Social Learning Group Research Articles

Biofeedback-Based Videogames: Fostering Emotion Regulation at a Diverse Community Summer Camp.

Implementing nonstigmatized mental health interventions and tools within community programs serving diverse populations may reduce inequities in access to mental health care and preventative emotional learning. One potentially impactful tool is Mightier, a heart rate biofeedback-based videogame that aims to foster emotion regulation skills and practice through game play. In a randomized controlled trial, the present study evaluated the efficacy of Mightier when utilized in a community setting. Seventy-two children (ages 7-12) from a low-cost community summer camp were randomly assigned to play Mightier for 6 weeks or continue camp activities as usual. All campers participated in biweekly social and emotional learning groups. Participants exhibited significantly greater levels of adaptive emotion regulation and lower levels of emotional dysregulation, internalizing symptoms, and externalizing behaviors after the intervention. Caregivers of participants in the intervention group also reported significantly less parenting-related stress after the intervention. When incorporated into community programs, biofeedback-based videogames can foster emotional intelligence competencies in children without access to traditional mental health services.

Facebook Group Promotes Interaction in Analyzing Short Stories

Facebook Social Learning Group appears to be the most supplementary platform in the new blended learning, particularly in the areas with intermittent internet connections. Teachers maximize the use of this social learning platform to deliver basic education to the students in the comfort of their homes. The use of Facebook Social Learning Group helps teachers to facilitate classes shifting from face to face into different teaching modalities with the aid of effective lesson planning and digitized strategies. Moreover, it promotes interaction among the participants and paves the way for students to comprehensively analyze short stories using the social platform. The objective of this research is to explore the use of Facebook as a supplementary platform for Junior High School students to learn English short stories and prompt collaboration. A descriptive qualitative design is used for this purpose and 20 Grade 10 students in Junior High School were purposively selected since they are all exposed to Facebook specifically messenger classroom in the blended learning set-up which is modular and Facebook messenger. The group is in a heterogeneous class consisting of 8 males and

ANALISIS INTERPERSONAL SKILL MELALUI DISKUSI KELOMPOK PEMBELAJARAN IPS SISWA KELAS V MI MEDAN

Interpersonal skill is the ability to interact with other people, with a direct and clear communication style to build relationships with others. This study aims to describe students' interpersonal skills through Social Studies Learning Group Discussion Class V MIN 12 Medan. The approach in this study is qualitative and research procedures that produce descriptive data. The sample here is 26 students of class V MIN 12 Medan. Data collection techniques are observation, interviews, and documentation. The results showed as many as 17 students were categorized as highly skilled in interpersonal skills through group discussions, as many as 7 students in the category of skilled in group discussions and as many as 2 students in the category of moderately skilled in group discussions. It can be said that through group discussions it can be seen that the interpersonal skills of V-A MIN 12 students are in the very skilled category.

SLOAN: Social Learning Optimization Analysis of Networks

Online discussion research has mainly been conducted using case methods. This article proposes a method for comparative analysis based on network metrics such as information entropy and global network efficiency as more holistic measures characterizing social learning group dynamics. We applied social learning optimization analysis of networks (SLOAN) to a data set consisting of Coursera courses from a range of disciplines. We examined the relationship of discussion forum uses and measures of network efficiency, characterized by the information flow through the network. Discussion forums vary greatly in size and in use. Courses with a greater prevalence of subject-related versus procedural talk differed significantly in seeking but not disseminating behaviors in massive open online course discussion forums. Subject-related talk was related to higher network efficiency and had higher seeking and disseminating scores overall. We discuss the value of SLOAN for social learning and argue for the experimental study of online discussion optimization using a discussion post recommendation system for maximizing social learning.

Facebook Social Learning Group (FBSLG) as a Classroom Learning Management Tool

Facebook Social Learning Group (FBSLG) as a Classroom Learning Management Tool

Observing treatment outcomes in other patients can elicit augmented placebo effects on pain treatment: a double-blinded randomized clinical trial with patients with chronic low back pain.

Clinical research on social observational learning (SoL) as an underlying mechanism for inducing expectancy and eliciting analgesic placebo effects is lacking. This double-blinded randomized controlled clinical trial investigated the influence of SoL on medication-augmenting placebo effects in 44 patients with chronic low back pain. Our hypothesis was that observing positive drug effects on pain and mobility in another patient could increase pain reduction and functional capacity. To test this, we compared the effects of observing positive treatment outcomes in a sham patient (the social learning group [SoLG]) vs hearing the same sham patient report neutral effects (the control group). In the SoLG, the sham patient told peers about pain reduction due to amitriptyline and demonstrated his improved mobility by bending forwards and sideways while he told the control group only that he was taking amitriptyline. The primary outcome was a reduction in clinical low back pain self-ratings. The secondary outcome was perceptions of pain-related disability. The exploratory outcome was mood and coping statements. Data collection occurred before and after the intervention and 2 weeks later. After the intervention, pain decreased in both groups (F [1, 41] = 7.16, P < 0.05, d = 0.83), with no difference between groups. However, the SoLG showed a significantly larger decrease in perceived disability (F [1, 41] = 5, P < 0.05, d = 0.63). The direct observation of patient with chronic low back pain of positive treatment outcomes in the sham patient seems to have enhanced the treatment effects while indirect verbal reports of reduced pain did not.

Use of a Sensing Device to Visualizes Group Participation in Social Skills Learning Groups.

Children with autism spectrum disorders (ASD) have difficulties in developing stable peer relationships. Interventions for learning social skills (SS) for such children are often conducted in a group. Behavioral imaging and social imaging, which have been called for in recent years, are methods for visualizing children's behaviors and interpersonal relationships. To examine the usefulness of visualizing face-to-face interaction with others in the social skills learning scene of children with ASD, we use a business microscope that can qualify and visualize face-to-face interactions automatically. We highlight two boys' face-to-face interaction changes in the same SS learning group of five children. The device's use may provide a more objective measurement that complements the observer's subjective evaluation in case of the intervention's validation. It is expected that information on face-to-face interactions will be used to determine the SS learning process in the future.

Social and Emotional Learning Group Work during the COVID-19 Pandemic, the Reopening, and the Mobilization for Racial Justice

Social and Emotional Learning Group Work during the COVID-19 Pandemic, the Reopening, and the Mobilization for Racial Justice

How Ethical Leadership Limits Organizational Deviance, and Promotes Organizational Citizenship Behavior: A Mediatory Role of Affective Commitment Complemented by Ethical Conviction and Reputation for Performance.

Despite numerous researches on ethical leadership, literature still lacks the researches on boundary conditions that limit its effectiveness. Thus, the present study examines the relationship between ethical leadership (EL) and organizational deviance via first-order mediation of affective commitment to the organization, as a reflection of the quality of the employee–organization relationship. Using Social learning & Exchange theories and group engagement models, we also examined the EL effect on Organizational Citizenship Behavior (OCB) through organizational deviance as a second-order mediator. We also propose that this relationship is conditional on the supervisor’s reputation for performance (i.e., the moral standards are coupled with work effectiveness), and Perceived Leader Ethical Conviction. For the, we modified Neves and Story (2015) model to further extend to OCB while adding a moderator. OCB was measured in both Individual & organizational context. Empirical validity was established by conducting a survey using a close-ended questionnaire. Data was collected from 286 corporate employees from different sectors, working in Pakistan, and analyzed using confirmatory factor analysis and structured equation modeling. The results suggested that EL seems to exert a positive impact on Affective commitment, this would in turn have a negative effect on organizational deviance. Affective commitment also seems to have a positive effect on both OCB of individuals and organizations. Understandably, organizational deviance seems to be negatively affecting both OCBs. We also witnessed a positive complementary effect of Reputation for Performance in EL and affective commitment nexus. Hence, the positive relationship between ethical leadership and affective commitment is more pronounced when leaders have a high reputation for performance. Hence, results imply that organizations have to pay attention to the moral values and standards of supervisors and leaders, as they are significant role models due to their ability to reward or punish employees.

Utilising social media within incident response programmes

Humans are social creatures that learn from observing others. Until this century, the reach of social learning was confined to small groups or locales. However, the pervasive adoption of social media platforms has provided the means to augment social learning and empower virtual groups by transcending geographic and time boundaries. The broad adoption of social media across all demographic groups gives augmented social learning potentially broad applications, including within the realm of incident response. This article will discuss how augmented social learning can be a powerful tool to manage communications during high-impact ‘black swan’ events that require speed and agility when disseminating information, and for which no standard incident response ‘playbook’ is available.

The Influence of Social Interaction Learning Model, Learning Motivation, Social Attitude on the Student Learning Result of Geographic Subject in Public Senior High Schools in Aceh Province

Purpose &amp;ndash; The aim of this research is to test the difference of sudents learning outcome of Geographic subject taught with social inquiry learning model, social simulation and students&amp;rsquo; social investigation, social behavior, learning motivation of SMA in Aceh Province.&#x0D; &#x0D; Design/methodology/approach &amp;ndash; The research methodology employed in his research was quasi-experimental with the design using a Non-equivalent Control Group Design method. The experimental class and the control of this research are selected randomly. The subject of this research is ninth grade student of public SMA in Aceh Province, Indonesia. Based on the early observation that the researcher conducts, total public SMA in Aceh is 344 schools. This study took 3 (three) study group of every SMA to be managed as a research subject, which was a class taught using a group investigation, social inquiry, and social simulation learning method. Data analysis technique is inferential analysis intended to test the research hypothesis conducted by using varians analysis technique (ANAVA). &#x0D; &#x0D; Findings &amp;ndash; The findings that there are no differences in student learning outcomes of Geography subject taught with social inquiry learning models (A1), social simulation learning models (A2) and group investigative learning models (A3). There are differences in the learning outcome of geography subject and different social attitude, which is a high social attitude (B1) and social attitude (B2). There is an interaction between the learning model (A), social attitudes (B) and learning motivation (C). There is an interaction between learning models (A) and social attitudes (B). There is an interaction between learning model (A) and learning motivation (C). There is an interaction between learning model (A) and learning motivation (C).&#x0D; &#x0D; Originality/value &amp;ndash; The research on the application of social interaction learning model to improve learning motivation, social attitude, and students learning outcome at the geographic subject of SMA in Aceh Province, Indonesia.

Identifying relevant objectives in environmental management decisions: An application to a national monitoring program for river restoration

Environmental monitoring covers many different management domains. They range from biodiversity conservation to water protection, natural hazard prevention, impact assessment, resource use, or environmental restoration. The need for clear objectives has long been emphasized in the management literature, but has often received only little attention in monitoring design. This is partly due to the lack of systematic approaches for setting objectives. In this paper, we present a formal approach based on Multi-Criteria Decision Analysis (MCDA), namely relevancy analysis, to prioritize management objectives. We demonstrate its use for a river restoration monitoring program in Switzerland comprising 35 physical and biological objectives. The relevancy of an objective is based on two main components, the general importance of the objective, and the problem-specific impact range. The general importance of an objective is used to identify the most important management objectives from a hierarchy within the national program (i.e. objectives to be monitored). The impact range is used to understand which management objectives are more important to monitor for different river restoration measures (i.e. sub-selection of the objectives specifically for the restoration measure). The general importance of a management objective was determined based on the frequency an objective is mentioned in selected policy documents, and the legislative power and temporal persistency of each document. The impact ranges were identified from a questionnaire involving 15 Swiss river restoration professionals. Hereby, we assumed that the impact range increases as the anticipated impact of the restoration measure on a specific management objective increases, and as the uncertainty to anticipate this impact increases. For simplicity, we applied the approach only to one restoration measure, namely river widening. Six management objectives scored high in relevancy in terms of both impact range and general importance – channel structure and diversity, structure and diversity of the banks and floodplains, sediment dynamics, longitudinal connectivity, lateral connectivity, and vertical connectivity. Hence, these objectives are both important national objectives for river monitoring (according to the legislation) and are objectives that are potentially highly impacted by a river widening project. We performed sensitivity analyses related to the calculation of the general importance, the impact range, and the relevancy of the objectives. The practice-oriented approach can be transferred to a broad diversity of decision situations where there is a need for systematic evaluation of the importance of objectives. It could be a useful tool for social learning and finding group consensus about the priority of the objectives.

Car seat education: A randomized controlled trial of teaching methods

ObjectiveTo determine if a less labor-intensive video-based program for teaching car seat installation can be as effective as the traditional didactic lecture component. MethodsThis is a randomized controlled trial of caregivers seeking car seat education. Caregivers were assigned to didactic or video-based social learning classes. The didactic class involved live lecture; the social learning class included a brief lecture and the video, Simple Steps to Child Passenger Safety, utilizing social learning principles. Proficiency in child passenger safety was evaluated pre- and post-class via: (1) 5-question confidence assessment; (2) 15-question knowledge test; and (3) 5-part car seat installation demonstration. Data were analyzed to compare post-class assessment scores between teaching modalities using pre-test scores as covariates, and correlation of participant confidence and knowledge with installation ability. Results526 individuals registered and were randomized. A total of 213 arrived for class with 103 randomized to didactic teaching and 111 to social learning. Didactics and social learning groups showed similar increases in post-class confidence, knowledge, and installation ability. In the pre-class assessment, 16% of participants in each group installed the car seat correctly. After controlling for baseline installation ability, correct post-class car seat installation did not vary between groups (mean difference = 0.001; p = 0.964). Among participants with high scores on the knowledge assessment, only 57% could demonstrate correct car seat installation (rs = 0.160, p = 0.023). ConclusionVideo-based social learning methodology, which requires less time and resources, was as effective in teaching child passenger safety as didactic lecture. Both teaching methods significantly improved proficiency in child passenger restraint. Car seat installation knowledge is only weakly correlated with proper installation ability and proper installation remains a challenge, even after education.

Localized Innovation of Knowledge Community - Creation of Local Knowledge and Learning Landscape

In recent years, we can see the development of social learning groups among Taiwanese communities, for example, the Taiwan Field School which co-operate with students and residents in southern Taiwan. Through these three patterns: digging local knowledge, practicing local wisdom, and transferring local experiences, from different action modes to connect local communities as well as from the local knowledge of formatting the power of action, and then the communities and spaces are changed which operates a learning-based innovative industry model. Based on experience research, the researcher conducted content analysis from Daxi Field School and Taiwan Field School. The researcher also interviewed practitioners, educators, and participants to explore the correlation among the creation of learning landscape, the establishment of the knowledge system, and knowledge communities. It facilitates the establishment and re-creation of local identity of practitioners and presents the educational influence on local development. We analysis the education system, that there is the interaction between the body, space, and network in the community. The findings of this research suggest the “internal gaze” that creating innovative potential among community actors and forming a new model of community participation.

Learning situated emotions

From the perspective of constructivist theories, emotion results from learning assemblies of relevant perceptual, cognitive, interoceptive, and motor processes in specific situations. Across emotional experiences over time, learned assemblies of processes accumulate in memory that later underlie emotional experiences in similar situations. A neuroimaging experiment guided participants to experience (and thus learn) situated forms of emotion, and then assessed whether participants tended to experience situated forms of the emotion later. During the initial learning phase, some participants immersed themselves in vividly imagined fear and anger experiences involving physical harm, whereas other participants immersed themselves in vividly imagined fear and anger experiences involving negative social evaluation. In the subsequent testing phase, both learning groups experienced fear and anger while their neural activity was assessed with functional magnetic resonance imaging (fMRI). A variety of results indicated that the physical and social learning groups incidentally learned different situated forms of a given emotion. Consistent with constructivist theories, these findings suggest that learning plays a central role in emotion, with emotion adapted to the situations in which it is experienced.

Outcomes of a universal social and emotional learning (SEL) group for facilitating first-grade students’ school adjustment

ABSTRACTThis study investigated the effectiveness of a social and emotional learning (SEL) group to enhance first-grade students’ school adjustment. A seven-session intervention program was conducted by two group leaders and included training in social and emotional skills. Pre- and post- and follow-up assessment data were collected from a total of 114 first-grade Greek students and their teachers. Children attending the intervention group (n = 56) were found to exhibit better social skills and prosocial behavior, as well as less aggressive and disruptive behavior, according to teacher reports, than children in the (non-intervention) control group (n = 58). However, no group differences on children’s self-reported school liking and avoidance, as well as on feelings of loneliness and social dissatisfaction, were found. Theoretical and practical implications of the finding are briefly discussed.

The Sales Profession as a Subculture: Implications for Ethical Decision Making

Salespeople have long been considered unique employees. They tend to work apart from each other and experience little daily contact with supervisors and other organizational employees. Additionally, salespeople interact with customers in an increasingly complex and multifunctional environment. This provides numerous opportunities for unethical behavior which has been chronicled in the popular press as well as academic research. Much of the research in sales ethics has relied on conceptual foundations which focus on individual and organizational influencers on ethical decision making. While significant, contributors to this research suggest that alternative theoretical perspectives and methods of investigation should be utilized and call for more research on the status of professional selling as a whole. We answer this call by exploring an alternative and complementary perspective based on the theory of occupational choice, social learning, and work groups to gain insight on how the sales profession evolves as its own subculture that extends beyond individual and organizational boundaries. First, we discuss the characteristics of the sales profession and empirically examine the relationship between typical individual and organizational factors and sales professionals’ perceptions of ethical behavior. Second, we offer a theoretical explanation that our findings may be due to how salespeople choose and are socialized into the subculture of the sales profession. Third, we examine this theoretical perspective via qualitative in-depth interviews with experienced sales professionals. Results and implications are discussed in terms of a sales profession code of ethics and future research directions.

Vicarious Peer Victimization and Adolescent Violence: Unpacking the Effects of Social Learning, General Strain, and Peer Group Selection

This study examines how the victimization of a close friend, or vicarious peer victimization, affects adolescent violence. Competing processes linking vicarious peer victimization and violence are empirically evaluated including social learning theory, general stain theory, and peer group selection models. The analyses use peer-network data from three waves of the National Longitudinal Study of Adolescent Health (Add Health). Regression models demonstrate that the association between vicarious peer victimization and violence is attributed primarily to peer-group selection and social learning mechanisms. These findings indicate that victimization affects not only the immediate victims of violence, but permeates throughout adolescent social networks.

Adoption of Online Network Tools by Minority Students: The Case of Students of Ethiopian Origin in Israel

Students of Ethiopian origin belong to one of the weakest sectors in the Jewish population of Israel. During their studies they have to deal with social alienation, cultural gaps, economic hardships, and racial stereotypes which reduce their chances to successfully complete their academic degree. In this respect, the present research asks whether online social media could provide those youngsters with tools and resources for their better social integration and adaptation to the academic life. For this purpose, the study was conducted in one of Israel’s largest academic colleges while adopting a design-based research approach, which advanced gradually on a continuum between ‘ambient’ and ‘designed’ technology-enhanced learning communities. The interventions applied for this study aimed at examining how they may encourage students of Ethiopian origin to expand their activities in the online social learning groups. The findings indicate that the main pattern of students of Ethiopian origin online participation was peripheral and limited to viewing only. Nevertheless, the level of their online activity has been improved after a series of two interventions, which also led to a slight improvement in indicators of their social integration and in a change in their usage of online learning groups from social to academic uses.

Twelve-Month Follow-up of Cognitive Behavioral Therapy for Children With Functional Abdominal Pain

To determine whether a brief intervention for children with functional abdominal pain and their parents' responses to their child's pain resulted in improved coping 12 months later. Prospective, randomized, longitudinal study. Families were recruited during a 4-year period in Seattle, Washington, and Morristown, New Jersey. Two hundred children with persistent functional abdominal pain and their parents. A 3-session social learning and cognitive behavioral therapy intervention or an education and support intervention. Child symptoms and pain-coping responses were monitored using standard instruments, as was parental response to child pain behavior. Data were collected at baseline and after treatment (1 week and 3, 6, and 12 months after treatment). This article reports the 12-month data. Relative to children in the education and support group, children in the social learning and cognitive behavioral therapy group reported greater baseline to 12-month follow-up decreases in gastrointestinal symptom severity (estimated mean difference, -0.36; 95% CI, -0.63 to -0.01) and greater improvements in pain-coping responses (estimated mean difference, 0.61; 95% CI, 0.26 to 1.02). Relative to parents in the education and support group, parents in the social learning and cognitive behavioral therapy group reported greater baseline to 12-month decreases in solicitous responses to their child's symptoms (estimated mean difference, -0.22; 95% CI, -0.42 to -0.03) and greater decreases in maladaptive beliefs regarding their child's pain (estimated mean difference, -0.36; 95% CI, -0.59 to -0.13). Results suggest long-term efficacy of a brief intervention to reduce parental solicitousness and increase coping skills. This strategy may be a viable alternative for children with functional abdominal pain. clinicaltrials.gov Identifier: NCT00494260.