Social Distraction Research Articles

Dampak Implementasi Pendekatan Pembelajaran Berbasis Proyek Terhadap Perkembangan Karakter Anak

This research aims to find out that the implementation of project-based learning (PjBL) has a positive impact in overcoming the challenges faced by the strawberry generation, such as concentration difficulties, technology dependence, and social distractions. Through project-based learning (PjBL), children are encouraged to be more active, collaborative, diligent and independent in the learning process. This can not only improve cognitive abilities, but also develop positive characters, such as creativity, innovation, empathy and responsibility. This research uses a social phenomenology and human behavior approach in order to focus on the experiences, perceptions, and strategies used by early childhood educators in overcoming the risks of Generation Strawberry. Qualitative data analysis techniques were applied using the help of Nvivo 15 software with data collection methods through interviews, observation and document analysis. The results showed that project-based learning (PjBL) is a promising learning approach in developing early childhood character and overcoming the challenges faced by the current generation.

Hybrid, blended, and hyflex learning as future models for education

The education system continuously adapts to address abnormal social fluctuations such as pandemic lockdowns, climate change, disasters, and social distractions during war, migration, and more. Remote learning methods have advantages and disadvantages, a topic of discussion among many educators. Education is a critical part of society, ensuring the well-being of humanity. Future models for education refer to potential changes and advancements in the structure, delivery, and access to education. This includes innovations in teaching methods, learning environments, technology integration, and overall educational systems. Future models for education may involve the adoption of new teaching strategies and approaches that cater to diverse learning styles and preferences. This could include personalized learning, project-based learning, and flipped classrooms, aiming to enhance student engagement, critical thinking skills, and knowledge retention. The future of education may shift towards more dynamic and interactive learning environments, which can involve the use of virtual reality, augmented reality, gamification, and immersive simulations to create attractive educational experiences. Education in the future might incorporate innovative technology as a crucial component of the learning process, the use of artificial intelligence, adaptive learning platforms, online collaboration, and digital e-learning resources for content distribution. Technology integration targets to make education more accessible and flexible to individual student needs. Research plays a crucial role in shaping the future of education by notifying evidence-based practices and guiding decision-making processes. The article is a short review that discusses and analyses the differences and preferences between remote digital methods applying during COVID-19 restrictions.

CHARACTERISTICS OF THE MANIFESTATION AND EXHIBITION OF MUAY TAY ATHLETE’S STRESS RESISTANCE AND SELF-CONTROL BEHAVIOR

Abstract The article is dedicated to the modern developmental problems of sport psychology.Nowdays the life of individuals is related to stress and stress resistance, which are reflected in everyday life, including sports. Learning successful ways to deal with stress is extremely important for an athlete. Sport (sporting activity) is inherently stressful for elite and novice Thai boxers,both of them equally exposed to stress during training and competition and need appropriate psychological support[2;8]. Almost every Thai boxer is in a state of high or pronounced stress. At the same time, men and women are equally susceptible to stress during sports activities. Such athletes widely use several self-supporting behavior strategies during their activities to cope with stress moreover, most of them reach a high level of expressiveness. In the work, an attempt was made to reveal the characteristics of the manifestation of stress resistance and self-control behavior formation of Muay Thai athletes, to study the mutual relationship between stress resistance and self-control behavior and the characteristics of behavior formation and manifestation. An experimental study was organized to study the manifestation of stress resistance of athletes of the mentioned sport [1]. Observations, testing and data processing methods were used for the studies, as a result very important conclusions were made. Various manifestations of stress resistance and self-control behavior among Thai boxers were revealed in the studied groups. In athletes, a high tension was observed in the self-monitoring behavior of positive reappraisal and seeking social support. This can be said to characterize Thai boxers as individuals who are focused on the personal, philosophical, reinterpretation of the problematic situation and are included in the broader context of the individual's self-development work. Perception of social support also indicates athletes' focus on interaction with other people, their support, attention, advice, sympathy, and expectation of concrete effective help. The dominant self-control behavior stress behavioral strategies of athletes are distraction and social distraction from the problem. An indicator of the level of neuropsychological stability or stress resistance is negatively correlated with self-control behavior strategies of taking responsibility and planning for problem solving, as well as problem solving strategies.

Impact of Work from Home on Sri Lankan Teachers’ Teaching and Learning Process

Aims: This paper aims to analyze the impact of working from home on teachers' teaching and learning processes in a chosen Province in Sri Lanka From teachers’ perspective.
 Study Design: This study follows the exploratory type and a questionnaire survey will be used to collect data.
 Methodology: The data were analyzed using descriptive statistics to understand the teaching and learning process of teachers in the chosen province in Sri Lanka and Regression analysis to understand the impact of an independent variable on the study’s dependent variable.
 Results: The positive effect of Infrastructure Facilities, Family Interference, and Technology Literacy on teachers' online teaching and learning process were statistically significant at 0.05 level. But, the significant value of Social Distractions was 0.764 which is above the standard level. Hence the impact of Social Distractions on online teaching and learning process was statistically insignificant at 0.05 level. Furthermore, infrastructure facilities were a highly influential factor in the online teaching and learning process.
 Conclusion: The research was limited to one province in Sri Lanka, and thus, it may not be possible to conclude the results of an entire country. In this modern world schools in developing countries should be adapted to these new technological changes. Teachers, administration, and Government may utilize the findings of this study in their decision-making. The study shows useful perceptions of how work from home impacts teachers' teaching and learning processes.

Analyzing the difficulty level in learning mathematics online using a quantile regression approach

Online learning is a difficult type of educational process due to its limitations, particularly in college mathematics courses. The essential aim of this article is to elucidate the students' difficulty level in learning mathematics amid online learning and predict its statistically significant influencing factors. The data used in this study is secondary from a paper in the mathematics education literature on the form of cross-sectional. The data were summarized employing some descriptive measures and regression modeling as an inference. The result of the study showed that, on average, students are facing "difficulty" in learning their mathematics lessons during distance learning due to some problems. The quantile regression revealed that younger and female students are experiencing higher levels of difficulty. Plus, students who spent more money on the internet are facing higher difficulty in learning. In addition, a not conducive learning environment and social distractions are predictors of difficulty in learning. Conclusively, the difficulty in learning mathematics which adversely affects their performance is due to the distractions and problems in the learning environment, low coping mechanisms, and unprecedented educational process in the form of online setup. Hence, the study suggested that teachers must be flexible with students and provide digital simulations of mathematical problems, and use interactive models in their classes.

The Benefits of Friendships in Academic Settings: A Systematic Review and Meta-Analysis.

Friendships can positively impact students' academic performance and grade point average (GPA) by providing emotional support and reducing stress, thereby leading to improved focus and better concentration on studies. Peer connections and friendships often result in collaborative learning and the exchange of academic ideas, improving comprehension and retention of course materials, ultimately leading to higher GPAs. In contrast, negative friendships or excessive social distractions can adversely affect GPA, which highlights the importance of striking a fine balance between social connections and academic responsibilities. This systematic review and meta-analysis adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. It involved a thorough electronic search on PubMed, Ebsco, and Web of Science databases with no time restrictions. We considered studies from various parts of the world, which examined friendships and relations within the academic setting. This reviewdelved into the substantial impact of friendships in academic settings. Friendships foster a supportive environment for collaboration and knowledge-sharing, ultimately enhancing motivation, reducing stress, and improving GPA, thereby contributing to a successful academic experience. While disparities were noted across studies due to geographical variations, study designs, and outcome measures, the majority of them revealed a positive correlation between friendship and academic performance. Some studies highlighted gender-related differences, with male friendships often proving beneficial for academic performance, though this is not a universal rule, as the quality offriendships mostly depends on compatibility rather than gender. To sum up, the extensive review of research underscores the pivotal role of friendships in academic settings, which act as crucial support systems for collaboration, knowledge-sharing, and motivation among students, leading to enhanced academic performance. Despite regional and methodological variations, a consistent positive correlation between friendship and academic success was observed across diverse studies.

The Neuropsychology of Autism

Professionals misdiagnose autism by ticking off symptoms on a checklist without questioning the causes of said symptoms, and without understanding the innate neurophysiology of the autistic brain. A dysfunctional cingulate gyrus (CG) hyperfocuses attention in the left frontal lobe (logical/analytical) with no ability to access the right frontal lobe (emotional/creative), which plays a central role in spontaneity, social behavior, and nonverbal abilities. Autistic people live in a specialized inner space that is entirely intellectual, free from emotional and social distractions. They have no innate biological way of emotionally connecting with other people. Autistic people process their emotions intellectually, a process that can take 24 hours, by which time it is too late to have felt anything. An inactive amygdala makes it impossible for autistic people to experience fear. Because they do not feel emotion, they have no emotional memories. All memories are of events that happened about which they felt no emotion at the time and feel no emotion when talking about it afterward.

Technological and social distractions at unsignalized and signalized campus crosswalks: A multi-stage naturalistic observation study

The use of personal listening devices (PLDs) is most prevalent among the college attending population. PLDs can be quite distracting, especially when its users are performing focused tasks such as street crossings. Such scenarios are commonplace on campuses of rural higher education institutes, where students must cross multiple unsignalized crosswalks to get to their destination. To evaluate the dangers of PLD use and pedestrian behavior while navigating crosswalks, 1274 pedestrians were systematically observed over nine hours at four crosswalks; naturalistic observations were followed by a survey of 135 pedestrians, and two focus groups with a total of eight participants following a unique three-stage protocol. Results show that societal distractions such as crossing in group settings or talking with other members of a group while crossing led to more risky pedestrian behavior, than did technological distractors such as PLDs or cellphone use. There was also a consensus on hand gesture meanings for pedestrian-driver communication despite the presence of relatively diverse population. Findings from this study can serve as guidelines to develop external human machine interfaces (eHMIs) for automated vehicles, and appropriate countermeasures to reduce pedestrian distractions at crosswalks of higher education institutes.

Subjective well-being of staff of educational and scientific organizations in the conditions of war: level and relationship with coping strategies

Introduction. Promotion of educational and scientific organization staff's subjective well-being in the conditions of war is an important research and applied problem, which requires, in particular, the study of its personality-related factors. Aim: to investigate the level of subjective well-being of the staff of educational and scientific organizations in the conditions of war and the relationship between well-being and coping strategies. Methods: The Modified BBC Subjective Well-being Scale (BBC-SWB) (P. Pontin, M. Schwannauer, S. Tai, & M. Kinderman; adapted by L. Karamushka, K. Tereshchenko, & O. Kredentser); The Coping Inventory for Stressful Situations (CISS) (N.S, Endler, J.D. Parker); statistical methods (descriptive statistics, correlation analysis (Pearson's correlation coefficient)). Results. In the conditions of war, staff of educational and scientific organizations was found to have subjective well-being at a moderate level. At the same time, the "physical health and well-being" indicator was almost half the level of the "psychological well-being" and "well-being in relationships" indicators. All subjective well-being indicators of educational and scientific organization staff's subjective well-being in the conditions of war had statistically significant, both positive and negative, relationship with the majority of coping strategies ("orientation towards problem solving", "social distraction", "orientation towards emotions", and "avoidance"), which suggests that coping strategies are a significant psychological factor in staff's subjective well-being. Conclusions. The obtained results can be helpful in improving performance of educational and scientific organizations in war conditions.

Coping-behavior of teachers with different professional experience

Constructive strategies of coping behavior are the most important resource and mechanism for the prevention of the emotional burnout of teachers, the risk of which increases with increasing teaching experience. The authors point out that the results of scientific works aimed at studying coping strategies of teachers with different professional experience are ambiguous. The article provides a comparative analysis of the structure of coping behavior of teachers with professional experience up to 5 years, 6-15 years and more than 16 years. As research methods, the authors use the questionnaire “Coping behavior in stressful situationsˮ adapted by T.L. Kryukova and the questionnaire “Strategies for overcoming stressful situationsˮ by S. Hobfall. It is revealed that teachers with minimal and maximum professional experience have a number of similar features of coping behavior: a high level of coping focused on avoidance, the relationship between prosocial strategies and social distraction, as well as significant links between manipulative and asocial strategies. The structure of coping behavior of teachers with less than 5 years of experience is characterized by the lowest indicators of the use of problem-oriented coping, prosocial strategies and the index of constructiveness of coping in general. High rates of emotionally-oriented coping have been recorded among teachers with more than 16 years of experience. The authors note that with increasing length of service, the indicators of problem-oriented coping and prosocial coping strategies grow.

СМЫСЛОЖИЗНЕННЫЕ ОРИЕНТАЦИИ И САМОРЕГУЛЯЦИЯ КАК ПСИХОЛОГИЧЕСКИЕ КОРРЕЛЯТЫ КОНСТРУКТИВНОГО СОВЛАДАНИЯ СО СТРЕССОМ В ЮНОШЕСКОМ ВОЗРАСТЕ

Background. Th e crisis state of the modern world and due to it — the increased level of stress threatening to the psychological and physical health of people make the problem of identifying the psychological factors of coping with stress especially urgent. regulation are considered as personality factors associated with constructive coping with stress. Objective. Th e study had its purpose to investigate the role of self-regulation and life sense orientations in coping with stress in adolescence. Methods. Th e study implemented the following methods: Crumbaugh and Maholic’s “Purpose-in-Life Test” (PIL) adapted by D. Leontyev, Morosanova’s Self-Regulation Profi le Questionnaire (SRPQM), WSQ adap ted by T.L. Kryukova, E.V. Kuft yak, COPE Str ess Coping Inventory adapted by E.I. Rasskazova, T.O. Gordeeva, E.N. Osin. Mathematical and statistical data processing was carried out in Excel program by means of correlation analysis. Sample. Th e study involved university students in St. Petersburg aged 18 to 23 years (N = 60, 50% of girls). Results. Correlation analysis of the data obtained demonstrated that life meaningfulness is positively correlated with active c oping (r = 0.440, p < 0.01), problem solving (r = 0.333, p < 0.01), social distraction (r = 0.357, p < 0.01) and negatively correlated with behavioral avoidance of the problem (r = –0.442, p < 0.01) and emotion-oriented coping (r = –0.500, p < 0.01). Self-regulation level is positively correlated with problem solving(r = 0.606, p < 0.01), planning (r = 0.510, p < 0.01), active coping (r = 0.369, p < 0.01), inhibition of competing activity (r = 0.334, p < 0.01). Conclusion. Th e study revealed that in adolescence, constructive ways of coping with stress correspond to high rates of meaningfulness of life and self-regulation. Young people who have a higher level of life meaningfulness and a higher general level of conscious self-regulation are less likely to give up their goals when faced with diffi cult life circumstances. On the contrary, their purposeful activity is aimed at fi nding an optimal solution to the problem. Th e data obtained empirically confi rm the important role of life meaningfulness and self-regulation in constructive coping with stress. Analysis of the relationship of these psychological factors with coping strategies gives reason to conclude that while self-regulation allows to mobilize one’s resources for a quick and eff ective solution to the problem, meaningfulness of life helps to cope with long and intractable situations that require the preservation of physical and mental resources for a long time.

Awareness of Behavioural Intervention Strategies in Curbing Mental Health Issues among Youth in Malaysia.

Mental health is a growing concern among people worldwide. Mental health issues are one of the main factors contributing to adolescent health-related burden. Malaysia, in particular, has seen an increase in the number of youths facing mental health issues. The government aims to take action by promoting mental health well-being as well as providing care and recovery to those who are affected. This study aimed to examine measures that could potentially improve and curb mental health issues among youth in Malaysia by adopting the use of behavioural intervention technologies. Three underlying models of intervention were studied, namely, the internet intervention model, Fogg behaviour model, and persuasive system design. A total of 103 respondents between the ages of 18 to 23 years participated in the research survey, and the results revealed that mood changes and thoughts, feelings, and actions were the intervention strategies that showed a positive significance in the improvement of mental health among youth in Malaysia. Social distractions, peer motivation, ease of access to help, and sense of belonging and mindfulness did not show a positive significance when it came to behavioural intervention technologies used to improve mental health.

Teaching Edith Wharton’s Major Novels and Short Fiction

Teaching Edith Wharton’s Major Novels and Short Fiction

Off-task social media multitasking during class: determining factors and mediating mechanism

Framed by social learning theory, the study examines a set of personal and social factors determining off-task social media multitasking inside university classrooms. We aim to clarify the relationships between social media multitasking and self-efficacy, intrinsic motivation, multitasking preference as well as peer distraction, and to elucidate the interactive relationships between these factors. Questionnaire data from 203 university students in China show that academic self-efficacy fully mediates the association between intrinsic motivation and off-task multitasking. Moreover, multitasking preference partially mediates the association between peer distraction and off-task multitasking during class time. The findings of the study contribute to a deeper understanding of why students multitask during class, which can inform the development of strategies for combating social media distraction and enhancing students’ learning engagement.

Technological and Social Distractions at Unsignalized and Signalized Campus Crosswalks: A Multi-Stage Naturalistic Observation Study

Technological and Social Distractions at Unsignalized and Signalized Campus Crosswalks: A Multi-Stage Naturalistic Observation Study

Why Are We Distracted by Social Media? Distraction Situations and Strategies, Reasons for Distraction, and Individual Differences.

Social media is a major source of distraction and thus can hinder users from successfully fulfilling certain tasks by tempting them to use social media instead. However, an understanding of why users get distracted by social media is still lacking. We examine the phenomenon of social media distraction by identifying reasons for, situations of, and strategies against social media distraction. The method adopted is a quantitative online survey (N = 329) with a demographically diverse sample. The results reveal two reasons for social media distraction: social (e.g., staying connected and being available) and task-related distraction (e.g., not wanting to pursue a task). We find individual differences in these reasons for distraction. For social distraction, affiliation motive and fear of missing out (FoMO) are significant predictors, while for task-related distraction, self-regulatory capabilities (self-control, problematic social media use) and FoMO are significant predictors. Additionally, typical distraction situations are non-interactive situations (e.g., watching movies, facing unpleasant tasks). Strategies used to reduce distractions mostly involved reducing external distractions (e.g., silencing the device). This paper contributes to the understanding of social media use by revealing insights into social media distraction from the user perspective.

SOCIAL WELFARE AND RELIGION

The Covid-19 pandemic has colored socio-religious life to this day. One way to respond to the pandemic is by carrying out social activities that benefit the community. This article will discuss three academic problems, including; First, how did the idea of sadaqah centelan come about during the Covid-19 pandemic. Second, how to innovate social action with sadaqah centelan. Third, how the community responds to sadaqah centelan as social action innovation. This research was conducted at the Al-Karomah mosque in Wiyung Surabaya. The data collection method used in-depth interviews with people directly involved in the sadaqah centelan activity at the Al-Karomah mosque. Some of the research findings include; first, effectiveness, efficiency, and on target with the assistance provided by the mosque for worshipers who stop at the mosque or live around the Wiyung area; second, the implementation of the sadaqah centelan is carried out by taking the alms that the mosque management has provided for congregations who have economic limitations. On the other hand, those who can give alms can take the alms package program, which varies nominal value. Third, the community appreciates the initiation of the committee, which can provide convenience and comfort to the congregation. Sadaqah centelan is an effective and efficient strategy in reducing the risk of spreading covid-19. The innovation in charity teaches Muslims to increase social worship and create a social distraction during the pandemic can be an inspiration for other mosques in grounding alms in innovative ways.

Phubbing and Social Intelligence: Role-Playing Experiment on Bystander Inaccessibility

Smartphone use has changed patterns of online and offline interaction. Phubbing (i.e., looking at one’s phone instead of paying attention to others) is an increasingly recognized phenomenon in offline interaction. We examined whether people who phub are more likely to have lower social intelligence, whether phubbing is considered more annoying than being ignored due to reading a magazine, and if people describe smartphones and magazines differently as sources of social distraction. We collected two survey samples (N = 112, N = 108) for a cartoon-based role-playing experiment (the Bystander Inaccessibility Experiment) in which a smartphone user and a person reading a magazine ignored the respondents’ conversational initiatives. Annoyance in each scenario was measured, and written accounts were collected on why the respondents rated the scenarios the way they did. Other measures used included the Generic Scale of Phubbing, Generic Scale of Being Phubbed, and Tromsø Social Intelligence Scale. The results showed that participants in both samples were more annoyed by phubbing than by being ignored due to reading a magazine. Linear regression analyses showed that phubbing was associated with lower social intelligence, even after adjusting for confounding factors. The annoyingness of phubbing was explained with negative attitudes toward smartphones, which were assumed to be used for useless endeavors, while magazines were more appreciated and seen as more cultivating. The role of bystanders’ epistemic access to the smartphone user’s activities is discussed.

Social Media and Distraction: An Experience Sampling Study among Adolescents

ABSTRACT A widespread concern in society is that adolescents experience an increased inability to concentrate and sustain attention because they are continuously distracted by social media. The current experience sampling method (ESM) study examined whether adolescents who use more social media than their peers experience more distraction (between-person association), whether social media use (SMU) and distraction co-fluctuate within adolescents (momentary within-person associations), and to what extent this within-person association differs from person to person (person-specific associations). With a sample of 383 adolescents (M age = 14.11), who together completed 35,099 ESM surveys (73% compliance), we found both a positive between-person association (β = .31) and a positive momentary within-person association (β = .12) of SMU with distraction. The momentary within-person association differed from adolescent to adolescent: While SMU and distraction were positively associated among 82.5% of all adolescents, they were not associated among 15.7% of the adolescents, and negatively associated among 1.8% of the adolescents. Additional analyses on the direction of the effect showed that the within-person effect of SMU on subsequent levels of distraction was somewhat stronger (β = .05) than the effect of distraction on subsequent levels of SMU (β = .03).

U.S. and Chinese preschoolers' compliance and regulatory behaviours in two challenging contexts

AbstractChildren are expected to self‐regulate their behaviour, even in emotionally charged situations. Yet, such expectations for self‐regulation, the degree to which compliance is expected, and the specific regulatory behaviours deemed desirable, vary by culture, age of child, and specific situation. In this study, 34 Chinese (17 females) and 39 U.S. (19 females) preschoolers were observed and compared in two socioemotionally challenging situations. Children's compliance to explicit and implicit rules, their regulatory behaviours, and the associations between regulatory behaviours and rule compliance were analysed across the two samples. U.S. children showed greater resistance to temptation and similar levels of repair of mishap as compared to Chinese children. In addition, Chinese children used more avoidance and self‐soothing strategies and fewer distractive strategies than U.S. children. The effectiveness of regulatory behaviours in predicting rule compliance varied by both task condition and cultural group. Object and self distractions were associated with lower rule compliance in the mishap task. Social distraction was positively predictive of U.S. children's rule compliance in the mishap task, but negatively associated with their compliance in the temptation task. Social distraction was unhelpful for Chinese children's compliance in both tasks. The complexities of cultural variations and dynamics in their relations to children's rule compliance and regulatory behaviours are discussed.