The impact of student computer competency on e-learning outcomes: A path analysis model of virtual learning infrastructure, collaboration, and access to electronic facilities.

AIM: This study explored the influence of student computer competency on e-learning outcomes among Iranian nursing students and examined its mediating role in the relationship between virtual learning infrastructure, student collaboration, access to electronic facilities, and e-learning outcomes. DESIGN: A cross sectional study. METHOD: A self-administered online survey was used from August to October 2022, with a sample size of 417 nursing students selected through convenience sampling. Descriptive statistics, correlation analyses, and PROCESS macro v4.1 (Model 4) were used for data analysis. RESULTS: The results revealed that virtual learning infrastructure, access to electronic facilities, and student collaboration, significantly predict student computer competency and e-learning outcomes. Virtual learning infrastructure and access to electronic facilities were found to be the strongest predictors of student computer competency, while student collaboration had a smaller but still significant effect. Student computer competency was found to mediate the relationship between virtual learning infrastructure, access to electronic facilities, student collaboration, and e-learning outcomes.

Primary and secondary pre-service teachers' attitudes towards inclusive education.

The practice of inclusive education in schools has led to changes in policy and pedagogy, hence teacher acceptance and attitude are important components of its success. The aim of this study is to identify the differences in attitudes of primary and secondary pre-service teachers on inclusion and the potential relationship between demographic variables such as definitions of inclusion, previous experience working in a school, completion of a module on inclusive schools, and other variables. The study included 548 Australian university students studying primary (n = 348) or secondary (n = 193) professional teaching. All participants completed the Teacher Attitudes to Inclusion Scale (TAISA). Principle components analysis was performed to transform the TAISA questionnaire into smaller set of components and two-way between-groups analysis of variance was used to analyse data. Results showed that primary pre-service teachers have more positive attitudes towards inclusion than secondary pre-service teachers. Primary pre-service teachers were also more responsive to training on inclusive education. Implications for practice and future research are discussed.

A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism.

This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.

The thriving kids and parents schools project: protocol of an incomplete stepped wedged cluster randomised trial evaluating the effectiveness of a Triple P seminar series.

BACKGROUND: The COVID-19 pandemic disrupted the normality of daily life for many children, their families, and schools, resulting in heightened levels of anxiety, depression, social isolation, and loneliness among young people. An integrated public health model of interventions is needed to address the problem and to safeguard the mental health and wellbeing of children. The Triple P - Positive Parenting Program is one system of parenting support with a strong evidence-base and wide international reach. When implemented as a public health approach, Triple P has demonstrated population level positive effects on child wellbeing. This study will be the first large-scale, multi-site randomised controlled trial of a newly developed, low-intensity variant of Triple P, a school-based seminar series, as a response to the impacts of the pandemic. METHODS: The evaluation will employ an Incomplete Batched Stepped Wedge Cluster Randomised Trial Design. At least 300 Australian primary schools, from South Australia, Queensland, and Victoria will be recruited and randomised in three batches. Within each batch, schools will be randomly assigned to either start the intervention immediately or start in six weeks. Parents will be recruited from participating schools. The Triple P seminar series includes three seminars titled: "The Power of Positive Parenting", "Helping Your Child to Manage Anxiety", and "Keeping your Child Safe from Bullying". Parents will complete measures about child wellbeing, parenting, parenting self-regulation and other key intervention targets at baseline, six weeks after baseline, and 12 weeks after baseline. Intervention effectiveness will be evaluated with a Multilevel Piecewise Latent Growth Curve Modelling approach. Data collection is currently underway, and the current phase of the project is anticipated to be completed in January 2024. DISCUSSION: The findings from this study will extend the current knowledge of the effects of evidence-based parenting support delivered through brief, universally offered, low intensity, school-based parenting seminars in a post pandemic world. TRIAL REGISTRATION: The trial is registered at the Australian New Zealand Clinical Trials Registry (Trial Registration Number: ACTRN12623000852651).

Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study.

The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.

The Experiences of Australian School Mental Health Professionals during COVID-19 Lockdowns.

Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students' access to school mental health professionals were restricted or modified. The aim of this paper was to identify how school mental health professionals supported and addressed the mental health needs of young people during COVID-19 restrictions in Australia. School mental health professionals were surveyed during the 2020 lockdowns using a questionnaire designed by researchers in the United States of America. The innovations school mental health staff adopted to support students during lockdowns and remote learning were presented, including telehealth services, digital resources, and the online training and support they received/provided. The barriers and facilitators to providing counselling and assessment services during lockdowns were identified, including issues with providing psychometric assessments during remote learning, and ethical concerns when delivering remote counselling to students. Recommendations have been included, which address how school mental health professionals could be supported to assess and treat young people during future pandemics and school restrictions.

The predictive role of parental attitudes toward COVID-19 vaccines and child vulnerability: A multi-country study on the relationship between parental vaccine hesitancy and financial well-being.

Background and purpose: Recent new mutations and increases in transmission of COVID-19 among adolescents and children highlight the importance of identifying which factors influence parental decisions regarding vaccinating their children. The current study aims to explore whether child vulnerability and parents' attitudes toward vaccines mediate the association between perceived financial well-being and vaccine hesitancy among parents. Method: A predictive, cross-sectional, multi-country online questionnaire was administered with a convenience sample of 6,073 parents (Australia, 2,734; Iran, 2,447; China, 523; Turkey, 369). Participants completed the Parent Attitude About Child Vaccines (PACV), the Child Vulnerability Scale (CVS), a Financial Well-being (FWB) measure, and Parental Vaccine Hesitancy (PVH) questionnaire. Results: The current study revealed that perceived financial well-being had significant and negative associations with parents' attitudes toward COVID-19 vaccines and child vulnerability among the Australian sample. Contrary to the Australian findings, results from Chinese participants indicated that financial well-being had significant and positive predictive effects on parent attitudes toward vaccines, child vulnerability, and parental vaccine hesitancy. The results of the Iranian sample revealed that parents' attitudes toward vaccines and child vulnerability significantly and negatively predicted parental vaccine hesitancy. Conclusion: The current study revealed that a parents' perceived financial well-being had a significant and negative relationship with parental attitudes about vaccines and child vulnerability; however, it did not significantly predict parental vaccine hesitancy among Turkish parents as it did for parents in Australia, Iran, and China. Findings of the study have policy implications for how certain countries may tailor their vaccine-related health messages to parents with low financial wellbeing and parents with vulnerable children.

Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney.

This tribute celebrates the distinguished scholarship and extraordinary life of Dennis Michael McInerney, who passed away in Hong Kong on May 20th, 2022. It is a testimony of his impact on our professional and personal lives while highlighting the multitude and depth of his scholarly contributions. McInerney was one of those thinkers who invited us to reconsider how we conceptualize, assess, and apply scientific investigations in our teaching and learning practices. He authored and co-authored numerous widely used books and published numerous research articles in peer-refereed journals. During his remarkable career, McInerney dedicated a significant part to researching the problems associated with studying culture and uncovering how culture is a missing link in most motivation research. He believed there was a noteworthy need to conduct Indigenous educational research to understand the extent to which mainstream motivation theories apply to culturally diverse groups and stand up to cross-cultural testing scrutiny. McInerney's influence and impact will transcend future generations of research, given the gravity of his scholarly contributions.

Academic burnout in nursing students: An explanatory sequential design.

AIM: Despite the harmful effects of burnout among many nursing students, academic burnout is poorly understood. This study was conducted to better explain the concept of burnout in nursing students. DESIGN: An explanatory sequential mixed-method design was used. METHODS: In the quantitative phase, the Maslach Burnout Inventory-Student Survey was completed by 91 nursing students in eastern Iran. In the qualitative phase, individual interviews were conducted with 13 undergraduate nursing students, one nurse and one instructor. Data were analysed using the directed content analysis method. RESULTS: Results from an ANOVA test showed differences in burnout scores in different semesters (p = .02) that were confirmed by the qualitative data. In addition to the three dimensions of the Maslach burnout model (exhaustion, cynicism and inadequacy feeling), qualitative data from the present study indicated the presence of a fourth dimension (incompatible learning style).

Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study.

Schools are an ideal setting to base mental health literacy programs as the learning environment is already established. Mental health literacy represents how to obtain and maintain good mental health and should be incorporated into the school curriculum. Collaboration with key stakeholders in youth mental health, such as school staff and allied health professionals, is critical in ensuring needs are addressed, and programs are sustainable. This study aimed to understand the perspectives of school staff and allied health professionals towards mental health literacy within Australian schools. An exploratory qualitative and quantitative survey was completed by 88 participants across Australia. Results indicated that school staff feel less competent to deliver mental health literacy content and perceive their training did not address mental health education compared to allied health professionals. Most mental health programs reported to be implemented within schools were social and emotional learning programs. School staff viewed mental health programs to strengthen academic performance less than allied health professionals. Thematic analysis of qualitative data identified that participants viewed mental health knowledge, where and how to seek help, and coping skills as vital content to cover in a school-based mental health literacy program. This study reveals that school staff need sufficient training and resources to address youth mental health literacy. Though mental health literacy is lacking in the Australian school system, the perspectives of school staff and allied health professionals in this study provide key ideas and considerations for the future development of school-based mental health literacy programs for youth. Supplementary Information: The online version contains supplementary material available at 10.1007/s10648-023-09725-5.

Strength-Based Parenting and Academic Motivation in Adolescents Returning to School After COVID-19 School Closure: Exploring the Effect of School Belonging and Strength Use.

The present study aimed to examine whether the level of strength-based parenting a student receives during remote learning affects their levels of academic motivation once returning to school. Additionally, the study sought to explore whether school belonging mediated the association between strength-based parenting and academic motivation and whether student strength use moderated this mediating relationship. The sample comprised of secondary school students who had recently returned back to campus, following a period of COVID-19 enforced remote learning (n = 404; age range: 11 to 18 years; M = 14.75, SD = 1.59; 50.2% female, and 3% non-/other gendered or declined to answer). Strength-based parenting had a significant predictive effect on student academic motivation with school belonging mediating the association between strength-based parenting and academic motivation. The mediating effect of school belonging on the association between strength-based parenting and academic motivation was moderated by strength use during remote learning. The results of the study are discussed using a positive education lens with implications for improving skills and strategies to foster positive student functioning in times of remote learning and crisis.

'It makes you not want to eat': Perceptions of anti-obesity public health campaigns in individuals diagnosed with an eating disorder.

OBJECTIVE: Recent research has highlighted the potentially deleterious effects of anti-obesity public health campaigns on vulnerable audiences such as those at risk of, or diagnosed with, eating disorders (ED). The qualitative experiences of campaigns in this population group have been little explored. METHODS: Twelve interviews were conducted with participants either currently or previously diagnosed with an ED using the Interpretative Phenomenological Analysis approach. Participants were shown a series of real-world public health campaigns and, using a semi-structured interview guide, asked about their responses to the images used. RESULTS: Several themes emerged from the data, including the effect of campaigns on participants, perceived effect on others, and general campaign attributes. It was evident that participants felt that anti-obesity campaigns had the potential to confirm ED thoughts and behaviours, and could act as potential triggers. Participants also felt that they could impact vulnerable groups (e.g., young audiences) and stigmatise those living in larger bodies. CONCLUSION: Campaigns addressing overweight and obesity should consider reframing these conditions and care must be taken to avoid causing potential harm to vulnerable audiences.

Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation.

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.

Predictors of breastfeeding self-efficacy during the covid-19 pandemic.

Background: Breastfeeding self-efficacy (BSE) is a strong predictor of the duration of breastfeeding. The aim of this study is to determine the predictors of BSE in breastfeeding mothers during the Covid-19 pandemic. Methods: A cross-sectional study was conducted with 300 breastfeeding mothers who breastfed during the Covid-19 pandemic. Convenience sampling was used to recruit participants. A battery of online questionnaires measured sociodemographic and obstetric characteristics, breastfeeding self-efficacy, spouse postpartum social support, perceived social support, anxiety and depression, and fear of Covid-19. Data were analyzed using Pearson correlation coefficients, one-way ANOVA, and multivariable linear regression via stepwise method. The significance level in this study was α = 0.05. Results: The mean BSE score among participants was 58.19 ± 10.48 (out of 70). Spouse postpartum social support (ß = 0.732, p = 0.04), intention to breastfeed (ß = 0.17, p = 0.001), use of formula while breastfeeding (ß = -0.09, p < 0.001), and depression (ß = - 0.11, p < 0.001) were significant predictors of BSE. However, fear of Covid-19 was not significantly correlated with BSE (p = 0.514). Conclusion: The results of the present study showed that fear of Covid-19 was not a significant predictor of BSE, while spouse postpartum social support and having the intention of breastfeeding were positively associated with BSE. Depression and simultaneous use of formula in feeding the infant was negatively associated with BSE during Covid-19. Overall, breastfeeding can be encouraged through counseling to improve receiving spousal support, increasing breastfeeding intent, and reducing depression.

Strength-based parenting and stress-related growth in adolescents: Exploring the role of positive reappraisal, school belonging, and emotional processing during the pandemic.

INTRODUCTION: Coronavirus disease 2019 (COVID-19) has changed the way families live, interact, and connect with others, resulting in higher levels of stress for many teenagers who struggle with the ongoing uncertainty and disrupted school and family life. The current study examined the psychosocial factors that influence the capacity of adolescents to grow through the stress of the COVID-19 pandemic. METHODS: The sample included 404 secondary school students ranging in age from 11 to 18 (M = 14.75, SD = 1.59; 50.2% female, 46.8% male, and 3% non-/other gendered or declined to answer) from an independent high school in Australia. Data were collected from a battery of questionnaires that assessed strength-based parenting (SBP) and the effect of three psychosocial factors (positive reappraisal, emotional processing, and school belonging) on stress-related growth. RESULTS: Structural equation modeling showed that (SBP) was significantly associated with stress-related growth (SRG). Positive reappraisal and emotional processing were also positively and significantly associated with SRG and mediated the effect of SBP on SRG. Moreover, school belonging was positively linked to positive coping, emotional processing, and SRG, as well as mediating the association of SBP with positive reappraisal, emotional processing, and SRG in adolescents during the pandemic. CONCLUSIONS: The results show that teenagers can experience SRG during the COVID-19 pandemic, and adolescents adapting by engaging in constructive coping responses such as positive reappraisal and emotional processing is positively related to SRG.

Factors Associated With Hope and Quality of Life in Patients With Coronary Artery Disease.

BACKGROUND: Psychological resources such as hope have been suggested to affect quality of life (QoL) positively in patients with heart disease. However, little information regarding the relationship between these two constructs is available. PURPOSE: This work was aimed at examining the factors associated with hope and QoL in patients with coronary artery disease. METHODS: In this descriptive work, perceived QoL and hope were assessed in 500 patients with heart disease. The information was collected using the McGill QoL Questionnaire, demographic variables, and the Herth Hope Index. The Pearson correlation test and general linear model were used to examine correlations through SPSS Version 22. RESULTS: A considerable correlation was discovered between QoL and hope (r = .337, p < .001). Multivariate analyses with regression revealed that religious beliefs and social support both had significant and positive effects on the total perceived hope of patients and that patient age had a considerable negative impact on QoL (p < .05). None of these factors had a significant impact on hope (p < .05). In addition, the total QoL had a significant and positive effect on patient feelings and thoughts, whereas the physical problems component of QoL had a significant and negative effect on hope (p < .05). Participants with higher levels of education reported more hope. CONCLUSIONS: QoL relates significantly to self-perceived hope in patients. Understanding QoL and hopefulness in patients with coronary artery disease has implications for nurses and other healthcare professionals.

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during COVID-19, and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct.

The need to belong in human motivation is relevant for all academic disciplines that study human behavior, with immense importance to educational psychology. The presence of belonging, specifically school belonging, has powerful long- and short-term implications for students' positive psychological and academic outcomes. This article presents a brief review of belonging research with specific relevance to educational psychology. Following this is an interview with Emeritus Professors Roy Baumeister and Mark Leary, foundational pioneers in belonging research which reflects upon their influential 1995 paper, "The need to belong: Desire for interpersonal attachments as a fundamental human motivation," to explore the value and relevance of belonging for understanding human behavior and promoting well-being.

Anti-obesity public health advertisements increase risk factors for the development of eating disorders.

Although overweight and obesity are increasing in prevalence, eating disorders such as anorexia nervosa, bulimia nervosa and binge-eating disorder are simultaneously on the rise. It is important to address the burden of disease of overweight and obesity on the population, yet there is concern that some of these efforts may be encouraging unhealthy weight control behaviours (UWCB). Using an online survey, 137 participants were exposed to four anti-obesity public health advertisements presented in random order. Weight satisfaction, shape satisfaction, desire to control weight, desire to control shape and desire to engage in UWCB were measured on a 100-point visual analogue scale. A significant effect of the experimental condition was found after exposure to Image 1 with a decrease in weight satisfaction, and increased desire to control body weight, body shape and engage in UWCB. Mean scores for UWCB also increased, on average, across all four image conditions. Public health advertisements targeting obesity risk encouraging unhealthy weight control and subsequent disordered eating behaviours. Those responsible for the implementation of such advertisements must consider very carefully the potential to cause unintended harm.

Exploring the association between coronavirus stress, meaning in life, psychological flexibility, and subjective well-being .

There has been a call to action from much of the community to urgently investigate stress and well-being during the global health crisis instigated by COVID-19. This study seeks to investigate well-being, meaning in life, and psychological flexibility in relation to COVID-19 stress. Participants of the study consisted of 417 students from a public university, and they were 40.3% male and 59.7% female, ranging in age from 18 to 40 years (M = 23.36, SD = 5.96). The study's findings indicated that meaning in life and psychological flexibility mediated the effect of coronavirus stress on student well-being. Psychological flexibility also mitigated the effect of stress on meaning in life. The study findings offer implications for mental health professionals and officials responding to COVID-19 and provide insights into future planning and preparedness for disasters of this scale that may occur in future years.