scholarly journals The Effects of Collaborative Block Creation on the Sense of Rolefulness

2020 ◽  
Vol 2 (1) ◽  
pp. p39 ◽  
Author(s):  
Daiki Kato ◽  
Mikie Suzuki
Keyword(s):  
University Students ◽  
Daily Life ◽  
Role Satisfaction ◽  
Role Taking ◽  
Japanese Female ◽  
Before And After ◽  
Base Plates

This study investigated the effects of collaborative LEGO® block creation on the sense of rolefulness; that is, the continuous sense of role satisfaction in an individual’s daily life. For this purpose, 59 Japanese female university students were divided into groups of three or four members and asked to collaboratively express themselves by using LEGO® blocks, figures, and base plates. Then, their scores on the rolefulness scale were compared before and after the collaborative block activity. The results showed that both social and internal rolefulness significantly increased through the activity. The implication of the findings is that collaborative block creation can facilitate the role-taking of participants and improve their sense of rolefulness.

Effect of collaborative LEGO® block construction on Japanese young women's sense of acceptance

2013 ◽  
Vol 41 (8) ◽  
pp. 1333-1338 ◽  
Author(s):  
Daiki Kato ◽  
Miho Asai ◽  
Mio Yoshie
Keyword(s):  
Group Therapy ◽  
University Students ◽  
Young Women ◽  
Late Adolescence ◽  
Collaborative Task ◽  
Japanese Female ◽  
Before And After ◽  
Block Construction ◽  
Construction Task

In this study we examined the effect of constructing a collaborative LEGO® block creation on the sense of being accepted by others (Ibasho) in Japanese young women at the stage of late adolescence. The participants were 20 Japanese female university students whose Ibasho scores were based on comparisons before and after the construction task was completed. The findings indicated that the scores after the construction task were higher than the scores before completing the task (t(19) = −1.81, p < .10). In addition, the scores regarding the sense of role significantly increased after the students completed their construction (t(19) = −3.18, p < .01). These results indicate that a collaborative task facilitated the division of roles in groups and positively affected the participants' Ibasho. These findings present a new possibility for the application of LEGO® block construction in group therapy.

scholarly journals Validation of the Abrahamic Forms of the Centrality of Religiosity Scale (CRS-5, CRS-10, and CRS-15): Evidence from Selected University Students in the Philippines

Religions ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 84
Author(s):  
Fides del Castillo ◽  
Clarence Darro del Castillo ◽  
Gregory Ching ◽  
Michael Ackert ◽  
Marie Antoinette Aliño ◽  
...  
Keyword(s):  
University Students ◽  
Subjective Experience ◽  
Daily Life ◽  
The Philippines ◽  
Descriptive Statistics ◽  
Christian University ◽  
Spss Software ◽  
And Behavior ◽  
Construct System ◽  
Skewness And Kurtosis

The Centrality of Religiosity Scale (CRS) is an instrument that measures the centrality, importance, or salience of religious meanings in personality. Addressing the dearth of research on the salience of religion among Filipino Christian youths, the researchers explore in this paper the degree of religiosity of selected university students and the relevance of religious beliefs in their daily life by validating the Abrahamic forms of the Centrality of Religiosity Scale (CRS-5, CRS-10, and CRS-15). This paper specifically answers the following questions: (1) What CRS version is valid for Filipino Christian youths? (2) What is the position of the religious construct-system among selected Filipino Christian university students? and (3) How does the centrality of religiosity influences the selected Filipino Christian university students’ subjective experience and behavior? Means and standard deviations were calculated for the five subscales of the centrality of religiosity for CRS-5, CRS-10, and CRS-15. The distribution of the subscale scores was also computed using measures of skewness and kurtosis. Cronbach’s α values are provided for each of the subscales to establish internal consistency. Descriptive statistics were also computed with the use of the Statistical Package for Social Science (SPSS) software version 20. Bivariate correlations are reported for all CRS-15 items. This paper established that in a predominantly Christian country such as the Philippines, the CRS-15 is suitable in measuring the centrality of religiosity among Filipino Christian youths.

Effects of choral singing on salivary cortisol levels and self-reported stress in university students

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Gunnar Glauco De Cunto Carelli Taets ◽  
Ramon Werner Heringer Gutierrez ◽  
Leila Brito Bergold ◽  
Luana Silva Monteiro
Keyword(s):  
University Students ◽  
Salivary Cortisol ◽  
Health Issues ◽  
Group Approach ◽  
Choral Singing ◽  
Before And After ◽  
Quasi Experimental ◽  
Potential Impact ◽  
Cortisol Levels

Although mental disorders are common among university students, the majority of students with mental health issues do not seek out treatment during their academic life. The aim of this study was to evaluate the effects of a novel group approach- choir singing, and its potential impact on stress, via salivary cortisol levels and self-reported stress levels in university students during 4 sessions of choir singing. It was based on a quasi-experimental research conducted with 25 Brazilian university students. Each choir singing session lasted 60 minutes. A question was asked before and after the intervention: what is the level of your stress? Salivary cortisol was collected before and after the intervention. After the choir singing intervention, there was  a statistically significant reduction in self-reported stress (p<0.0001) and salivary cortisol levels (p<0.0001). This research suggests that choir singing can reduce the self-reported stress of university students after 4 weeks of follow-up with ∆= 45.83% and salivary cortisol levels in the first week with ∆= 3.57%.

scholarly journals DEVELOPING CONTEXTUAL LESSON PLANNING TO ENGAGE STUDENTS’ UNDERSTANDING IN THE ROLE OF GENDER IN LANGUAGE USED IN DAILY LIFE

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tiara Retno Haryani
Keyword(s):  
University Students ◽  
Gender Bias ◽  
Social Life ◽  
Daily Life ◽  
Lesson Planning ◽  
Second Step ◽  
Advanced Learners ◽  
Know How ◽  
And Gender

Language is not only simply a means of communicating information, but also means of establishing and maintaining relationship with other people (Trudgil, 2000). In social life, the first thing that you will notice is the gender of the person we met. It is a fundamental and obvious thing before we can have an interaction or communication with somebody else. The objective of the activity is to direct the students in understanding the role of gender in language for daily life more deeply. The students are expected to be able analyze the language phenomena in their daily life. The activity is started by explaining the materials to the students about gender role, gender bias, and gender dialect used. The second step is that grouping the students and asks them to discuss about the phenomena of gender in language used in their society so that they know how the characteristic of each gender in their society. The last step is discussing the results together in class. This activity is probably appropriate for the advanced learners, such as university students. It can gain the students’ knowledge and raising the students’ confident in stating their opinion in discussion. Keywords: contextual, lesson planning, role of gender 

scholarly journals Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

2021 ◽  
Vol 18 (19) ◽  
pp. 10180
Author(s):  
Caitlin R. Semsarian ◽  
Gabrielle Rigney ◽  
Peter A. Cistulli ◽  
Yu Sun Bin
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Stages Of Change ◽  
Behavioural Change ◽  
Poor Sleep ◽  
Course Grades ◽  
Before And After ◽  
Students Attitudes ◽  
The Impact

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

scholarly journals Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021 ◽  
Vol 12 ◽  
Author(s):  
Matías E. Rodríguez-Rivas ◽  
Adolfo J. Cangas ◽  
Daniela Fuentes-Olavarría
Keyword(s):  
Mental Disorders ◽  
University Students ◽  
Intervention Group ◽  
Project Based Learning ◽  
Controlled Study ◽  
Control Group ◽  
Global Score ◽  
Stigma Reduction ◽  
Before And After ◽  
The Impact

Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an ad hoc Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (p &lt; 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p &lt; 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.

Computer use by People with Aphasia: A Survey Investigation

2014 ◽  
Vol 15 (2) ◽  
pp. 107-119 ◽  
Author(s):  
Emma Finch ◽  
Anne J. Hill
Keyword(s):  
Everyday Life ◽  
Computer Use ◽  
Daily Life ◽  
Computer Usage ◽  
Clinical Environment ◽  
Aphasia Therapy ◽  
Before And After ◽  
Computer Based ◽  
Positive Experiences ◽  
High Level

Computers are encountered increasingly in the clinical setting, including during aphasia rehabilitation. However, currently we do not know what people with aphasia think about using computers in therapy and daily life, or to what extent people with aphasia use computers in their everyday life. The present study explored: (1) the use of computers by people with aphasia; and (2) the perceptions of people with aphasia towards computers and computer-based therapy. Thirty-four people with aphasia completed an aphasia-friendly paper-based survey about their use of computers before and after the onset of their aphasia, and their attitudes towards computer-based aphasia therapy. There was a high level of computer usage by people with aphasia both before and after the onset of their aphasia. However, the nature of the computer use changed following aphasia onset, with a move away from work-based usage. The majority of the cohort used computers for aphasia therapy and liked using computer-based aphasia therapy, provided that the programs were perceived as appropriate for their individual needs. The results highlight the importance of exposing people with aphasia to computer-based aphasia therapy in a supported clinical environment, and the need to ensure that computer-based therapy is individualised for each client. It should be noted, however, that while the majority of participants reported positive experiences with using computers, this does not mean that the computer-based therapy software used was necessarily an effective treatment for aphasia.

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