Social-emotional Factors Research Articles

Understanding Learner Satisfaction in Virtual Learning Environments: Serial Mediation Effects of Cognitive and Social-Emotional Factors

This study explored the relationship between technology acceptance and learning satisfaction within a virtual learning environment (VLE) with cognitive presence, cognitive engagement, social presence, and emotional engagement as mediators. A total of 237 university students participated and completed a questionnaire after studying in the Virbela VLE. The results revealed direct and indirect links between technology acceptance and virtual learning satisfaction. The mediation analysis showed the critical mediating roles of cognitive presence and emotional engagement in fostering satisfaction. There also appeared to be a sequential mediating pathway from technology acceptance to learning satisfaction through social presence and emotional engagement. Notably, cognitive engagement and social presence did not have a significant mediating effect on satisfaction. These results provide a supplementary perspective on how technological, cognitive, and emotional factors can enhance student satisfaction in VLEs. The study concludes with several implications for future research and practice of VLEs in higher education.

"A very difficult conversation": Challenges and opportunities for improvement in pediatric oncology clinician communication about late effects.

Current approaches to communicating the potential late effects of pediatric oncology treatments leave many patients and families feeling unaware of risks and unprepared for the future. We aimed to identify provider perspectives on early communication about late effects. Semi-structured interviews were conducted with pediatric oncology providers at Dana-Farber/Boston Children's Cancer and Blood Disorders Center from December 2021 to March 2022. Purposeful sampling ensured a diversity of clinical roles. Thematic analysis was conducted using deductive and inductive codes. We interviewed nine pediatric oncology providers; all expressed discomfort discussing potential late effects in early treatment conversations. Barriers to late effects communication included (i) social-emotional factors, including lack of perceived importance to families, worry about emotional burden on families, and provider feelings of helplessness/wanting to provide hope; and (ii) suboptimal set-up/resources, including limitations of consent forms, time constraints, and lack of available data. All providers supported the creation of a communication tool to assist early discussions of late effects. Communicating about late effect risks poses unique challenges to providers because of the perceived impact on families and the limitations of current practices and available resources. These findings support the need for a late effects communication tool to assist in early communication about late effects risks.

Association between environmental factors during the COVID-19 pandemic and functioning of infants with biological risk in the first year of life: Cross-sectional exploratory study

BackgroundChild development can be influenced by family and environmental factors, which changed during the COVID-19 pandemic. Thus, it is important to explore how these factors are associated with the functioning of infants with biological risk in the first year of life. ObjectiveThis study aimed to investigate associations between family factors, home opportunities, caregiver perception of environmental support and barriers at home and environmental factors during the COVID-19 pandemic and gross motor skills and home participation in infants with biological risk in the first year of life. MethodsFifty-six infants aged two to 12 months (M = 5.80 months; ±2.44) and their mothers performed remote assessments of gross motor skills using the Alberta Infant Motor Scale (AIMS); participation and environment (phone call) by the Young Children's Participation and Environment Measure (YC-PEM); family factors (income, age and maternal education), home opportunities – The Affordances in the Home Environment for Motor Development – Infant Scale (AHEMD-IS) and environmental factors during the COVID-19 pandemic (social distancing, emotional and financial factors and physiotherapy) (online forms). Regression models were constructed, considering gross motor skills and home participation as outcome variables, with a 5 % significance level. ResultsWe found that older maternal age (p = 0.001), more home opportunities (p = 0.043), and less rigorous social distancing (as opposed to total social distancing [p = 0.045]) were significantly associated with better gross motor skills; and higher maternal education (p = 0.050) was associated with more involvement in home activities. ConclusionFamily factors, home opportunities and social distancing were differently associated with the gross motor skills and home participation of infants with biological risk in the first year of life.

The Role of the Pediatrician in the Promotion of Healthy, Active Living.

Few children and adolescents meet federal nutrition or physical activity recommendations, and many experience poor or inadequate sleep and negative health effects from screen use and social media. These lifestyle factors exacerbate physical and mental health risks for children and adolescents. This clinical report provides guidance to help pediatricians address the nutritional, physical activity, sleep, media and screen use, and social-emotional factors that affect child and adolescent health and wellness. The recommendations in this clinical report aim to promote health and wellness practices for infants, children, and adolescents across several domains of influence, including the individual, interpersonal, institutional, community, and public policy levels.

Construction of Security Pattern for Historical Districts in Cultural Landscape Based on MCR Model: A Case Study of Chaozong Street, Changsha City

This study aimed to establish a comprehensive and sustainable approach to the conservation of historical districts through the “Cultural Landscape Security Pattern” (CLSP) theory. Deploying this theory can penetrate limitations posed by physical and social-emotional factors, enabling a resilient framework which can coordinate long-term heritage protection with urbanization in a more sustainable manner. Chaozong Street in Changsha City, China, was taken as the locus of study, which was initiated by quantitatively analyzing and evaluating the cultural landscape. The ArcGIS spatial analysis and the minimum cumulative resistance (MCR) model were then considered to model different levels of CLSP. It was on this basis that corresponding regulations and development strategies were then proposed. The results from the study demonstrate that implementing CLSP in historic districts can construct a protective network over the districts, which can then guide the recovery of fragmented historical built environments, as well as ensure continuity of historical consciousness and integrity. In addition, in comparison with conventional protection planning methods, this method features greater flexibility and adaptability when considering and accounting for complex spatial issues in historic districts and provides a novel approach for similar studies.

Associations of activity, sedentary, and sleep behaviors with cognitive and social-emotional health in early childhood

BackgroundEarly childhood is important for cognitive and social-emotional development, and a time in which to promote healthy movement behaviors (sedentary behavior, physical activity, and sleep). Movement behaviors may have interactive influences on cognition and social-emotional factors in young children, but most previous research has explored them independently. The purpose of this study was to determine if movement behaviors are associated with measures of cognitive and social-emotional health in young children and if so, to describe optimal compositions of movement behaviors of a daily cycle for such outcomes.MethodsChildren (n = 388, 33 to 70 months, 44.6% female) from a clinical trial (ClinicalTrials.gov ID: NCT03285880, first posted September 18, 2017) wore accelerometers on their wrists for 24-h for 9.56 ± 3.3 days. Movement behavior compositions consisted of time spent in sedentary behaviors, light intensity physical activity, moderate to vigorous intensity physical activity (MVPA), and sleep. Outcomes were cognitive (receptive vocabulary, declarative and procedural memory, and executive attention) and social-emotional measures (temperament and behavioral problems). Compositional linear regression models with isometric log ratios were used to investigate the relations between the movement behavior composition and the cognitive and social-emotional health measures. If a significant association was found between the composition and an outcome, we further explored the “optimal” 24-h time-use for said outcome.ResultsMovement behavior compositions were associated with receptive vocabulary. The composition associated with the predicted top five percent of vocabulary scores consisted of 12.1 h of sleep, 4.7 h of sedentary time, 5.6 h of light physical activity, and 1.7 h of MVPA.ConclusionsWhile behavior compositions are related to vocabulary ability in early childhood, our findings align with the inconclusiveness of the current evidence regarding other developmental outcomes. Future research exploring activities within these four movement behaviors, that are meaningful to cognitive and social-emotional development, may be warranted.

Towards automated risk prediction of persistent pain: Exploring psychosocial factors from electronic health records after breast cancer surgery.

The aim of this study was to describe what psychosocial factors associated with postoperative persistent pain can be found in electronic health records of patients with breast cancer, and which of these factors that may be used in the development of a decision-support system algorithm to better support health professionals in their clinical work. A qualitative descriptive study. A retrospective electronic health record review was done using manual semantic annotation. A set of 101 records of patients with breast cancer were selected by computerized random sampling. The data were analysed with deductive content analysis. A total of 337 different expressions describing psychosocial factors associated with postoperative persistent pain were identified from the documentation done in the electronic health records. These regarded psychological strength and resilience, social factors, emotional factors, anxiety, sleep-related factors and depression. No records were found dealing with pain catastrophizing. Although psychosocial factors associated with postoperative persistent pain were documented in the electronic health records, documentation about such factors was not found in all patient's records, nor was the documentation done in a systematic manner. The findings show that there is potential to use electronic health records as information source in the development of decision-support system algorithms to better support nurses in the identification of patients at risk of developing postoperative persistent pain. However, the documentation quality needs to be acknowledged in the application of decision support systems, which are built on information extracted from electronic health records. Future work is needed to standardize documentation practices and assess the comprehensiveness of the documentation.

Teaching futures thinking literacy and futures studies in schools

This essay introduces a new framework for teaching-learning utilizing a novel transdisciplinary subject named 'Futures Studies' and a novel literacy called 'futures thinking literacy' taught in a learning environment named LIFTS (Learning In Futures Thinking Societies). 'Futures studies', which is not a novel field, includes investigating the past, understanding the present, and forecasting and suggesting several futures. It requires futures thinking literacy. Futures thinking literacy, considered a meta-literacy, integrates language, digital/information, and scientific/critical literacies to enable elementary and secondary school learners think about the future in any topics or disciplines they study. The example unit for middle school students is based on the Multidimensional Curriculum Model (MdCM), which was found effective in developing scientific, creative and futures thinking. Suggestions for adapting the unit for elementary and high school students are available. The proposed novel subject and literacy identify and combine cognitive, social-emotional factors and teaching-learning applications that influence learning. They open a new line of research for investigation of the development of futures thinking literacy among learners of all ability and grade levels.

Nature and Effects of Autobiographical Memory Issues in Persons with Autism Spectrum Disorders.

This comprehensive thematic review focuses on autobiographical memory (AM) in individuals with Autism spectrum disorder (ASD) with the overarching aim of informing and instructing stakeholders on this important memory structure that is often compromised in individuals with ASD. Accordingly, articles that best address the theme were selected from legitimate publishers with prime peer-reviewed journals. ASD is recognized as a neurodevelopmental disorder, often impacting on many aspects of language, cognitive, and social-emotional development. Considerable research has documented the problems children and adults with ASD frequently exhibit in language and its offshoots, the development of executive function, and theory of mind or the ability to reflect on the thoughts and feelings of self and others. These studies resulted in numerous assessments and intervention strategies designed to target the noted issues, among them problems with AM. Specialists in a variety of medical, psychological, and educational fields are exploring the nature and development of AM across the lifespan and the effects of AM weaknesses on cognitive and social-emotional factors such as self-regulation, social interactions, and self-identity. Researchers are reporting on the nature of AM deficits in persons with ASD and how AM deficits interact with or may explain other difficulties exhibited by these persons, but to date, little of this research has been incorporated into assessment and intervention strategies for persons with ASD. The aims of this article are to: 1. Describe the nature of AM, 2. Expound on assessments of AM, 3. Explain the effects of deficits in AMs on the personal narratives, self-regulation, and self-identity of persons with ASD, and 4. Explore intervention strategies to facilitate AM and the abilities of persons with ASD to tell coherent personal narratives.

Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard

A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school’s role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans.

Child Media Use During COVID-19: Associations with Contextual and Social-Emotional Factors.

The aim of this study was to test associations between (1) contextual factors and types of digital media use and (2) types of digital media use and children's social-emotional and sleep outcomes during COVID-19. In February to March 2021, 303 parents of elementary schoolers participated in this cross-sectional survey gathering information on demographics, child school format, contextual factors, duration of types of digital media use, social-emotional outcomes, and sleep. Multivariable regressions examined associations outlined in the objective, adjusting for school format, only child, race/ethnicity, and parental stress, depressive symptoms, education, and material hardship. Children were aged 5 years to younger than 11 years and spent approximately 4 hours on screen media daily. In multivariable analyses, remote school format; greater material hardship; Black, Indigenous, and people of color child race/ethnicity; lower parenting stress; and parent depressive symptoms were associated with longer duration of various digital media. Longer daily duration of streaming video and video chat were associated with higher prosocial scores, while console games, mobile apps/games, and video-sharing platforms were associated with greater problematic media use (PMU) (defined as interfering with adaptive functioning). More time on mobile apps/games, video-sharing platforms, and video streaming was linked with shorter sleep. Lower parenting stress predicted greater digital media use. Greater digital media use during the pandemic may have enabled parents to focus on other needs. Use of media for social connection predicted greater prosocial behaviors. Engagement-prolonging digital media predicted PMU. Pediatric providers may wish to consider family context when addressing digital media use and encourage socially oriented digital media.

Factors Predicting Mental Effort Associated With Verbal Fluency: Cue Types, Switching, and Fear of Negative Evaluation.

Verbal fluency, a task frequently employed in neuropsychological assessment, provides important word productivity data but little information about subjective effort associated with demand monitoring and resource allocation. In two experiments, this study investigated the effects of task variables (semantic vs. phonemic cues; alternating vs. nonalternating conditions) and personal factors (fear of negative evaluation and trait anxiety) on subjective effort for a wide variety of verbal fluency tasks in neurotypical individuals. Twenty-one adults completed eight verbal fluency tasks in Experiment 1. The tasks were selected to examine effort reported for verbal fluency that differed in (a) cue types and (b) the disruptions of clustering strategies. In Experiment 2, a separate group of 50 adults completed two verbal fluency tasks twice in separate sessions. Participants also completed social-emotional measures including fear of negative evaluation and trait anxiety. Working memory was assessed as a control variable. Experiment 1 showed greater effort for completing semantic than phonemic cue tasks and greater effort for alternating than nonalternating conditions. Alternating semantic verbal fluency yielded the greatest effort among all tasks. Differences in effort could not be accounted for by performance alone. Experiment 2 showed that greater fear toward negative evaluation was associated with greater effort. The relationship between fear and effort was not related to trait anxiety or moderated by performance levels or repeated testing. Knowledge about factors that impact subjective effort in neurotypical individuals is fundamental to accurate interpretation of effort reported by clinical populations. This study demonstrated the multifaceted nature of subjective effort that could not be accounted for by performance alone. In addition to task variables, effort assessment needs to consider the impact of social-emotional factors such as fear toward negative evaluation.

Impact of Education for Sustainable Development on Cognition, Emotion, and Behavior in Protected Areas.

Education for sustainable development (ESD) of protected areas is proposed to deal with global climate change and biodiversity conversation. It focuses on the “quality education” and “protection” of the United Nations’ sustainable development goals (UN SDGs), not only taking protected areas as the education place, but also as the theme and content of education. Based on cognitive-behavior theory and social emotional learning theory, this study constructs a “cognitive–emotion–behavior” dimension framework of ESD in protected areas, selecting Potatso National Park in Yunnan as a case study. Based on 529 valid visitor questionnaires, this study uses structural equation modeling to verify theoretical hypotheses, and analyzes the impact of ESD in protected areas on public cognition, emotion, and behavior. The results show that: (1) Cognitive and emotional factors jointly drive the behavioral intentions of ESD in protected areas, and social-emotional factors are slightly higher than cognitive factors; (2) Environmental knowledge, personal norms, nature connectedness, and places attachment positively affects behavioral intentions; (3) Indigenous knowledge has an impact on behavioral intentions through emotional mediation, and personal norms have an impact on behavioral intentions through direct effects; (4) Gender and visit frequency are important moderating variables in the ESD of protected areas. These conclusions provide the following suggestions for further development of ESD. First, by forming environment-friendly social norms and focusing on the mining and presentation of indigenous knowledge, the behavioral intention can also be enhanced to a certain extent; second, improving people’s emotion can also promote people’s behavioral intention, especially referring to optimizing nature connectedness, strengthening place attachment, and creating emotional connections; Third, specific groups of people should be taught specifically, and improve the supporting services of ESD.

STEM STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES AND UNDERLYING FACTORS PERTAINING TO OPEN DISTANCE LEARNING

Background and Purpose: The COVID19 pandemic challenges on learning necessitate the understanding of students’ Language Learning Strategies (LLS). Studies on science, technology, engineering, and mathematics (STEM) students’ English LLS is scarce. The objectives of the study are to examine the LLS employed by STEM students learning English as a second language (ESL) in a public university (PU) in Malaysia and to investigate the LLS underlying factors pertaining to the open distance learning (ODL).
 
 Methodology: This study was designed as survey research, employing the quantitative approach to gather data. The Strategy Inventory of Language Learning (SILL) questionnaire was administered to 250 engineering undergraduates as respondents, who were chosen using a purposive sampling method. Data were analyzed descriptively using the Statistical Package for Social Sciences (SPSS) version 21.0. The Principal Component Analysis (PCA) with varimax rotation was conducted to determine the construct validity. PCA appropriateness was suggested by the inter-item correlation.
 
 Findings: The compensation, metacognitive and cognitive learning strategies were the most frequently used strategies while the memory and affective strategies were the least. The PCA added vital information like the memory strategy corresponds to the metacognitive strategy. The cognitive strategy concept of ‘practice,’ may demand a revisit to some traditional grammar learning methods. There are also demands for social-emotional factors to be considered. ODL has imposed bigger demands too.
 
 Contributions: The findings may assist ESL educators to boost STEM students’ self-monitoring behavior, to plan and coordinate their own learning process. PCA’s ‘Self-Awareness’ concept revealed that policy makers need to conduct more training to ensure executions run smoothly.
 
 Keywords: English, Language Learning Strategies (LLS), Open Distance Learning (ODL), Science Technology, Engineering, and Mathematics (STEM).
 
 Cite as: Nurul Jannah, A. G., Tengku Intan Suzila, T. S., & Zainurin, A. R. (2022). STEM students’ English learning strategies and underlying factors in relation to issues in open distance learning. Journal of Nusantara Studies, 7(2), 81-102. http://dx.doi.org/10.24200/jonus.vol7iss2pp81-102

Moral Injury and Suicide Ideation Among Combat Veterans: The Role of Trauma-Related Shame and Collective Hatred

IntroductionExposure to potentially morally injurious events (PMIEs) among combat veterans has been acknowledged as a significant stressful combat event that may lead to mental health problems, including suicide ideation (SI). Several studies have examined the risk and protective factors that can explain the conditions in which PMIEs may contribute to the development and maintenance of SI. However, the contribution of social-emotional factors has yet to be examined.ObjectivesIn the current study, we examined the association between PMIE-Self and SI among combat veterans and explored the mediating role of trauma-related shame and the moderation role of collective hatred in this association.MethodsA volunteer sample of 336 Israeli combat veterans was recruited, completing self-report questionnaires in a cross-sectional study.Results indicated that PMIE-Self was positively associated with SI, and trauma-related shame mediated this association. Moreover, collective hatred moderated both their direct (PMIE -SI) and indirect (PMIE-Shame-SI) association. Notably, collective hatred had an inverse role for each of the associations. Thus, collective hatred was found to comprise both a risk and a protective factor for SI following PMIE-Self.ConclusionsThe current findings highlight the crucial contribution of trauma-related shame and collective hatred to the association between moral injury and suicidality. Moreover, the findings demonstrate that even years after their military service release, combat veterans exposed to PMIEs may still feel consumed by painful memories and maintain premonitions of a foreshortened future. Furthermore, the findings help to better understand the dynamics of collective hatred and the challenge of modifying it.DisclosureNo significant relationships.

메타경로분석을 이용한 미시체계 내 방어행동 관련 요인 간의 구조적 관계

In this study, from the point of view of the ecological systems model, meta path analysis was performed on the correlations among the peer relationships, anti-bullying, school culture, and social-emotional competence in the micro-system. Through this, we suspected the significance of direct and indirect effects between the factors in the path towards defending behaviors, by anti-bullying school culture and peer relationships, environmental variables, mediating social emotional competence, and personal variables. To do this, the meta-path analysis was conducted on domestic academic journals (33 articles), master's and doctoral dissertations, and candidate journals (29 articles) from January 2007 to June 2021 (total 62 articles). In the meta path analysis, direct effects were found in all paths among all factors of the peer relationships, anti-bullying school culture, social-emotional competence, and defending behaviors. In addition, mediating effects were found in social emotional competence factors between peer relationships and defending behaviors, and between the anti-bullying school culture and defending behaviors respectively. As a result of this, it is implied that students who develop a high level of social-emotional competence based on their peer relationships and anti-bullying school culture tend to show a higher frequency of defending behaviors in school violence environments.

Stakeholder Perspectives on Hospitalization Decisions and Shared Decision-Making in Bronchiolitis.

Our objective was to elicit clinicians' and parents' perspectives about decision-making related to hospitalization for children with bronchiolitis and the use of shared decision-making (SDM) to guide these decisions. We conducted individual, semistructured interviews with purposively sampled clinicians (pediatric emergency medicine physicians and nurses) at 2 children's hospitals and parents of children age <2 years with bronchiolitis evaluated in the emergency department at 1 hospital. Interviews elicited clinicians' and parents' perspectives on decision-making and SDM for bronchiolitis. We conducted an inductive analysis following the principles of grounded theory until data saturation was reached for both groups. We interviewed 24 clinicians (17 physicians, 7 nurses) and 20 parents. Clinicians identified factors in 3 domains that contribute to hospitalization decision-making for children with bronchiolitis: demographics, clinical factors, and social-emotional factors. Although many clinicians supported using SDM for hospitalization decisions, most reported using a clinician-guided decision-making process in practice. Clinicians also identified several barriers to SDM, including the unpredictable course of bronchiolitis, perceptions of parents' preferences for engaging in SDM, and parents' emotions, health literacy, preferred language, and comfort with discharge. Parents wanted the opportunity to express their opinions during decision-making about hospitalization, although they often felt comfortable with the clinician's decision when adequately informed. Although clinicians and parents of children with bronchiolitis are supportive of SDM, most hospitalization decision-making is clinician guided. Future investigation should evaluate how to address barriers and implement SDM in practice, including training clinicians in this SDM approach.

A Systematic Review on Physical, Cognitive, and Social-Emotional Development of Pre-Schoolers

This systematic review analyses the three major developments of pre-schoolers, which are physical, cognitive and social-emotional factors. This journal review aims to get a better understanding of those developments, and the method used was a thorough examination and compilation of recently published studies within five years (from 2017 to 2021). The physical development of pre-schoolers is based mainly on the growth of the body and features which were inherited biologically. However, external factors such as adequate exercise, nutrients, and sleep help to enhance it. Nonetheless, precautions are important to avoid the risk of catching contagious diseases caused by low metabolism, which will be pondered in detail in this article. Whereas, cognitive development refers to reasoning, thinking and understanding, ad to gain a better comprehension of it, studies based on famous theories such as “Piaget’s Preoperational Stage” and “Vygotsky’s Theory” has been included. While major crisis Covid 19 has certainly impacted pre-schooler's socio-emotional development in recent years. The way it impacted kids’ well-being, access to medical and therapy facilities, as well as the way it inflicted fear on parents has been explored. Besides that, in the discussion part, the limitation of studies and the expectation for future studies, especially in Malaysia, have been brought forward. To conclude, physical, cognitive and socio-emotional factors play a vital part in pre-schoolers life development, hence it’s important to invest in it to get a better comprehension and have a piece of updated information, especially with the changes in the situation.

“Who Cares?”: Young Adolescents’ Perceived Barriers to Civic Action

While civic participation is a crucial component of healthy and sustainable democracies, young adolescents may perceive or experience barriers that limit their civic action. This study draws from focus groups and surveys during a week-long summer civics camp to explore ways in which 47 young adolescents entering Grades 6–9 described barriers they perceive to civic action in their schools and communities. Findings reveal that participants entered camp believing they were capable of making a difference in their communities. Their ideas for youth civic action in schools and broader communities typically represented personally responsible and participatory notions of citizenship. Key obstacles to civic activities included partnerships with peers/adults, peers’ reluctance to exercise civic duty, social-emotional factors, and lack of resources.

PENGARUH MEDIA AUDIO VISUAL TERHADAP MINAT BELAJAR SISWA KELAS X PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMK IBNU SINA GENTENG

This research aims to find out the influence of media use and the extent of things that affect students' learning interests by using the teacher's audio visual media in conveying concepts, ideas, sciences and experiences to students who can be captured using the senses of sight and hearing so that the goals that have been set aside to learners can be achieved. This research is a quantative study with a type of field research. The subject of this study was grade X students of SMK Ibnu Sina Genteng with a sample of 30 students from 100 population using random sampling techniques. Data collection techniques using observations, polls, interviews and documentation. Test validity using product moment formula and test its reality using cronbach alpha formula. While the hypothesis test in this study uses linear regression techniques. The results of the study prove that (1) the influence of Audio Visual Media on students' learning interests in SMK Ibnu Sina Genteng is caused by indicators of student learning interests ranging from feelings of pleasure, student interest, student attention, and student involvement caused by a value of F count = 5,122 with a signification rate of 0.000 &gt; 0.005, then there is the Influence of Audio Visual Media on the Interest of Learning Students alternative hypotheses accepted and zero hypothesis rejected. (2) The extent of Audio Visual Media's influence on learning interests starts from the factor of motivation in, social motivational factors and emotional factors. Obtained through a hypothesis test using a simple linear regression test formula, it was found that there was a positive influence of each variable with the result of variable X regression coefficient of 0.025 of variable Y of 71,718, meaning there was an Influence of Audio Visual Media on students' Learning Interests.