Thinking Research Articles

Relations between worry, thought control, suicidal ideation and attempt history

ABSTRACT Background Thought processes such as worries are often described as difficult to control and predict suicidal thoughts and behaviors (STBs). Due to their uncontrollable nature, worries may lead to STBs as people attempt to escape their own internal thought processes. Objective Examine the indirect role of perceived uncontrollability of one’s thoughts in the relationship between worry and STBs. Design and Method We used stepwise mediation models to examine the proposed relationship in a sample of 145 undergraduates with lifetime suicidal ideation. STBs were categorized into (1) severity of lifetime suicidal ideation, (2) likelihood and (3) severity of recent suicidal ideation, and (4) lifetime suicide attempt. The likelihood and severity of recent ideation were separated due to the skewed nature of suicidal thoughts, with many people reporting zero ideation. Results Worry was related to the severity of lifetime ideation, the likelihood of reporting recent ideation, and the severity of recent ideation through lower levels of perceived ability to control one’s thoughts. Worry was not related to a lifetime suicide attempt. Conclusion The perception that one’s thoughts are uncontrollable may be a core feature of worry for the development and worsening of suicidal thinking. Interventions targeting internal perceptions of uncontrollability may be beneficial for suicidal ideation management.

DESIGN THINKING FOR CREATING EDUCATIONAL INNOVATIONS FOR TEACHERS IN THE DIGITAL AGE

Design thinking is a systematic process of creating innovations that centers around users, emphasizing diverse ideas along with the possibilities of modern digital technologies under the digital environment nowadays to address user-related problems that affect users, which results in building prototypes to be rapidly tried, tested, and refined until a solution that addresses the user-related problems is achieved. The process of creating innovations according to design thinking can be applied to innovate within educational contexts, allowing teachers to use innovations derived from this process to cope with student-related problems of learning management appropriately and adapt to the challenging digital environment that has significantly transformed the way students learn nowadays. As a result, teachers play a crucial role in creating educational innovations to keep up with modern digital technologies, making them suitable in accordance with digital trends and beneficial for students under today’s digital environment. The design thinking process consists of five key steps that focus on students as the central point, that is, empathizing, defining, ideating, prototyping, and testing. When it is applied along with educational application guidelines, these five steps of design thinking can effectively and efficiently address learning management problems in the digital age, ultimately leading to improved learning quality. Therefore, this article aims to present a design thinking process to help teachers understand and apply it to innovate in education, thereby addressing learning challenges in the digital age that have resulted in ineffective and inefficient student learning. This will ultimately lead to better quality learning experiences for students in the future.

VẬN DỤNG QUY TRÌNH TƯ DUY THIẾT KẾ NHẰM ĐỀ XUẤT QUY TRÌNH THIẾT KẾ ĐỒ DÙNG DẠY HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

In order to increase the opportunities for students to practice and experience meeting the goals of the 2018 General Education Program, using teaching aids to support the teaching process is one of the necessary and effective solutions. Therefore, proposing a process for designing teaching aids is a matter of research interest. The article has proposed a process for designing teaching aids by concretizing the design thinking process. In addition, to increase the reliability of the proposed process, expert surveys were conducted. From there, the article also illustrates the use of the proposed process to establish the design and manufacture of teaching aids for the “Spatial Geometry” content of Mathematics. This result contributes to suggestions for teachers and educators in designing teaching aids to improve students’ competence in the current educational context. Keywords: Design thinking; teaching materials; general curriculum.

Proses Berpikir Numerik dalam Menyelesaikan Soal Cerita Materi FPB dan KPK Kelas IV SD Berbasis Kearifan Lokal

The aim of this research is to analyze students' numerical thinking processes in solving FPB and KPK story problems based on local wisdom, as well as to identify effective learning strategies to improve students' numerical abilities. The research method used is a qualitative method with a descriptive approach. Data collection was carried out through numerical thinking process tests, interviews with students and teachers, and observation of learning implementation. The research subjects consisted of 29 class IV students at SDN Wonokromo III Surabaya who were grouped based on high, medium and low abilities. Data was analyzed through reduction, presentation and verification. The research results show that students with high ability (MY) can solve questions well, showing strong and consistent numerical abilities. Students with moderate abilities (RP) are able to solve several questions, but still need improvement in understanding the KPK concept. Low ability (MM) students experienced difficulty in all questions, indicating the need for deeper and more focused learning strategies. The integration of local context in mathematics learning has proven effective in increasing student engagement and understanding.

Development of a Utility Vehicle Express System Framework Using Design Thinking Process for the Province of Albay

Utility vehicle express or locally known as UV Express is a key mode of transportation in Albay, Philippines, offers cost-effective connectivity between urban and suburban areas. Composed of vans operating point-to-point from terminals, it serves routes connecting Legazpi with surrounding municipalities like Tabaco, Ligao, and Polangui. Its affordability and efficiency cater to students and workers, supporting both educational and economic activities. However, challenges such as overcrowding, long waits, and inconsistent scheduling persist, highlighting the need for service improvements. This study aims to address these issues through design thinking process that includes identifying the issues and tracing its root causes through 5 Why Analysis. A proposed framework is developed to modernize UV Express operations by replacing manual processes with digital solutions like a Booking System, GPS tracking, and passenger feedback integrated into a mobile app. This initiative enhances operational efficiency, aligns services with evolving transportation trends, and fosters competitiveness. Moreover, it prepares UV Express for further advancements, including usability assessments through pilot testing of the mobile application in Albay.

Creative process engagement for regulating integral and incidental anger

Research suggests that creative task performance may lead to either more positive or negative mood states depending on the type of creative thinking process engaged. While this literature establishes a relationship with mood states, the effects of creativity on specific discrete emotions (i.e., anger, anxiety) remain unexamined. Additionally, the extent to which discrete emotions that are incidental or integral to task context warrants consideration, as the nature of the emotions felt may affect the extent to which they are regulated through creative task performance. Two laboratory studies were conducted in which participants were randomly assigned to be induced with either incidental or integral state anger or state anxiety, and then either generated ideas (study one) or evaluated ideas (study two) prior to self-reporting their emotional states. Results indicated that while integral and incidental state anger are lessened after generating or evaluating ideas, the extent to which one feels anxiety is unaffected by performing either task. Implications of these findings provide new avenues for emotion regulation research and recommendations for utilizing creative processes to mitigate different types of state anger.

Bereaved Individuals Attempts to Explain Their Unexplainable Experiences Related to the Death of Their Loved one Through Attribution Thinking.

Continuing bond manifesting as unexplainable experiences reflects bereaved´s attempts to restore connection with the deceased. As an experience unaligned with a person's overall schemas of meaning unexplainable experiences are a source of anxiety that individuals aim to alleviate by attribution thinking. This study describes how bereaved aim to explain unexplainable experiences related to the death of their loved ones. The study analysed 408 narratives of 181 bereaved individuals. Bereaved individuals (1) described the meaning of their experience to be receaving information, emotions or support by the experience and communicating about crossing the boundary between life and death. As (2) reflections on the cause of their experiences bereaved individuals described certain and uncertain explanations of the phenomenon, ruling out explanations and the compatibility or incompatibility of the experience with their prior worldviews. The process of attribution thinking must be perceived as meaningful regardless of the outcome of the bereaved person's reflection.

Behind the designs: An exploration of sustainability attitudes among interior design students in Jordan

This research is an attempt to understand where interior design students in Jordan and the Middle East Region stand in the sustainable thinking process through education and practice and if their education on sustainability and environmental issues is enough or if it needs more development in terms of interior design programs curriculums to be more effective sustainable interior designers. The survey instrument was used to assess the attitudes of interior design students toward ecological responsibility and environmental sustainability; a modified New Ecological Paradigm Scale (NEP) was used in this research. Students enrolled in interior design programs at a Northern Jordanian university were surveyed. The sample comprised 160 interior design students from different levels of an interior design program at a public university in Jordan. In the study’s sample, the students showed more interest in the negative effect of human usage of many of the planet's resources and how this will impact the planet's ecological system. This attitude provides insight into the students’ minds regarding where they have those ideas. As design students, this can motivate them to take a proactive stand toward sustainability, which may be done through their projects in the future. However, many participants did not understand sustainable practices and strategies. This can be due to the lack of sustainability training at the university level.Based on the NEP score distribution in each section, it can be concluded that students support the concept of sustainability and reject the destruction happening to the planet. This data shows an increased awareness of environmental and ecological problems, which can positively push design students and future designers to adapt sustainable design strategies to their projects.

FPGA-based Sokuban-like fun logic learning program with combinatorial logic blocks

There are problems such as a high threshold of entry, difficulty understanding the architecture, and boring learning in electronics applications. In order to improve the readability of the structure and learning efficiency, the study proposes a Sokuban-like fun logic learning program based on a Field Programmable Gate Array (FPGA) with combinational logic blocks displayed by VGA. Based on the logic of Sokuban, the program adds "subject", "predicate" and "object" logic blocks, so that the attributes of each object will change with the different combinations of logic blocks. This allows the properties of each object to change with the different combinations of logic blocks, ultimately realizing the process of achieving the same purpose in different ways. The study visualizes the process of writing code by using a specific code framework to transform syntax and entities into different logic blocks that can be changed in different locations. The design solves the problem of the learning process of logical thinking in electronics which is too abstract leading to difficulty in understanding in a relatively easier and more interesting way and can be used as a new way to represent dynamic changes in circuits. In the future, it will not only assist in learning, but can also be used as another new way to represent the output of circuits similar to schematic diagrams, Verilog and other codes, providing a new way of thinking about electronic design.

The Impact of Social Media on All Aspects of People

With the rapid development of information technology, social media has become an indispensable part of people's daily lives. The purpose of this thesis is to comprehensively explore the influence of social media on people's behavior, emotion and cognition. First, from the behavioral level, social media has changed people's communication methods, information access and social habits, making people's social behaviors more convenient and diversified. Secondly, from the emotional level, social media is not only a platform for emotional expression and sharing, but also a medium for emotional transmission and contagion, which profoundly impacts people's emotional state. Finally, on the cognitive level, social media influence people's thinking, values and decision-making process by providing a large amount of information and opinions. This thesis analyzes the impact of social media and puts forward corresponding suggestions and thoughts in order to provide a reference for people to use social media rationally.

Principles for Defining Estimands in Clinical Trials-A Proposal.

The ICH E9(R1) guideline outlines the estimand framework, which aligns planning, design, conduct, analysis, and interpretation of a clinical trial. The benefits and value of using this framework in clinical trials have been outlined in the literature, and guidance has been provided on how to choose the estimand and define the estimand attributes. Although progress has been made in the implementation of estimands in clinical trials, to the best of our knowledge, there is no published discussion on the basic principles that estimands in clinical trials should fulfill to be well defined and consistent with the ideas presented in the ICH E9(R1) guideline. Therefore, in this Viewpoint article, we propose four key principles for defining an estimand. These principles form a basis for well-defined treatment effects that reflect the estimand thinking process. We hope that this Viewpoint will complement ICH E9(R1) and stimulate a discussion on which fundamental properties an estimand in a clinical trial should have and that such discussions will eventually lead to an improved clarity and precision for defining estimands in clinical trials.

Design Thinking Scale Development: Assessing Reliability and Validity

This study aims to develop a scale to measure the design thinking process and to evaluate the reliability and validity of this scale. It fills this gap by introducing a 36-item scale specifically designed to measure design thinking abilities across the five key stages of the design thinking process: empathize, define, ideate, prototype, and test, to provide an accurate assessment of individual abilities across these stages. Aligned with the well-established design thinking process, the scale comprises five sub-dimensions, each focused on a specific stage. It employs a 5-point Likert-type response format, ensuring nuanced feedback. Rigorous psychometric evaluations confirmed the scale's trustworthiness. Internal consistency within each sub-dimension was exceptional, with Cronbach's alpha coefficients exceeding .80 across all stages. Remarkably, the overall scale achieved an outstanding .95 Cronbach's alpha, signifying unparalleled cohesiveness and reliability. Validity was further established through rigorous statistical analyses. Exploratory component analysis (EFA) accounted for 60% of the variance, confirming the structure and demonstrating strong item-to-factor loadings (ranging from .31 to .74). Confirmatory factor analysis (CFA) provided additional validation, with all fit indices exceeding established benchmarks, solidifying the scale's accuracy and applicability. Beyond these impressive psychometric qualities, the study offers several key advantages. The concise 36-item format ensures efficient administration and analysis, while the five distinct sub-dimensions allow for targeted evaluation of specific strengths and weaknesses within each stage. This detailed feedback holds immense value for researchers, educators, and professionals seeking to cultivate design thinking capabilities in diverse settings. By providing a validated and reliable tool for design thinking assessment, this study empowers a comprehensive understanding of individual strengths and weaknesses across the five critical stages. This, in turn, enables targeted interventions and fosters the development of effective design-thinking skills in various contexts.

БОЛОЧОК БАШТАЛГЫЧ КЛАССТАРДЫН МУГАЛИМДЕРИНИН ЛОГИКАЛЫК ОЙ ЖҮГҮРТҮҮСҮН КАЛЫПТАНДЫРУУДА ТЕКСТТҮҮ МАСЕЛЕЛЕРДИ ЧЫГАРУУНУН РОЛУ

The article examines the importance of textual tasks in the development of logical thinking of students of a pedagogical college. The main aspects of a logical algorithm for solving them are discussed. Educational and cognitive issues were considered and the stages of solving the problem through the thought process were given. It is established that the formulation of a textual task is closely related to the process of thinking. Examples of some models for solving text problems were proposed. The problem of teaching is defined as a means of forming logical operations in students studying in the specialty of primary school teaching at a pedagogical college, and is known as a subjectively created environment for the formation of students' general educational abilities as a result of creative and integrative activities in teaching. Also, when teaching primary school students to think, teaching them to solve text problems is a requirement of the present time.

Lecturers’ Perceptions on the Use of Metacognitive Strategies in Teaching Listening

Various strategies can be used for teaching listening. Some lecturers have applied metacognitive strategies in their teaching-learning process to help their students comprehend listening skills. This research aims to examine lecturers’ perceptions of how they use metacognitive strategies in teaching listening. Moreover, this research employed a qualitative methodology. The instrument used was an interview consisting of 7 questions related to how well the lecturers were familiar with metacognitive strategies and how they helped their students in using them in their listening class. Furthermore, the sampling technique used was purposive sampling with the targeted participants who had experience in teaching listening as lecturers. 13 lecturers participated in this research. Then, the data were thematically analyzed. The results showed that the lecturers—called participants thought that it was important to have before, during, and after listening activities to support students absorbed how to think about their thinking process. In addition, the result also found that all of the lecturers had not followed any specific training about how to apply metacognitive strategies in listening class. From the result of the research, it can be concluded that the lecturers think that metacognitive strategies can provide more assistance to students to enhance their listening skills.

ПЕДАГОГИКАЛЫК КОЛЛЕДЖДИН БОЛОЧОК БАШТАЛГЫЧ КЛАССТАРДЫН МУГАЛИМДЕРИНЕ МАТЕМАТИКАНЫ ОКУТУУДА ТААНЫП-БИЛҮҮ МАСЕЛЕЛЕРИН КОЛДОНУУ

The article deals with the development of cognitive abilities in teaching mathematics to students of a pedagogical college specializing in teaching in elementary grades. Cognitive abilities were considered in the article as individual psychological features of the processes of attention, perception, memory, and thinking. To solve the problem of developing the cognitive abilities of primary school students, along with teaching mathematics based on the cognitive-visual method, the tasks of analyzing educational programs, generalizing pedagogical experience, pedagogical observation, forming logical operations and converting empirical material into a mathematical problem are set. The main goal of cognitive training issues, considered in the specialty of teaching in primary classes, is focused on the formation of students' logical operations and includes the development of intellectual qualities of educational and cognitive activity. Cognition is a process of active, purposeful reflection of reality in the mind of a person.

Analysis of the Relationships Between University Students' Laboratory Self-Efficacy Beliefs, Science Process Skills and Achievement in Chemistry Courses

It is a widely accepted view among educators that chemistry education should include objectives to develop scientific thinking, laboratory competences and science process skills in addition to chemistry. The aim of this study is to investigate the relationships between laboratory self-efficacy beliefs and science process skills of chemistry department students and their chemical technology course achievement. The study was conducted in the autumn term of the 2023-2024 academic year in the chemistry departments of three universities in Kazakhstan. The study, which was conducted with relational survey model on the basis of quantitative research paradigm, included 198 students studying in chemistry departments. The data of the study were collected with 'Laboratory self-efficacy beliefs scale' and 'Science process skills scale'. The participants' laboratory self-efficacy beliefs were above moderate, and their science process skills were at a moderate level, according to the study's conclusions. Chemistry department students' laboratory self-efficacy and science process skills did not differ by gender. Correlation analyses revealed significant and positive relationships between students' achievement in chemical technology course and their laboratory self-efficacy beliefs and science process skills in the chemistry department. Regression analyses revealed that the participant students' science process skills, in particular, significantly predicted their performance in the chemical technology course.

Creative Thinking Process of Prospective Elementary Education Teacher Students Based on Field Independent Cognitive Styles and Self-Efficacy in Solving Contextual Problems

Creative Thinking Process of Prospective Elementary Education Teacher Students Based on Field Independent Cognitive Styles and Self-Efficacy in Solving Contextual Problems

Proses berpikir kreatif siswa dalam menyelesaikan soal kontekstual pada materi perbandingan berdasarkan teori Wallas

This study aims to determine and describe the creative thinking process skills of SMP Negeri 2 Sungai Ambawang students in solving contextual problems related to the topic of ratios based on Wallas' theory. The research method used is descriptive method with a qualitative approach. The research instruments used were creative thinking tests and interview guidelines. The data sources used were the answers to students' creative thinking tests and the results of interviews with students by researchers. This study reveals about students' creative thinking processes with three criteria for thinking levels, namely students with high, medium and low abilities. Of the 22 students, 23% were at a high creative thinking level, 32% were at a moderate creative thinking level and 45% were at a low creative thinking level. Students who are at a high level of creative thinking are able to go through all stages of creative thinking based on Wallas, at an intermediate level they are able to go through the Wallas creative thinking stage but are constrained in verification and do not find more than one way of solving it, while students at a low level do not go through the preparation stage and verification but find creative ways to solve problems.

Art, AI and Robotics: A New Pathway for Youth to Voice and Identity

To address the critical lack of representation in computer science and STEAM (science, technology, engineering, art, and mathematics), we designed learning experiences for high school youth using culturally situated art and design principles structured to increase authentic engagement, particularly for underrepresented and underestimated youth. Referencing sociocultural practices from hip-hop, we invited students to engage with us in an iterative process of storytelling, creation, and fabrication. Through design cyphers, we centered student knowledge to define the why behind making robotic prototypes and address the benefits and dangers of artificial intelligence such as bias and stereotypes. By integrating cyphers into the design thinking process, we created spaces for students to communicate, collaborate, and create innovative solutions to prototype, iterate, remix, and advance to their final project. In collaborative peer reviews and gallery walks, the groups received constructive critiques at each step of the design process, from prototype to final project.

The Influence Of Mathematical Anxiety And Logical-Mathematic Intelligence On Students' Learning Outcomes Through Critical Thinking Ability

The research aims to determine the direct and indirect influence of mathematical anxiety, logical-mathematical intelligence, and critical thinking abilities on the learning outcomes acquired by students. Many things affect the teaching and learning process, both from outside the student's environment and from within the student himself. The unpreparedness of external and internal factors will create obstacles in the learning process of the student, which will then affect their learning outcomes. These include mathematical anxiety, mathematical logical intelligence, and critical thinking abilities. Students who experience mathematical anxiety tend to avoid conditions where they feel threatened and stressed. Of course, these people will think or assume negative thoughts about themselves. Mathematical logical intelligence plays a significant role for students in understanding abstract mathematics lessons. The challenge in the world of education is that it requires students to think at higher levels (HOTs). Critical thinking is a logical and natural thinking process that already exists in a person when facing changes in all sectors of life. The method used in this research is structural equation modeling (SEM), which will look at direct and indirect effects. The research results show that 1) mathematics anxiety has a significant positive influence on critical thinking abilities; 2) logical-mathematical intelligence has a significant positive influence on critical thinking abilities; 3) critical thinking skills have a significant positive influence on student learning outcomes; 4) mathematics anxiety has a significant positive influence on student learning outcomes; 5) logical-mathematical intelligence has a significant positive influence on student learning outcomes; 6) mathematics anxiety has a significant positive influence on student learning outcomes through critical thinking skills; and 7) logical-mathematical intelligence has an insignificant positive influence on student learning outcomes through critical thinking skills.