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1.
BMC Psychol ; 12(1): 144, 2024 Mar 13.
Artigo em Inglês | MEDLINE | ID: mdl-38481260

RESUMO

PURPOSE: Universities are constantly searching for best practices to promote sustainability when it comes to educating students of the English language. Although this area of study has recently gained the attention of scholars around the world there is still a need to explore it from various perspectives. OBJECTIVE: This study aims to comprehensively investigate the impact of digital immersive technology on the education of English language students, specifically focusing on its potential to promote critical thinking and self-directed learning for achieving sustainability in education through teamwork. The research will assess the influence of digital immersive experiences on enhancing learning outcomes, examining their role in fostering critical thinking skills and encouraging self-directed learning practices. Additionally, the study explores the collaborative aspects of digital immersive technology, evaluating its contribution to teamwork among students. METHODOLOGY: The objective was achieved by using a survey questionnaire to collect data from 304 registered students in various universities in Beijing. Data analysis was conducted by applying Mplus 7.0 software. FINDINGS: The findings revealed that the use of digital immersive technology was pivotal for achieving sustainable education both directly and indirectly to an extent. In addition, team working moderated all the respective paths except the path involving the use of digital immersive technology and critical thinking. IMPLICATIONS: These results generated implications for teachers and policymakers to promote and facilitate the use of digital technology for teaching the English language to students, encouraging them to develop critical skills and self-directed learning strategies. The study also offered guidance and deeper understanding for researchers to address the concerns linked to the use of digital technology and sustainable education particularly in their future endeavors.


Assuntos
Competência Clínica , Tecnologia Digital , Humanos , Estudantes , Pensamento , Idioma
2.
Cogn Sci ; 48(3): e13420, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38482716

RESUMO

Great effort is invested in identifying ways to change people's minds on an issue. A first priority should perhaps be enriching their thinking about the issue. With a goal of enriching their thinking, we studied the views of community adults on the DACA issue-young adults who entered the United States illegally as children. A dialogic method was employed, offering dual benefits in providing participants the opportunity to further develop their own ideas and to consider differing ideas. Yet, participants engaged in dialog only vicariously by observing the talk of a pair of actors who held opposing positions on DACA. The effect on participants' thinking was greatest in the condition in which they viewed a dialog between the two actors, rather than a comparison condition in which the actors individually expressed their positions. In control conditions, no presentation was observed. Probing questions included in all conditions encouraged a participant to examine and clarify for themselves their own position, potentially enriching it. This condition proved unsuccessful in enriching thinking; participants' justifications for their own positions in fact became simpler and less qualified. In contrast, observing a video of a like-minded and opposing other did enrich observers' thinking, yet to a greater degree in the dialogic than nondialogic condition. The findings thus suggest observed dialog as a promising practical approach in promoting deeper thinking.


Assuntos
Pensamento , Criança , Adulto Jovem , Humanos , Estados Unidos
3.
Sci Rep ; 14(1): 5369, 2024 03 04.
Artigo em Inglês | MEDLINE | ID: mdl-38438523

RESUMO

This study utilizes advanced artificial intelligence techniques to analyze the social media behavior of 1358 users on VK, the largest Russian online social networking service. The analysis comprises 753,252 posts and reposts, combined with Big Five personality traits test results, as well as assessments of verbal and fluid intelligence. The objective of this research is to understand the manifestation of psychological attributes in social media users' behavior and determine their implications on user-interaction models. We employ the integrated gradients method to identify the most influential feature groups. The partial dependence plot technique aids in understanding how these features function across varying severity degrees of the predicted trait. To evaluate feature stability within the models, we cluster calculated Shapley values. Our findings suggest that the emotional tone (joy, surprise, anger, fear) of posts significantly influences the prediction of three personality traits: Extraversion, Agreeableness, and Openness to Experience. Additionally, user social engagement metrics (such as friend count, subscribers, likes, views, and comments) correlate directly with the predicted level of Logical thinking. We also observe a trend towards provocative and socially reprehensible content among users with high Neuroticism levels. The theme of religion demonstrates a multidirectional relationship with Consciousness and Agreeableness. Further findings, including an analysis of post frequency and key text characteristics, are also discussed, contributing to our understanding of the complex interplay between social media behavior and psychological traits. The study proposes a transition from the analysis of correlations between psychological (cognitive) traits to the analysis of indicators of behavior in a social network that are significant for diagnostic models of the corresponding traits.


Assuntos
Inteligência Artificial , Cognição , Humanos , Estado de Consciência , Pensamento , Rede Social
4.
Am Psychol ; 79(2): 182-184, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38483529

RESUMO

Wilcox (2024) and Boswell (2024) make a number of important observations about facilitating process sensitivity training, and here, we respond to those suggestions. We postulate that cultivating process sensitivity is complementary, not antithetical, to traditional training in viewing therapy from a theoretical lens, and thus, can serve to enhance, rather than replace one's existing psychotherapy skills. Moreover, we argue that seeing the impact of process adjustments in real time can be a significant motivator for training in process sensitivity since the benefits are more immediately obvious. We further argue that the field can be more thoughtful about the use of simulations in training and the emerging interactive training platforms using video stimuli, since they facilitate exposure to clinical situations in a safe manner. Finally, while learning to identify process markers can play a valuable role in optimizing the timing of interventions, we argue that this pales in comparison to the value of process sensitization as a means of attending to outcome information in the moment ("little outcome"). If successful, this opens up the possibility of developing expertise in psychotherapy, which hitherto was considered not possible. However, these propositions require rigorous testing in studies on training and supervision. (PsycInfo Database Record (c) 2024 APA, all rights reserved).


Assuntos
Aprendizagem , Psicoterapia , Pensamento
5.
BMJ Open ; 14(3): e081367, 2024 Mar 21.
Artigo em Inglês | MEDLINE | ID: mdl-38514152

RESUMO

OBJECTIVE: To assess the creative potential of surgeons and surgeon trainees, as measured by divergent thinking. The secondary objectives were to identify factors associated with divergent thinking, assess confidence in creative problem-solving and the perceived effect of surgical training on creative potential, and explore the value of creativity in surgery. DESIGN: We used a mixed-methods design, conducting a survey of divergent thinking ability using a validated questionnaire followed by two semi-structured interviews with top-scoring participants. PARTICIPANTS & SETTING: Surgeons and surgeon trainees in the Department of Surgery at McMaster University. OUTCOMES: The primary outcome was divergent thinking, assessed with the Abbreviated Torrance Test for Adults. Participants also self-assessed their confidence in creative problem-solving and the effect of surgical training on their creative potential. We performed descriptive analyses and multivariable linear regression to identify factors associated with divergent thinking. We conducted a thematic analysis of the interview responses. RESULTS: 82 surgeons and surgeon trainees were surveyed; 43 were junior trainees and 28 were senior trainees. General surgery, orthopaedic surgery and plastic surgery represented 71.9% of the participants. The median participant age was 28 years (range 24-73), 51.2% of whom were female. Participants demonstrated levels of divergent thinking that were higher but not meaningfully different from the adult norm (62.39 (95% CI 61.25, 63.53), p<0.001). While participants scored significantly higher than the average adult on fluency (the ability to produce quantities of ideas) and flexibility (the ability to process information in different ways) (p<0.001 for both), they scored below average on originality (the ability to produce uncommon, new or unique ideas) (p<0.001). Regression analysis identified higher divergent thinking scores among females (estimated ß=-3.58 (95% CI -6.25 to -0.90), p=0.010). CONCLUSIONS: The divergent thinking ability among surgeons and surgeon trainees was not meaningfully different from the adult normative score; however, their ability to generate original ideas was below average.


Assuntos
Cirurgiões , Pensamento , Adulto , Humanos , Feminino , Adulto Jovem , Pessoa de Meia-Idade , Idoso , Masculino , Pensamento/fisiologia , Criatividade , Resolução de Problemas , Canadá
6.
Sci Rep ; 14(1): 6554, 2024 03 19.
Artigo em Inglês | MEDLINE | ID: mdl-38503786

RESUMO

The integrated model of rumination argues that two trait factors-negative thinking habits and processing modes-get people stuck in maladaptive rumination. There is little evidence showing whether these factors influence the daily dynamic associations between rumination and negative moods. To address this, in this study, we conducted an experience-sampling method on Japanese university students. We recruited 92 Japanese university students and assessed their daily rumination and negative affect (NA) eight times a day for seven days. We examined the effects of habits and processing modes on the dynamic associations between rumination and negative moods using dynamic structural equation modeling. We found that individuals were more likely to ruminate when they experienced NA. However, contrary to previous findings, this study's participants did not experience NA after engaging in rumination. Moreover, we did not detect any significant trait factor effect on these dynamic associations. Our findings imply that individuals are more likely to engage in rumination after experiencing NA, but the reverse association, particularly the autoregression of rumination, may not be maintained in natural daily life. Furthermore, negative thinking habits and processing modes may not influence the daily dynamic associations between rumination and NA among Japanese university students.


Assuntos
Afeto , Pensamento , Humanos , Japão , Universidades , Hábitos , Estudantes
7.
BMC Med Educ ; 24(1): 307, 2024 Mar 19.
Artigo em Inglês | MEDLINE | ID: mdl-38504217

RESUMO

BACKGROUND: Education in the modern world of health needs diverse methods of learning and teaching. The traditional education model has limited capacity for developing abilities such as critical thinking, problem-solving, and reasoning skills. Therefore, improving the quality of teaching-learning processes requires implementing educational innovations in the classroom and evaluating them. This study aimed to determine the impact of the debate teaching method on improving the abilities of general dentistry doctoral students. METHODS: The research was a semi-experimental study with pre-tests and post-tests to measure the knowledge and abilities of students. The study included 60 dental students who completed the fall 2022 session of the Community Oral Health (COH) 2 practical course. This course, one of three practical components within the Community Oral Health curriculum, aligns with the educational framework of general dentistry. Challenging topics on which there is no consensus in dentistry were chosen for the debate. The descriptive statistics indicators include an independent t-test and variance analysis test with a significance level of 5%. Were used to analyze the data. RESULTS: The results of the study showed that the average total knowledge (P < 0.001), 'perception of critical thinking skills (P < 0.001), expression power (P < 0.001), reasoning skills (P = 0.003), interpretation and Information analysis power (P < 0.001), the ability to find and use scientific databases (P < 0.001) and the ability to analyze and evaluate evidence (P < 0.001) increased significantly after intervention in students. 95% of students agreed/strongly agreed that this method enhances their ability to answer people's questions. From an instructor's point of view, students had 93.1% of the ability to reason and analyze information after intervention and 88.5% of the ability to think critically. CONCLUSION: The results of the study showed that the use of debate in the classroom is an effective way to present content. The process of evaluating data-driven arguments promotes higher-level cognitive skills and teaches students about the knowledge base and the use of scientific databases. TRIAL REGISTRATION: Registration date: 21/11/2022, Registration number: IRCT20141128020129N3.


Assuntos
Currículo , Aprendizagem , Humanos , Estudantes , Pensamento , Odontologia , Aprendizagem Baseada em Problemas
8.
BMC Psychol ; 12(1): 148, 2024 Mar 14.
Artigo em Inglês | MEDLINE | ID: mdl-38486343

RESUMO

This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group's performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.


Assuntos
Sucesso Acadêmico , Humanos , Idioma , Estudantes , Filosofia , Pensamento
9.
BMC Med Educ ; 24(1): 270, 2024 Mar 12.
Artigo em Inglês | MEDLINE | ID: mdl-38475788

RESUMO

BACKGROUND: The cognitive skills underlying critical thinking include analysis, interpretation, evaluation, explanation, inference, and self-regulation. The study aims to consider the possibility and effectiveness of introducing the mobile game Lumosity: Brain Training into the learning process of first-year Philology students studying at Qiqihar University. METHODS: The sample included 30 volunteers: 15 girls and 15 boys, whose average age was 18.4 years. Before the experiment start, the respondents took a pre-test based on the Critical Thinking Skills Success methodology, which was developed by the American scientist Starkey. It was stated that intensive one-month training with the use of the Lumosity premium application in the classroom would improve critical thinking skills. RESULTS: The pre-test results showed that some respondents had had quite good critical thinking skills before the experiment as the average score was 22.13 out of 30 points. The effectiveness was evaluated using the Student's t-test for paired samples. It is established that there are significant differences between standard and empirical values (p = 0.012). CONCLUSIONS: The research can be of interest to those who study the issue of integrating an interactive learning environment into university and student programs, as well as those who consider critical thinking as a field of scientific knowledge and seek to develop critical thinking skills. The novelty of the study is the fact that students were allowed to use the app only during classes, but the research hypothesis was confirmed. This indicates that an interactive learning environment can be considered as a tool for developing students' critical thinking skills in the context of limited screen time.


Assuntos
Aplicativos Móveis , Treinamento por Simulação , Estudantes de Enfermagem , Jogos de Vídeo , Masculino , Feminino , Humanos , Adolescente , Pensamento , Estudantes , Treinamento por Simulação/métodos , Estudantes de Enfermagem/psicologia
10.
Psiquiatr. biol. (Internet) ; 31(1): [100438], ene.-mar 2024.
Artigo em Espanhol | IBECS | ID: ibc-231630

RESUMO

La adecuada comprensión de un término psicopatológico requiere, no solo del conocimiento de la alteración descrita, sino también de los contextos y conceptos a partir de los cuales fue acuñado y de la transformación de los mismos a lo largo del tiempo. En el caso del trastorno formal del pensamiento se describe su evolución desde su incorporación a la psicopatología con fines puramente descriptivos y asociado a la influencia del asociacionismo y a la idea de una dependencia directa entre pensamiento y lenguaje hasta la actualidad, en que el uso de herramientas computacionales y de hipótesis provenientes de la lingüística han promovido su uso como instrumento diagnóstico y marcador pronóstico, al tiempo que ha significado la incorporación de nueva terminología. (AU)


Properly understanding a psychopathological term requires knowledge of the disorder described, the contexts and concepts from which it was coined, and its modification over time. In the case of formal thought disorder, we describe its evolution from its incorporation into psychopathology for purely descriptive purposes and associated with the influence of associationism and the idea of a direct dependence between thought and language to the present day, in which the use of computational tools and hypotheses from linguistics have promoted its use as a diagnostic tool and prognostic marker, while simultaneously leading to the incorporation of new terminology. (AU)


Assuntos
Humanos , História do Século XIX , História do Século XX , História do Século XXI , Pensamento , Psicopatologia/história , Psicopatologia/tendências , Desenvolvimento da Linguagem , Cognição , Estudos Observacionais como Assunto/história , Terminologia como Assunto , Diagnóstico por Computador , Esquizofrenia , Linguística
11.
Span. j. psychol ; 27: e7, Feb.-Mar. 2024. tab, graf
Artigo em Inglês | IBECS | ID: ibc-231641

RESUMO

Across three studies, we explored the link between an abstract mindset and subjective well-being (SWB) in participants with real and/or perceived financial scarcity. In Studies 1 and 2, samples presented real objective financial vulnerability: Adolescents from lower-middle income districts (Study 1; N = 256), and adults without higher education and with very low incomes (Study 2; N = 210). In Studies 1 and 2 participants completed a survey including measures of thinking style and SWB. In Studies 2 and 3 perception of financial difficulty and SWB were also measured. Study 3 (N = 161) used a sample of university students and employed an experimental design manipulating participants’ thinking style (i.e., concrete versus abstract mindset conditions); additionally, all participants were induced to perceive financial scarcity. Correlations revealed a significant and positive relationship between an abstract thinking style and SWB (Studies 1 and 2). Thus, these results showed that a relatively more abstract thinking style was associated with greater life satisfaction. In Studies 2 and 3 mediation analyses indicated that adults who presented a more abstract thinking style, perceived lower financial difficulties and then reported greater SWB. Overall, given that an abstract thinking style can be induced, these results offer a new intervention approach for improving the SWB of people living in situations of financial scarcity. (AU)


Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto Jovem , Adulto , Pessoa de Meia-Idade , Pensamento , Otimismo/psicologia , Pessimismo/psicologia , Satisfação Pessoal , Percepção , /psicologia
12.
Memory ; 32(2): 129-142, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38346233

RESUMO

This research experimentally examined the crossed influences between the emotional valence of collective memory and collective future thinking. As remembering the past and imagining the future are shaped by the present, we additionally test whether perceived anomie (i.e., perceiving present society as disintegrated and disregulated) would moderate these influences. Study 1 (N = 228 French participants) manipulated the valence of collective memory (positive vs. negative French past) to test its effect on the valence of collective future thinking. Results showed that the salience of a negative (vs. positive) French past lead to the projection of a more negative French future only among participants who perceived present society as highly disregulated. Study 2 (N = 215) focused on the influence of the valence of collective future thinking (positive vs. negative French future) on the valence associated with the French past. Results showed that the salience of a negative (vs. positive) French future lead left-wing participants to rate more positively events/figures of the French past that are usually valued by conservatives. Taken together, these studies provided evidence of conditional effects in the crossed influences between the emotional valence of collective memory and collective future thinking, thus contributing to the recent literature on collective mental time travel.


Assuntos
Memória Episódica , Pensamento , Humanos , Emoções , Rememoração Mental , Tempo , Previsões
13.
J Exp Child Psychol ; 241: 105861, 2024 May.
Artigo em Inglês | MEDLINE | ID: mdl-38354448

RESUMO

A growing body of research demonstrates that children's pretend play is largely influenced by their understanding of reality. The current work took a novel approach to testing children's understanding of pretense by investigating whether children apply and uphold their knowledge of conventional norms in pretend play. In this study, 3- to 5-year-old children (N = 200) were introduced to a series of pretend play scenarios (e.g., pretending to eat breakfast) in which a puppet pretended to follow a norm (e.g., pretended to eat cereal for breakfast) or violate a norm (e.g., pretended to eat a hamburger for breakfast). These pretend play scenarios were presented as either fantastical or realistic in nature. Consistent with our hypotheses, children evaluated pretend norm violation more negatively than pretend norm adherence and reported liking norm violators less than norm followers. Contrary to our hypothesis, the manipulation of play context (fantastical vs. realistic) did not affect children's evaluations. That is, children were just as negative about pretend norm violations (relative to pretend norm adherence) in fantastical pretend play scenarios as they were in realistic pretend play scenarios. Furthermore, individual differences in children's fantasy orientation did not predict their evaluations. This study is the first to establish that children maintain their real-world understanding of conventional norms in pretend play, providing further evidence that children's pretense is largely realistic in nature.


Assuntos
Fantasia , Pensamento , Humanos , Pré-Escolar , Jogos e Brinquedos , Emoções , Conhecimento
14.
Cereb Cortex ; 34(2)2024 Jan 31.
Artigo em Inglês | MEDLINE | ID: mdl-38300213

RESUMO

Humans continuously alternate between online attention to the current environment and offline attention to internally generated thought and imagery. This may be a fundamental feature of the waking brain, but remains poorly understood. Here, we took a data-driven approach to defining online and offline states of wakefulness, using machine learning methods applied to measures of sensory responsiveness, subjective report, electroencephalogram (EEG), and pupil diameter. We tested the effect of cognitive load on the structure and prevalence of online and offline states, hypothesizing that time spent offline would increase as cognitive load of an ongoing task decreased. We also expected that alternation between online and offline states would persist even in the absence of a cognitive task. As in prior studies, we arrived at a three-state model comprised of one online state and two offline states. As predicted, when cognitive load was high, more time was spent online. Also as predicted, the same three states were present even when participants were not performing a task. These observations confirm our method is successful at isolating seconds-long periods of offline time. Varying cognitive load may be a useful way to manipulate time spent in at least one of these offline states in future experimental studies.


Assuntos
Encéfalo , Vigília , Humanos , Pensamento , Eletroencefalografia , Cognição
15.
Conscious Cogn ; 119: 103649, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38324924

RESUMO

While previous studies have highlighted the role of episodic future thinking in goal pursuit, the underlying cognitive mechanisms remain unexplored. Episodic future thinking may promote goal pursuit by shaping the feeling that imagined events will (or will not) happen in the future - referred to as belief in future occurrence. We investigated whether goal self-concordance (Experiment 1) and other goal characteristics identified as influential in goal pursuit (Experiment 2) modulate belief in the future occurrence of goal-related events and predict the actual occurrence of these events. Results showed that goal self-concordance, engagement, and expectancy had an indirect effect on the actual occurrence of events, which was (partially) mediated by belief in future occurrence. The mediating role of belief supports the view that belief in future occurrence when imagining events conveys useful information, allowing us to make informed decisions and undertake adaptive actions in the process of goal pursuit.


Assuntos
Memória Episódica , Pensamento , Humanos , Objetivos , Imaginação , Motivação
16.
Med Educ Online ; 29(1): 2316971, 2024 Dec 31.
Artigo em Inglês | MEDLINE | ID: mdl-38394053

RESUMO

INTRODUCTION: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. METHODS: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. RESULTS: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient's problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. CONCLUSION: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.


Assuntos
Aprendizagem , Resolução de Problemas , Humanos , Pensamento , Competência Clínica , Ocupações em Saúde
17.
Lancet ; 403(10428): 717, 2024 Feb 24.
Artigo em Inglês | MEDLINE | ID: mdl-38401957

Assuntos
Pensamento , Humanos
18.
JNMA J Nepal Med Assoc ; 62(270): 158-159, 2024 Feb 24.
Artigo em Inglês | MEDLINE | ID: mdl-38409974

RESUMO

Correlation seminars are used in teaching curricula as a strategy to encourage students to build a solid foundation in basic science at the beginning of the learning process. Establishing a link between basic science and medical practice is the main objective of the correlation seminar which helps students relate topics from basic science with a medical application or disease. Correlation seminars are designated in such a way that students can apply their basic science knowledge acquired from lectures and practical classes in clinical patient care. Course-centred problem-solving emphasises the identification and resolution of clinical issues to enhance clinical reasoning abilities. Through correlation seminars, students are allowed to engage in critical thinking and apply their knowledge of basic science to clinical settings. Keywords: learning; lectures; medical school; medical students.


Assuntos
Aprendizagem , Estudantes de Medicina , Humanos , Currículo , Pensamento , Pesquisa
19.
Span J Psychol ; 27: e7, 2024 Feb 22.
Artigo em Inglês | MEDLINE | ID: mdl-38384256

RESUMO

Across three studies, we explored the link between an abstract mindset and subjective well-being (SWB) in participants with real and/or perceived financial scarcity. In Studies 1 and 2, samples presented real objective financial vulnerability: Adolescents from lower-middle income districts (Study 1; N = 256), and adults without higher education and with very low incomes (Study 2; N = 210). In Studies 1 and 2 participants completed a survey including measures of thinking style and SWB. In Studies 2 and 3 perception of financial difficulty and SWB were also measured. Study 3 (N = 161) used a sample of university students and employed an experimental design manipulating participants' thinking style (i.e., concrete versus abstract mindset conditions); additionally, all participants were induced to perceive financial scarcity. Correlations revealed a significant and positive relationship between an abstract thinking style and SWB (Studies 1 and 2). Thus, these results showed that a relatively more abstract thinking style was associated with greater life satisfaction. In Studies 2 and 3 mediation analyses indicated that adults who presented a more abstract thinking style, perceived lower financial difficulties and then reported greater SWB. Overall, given that an abstract thinking style can be induced, these results offer a new intervention approach for improving the SWB of people living in situations of financial scarcity.


Assuntos
Cognição , Pensamento , Adulto , Adolescente , Humanos , Renda
20.
Nurse Educ Pract ; 75: 103902, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38301377

RESUMO

AIM: To determine the effect of Jigsaw technique in nursing education by meta-analysis method. BACKGROUND: Innovative methods actively engage students in the learning process, contrasting with the traditional memorization-based methods. Jigsaw technique, as one of these approaches, allows students to collaborate in small groups with the aim of accomplishing a shared learning objective. DESIGN: A meta-analysis of observational studies. DATA SOURCES: Google Scholar, Science Direct, Pubmed, Web of Science, ProQuest, Medline, CINAHL and Cochrane Library electronic databases in English was systematically searched from inception from January 2011 to December 2022. METHOD: This review used the preferred reporting items for meta-analyses (PRISMA) guidelines. The Cochrane Risk-of-Bias (RoB) Tool was used to assess the methodological quality of the included studies. Statistical analysis was conducted with the Comprehensive Meta Analysis (CMA) software. RESULTS: In the study, 11 studies from 6 different countries were examined. It has been determined that the Jigsaw learning technique in nursing students is a method that enables students to increase their academic success compared with traditional learning methods. In addition, it has been determined because of studies that Jigsaw learning technique is effective in students; interpersonal relations, critical thinking, communication and clinical skills, as well as increasing motivation, self-concept and attitudes such as self-confidence. Funnel plot, Classic Fail-Safe N, Begg-Mazumdar Rank tests showed no publication bias. CONCLUSION: As a result of the meta-analysis, it was determined that the Jigsaw technique had a positive effect on the academic achievement, skills and attitudes of nursing students.


Assuntos
Educação em Enfermagem , Estudantes de Enfermagem , Humanos , Aprendizagem , Educação em Enfermagem/métodos , Motivação , Escolaridade , Pensamento
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