD method and PBL method to increase the pupils reading skills class XI of Senior High School ALS at Al-Izzah?; 2. How's increasing of reading interest Arabic text to the pupils class XI by using STAD method and PBL method?. This research intends to know using STAD method and PBL method to increase the pupils reading skills and increasing of pupils reading interest. The kind of this research is Classroom Action Research that implemented by 2 cycles. Every cycle has 4 steps, those are planning, implementation, observation, analyzing and reflection. Data is gotten from score of oral test that conducted by the researcher directly, observation, and documentation. STAD method and PBL method are very satisfying. The pupils are excited and they do not feel bored in learning process. It can be proved by the result of oral test is 86% or 26 pupils (STAD) and 93% or 28 pupils (PBL) get score 75 ore more. Then, the pupils reading interest increase, religion sibject or general lesson that can be looked from observation that conducted by the researcher.

English – Majored Students’ Perceptions on Teachers’ Use Of Vietnamese In EFL Classrooms

Previous studies were conducted to discover the use of L1 in EFL classrooms, however, few studies investigated the students’ perception towards the teachers’ use of L1 in EFL classrooms, especially those for English – majored students. The present study was conducted to examine English – majored students’ perceptions towards their teachers’ use of mother tongue as Vietnamese in EFL classrooms in a university in Mekong Delta, Vietnam. The research was designed as a descriptive study with the mixed method using questionnaire and interview as the research instruments. There were 131 participants in this research. The findings of the study revealed that students preferred teachers’ use of mother tongue in the specialized classes (linguistics course, literal courses, and interpretation and translation courses, etc.), grammar courses, and some activities such as explaining incomprehensible words. However, they wished to have more English instruction in language skills classes to enhance their target language proficiency. Several disadvantages of using Vietnamese were also mentioned, for instance, hindering learners’ language improvement, causing their laziness and passiveness. Suggestions are proposed to raise EFL teacher’s awareness on the extent of English and Vietnamese in their teaching to help leaners achieve objective of the class.

Future counselors’ voices: A qualitative investigation of microaggression training

AbstractThe present study is a qualitative investigation of the voices of counseling graduate trainees (n = 76) in response to a multicultural competence training on racial microaggressions. The didactic and experiential training included readings, lecture, videos, large and small group discussions, and skills practice sessions. Upon completion of the training, trainees in individual and group counseling skills classes responded to open‐ended questions in journals. These journals were subsequently analyzed using consensual qualitative research‐modified, and responses were examined according to race/ethnicity (i.e., trainees of color vs. White trainees). Four primary domains emerged from the analysis: difficult, most and least helpful aspects of training, and racial‐cultural identity influences on training. Recommendations for future training are presented, along with salient patterns that emerged from the voices of trainees of color and White trainees.

Quali competenze e quali strategie formative per l’industria 4.0? Lo stato dell’arte

The present contribution proposes a review of the literature aimed at highlighting which are the key competencies that will define the job profiles in industry 4.0 and what could be the most suitable training strategies to promote its development. The process of collecting and analyzing the contributions, selected following the principles of the systematic review, has led to obtaining a modular, but at the same time dynamic, model composed of three classes of skills: scientific-technological skills, technical-specific skills, and transversal skills. The results were then discussed to identify the right balance of the three macro-areas, offering ideas for possible training proposals and a tool for finding the skills required on the basis of the different levels, from the individual worker (micro) to the organization (meso), to the professional sector of reference (macro).

Components and Indicators of the Robot Programming Skill Assessment Based on Higher Order Thinking

Robot programming skill classes are becoming more popular. Higher order thinking, on the other hand, is an important issue in developing the skills of 21st-century learners. Truth be told, those two abilities are consistent subjects that are trending in academics. The purpose of this study is to design the components and indicators of a robot programming skill assessment based on higher order thinking. The methodology is divided into two phases: (1) qualitative research: a review of the literature on the issues for the synthesis of components and indicators of the robot programming skill assessment based on higher order thinking; and (2) quantitative research: to test the validity of the robot programming skill assessment by the content validity index test (CVI) with seven experts and the reliability with Cronbach’s alpha statistic test with the questionnaire results from 50 participants. The results show that the synthesized robot programming skill assessment consists of three components with 16 indicators, all of which are accepted for their agreed content validity index assessment (CVI = 1.00), and the internal consistency calculation results for the reliability test are found to have an acceptable reliability (α = 0.747).

Knowledge and Healthy Behavior of Children Towards Correct Tooth Brushing Skills Class (IV) Student at State Elementary School in South Jakarta

Tooth and mouth disease, a dental health problem in the community, is in the tooth-supporting tissue (periodontal disease) and dental/dental cavities. The causes of dental caries include food consumption, dental maintenance, and the teeth’ condition. In Indonesia, dental caries in children is a very important and major problem of dental and oral diseases. The survey conducted by the Indonesian Dental Health Foundation (YKGI) in 2003 on children in Jakarta showed that 70% suffered dental caries and gum inflammation. Tooth and mouth disease due to inflammation is ranked 10th in Indonesia. This study aims to determine the effect of knowledge and healthy behavior of upper (IV) elementary school students on good and correct tooth brushing skills and specifically to determine the level of knowledge and health behavior of children before and after being given good brushing and treatment skills right, to find out the difference in knowledge before and after being given the treatment of good and correct tooth brushing skills and to determine the differences in healthy behavior of children before and after being given the treatment of good and proper brushing skills.

Using Turkish Aksak Rhythms To Teach Asymmetrical Meter

Ear training courses often treat the topic of asymmetrical meter (5, 7 beats) as uncommon in Western music. This causes musical examples in the subject to be less idiomatic than those which deal with more "normative" meters, in 2, 3, and 4 beats. Turkish music, on the other hand, often organizes beats asymmetrically, a feature known as aksak or "limping." This paper discusses strategies for incorporating both Turkish musical examples and pedagogical practices in aural skills class in order to teach the topic of asymmetrical meter.

Peningkatan Hasil Pembelajaran HOTs Mata Pelajaran Bahasa Inggris Materi Expressing Giving Compliment and Congratulation Melalui Scientific Approach Model Pembelajaran Abad Ke-21 Metode Blended Learning Peserta Didik Kelas X.IPK.3 MAN 2 Kota Payakumbuh

This study aims to see and analyze the increasing in learning outcomes of students in class X.IPK.3 Payakumbuh Odd Semester for the 2021/2022 Academic Year, in English subjects Expressing Giving Compliment and Congratulation Materials through the Scientific Approach of the 21st Century Learning Model Blended Learning Method in HOTS learning. This research was conducted using the Classroom Action Research method which consisted of two cycles, where each cycle consisted of: planning, action, reflection, and evaluation. It was conducted from August to November 2021. The data was processed in each cycle and then analyzed using percentages. The results obtained in the pre-cycle, cycle I and cycle II showed an increase. The average grade for students' knowledge increased from 49.31 with 0% completeness in the pre-cycle to 73.43 to (41.67%) in the first cycle and 77.70 (77.78%) in the second cycle. Here it can be seen that the percentage of students who did not complete decreased. The average value of the skill class was significant. It is proven by the gain from 80.56 in the pre-cycle to 84.51 (4.90%) in the first cycle, and to 93.61 (10.77%) in the second cycle. In each action, all students complete 100%. Based on the results of the second cycle assessment, it can be interpreted that the implementation of the 21st Century Scientific Approach Learning Model Blended Learning Method can improve students' high-level English learning outcomes, although the increase is not in line with expectations, but it is quite effective in learning English. The conclusion obtained from this research is that the use of the Scientific Approach 21st Century learning model with the Blended Learning method in HOTS learning can improve student learning outcomes.

Helping skills courses: The effects of student diversity and numeric marginalization on counseling self-efficacy, counseling self-stigma, and mental health.

We examined the effects of racial/ethnic diversity and numeric marginalization on learning outcomes (changes in counseling self-efficacy, self-stigma for seeking counseling, and mental health) with 402 students in 30 sections of helping skills classes. Students self-identified as African American, Asian, Hispanic/Latinx, Other, or White. We operationalized class diversity with the diversity index developed by Chang (1999) and numeric marginalization as the percentage of students in the class that shared a target student's identity. Using two-level Hierarchical Linear Modeling (HLM; students nested within classes), we predicted counseling self-efficacy, counseling self-stigma, and mental health from student identity (Level 1), and the cross-level interaction between diversity and numeric marginalization (Level 2). Results suggested that classroom diversity had no effects on counseling self-efficacy but was associated with greater self-stigma. However, more classroom diversity was linked with better mental health for Latinx students. With African American students, numeric marginalization was associated with more counseling self-stigma. Surprisingly, for Asian students, numeric marginalization (i.e., a greater percentage of Asian students in a classroom) was linked with worse mental health. Finally, diversity had no effects on outcomes for White students. Findings demonstrate the importance of racial/ethnic composition in helping skills courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Using Public Service Announcements to Practice Critical Thinking and Multimodal Learning in University English Classrooms

As we continue to march forward into an increasingly digital age, the task of empowering students to become effective communicators goes beyond mere language acquisition: “21st century literacy is the set of abilities and skills where aural, visual, and digital literacies overlap” (New Media Consortium, 2005, p. 2). Although addressing traditional academic skills cannot be minimized, it is important to consider our responsibility to include multimodal approaches to meet the comprehensive needs of students. Among the many options for “combining multiple forms of information in a new and useful way” are Public Service Announcements (Quinn &amp;amp; Chu, 2017, p. 554). Example lessons that include PSAs are provided –two for a university composition class and one for a university ESL comprehensive language skills class.

Video-Based Learning Compared to Face-to-Face Learning in Psychomotor Skills Physiotherapy Education

Background: In physiotherapy education, cognitive knowledge is combined with psychomotor skills classes. Evidence that psychomotor skills can be aquired by Video-Based Learning (VBL) only is scarce. The purpose of the research was to compare VBL with face-to-face learning of one such skill (Proprioceptive Neuromuscular Facilitation, PNF) and to assess students’ acceptance of VBL. Methods: The experimental group (EG) received electronic access to a video and supplementary written material. The control group (CG) attended a face-to-face lesson, accessing the same written material. Both groups were instructed to learn and practice the technique for one week. Afterwards, a blinded examiner tested for psychomotor skills, a multiple-choice test tested for cognitive knowledge. Student satisfaction was tested with a Likert-scale based questionnaire. Results: The mean (SD) exam points for experimental-group and control-group were 30.23 (2.976) and 30.36 (2.706), respectively (p = 0.830). The mean multiple-choice test points for EG/CG students were 14.23 (2.204)/12 (2) points (p = 0.014). The questionnaire revealed significant differences in the timeframe adequacy, the comprehensiveness of verbal instructions and the knowledge of improval of weaknesses (p = 0.025/0.038/0.007). Our exam results yielded no statistical difference between VBL and face-to-face learning, our multiple-choice test revealed significant differences, favoring the EG. The uncertainty regarding the improval of weaknesses was likely due to the lack of feedback during practice. Nonetheless, EG exam results were satisfactory and comparable. Conclusions: VBL can produce comparable exam results in teaching psychomotor PNF skills. It suggests, that circumscribed psychomotor skills can be taught using VBL only. Overall student acceptance of VBL was high.

HABILIDADES SOCIAIS EDUCATIVAS DE PAIS DE CRIANÇAS COM AUTISMO: REVISÃO DE LITERATURA

ABSTRACT This is a literature review of articles about educational social skills of parents of children with Autism Spectrum Disorder (ASD). Objectives: to identify, select and describe articles that characterized parental Social Educational Skills (SES) and perform a correspondence analysis between the behaviors addressed in these studies and the Social Educational Skills System (SESS) by Del Prette and Del Prette. Data source: articles published in LILACS, Scielo, PubMed, ScienceDirect and PsycoINFO, without period specification. Conclusions: There was a lack of studies in the Brazilian context. Nine English-language articles were found. All SESS skill classes were identified, with the most frequent classes Positively Monitor and Transmit or expose content about social skills. Correspondence analysis demonstrated the possibility of using the SESS in studies with parents of children with ASD, as well as the need for improvements, including behaviors evaluated and/or trained in this population.

The Effect of Drill Method Learning on Prayer Movement Skills Class III Students at SDN 20 Sitiung

Prayer movement skills are the core learning material of one of the processes of Islamic religious education. The ability of students to receive learning to carry out prayer movements must be conveyed using the right method. This study discusses the effect of learning the drill method on students' prayer movement skills. In sampling the researchers used the type and research design of non-equivalent control group design with data collection before and after being given treatment. Respondents were divided into 2 groups consisting of 1 experimental group and 1 control group with a total of 50 third grade students at SDN 20 Sitiung. This research was conducted in September 2021 in the 2021/2022 Academic Year at SDN 20 Sitiung, Dharmasraya Regency. Based on the results of the study, it was found that in the experimental group, there were 23 students (92%) skilled and in the control group, 17 students (68%) were skilled and based on the comparison, there was a P-Value value of 0.002 &lt; 0.005 which means that there is an effect of learning the drill method on the prayer movement skills of students.

A Case Study on the Utilization of 3D CAD Design Education applying IC-PBL

A Case Study on the Utilization of 3D CAD Design Education applying IC-PBL

Pengembangan Bahan Ajar Biologi Materi Virus Berbasis SocioScientific Issues (SSI) untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

The purpose of research is to know the characteristics, feasibility and effectiveness of developing teaching materials viruses based on Socio-Scientific Issues (SSI) to improve critical thinking skills. Research method using Research and Development (RD) with a 4D step (define, design, develop, disseminate) Thiagarajan et all. The subjects of the study are 34 students class X MIPA 1 as the experimental class and 34 students class X MIPA 4 as the control class. The eligibility of teaching material is derived from the results of expert validation questionnaires, responses of biology teachers and students' responses, and effectiveness of critical thinking skills from the results of the test questions pretest and posttest. The results of the characteristics teaching material viruses based SSI include: cover, introduction, news analysis, material, summary, evaluation, bibliography and glossary. The results of the eligibility from the material expert validation questionnaire were 88,67%, 94,67% of media experts, 83,55% of teacher responses and 82,29% of students' responses. The effectiveness of teaching materials used was obtained from the difference in the average value of experimental learning outcomes of 81.84 and 76.84 kontrol class with tcount = 4.338 and ttable = 1.6682 which means tcount ttable and Ha accepted, concluded that there were differences in posttest results experimental class with kontrol class. The n-gain results obtained the value of the experimental class of 0.63 and the control class of 0.54 with their respective categories being moderate. So it can be concluded that the use of biological material teaching material based on Socio-Scientific Issues (SSI) is effective to improve students' critical thinking skills class X SMA 12 Semarang.

IMPROVING READING COMPREHENSION SKILLS WITH COOPERATIVE APPROACH TYPE CIRC

This study aims to improve the learning process and the results of reading comprehension skills with the CIRC learning model for fifth grade students of SD Negeri Kotagede 5 Yogyakarta. This type of research is classroom action research with the Kemmis and Mc Taggart model. The subjects of this study were the fifth grade students of SD Negeri Kotagede 5 Yogyakarta totaling 27 students. Data were collected by using observation, test, and documentation techniques. The data analysis technique is descriptive quantitative. The results showed that there was an increase in the learning process and the results of reading comprehension skills with the CIRC type cooperative approach. In the pre-action, the average value of the students' reading comprehension skills class was 68.94 with a percentage of completion of 44.44%, then in the first cycle it increased to 81.48 with a complete percentage of 75.73%, and increased again in the second cycle to 86.15 with a complete percentage of 100 %.

Mathematical Communication Skills of Class III Student by Using Discovery Learning Model Assisted with Individual Manipulative Teaching Aids Reviewed from Student Responses

The purpose of this study was to determine the effectiveness of discovery learning model assisted with individual manipulative terms of student responses and to determine the description of students’ mathematical communication skills class III based on student responses. The method used in this study is a mixed method. The data collected through test, questionnaire, interview, and documentation. The result showed that (1) Discovery learning model assisted with individual manipulative is effective on mathematical communication skills which can be seen from the results test mathematical communication skills of the experimental class is greater than the control class, (2) The pattern of mathematical communication skills in terms student responses variety. Of the 30 subjects there were students who entered the less positive, positive and very positive categories. Therefore, this research can be an alternative in learning mathematics especially use individual manipulative and mathematical communication skills can be applied in learning with assisted model individual manipulative. Keywords: Mathematical Communication Skills, Discovery Learning, Student Responses, Individual Manipulative Teaching Aids.

Experiential and Cognitive Predictors of Sight-Singing Performance in Music Higher Education.

Sight-singing is prevalent in aural skill classes, where learners differ in experience and cognitive abilities. In this research, we investigated whether musical experience, level of study, and working memory capacity (WMC) can predict sight-singing performance and if there is a correlation between WMC and performance among some subgroups of participants. We hypothesized that more experienced students and those with a higher WMC might sight-sing better than those with less experience and lesser WMC. We also hypothesized that the relationship between WMC and sight-singing performance would be more salient for less experienced and less proficient sight-singers. We surveyed 56 subjects about their experience with music, assessed their WMC, and evaluated their performance on a short sight-singing task. The results showed that the age when students began learning music could predict sight-singing performance independently from the number of years of experience and the educational level, suggesting a possible developmental component to sight-singing skill. We also found a negative relationship between WMC and pitch score in the low-performing group and between rhythm and pitch score, suggesting that pitch and rhythm are processed differently. Teachers should be aware of how students’ backgrounds might be related to performance and encourage them to develop strong automated skills, such as reading music or singing basic tonal patterns.