Thinking Training Research Articles

The Relationship between Geographical Self-Efficacy and Academic Achievements in Geography: A Moderated Mediating Model

There are limited studies on the impact of domain-specific self-efficacy on academic achievements. The geospatial thinking ability is paramount to understand the relationship between geographical self-efficacy and academic achievements in geography. This study aims to explore the mediating effect of geospatial thinking on the relationship between geographical self-efficacy and academic achievements, and the moderating role of gender and attendance type. A total of 749 Chinese high school students, working as participants, anonymously completed a questionnaire covering topics like geographical spatial thinking, geographical self-efficacy, academic achievements in geography, gender, attendance type, and place of residence. The analysis using MPLUS 8.3 software indicates that geographical self-efficacy significantly predicts academic achievements in geography. Geospatial thinking plays a significant mediating role in this pathway, with gender and type of attendance having moderating effects. This study enhances the understanding between domain-specific self-efficacy and academic achievements, providing crucial guidance for educational practices, such as emphasizing geospatial thinking training for high school students, focusing on encouraging female students, and properly scheduling rest times for boarders, which will significantly contribute to the sustainable development of geography education.

CONSTRUCTION OF A TEACHING STRATEGY MODEL FOR CULTIVATING HIGHER-ORDER THINKING SKILLS IN COLLEGE STUDENTS

In the era of the knowledge economy, the intensification of the technological revolution and international competition have triggered a rethinking of the core competencies of talent in the 21st century by countries. Many countries have shifted their focus on talent development from specialized knowledge and skills to training in complex tasks and information-processing thinking. In higher education, guiding students to transition from lower-order thinking, such as memorisation and understanding of knowledge to higher-order thinking, such as analysis, synthesis, and evaluation of various information is a vital aspect of the new era's innovative teaching model and the enhancement of talent cultivation. This study was conducted face-to-face interviews with 12 teachers with practical experience cultivating higher-order thinking skills using purposive sampling. The collected interview data were analysed and coded using nvivo software and qualitative research methods, constructing five teaching strategy models for cultivating higher-order thinking skills in college students: scaffolding instruction, heuristic instruction, project-based instruction, collaborative learning, and diversified assessment feedback.

An Effectiveness Evaluation on Critical Thinking Exercises in Chinese College English Textbooks

Cultivating students’ critical thinking has long been the consensus reached by the international education circle and a common goal of international higher education reform. However, the training of critical thinking of college students in China started late, and no mature talent training system has been formed in higher education. As a compulsory public basic course for college students in China, College English is one of the most involved courses in universities. As an important material and tool for teaching and learning, the design quality of college English textbook exercises will directly affect the quality of teaching and talent training. Therefore, this study analyzes the effectiveness of textbook exercise design, with a view to contributing to college English textbooks and teaching reform, so as to help students develop critical thinking. In this study, exercises in New Horizons College English (Reading and Writing Course 1), one of the most widely used textbooks, were selected for discourse analysis, and the Delphi Panel’s Dualistic Model was used as a comparison for internal evaluation. Moreover, taking a Chinese university as an example, questionnaire survey are used to conduct external evaluation of textbook exercise design, found that: (a) Exercises in Chinese college English textbooks correspond to the cognitive skills mentioned in the Dualistic Model, which is helpful to the training of students' critical thinking; (b) There are also some problems, such as the imbalance of skills training and the homogenization of questioning methods; (c) Students of College English generally have a high recognition of the importance of critical thinking and textbook design, but believe that textbook design, course teaching and assessment need to be reformed.

The Effect of Hope Therapy on the Management of Hemodialysis Outcomes: A Review Article.

Hemodialysis can have specific adverse effects, so it's critical to minimize them by employing non-pharmacological techniques. This review's primary goal was to assess how hope therapy affected the treatment of hemodialysis patients.This review was conducted by analyzing the results of previous studies published between1996and 2023. We chose sixteen studies in consideration of the inclusion and exclusion criteria and by employing Medical Subject Headings (MeSH) terms to the literature discussed in international databases. The findings of the current study revealed that hope therapy can significantly reduce anxiety, stress, and depression and also considerably increase happiness, quality of life, and adherence to treatment in hemodialysis patients. In addition, effective interventions for improving hope in hemodialysis patients included spiritual counseling, spiritual therapy, stress management training, intervention based on disease perception, positive thinking training, and other similar methods.Based on the findings, we concluded that the caregivers of hemodialysis patients and their families must use other non-pharmacological methods, especially hope therapy, to reduce the adverse outcomes of hemodialysis.

The effect of positive thinking training on anxiety and happiness among older adults: A quasi-experimental study.

Anxiety and depression are the most prevalent mental disorders associated with aging. Positive thinking training is a way to help older adults cope with anxiety and depression and increase their happiness. This study aimed to determine the effect of positive thinking training on anxiety and happiness among older adults. This quasi-experimental study was conducted with 48 older adults referred to two comprehensive health service facilities in the southeastern Iranian province of Kerman. The intervention (n = 24) and control (n = 24) groups were randomly assigned from a convenience sample of older adults. The intervention group attended eight two-hour training sessions on positive thinking. Data were collected before and one month after the positive thinking training using Beck Anxiety Inventory and Oxford Happiness Inventory. All statistical procedures were performed in SPSS software (version 22), with the significance level set to P = 0.05. Before the positive thinking program was delivered, the mean anxiety scores in the intervention and control groups were 13.98 ± 8.61 and 19.25 ± 11.67, respectively. After the intervention was completed, the mean scores for the intervention and control groups were 4.50 ± 4.07 and 15.54 ± 9.04, indicating a significant reduction in anxiety among intervention group participants (t = -5.45, P < 0.001). The mean baseline happiness scores in the intervention and control groups were 26.58 ± 12.40 and 37.91 ± 5.57, respectively, which changed to 62.91 ± 4.66 and 35.62 ± 10.62 at the post-test. Positive thinking training improved happiness in a significant manner (t = -4.08, P < 0.001). Results revealed that positive thinking training decreased anxiety and enhanced happiness among older adults. Given the growing elderly population, clinical managers, clinical specialists, nurses in health care centers, and those involved in elderly care facilities can benefit from this non-pharmacological treatment program for older adults suffering from anxiety and depression. It is suggested that preventive programs based on positive psychology be developed to aid in the prevention of people's declining happiness and increasing anxiety as they age.

The practice of visual storytelling in STEM: Influence of creative thinking training on design students’ creative self-efficacy and motivation

This study investigated design students’ self-efficacy and motivation through a visual storytelling project in STEM. Forty-eight college design students participated in this study. The project-based learning method was adopted for both groups, while the test group received additional creative thinking training in the curriculum. Pre- and post-surveys and interviews were administered to obtain the students’ perspectives. Evaluation and analysis of the works were also implemented to reveal the learning outcomes. The results showed significant differences in the students’ creative self-efficacy and project performance. The test group's creative self-efficacy improved at the semester's end, while the control group mostly stayed at a similar level. Also, the test group with creative thinking training in the curriculum compared to the control group demonstrated significantly better project grades. Regarding motivation, both groups had similar levels of motivation in the pre and post-surveys. There was no significant difference between different instructional designs in terms of students’ motivation. Nevertheless, with fundamental visual storytelling training and practices in both groups, the high-performance works revealed more creative analogical expressions and related scientific knowledge, while the medium and low-performance works showed limited analogy or partially correct knowledge in STEM. Implications and suggestions are provided for curriculum design to enhance students’ creative self-efficacy and motivation in interdisciplinary learning.

Feasibility and effectiveness study of applying a hallucinogen harm reduction and integration model to a mindfulness thinking intervention using virtual reality: A randomized controlled trial.

The purpose of this study was to investigate whether a virtual reality (VR) program designed and developed based on the hallucinogenic harm reduction and integration (PHRI) clinical model could be more effective in guiding positive thinking training, improving positive thinking awareness and ability, and, to some extent, facilitating personal efficacy and emotional state compared to a traditional VR program that places users in a virtual natural ecological environment to guide positive thinking training. We also sought to understand the factors that may influence the effectiveness of VR interventions and user experience. Seventy-six randomly recruited participants were divided into a control group and an experimental group of 38 participants, each according to a random number table, and were trained in VR meditation for eight weeks. The experimental group used a PHRI-based mindfulness program, while the control group used a traditional mindfulness meditation program. We used The Mindful Attention Awareness Scale and the PAD emotional three-dimensional scale to assess the level of state mindfulness and changes in the emotional state before and at the end of the experiment. The Immersive Tendencies Questionnaire measured the user's sense of presence and immersion in the virtual environment. The Five Facet Mindfulness Questionnaires and the Depression Anxiety and Stress Scale (DASS-21) were used at the baseline assessment stage before and at the 4-week follow-up after the experiment to assess the change in trait mindfulness levels due to the mindfulness training. The Five Facet Mindfulness Questionnaires and the DASS-21 were used to assess changes in mindfulness and mental health trait levels. At the end of the experiment, the MMSQ score was significantly lower in the control group than in the experimental group, while the ITQ score was significantly higher than in the experimental group, and both scores were statistically significant (p < 0.05). In the follow-up assessment four weeks after the end of the experiment, the FFMQ-15 score and the DASS-21 were significantly and statistically higher in the experimental group than in the control group (p < 0.05). Since the scores of the PAD scale did not obey a normal distribution, we used the Wilcoxon signed-rank test to assess the results, which proved that the experimental group had higher levels of emotional activation and arousal. The VR positive thinking program developed based on PHRI can significantly increase the positive thinking state and emotional arousal and activation of the general population participants but does not directly lead to the growth of positive emotions. Moreover, this detached psychedelic scene brings users a weaker sense of presence and presence than traditional natural space scenes. Furthermore, it does not bring any intense simulator motion sickness symptoms. These findings suggest that VR programs developed based on PHRI have a more positive facilitation effect on the positive state and that this increase lasts longer than conventional VR-positive programs.

Implementation of gratitude therapy and positive thinking training to manage adolescent anxiety at the Masjid Alwalidaian Mejing Wetan Gamping Sleman

Abstract. Teenagers of Alwalidain Mosque felts stressed at home because of various problems, ranging from being scolded by their parents, feeling pressured, and feeling many demands. Teenagers experienced anxiety disorders so that they became private, were rebellious, often lied to their parents, and got angry easily. The aim of this program is to improve adolescents' skills in managing anxiety with gratitude therapy and positive thinking exercises, which were held in three meetings. A total of 18 youths involved in this mentoring program. The mentoring method was given in three stages namely pretest, program implementation, and post-test. The results obtained showed a significant change in the adolescents’ ability to control anxiety signified with the score of the Wilcoxon asym.sig 2 tailed analysis of 0.000 and a z score of -3.734. This shows that gratitude therapy and positive thinking exercises can improve adolescents' ability to manage anxiety.

AI-generated content tools and students’ critical thinking: Insights from a Chinese university

This study examines the impact of artificial-intelligence-generated content tools on students’ critical thinking skills and their attitudes towards these tools. A survey of 851 students from a Chinese university was conducted to investigate their usage patterns, motivations, perceived benefits and risk awareness, and the importance of critical thinking skills. The study also explores how libraries and librarians can help students develop critical thinking skills. The findings reveal that male and non-binary students utilized artificial intelligence tools more frequently, highlighting a research gap. The study uncovers motivations such as saving time and effort. It also demonstrates students’ awareness of the risks and limitations, emphasizing the need for critical thinking skills in navigating artificial-intelligence-generated content tools. These findings have significant implications for academic libraries, as students expressed a desire for education and training in artificial intelligence literacy and critical thinking. Libraries can provide resources, workshops and guidance to empower students in informed and critical thinking practices.

Transforming aggression into creativity: Creative thinking training as a new strategy for aggression intervention.

Although reducing students' aggressive behaviors and improving their creativity are both important commitments of educators, they are usually treated independently as unrelated tasks. However, cumulative evidence suggests potential links between aggression and creativity, not only from the perspectives of personality traits and psychological development, but also from their shared cognitive mechanisms. This implies that there may be an approach to achieving these two goals through a single intervention. Moreover, this new approach may overcome the limitation of the usually adopted aggression intervention, which is limited in its regulatory effectiveness and might bring about some disadvantageous impacts on creativity that are closely associated with aggression. To test this possibility, the present study implemented a four-session, 2-week creative thinking training (CTT) intervention for students with high aggression scores to examine whether it could simultaneously downregulate aggression and increase creativity. Our results demonstrate that, compared to the control group, the intervention group experienced significant improvements in creativity and a reduction in aggression following the CTT intervention. Furthermore, our findings suggest that this regulatory effect can persist for up to 6 months. The CTT-induced creativity change (increase) could significantly correlate with and predict the CTT-induced aggression decrease, thus suggesting that the CTT could transform aggression into creativity.

Entrepreneurial Leadership and Enterprise Performance: A Way Out of Sustainability

Purpose: Developing enterprise performance and sustainability is essential for firms’ survival. This study explores the effect of accountability, responsibility and analytical thinking on enterprise among Egyptian firms. Design/Methodology/ Approach: We applied quantitative methods to detect this problem by collecting data from entrepreneurs working in different firms in Egypt. The study concludes the results based on 304 valid samples. Findings: Employing path analysis through analysis of moment structures (AMOS) version 26.0, the findings suggest a positive and significant effect of responsibility and analytical thinking on enterprise performance. On the other hand, accountability negatively affects enterprise performance. Finally, the effect of enterprise performance on enterprise sustainability is positive and significant. Research, practical and social implications: The findings of the study may be helpful for investors to Invest in training for accountability, responsibility, and analytical thinking to optimize venture success. They may foster a corporate culture balancing accountability, risk-taking, and innovation for enduring success. Finally, they Align performance metrics with sustainability goals and integrate ethical practices for resilient business outcomes. Originality/ value: This study addresses the lacunae in the empirical evaluation of enterprise performance and sustainability among Egyptian entrepreneurs by emphasizing accountability, responsibility, and analytical thinking. Doing so contributes to a more comprehensive understanding of the factors influencing business success and long-term viability in the Egyptian context.

APPLYING PRECISION INTO PROACTIVE MAINTENANCE IN NIGERIA ELECTRIC POWER INDUSTRY

Power station plants and equipments are required to run for well beyond their intended lifetime. Opening up machines for inspections is expensive and owners need to consider all relevant information in making the decision. Problems in power station machine which reduce machine efficiency and reliability such as shaft misalignment, deposits on blades can be detected and monitoring using monitoring by performance analysis. This paper outlines some of the methods using precision techniques, which have contributed to proactive maintenance in the world - class- precision maintenance. Some of the tools used in this case are outlined and recommends that proper use of these tools in the Nigerian electric power stations could improve maintenance efforts and increase reliability, availability and customers’ satisfactions. Hence this paper can be legitimised by training, procedures and changes in human thinking and behaviours and largely getting to the roots of the errors. Root cause analysis is the tool designed to follow mechanism back to physical roots and probably eliminate it by training, procedures and changes which will form the basis for precision based reliability and knowing that predictive technology is the key to breaking error chains

The Effectiveness of Group Training of Self-Regulation Learning Strategies and Critical Thinking on the Intelligence Beliefs of Female Students

The Effectiveness of Group Training of Self-Regulation Learning Strategies and Critical Thinking on the Intelligence Beliefs of Female Students

The effect of positive thinking training on academic stress of Muslim students in thesis writing: a quasi-experimental study

ABSTRACT Several studies show that many students experience high levels of stress when completing their thesis. This study aims to examine the effects of positive thinking on university students in reducing academic stress related to thesis writing. This research method is pursued through experimental design. Before undergoing positive thinking therapy, participants assessed their stress levels using an academic stress scale instrument adapted from the Student-Life Stress Inventory. The participants consisted of 48 Muslim students who were writing their theses for the Psychology study program. The results showed that training in positive thinking can reduce students’ academic stress when completing their thesis. Students are highly susceptible to academic stress due to the multitude of stressors they encounter. This study recommends positive thinking training because it can effectively reduce academic stress levels in students. Cognitive-oriented strategies are more beneficial for students as they can enhance personal factors.

Innovative and entrepreneurial thinking training combined with psychological nursing intervention on the relief of Graduate’s employment anxiety

BackgroundSevere employment competition and pressure have triggered students in higher vocational school to develop negative emotions of anxiety. They show intense, excessive as well as persistent worries and fears, and even somatic anxiety symptoms. In order to alleviate the anxiety triggered by the employment pressure of graduates of higher vocational school, the study introduces psychological care to intervene in graduation innovation and entrepreneurial thinking training and analyzes its ability to alleviate anxiety.Subjects and Methods48 graduates suffering from anxiety disorders in a higher vocational school were used as experimental research subjects, and the experimental group received a training program combining psychological nursing intervention and innovative entrepreneurial thinking; the control group received traditional innovation and entrepreneurship training courses. The Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD), Symptom Self-assessment Scale SCL90, and Self-Acceptance Questionnaire (SAQ) were evaluated before the experiment, and after the 2nd, 4th, and 8th weeks of the experiment, respectively.Results Graduates who participated in the training on the integration of psychological care into innovative and entrepreneurial thinking showed a significant decrease in the scores of all scales compared to the pre-experimental period (P&lt;0.05), and the relief of anxiety was more pronounced compared to the control group (P&lt;0.05).ConclusionsPsychological care integrated with innovative and entrepreneurial thinking training had a significant effect on the anxiety of graduates. They had a more rational and accurate control of the employment situation and restored their confidence in their future work and life.AcknowledgementThe project of higher education research in 2022 approved by Inner Mongolia Higher Education Society (No.NMGJXH-2022XZ006).

디자인 사고 교육의 비판적 성찰과 새로운 가능성 탐색

This study critically reflects on Design Thinking and addresses the issue of positivist-based domestic design education. It examines the production of knowledge in design by reviewing discussions in natural science and social science. Through this examination, the study identifies the problems associated with the rigid and linear structure of Design Thinking. Moreover, it emphasizes the necessity of an educational inquiry centered on design thinking and future-oriented values, aiming to explore possibilities through abductive and retroductive reasoning. A conceptual model of design thinking is presented as an approach process that generates new knowledge through imagination and the exploration of possibilities. The study also suggests the need for speculative and critical design education to foster this approach.&#x0D; However, it is important to note that the proposed tentative design thinking model is described only conceptually in this study. To expand the exploration of knowledge and approaches in multiple layers, a follow-up study that critically and closely diagnoses and analyzes domestic design-related education will be required. Additionally, there is a need to accumulate the value of design thinking by implementing new approaches in various cases.&#x0D; While the significance of deductive and inductive positivist research cannot be disregarded, as it is an important component in many areas of research and education, these approaches alone may not effectively address complex social problems. Overcoming the limitations of design thinking requires training in speculative thinking to discover hypotheses for untested areas beyond experience-based testing. Recognizing the value of this approach and promoting diversity and balance in research methods are essential factors in advancing the field.

The Application of "Two-line and Six-stage" Teaching Mode in Teaching Human Anatomy in Nursing

Background: Human Anatomy always causes major hindrances to the learning of nursing students. We designed this study to observe the effectiveness of the "two-line and six-stage" (TLSS) teaching mode based on model making in teaching Human Anatomy in nursing. Methods: One class in the nursing major in Grade 20 was randomly selected as the control group, in which the traditional teaching mode was adopted; while, another class in the same major and grade was selected as the observation group, in which the TLSS teaching mode was adopted. After the course teaching was completed, these students in both groups were compared from the perspective of the final theoretical examination and physical specimen assessment. Besides, the evaluation of the teaching effectiveness of these students from both groups was also investigated. Results: The observation group outperformed the control group in both theoretical examination and physical specimen assessment, which was specifically manifested in six evaluation items, including the novelty of teaching methods, the elimination of the difficult points of the course, the mobilization of the learning enthusiasm, the interestingness of the course teaching, its effects on clinical thinking training, and the interpretation of the knowledge. Conclusion: The TLSS teaching mode based on model making can improve the effectiveness in teaching Human Anatomy

TEACHING TECHNIQUES AND METHODS TO DEVELOP CRITICAL THINKING IN ELEMENTARY SCHOOL

The term "critical thinking" is often used to describe skills compatible with teaching-learning, but also applicable at work, in the family, and the circle of friends. Both attitudes and capacities are needed to carry out the critical thinking training process. Skills are those required in interacting with people and processing information correctly to achieve credibility of data and maintain clarity in communication. Critical thinking takes place in the context of solving problems and interacting with the people around them, so critical thinkers must adapt to both contexts. This type of thinking must be formed and developed from childhood. For this purpose, the teaching staff plays an important role, because it directs the development of students' thinking. Through the instructional-educational process, the teaching staff offers students the chance to develop this thinking. The learning methods and techniques applied by the teacher will direct the development process. We analyzed different methods and techniques through which critical thinking is developed, we described how to integrate and deploy them in the educational process.

Design and Implementation of Comprehensive Evaluation System for Vocational College Students with Innovative Thinking Training

Innovative thinking is the key ability to cultivate vocational college students' lifelong learning and adapt to rapidly changing society, and an effective evaluation system helps to understand the level of innovative ability of vocational college students, guide educational practice, and evaluate the effectiveness of innovative education. This study aims to design and implement a comprehensive evaluation system for vocational college students based on innovative thinking cultivation, which includes five dimensions: problem-solving ability, creativity, teamwork ability, future orientation, and communication ability. Through experiments, the impact of this evaluation system on the improvement of vocational college students' innovation ability is explored. In the first year of a certain vocational college, two groups of students were selected, and there was no significant difference in their innovative abilities in various aspects. One group was trained in a traditional way as a control group, while the other group was trained in an experimental group using an innovative thinking evaluation system to implement various dimensions of cultivation. One year later, compare the innovative thinking abilities of the two groups; Compare the experimental group before and after cultivation; Simultaneously conduct self-evaluation of the experimental group and comparison with teacher evaluation. The results showed that through the evaluation system designed in this experiment, vocational college students significantly improved their evaluation scores in various dimensions of innovative thinking, further verifying the effectiveness of the innovative thinking evaluation system in providing comprehensive evaluation of students' innovation ability, and proving that implementing the evaluation system can significantly promote the improvement of vocational college students' innovation ability. Research has shown that the comprehensive evaluation system for cultivating innovative thinking among vocational college students has a significant effect in providing comprehensive evaluation of students' innovative abilities. This will provide guidance for educational practice and provide powerful tools and methods for evaluating the effectiveness of innovative education.

Academic Exploration and Advanced Thinking: An Ethnography in the Academic Growth of Sports Doctoral Students

Background Doctoral students are quasi research-oriented scholars who should have a clear understanding of the entire process of scientific research and possess high-level academic achievements during their graduate studies. However, in reality, doctoral students still face many academic confusions, the academic community rarely pays attention to their academic thinking development process from a thematic perspective, and there is a lack of research on the impact of academic exploration on thinking development. Methods Only by exploring the academic thinking training of sports doctoral students from the thematic perspective of anthropological case ethnography can we reveal the essence of academic inquiry of doctoral students and the impact of academic inquiry on the advancement of thinking. Results Research suggests that the academic exploration of sports doctoral students is a complex process of thinking advancement. From the initial stage of cultivation to independent academic exploration, there will be multiple stages such as confusion, starting, transformation, and deepening of thinking; the cultivation of academic thinking exhibits different characteristics with different stages of academic exploration. Conclusion In the initial stage of cultivation, academic writing is the focus, and academic exploration is equated with academic research; Gradually transitioning from academic writing to metacognition of academic thinking in the middle and later stages of training, focusing on the essence of academic research, crossing the limited thinking mode of academic writing, and nurturing professional issues; Throughout the entire training period, academic exploration and advanced academic thinking are not absolutely increasing, but gradually returning to the starting point of academic exploration and the ontological level of academic research, and ultimately forming the thinking ability to independently conduct academic research.