bluuebunny/crossref_metadata_2025 huggingface dataset:
Empirical analysis of language learning strategies for optimizing online language courses
Authors: Lip Rashidah , Salam Sazilah , Mohamad Siti Nurul Mahfuzah , Kar Mee Cheong , Poh Ee Tan , Ismail Nurmaisarah , Mohd Yusoff Azizul , Lestari Uning , Ahmad Fesol Siti Feirusz
Published: September 2024

In today’s changing education world, online language classes are becoming more important. Recognizing the important role of the relationship between language learning strategies and students’ preferences, our empirical study examines the patterns or factors that explain the observed correlations among variables to provide insights in optimizing online language courses. Addressing a critical gap in the existing literature that has traditionally treated language learning strategies and online language education as distinct entities, our survey-based research collected comprehensive data from students enrolled in online language courses. Focused on six key language learning strategies: memory, cognitive, compensation, metacognitive, affective, and social. The research shows a delicate connection between these strategies and students’ preferences in online teaching mode. The empirical findings provide insights into certain strategies that work better for specific online learning methods. This helps us grasp the varied preferences of groups of students. This research enriches online language education by revealing an unexplored connection between strategies and preferences and provides a valuable resource for educators and course designers. The information given helps make online language classes better. It ensures that students learn languages more effectively online, considering their functional and practical needs in online learning.
Frayer model-based assessment for detecting students’ conceptual understanding in evolution
Authors: Prativi Ramadanti , Ramli Murni , Rinanto Yudi
Published: September 2024

This study aimed to test the validity, reliability, and difficulty level of items developed based on the Frayer model and detect conceptual understanding of high school students in biology evolution. The test method evaluated 35 multiple-choice questions on evolution for 55 high school students. Rasch analysis was performed to assess the validity, reliability, difficulty level of items, and students’ ability level. Two experts empirically tested and analyzed the validity of the items. The assessment developed was discovered to be valid based on expert and empirical analyses. Furthermore, the construct validity test indicated that only two of the 35 questions were deemed invalid. The assessment exhibited reliability with an item reliability score of 0.92. The item difficulty levels were equally spread across the normal curve, encompassing questions ranging from very difficult to very easy categories, as depicted in the variable map. After analyzing the map, it was observed that variations in students’ proficiency levels at answering questions were evident, indicating diverse levels of ability. Students performed well in handling formal and superordinate-subordinate level questions. However, their performance differed when dealing with identity and principle-level concepts.
Design and validation of research capability test for educators
Authors: Amanonce Jay-cen Tamayo , Vecaldo Rudolf Tamangen , Malana Maribel Fontiveros , Temporal Conchita Malenab , Tamayao Antonio Ingaran , Calubaquib Jhoanna Battung , Calanoga Marie Claudette Maramag , Tamayo Ria Arellano
Published: September 2024

Assessing the research capability of educators yields implications for bridging the gap and addressing concerns along research. Accordingly, the Commission on Higher Education (CHED) highlighted substantive research concerns which need to be given attention specifically in enhancing research capabilities of graduate students, research staff, and faculty which calls for a well-designed and validated research capability test (RCT). Thus, this study established the RCT’s validity and reliability to gauge the knowledge of educators in conceptualizing, implementing, and publishing research. The developed RCT underwent series of critiquing, content validation from experts, and internal and external pilot testing. The study has generated 80 items with desirable difficulty index (50.76), reasonably good discrimination index (0.28), and large functioning distractors (78.97% distractor efficiency). Remarkably, there is a significant association between distractor efficiency and difficulty index of the items with an inter-item consistency of α=0.904. Thus, the RCT is a valid and reliable instrument to gauge the research capability of educators.
Assessing students’ mathematical reasoning in problem-based learning: a gender perspective
Authors: Romadhon Nurul Isnaini , Amir Mohammad Faizal , Wardana Mahardika Darmawan Kusuma
Published: September 2024

Mathematical reasoning (MR) in problem-solving is still relatively low, but students need it. Previous studies have shown that problem-based learning (PBL) can improve MR. Meanwhile, differences in MR are also influenced by gender. This study assesses MR quantitatively and qualitatively by reviewing gender differences when given PBL intervention. The research participants involved were fifth-grade primary students. The sampling techniques used were convenience and purposive sampling. This study design uses an explanatory sequential mixed method with quantitative data collection followed by qualitative data. Instruments like MR tests, interview guides, and questionnaires were used to collect data. Analysis techniques used for quantitative data are descriptive statistics, n-gain, and Wilcoxon signed-rank test, while qualitative data is thematic analysis. The study found that quantitatively, PBL significantly affects the MR of students with different gender perspectives. Meanwhile, qualitative findings in MR varied among students of different genders (masculine, feminine, and neutral) in the implication of PBL. Another finding is that students’ MR is inadequate in generalizing the statement. The study results provide comprehensive findings regarding the differences in MR of students with gender differences in the implications of PBL, which can contribute practical, theoretical, or methodological to teachers, practitioners, researchers, and scholarship.
Indigenous knowledge of Malay culture and Islamic professional madrasa teachers: a phenomenological investigation
Authors: Tambak Syahraini , Sukenti Desi , Firdaus Firdaus
Published: September 2024

Same research has been done on professional madrasa teachers, but incorporating Islamic values and indigenous knowledge of Malay culture into them has been neglected. This study aims to determine Islamic professional madrasa teachers based on indigenous knowledge of Malay culture in the teaching for future profession. This study used a phenomenological research design involving 16 madrasa teachers as informants. Data was collected by conducting interviews with madrasa teachers and analyzed using a systematic design. This research shows that Islamic professional madrasa teachers are related to prophetic abilities based on Islamic values, moral, and related to human functions as khalifah, imarat al-ard, and ‘abdullah. Indigenous knowledge of Malay culture is an integral part of developing Islamic professional madrasa teachers, contribute to producing attitudes there are in accordance with Islam and having commendable qualities. Madrasa teachers have the ability the rules of Fiqh: al-‘adatu muhakkamat, istihsan, ‘urf, and maslahah al-mursalah to integrate Malay cultural values in learning materials. Self-control, ukhuwah, religious moderation, and an attitude of pluralism contained in Malay culture are the basis for the personality competence of Islamic professional madrasa teachers in learning. This research has implications for developing theories of professional Islamic madrasa teachers for the future profession.
The effects of mobile technologies on the level of student involvement
Authors: Abazova Ludmila , Gutaeva Zhansurat , Kochesokova Madina
Published: September 2024

In the modern world, there is a conscious interest in improving education quality with the help of modern information technologies. Innovative m-learning technology expands the possibilities and increases the effectiveness of training. Experiments conducted in European countries showed that the use of mobile devices positively affected academic performance, discipline, and interpersonal relationships among participants in the educational process. However, currently, practical research only generally concerns the issue of increasing foreign student involvement in the educational process. The purpose of the study is to experiment and obtain new data confirming the effectiveness of mobile technologies in increasing foreign student involvement in the educational process. The developed mobile technology-based course was introduced into the educational system of the university. The program included traditional and practical classes. The study confirms the effectiveness of mobile learning technology. A statistical data analysis showed positive dynamics in the indicators of the experimental group. The final data of the experimental group differed significantly from the initial ones: the average indicator of 2.9 (average involvement level) increased to 4 (+1.1). Based on the developed course using mobile learning, it is possible to create and practically implement new educational programs for universities.
Assessment methods and learning styles for learning satisfaction: the role of self-efficacy
Authors: Mahmud Amir , Susilowati Nurdian , Sari Puji Novita
Published: September 2024

This study aimed to determine the effect of assessment methods and learning styles on online learning satisfaction with self-efficacy as a moderating variable. The study surveyed 228 students from the accounting education major program at a public university in Indonesia. The collected data was analyzed using descriptive statistics and moderation regression analysis (MRA). The results showed that the assessment method and learning styles affected student learning satisfaction. In addition, this study also found that self-efficacy moderated the effect of the assessment method and learning styles on student learning satisfaction. This finding suggests that lecturers can use online assessment methods that are based on student interest so that students can enjoy learning in class and increase the level of satisfaction students can increase. Not only that, but the assessment process will also be a success if the faculty supports every technical source to make online learning run smoothly. Furthermore, when students have self-efficacy when choosing their specific learning style during the assessment process, their satisfaction with online learning will increase. The current study contributes to the existing body of knowledge by stressing that assessment and learning methods are significantly helpful in students’ satisfaction-related self-efficacy.
Optimizing prospective teachers’ representational abilities through didactical design-based lesson study
Authors: Isnawan Muhamad Galang , Alsulami Naif Mastoor , Sudirman Sudirman
Published: September 2024

This research aimed to optimize the representational abilities of prospective mathematics teachers through the implementation of hypothetical lecture designs. The research design used was didactical design research combined with lesson study activities. Participants in this research were 29 prospective mathematics teacher students (18–21 years old) at a private university in Mataram, Indonesia. The researcher was the main instrument, with several additional instruments, one of which was the hypothetical lecture design. After conducting qualitative data analysis, it was concluded that there was an increase in the percentage of students’ representation abilities through the implementation of hypothetical lecture designs. This was because the course design facilitated students to solve problems by exploring, using, and presenting ideas in various forms of representation. Apart from that, the lecture design integrated QR codes, Quizizz, and inspirational YouTube videos to attract students’ interest or motivation during lectures, especially when solving problems.
Didactic experience based on mathematics competencies and soft competencies for teacher education
Authors: Quezada Verónica Díaz , Hernández-Díaz Alejandro , Flores del Río George
Published: September 2024

The aim of this research was to implement a didactic experience to facilitate the study of linear algebra. This article shows the potential of working the curriculum based on both disciplinary competencies and soft competencies, prioritizing collaborative learning, in future secondary school teachers of mathematics. The nature of the study is exploratory with a mixed methodology. In this article, we show the phases that constituted in its entirety the way of working during a semester in higher education and the forms of evaluation that are part of the qualitative-interpretative methodology, which include the elaboration, validation and application of a questionnaire of students' opinion on mathematical and soft skills, in addition to the analysis by categories of open answers, considering the similarities and differences found in the opinions written by the students, regarding the strengths and weaknesses of the didactic proposal, validating the usefulness of this successful teaching methodology.
Integration of techno-pedagogical approach in English as a second language classroom: a systematic review
Authors: Leong Lee Vun , Yunus Melor Md , Ismail Hanita Hanim
Published: September 2024

The integration of technology in English as a second language (ESL) education is embraced by the educational institution and yet becomes a growing trend in today’s 21st century ESL classroom. The integration of techno-pedagogical approach in ESL classroom was critically examined in this systematic literature review by addressing three main research topics, the factors that ensure the effective integration of techno-pedagogical approach, yet the potential benefits and challenges of the implementation of this approach in ESL classroom. To review current studies, preferred reporting items for systematic reviews and meta-analyses (PRISMA) were adopted and two core journal databases, namely Scopus and Web of Science were utilized to review on 30 articles published in 2019-2023. A comprehensive overview that aids in understanding the intricate problems related to technology integration in ESL classrooms for educators and policymakers was provided and the delicate balance needed for integration to be effective, acknowledging the benefits and challenges of implementing techno-pedagogical approaches in ESL classroom was highlighted. Lastly, several recommendations that needed to be the subject of further investigation were made at the conclusion of this study.
Evaluating Bengkulu culture’s role in mathematics learning outside classrooms for understanding measurement
Authors: Yumiati Yumiati , Rodríguez-Nieto Camilo Andrés , Bonyah Ebenezer , Sudirman Sudirman , Haji Saleh
Published: September 2024

Connecting measurement concepts from informal to formal situations was challenging for students, specifically in understanding length and area measurements in elementary school. The use of cultural context in mathematics learning have been identified as a potential solution to address these challenges, although further exploration was required. Therefore, this study aimed to investigate the impact of mathematics learning designs outside classroom that integrate the culture of Bengkulu, Indonesia. A quasi-experimental design was used with a total of 83 fifth-grade students from two medium- and high-level elementary schools. The assessment instrument comprised six test questions and an observation sheet to record students’ activities. The results showed that students in high-level schools understood teacher instructions and worksheets more quickly, providing additional time for measuring practice. Conversely, students at medium-level schools tended to wait for instructions. The inferential analysis showed that integrating mathematics learning designs outside classroom in Bengkulu cultural context did not significantly increase the understanding of area and length measurements for students in medium-level schools but positively impacted those in high-level schools. Therefore, this method had the potential to improve understanding of other mathematical concepts, specifically when effectively implemented in schools with higher levels of understanding.
Enhancing creative thinking and cultural literacy: project-based learning with field trip support
Authors: Syarif Erman , Tabbu Muhammad Ansarullah S. , Jamaluddin Asham Bin , Saputro Alief
Published: September 2024

One of the main challenges in learning cultural geography is to develop a deep understanding of cultural diversity and creative ability in analyzing and describing the relationship between humans and their environment. This study investigates the effect of the field trip-based project-based learning (PjBL) learning model on students’ creative thinking ability and cultural literacy in a Cultural Geography course. The research design used is a comparative experimental design in three different groups. The subjects in this study were students majoring in Geography at Universitas Negeri Makassar (UNM) in the 3rd (odd) semester of the 2023/2024 academic year. The research sample was selected purposively (purpose sampling) based on the same academic ability characteristics of the population. The collected data will be analyzed using the ANACOVA test statistical method. The results showed that the 2-tailed significance level (Sig.) was 0.000, far below the generally accepted alpha level (α=0.05) which indicated a significant difference in the use of the PjBL model, the PjBL-field trip (PjBL-FT) model, and the conventional learning model in improving creativity and cultural literacy skills. The considerable difference in the mean post-test scores underscores the effectiveness of field trip-based project-based learning (PjBL-FT) in improving creative skills. The results imply that this model can be used to create innovative learning so that it can make a good contribution to learning.
Intact NOX2 in T Cells Mediates Pregnancy-Induced Renal Damage in Dahl SS Rats
Authors: Dasinger John Henry , Abais-Battad Justine M. , Walton Samuel D. , Burns-Ray Emily C. , Cherian-Shaw Mary , Baldwin Kaitlyn E. , Fehrenbach Daniel J. , Mattson David L.
Published: September 2024

BACKGROUND:

Hypertensive disorders of pregnancy are associated with increased risk for cardiovascular disease, renal disease, and mortality. While the exact mechanisms remain unclear, T cells and reactive oxygen species have been implicated in its pathogenesis. We utilized Dahl salt-sensitive (SS), SS
CD247−/−
(Dahl SS CD247 knockout rat; lacking T cells), and SS
p67phox−/−
(Dahl SS p67
phox
[NOX2 (NADPH [nitcotinamide adenine dinucleotide phosphate] oxidase 2)] knockout rat; lacking NOX2) rats to investigate these mechanisms in primigravida and multigravida states.

METHODS:

We assessed blood pressure and renal damage phenotypes in SS, SS
CD247−/−
, and SS
p67phox−/−
rats during primigravida and multigravida states. To investigate the contribution of NOX2 in T cells, we performed adoptive transfers of splenocytes or cluster of differentiation (CD)4
+
T cells from either SS or SS
p67phox−/−
donors into SS
CD247−/−
recipients to determine pregnancy-specific alterations in phenotype.

RESULTS:

Multigravida SS rats developed significant pregnancy-induced renal damage and renal functional impairment associated with elevated maternal mortality rates, whereas deletion of T cells or NOX2 garnered protection. During primigravida states, this attenuation in renal damage was observed, with the greatest protection in the SS
p67phox−/−
rat. To demonstrate that NOX2 in T cells contributes to adverse pregnancy phenotypes, adoptive transfer of SS splenocytes into SS
CD247−/−
rats resulted in significant pregnancy-induced renal damage, whereas transfer of SS
p67phox−/−
splenocytes garnered protection. Specifically, the transfer of SS CD4
+
T cells resulted in pregnancy-induced proteinuria and increases in uterine artery resistance index, an effect not seen with the transfer of SS
p67phox−/−
CD4
+
T cells.

CONCLUSIONS:

T cells and NOX2-derived reactive oxygen species, thus, contribute to end-organ damage in both primigravida and multigravida pregnancies in the SS rat leading to increases in maternal mortality.
Mental rotation-related neural interactions between gender and cognitive strategy
Authors: Bersier Nadia Marie , Arbula Sandra , Ionta Silvio , Rumiati Raffaella I.
Published: September 2024

A long-standing history of research has focused on the differences between men and women in cognitive tasks, including that men would be more accurate and faster than women in mental rotation (MR). This advantage suggests that men would use an object-based cognitive strategy (OBS) to perform MR, whereas women would rely more on an effector-based cognitive strategy (EBS). To test this hypothesis, participants in the present study performed MR using OBS and EBS (plus a control condition) while their brain activity was recorded using fMRI. As sex hormones have often been reported to influence spatial ability, we also assessed the relationship between MR and testosterone levels and digit ratio. Behavioral results showed that (1) men performed faster MR than women in the OBS and control conditions, (2) men were more accurate than women in the OBS condition, and (3) women performed better in OBS than the other two conditions. No relationship was found between MR and testosterone or digit ratio. fMRI data showed that women in the OBS condition had greater activation than men in the inferior frontal and somatosensory cortices. Salivary testosterone levels had no effect on whole-brain activity. Combining behavioral and brain imaging data, these findings suggest that the additional somatosensory activation found in women during OBS somehow affects their MR, preventing the use of a purely spatial strategy and promoting the use of body-based sensorimotor processing, which would result in lower accuracy. These results support that gender differences in MR would be better explained by considering their relationship with the cognitive strategies used to perform MR.
L’alienazione del personaggio e la dialettica fra passato e presente in Anima nera di Patroni Griffi
Authors: Naguib Mohamed
Published: September 2024

Il saggio cerca di ridare luce ad Anima nera, una commedia imperniata su una domanda: come trovare un equilibrio tra il rimpianto e il bisogno di voltare pagina, gettando alle spalle un passato macchiato da vizi e dissolutezza morale? Il presente studio prende in esame i diversi temi trattati nella pièce, evidenziando come nella commedia i temi dell’emarginazione e dell’alienazione sono contigui. Ci si concentra poi dettagliatamente sulle diverse sfaccettature del carattere del protagonista che simboleggia l’aspirazione alla purezza e alla normalità. Si cerca anche di mettere in luce come lo scrittore inserisce in Anima nera il contesto sociale degli anni ‘60, mostrando le conseguenze del degrado postbellico dell’Italia. L’analisi si concentra anche su alcuni aspetti innovativi della commedia, primo fra tutti il fatto che la commedia è strutturata in due tempi senza ripartizioni in scene, la presenza continua e simultanea di tutti i personaggi in scena, nonché l’intrecciarsi di due dialoghi contemporanei fra persone diverse il che crea la contemporaneità di due momenti.
Not just one woman at a time: Re-radicalizing a feminist project at work in a postfeminist era
Authors: Benschop Yvonne , Lewis Patricia
Published: September 2024

Feminism is back, but is it? What does the contemporary popularity of feminism mean for the feminist subject and the feminist project in western organizations? This is the question that lies at the heart of this article. We observe how postfeminism – as a key source for feminism’s contemporary attractiveness – individualizes the feminist subject as empowered, choosing and self-transforming. However, feelings of affective incongruity between what is promised and what is delivered in postfeminist times provide an entry point for a re-radicalization of the feminist project. To examine how the disappointed postfeminist subject can challenge organizations, we return to the feminist concepts of collectivity and patriarchy. We update the notion of collectivity through fusion with network sociality, breaking with a traditional understanding of stable collaboration, and emphasizing diverse experiences and transient, intense collective encounters. Returning to patriarchy, we present it as ‘stunningly adaptable’ and the unsanitized interpretation of the struggle for equality. It is the context for the disappointment that can spark temporary intense collective action for intersectional equality. Finally, we identify the contours of a research agenda to explore how to radicalize the feminist subject to take forward a feminist project of intersectional equality.
Book review: Tunji Olaopa, The Unending Quest for Reform: An Intellectual Memoir
Authors: Magbadelo Olushola John
Published: September 2024

Tunji Olaopa, The Unending Quest for Reform: An Intellectual Memoir (Austin, TX: Pan African University Press, 2023) xxiii +258 pp. ISBN: 978-1-943533-59-6 (Paperback).
Book review: Jan Lucassen and Radhika Seshan (Eds.), Wage Earners in India 1500–1900: Regional Approaches in an International Context
Authors: Roy Tirthankar
Published: September 2024

Jan Lucassen and Radhika Seshan (Eds.), Wage Earners in India 1500–1900: Regional Approaches in an International Context, Sage, 2022, xviii+306 pp., ₹750, ISBN 978-9354793639 (Paperback).
Spinal subdural abscess following chronic meningitis – A rare manifestation of Mucormycosis
Authors: Hamide Abdoul , Krishnamurthy Amrutha Varshani , Kandan Balamurugesan , Bharati Deepak , Ravichandran Praveen , Mani Manoranjithakumari
Published: September 2024

A 57-year old man with uncontrolled diabetes presented with features suggestive of chronic meningitis. Cerebrospinal fluid (CSF) analysis revealed a polymorphonuclear pleocytosis with low glucose and high protein levels in the CSF. Bacterial and fungal cultures and tests for M. tuberculosis were negative. MRI spine showed leptomeningeal enhancement. On ruling out other causes, fungal meningitis was considered. The patient developed paraparesis in the hospital. MRI showed peripherally enhancing subdural lesion with dorsal cord involvement at the level of D4 and D5 vertebrae. On laminectomy and exploration, an intradural extramedullary abscess and a granuloma were noticed at T4–­T5 spinal levels causing compression of the cord below. Histopathological examination of the lesions revealed acute on chronic inflammatory infiltrates interspersed by broad, aseptate, ribbon-like fungal elements highlighted by PAS stain, diagnostic of mucormycosis. Intravenous amphotericin B and oral posaconazole were administered for more than 8 weeks. On follow-up, he had complete neurological recovery without sequelae.
Sanitarians, Public Good, and Power: Generating Tolerance for Garbage Disposal Plants, 1896-1910
Authors: Sullivan Kathleen S. , Strach Patricia
Published: September 2024

The passage of municipal garbage collection ordinances across the United States in the 1890s promoted public health, but garbage disposal plants themselves generated noxious odors that presented a nuisance to nearby residents. This article relies on Pittsburgh’s and Columbus’s experiences with garbage collection to identify the power that local governments—whether machine or reform—wielded in responding to challenges to their municipal garbage collection programs. By comparing a machine and reform government, we show that even reform governments needed to exercise state power, which could be distributed unequally.
Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education
Authors: Shane-Simpson Christina , Obeid Rita , Chang Jacklin , Ki Dave , Arlt Emma
Published: September 2024

Background

Inclusive teaching practices have become essential to support student success in our diverse college classrooms. Given the variations in how inclusivity is translated into teaching behavior, it is important for us to examine how our students define and perceive inclusivity.

Objective

The main goal of this qualitative study is to define and characterize inclusive classroom communities and inclusive pedagogy practices through the voices of current college students.

Method

Participants included 365 undergraduate students from a public and a private university. Students responded to open-ended questions about inclusive teaching practices, characteristics of an inclusive classroom, inclusive teaching behaviors, and inclusive behaviors of classmates.

Results

Participants highlighted that inclusive teaching impacts all students while noting that teaching practice may differentially impact specific student populations, including students with disabilities and students of color. Students also identified specific instructor and classmate characteristics and behaviors that contribute to an inclusive (or non-inclusive) classroom community.

Conclusion

This study highlights students’ views on what characterizes inclusive teaching. Participants underscored the importance of respectful and welcoming environments both from faculty and peers.

Teaching Implications

Findings offer practical implications for instructors as they create and support an inclusive classroom, particularly as it pertains to teacher and student characteristics and behaviors.
Generative AI and College Students: Use and Perceptions
Authors: Golding Jonathan M. , Lippert Anne , Neuschatz Jeffrey S. , Salomon Ilyssa , Burke Kelly
Published: September 2024

Background

The advent of generative-artificial intelligence (AI) applications introduces new challenges for colleges. Importantly, the growth of these applications requires faculty to adjust their pedagogy to account for the changing technological landscape.

Objective

As colleges wrestle with the implications of these applications, it is important to understand college students’ perceptions and use of generative-AI.

Method

Undergraduate college students’ (in psychology courses) were surveyed about their use and perception of these applications. The sample was from five U.S. universities; primarily made up of women, and included White, Hispanic, and Black participants.

Results

Most students were familiar with these applications, yet less than half had used them in college, primarily to receive help with assignments. Those not using these applications gave “getting caught” and “cheating” as responses for not using them. Finally, most students perceived using these applications as cheating.

Conclusions

Students were familiar with these applications and were most likely to use them in humanities courses. Furthermore, these applications were used most often in writing tasks.

Teaching Implications

The increased use of these applications has led to educators debating whether these applications should be incorporated into the college classroom. Do these applications have pedological value or are they just another means for cheating?
Grading the Graders: Comparing Generative AI and Human Assessment in Essay Evaluation
Authors: Wetzler Elizabeth L. , Cassidy Kenneth S. , Jones Margaret J. , Frazier Chelsea R. , Korbut Nickalous A. , Sims Chelsea M. , Bowen Shari S. , Wood Michael
Published: September 2024

Background

Generative artificial intelligence (AI) represents a potentially powerful, time-saving tool for grading student essays. However, little is known about how AI-generated essay scores compare to human instructor scores.

Objective

The purpose of this study was to compare the essay grading scores produced by AI with those of human instructors to explore similarities and differences.

Method

Eight human instructors and two versions of OpenAI's ChatGPT (3.5 and 4o) independently graded 186 deidentified student essays from an introductory psychology course using a detailed rubric. Scoring consistency was analyzed using Bland-Altman and regression analyses.

Results

AI scores for ChatGPT3.5 were, on average, higher than human scores, although average scores for ChatGPT 4o and human scores were more similar. Notably, AI grading for both versions was more lenient than human instructors at lower performance levels and stricter at higher levels, reflecting proportional bias.

Conclusion

Although AI may offer potential for supporting grading processes, the pattern of results suggests that AI and human instructors differ in how they score using the same rubric.

Teaching Implications

Results suggest that educators should be aware that AI grading of psychology writing assignments that require reflection or critical thinking may differ markedly from scores generated by human instructors.
Fault diagnosis method of Bayesian network based on association rules
Authors: Jinhua Wang , Xuehua Ma , Jie Cao
Published: September 2024

When the number of samples is large, the scale of the Bayesian network (BN) structure search space increases exponentially with the number of nodes, resulting in a sharp increase in the difficulty of learning the BN structure. Aiming at this problem, this paper proposes a fault diagnosis model construction method combining association rules and a BN network. The Euclidean distance under the Symbolic Aggregation Approximation (SAX) algorithm is utilized to compute and average the distance between the standard and faulty samples and filter the candidate nodes by the average value, which in turn reduces the search sample space. The method of combining Association Rules algorithm with traditional BN structure learning results is used to solve the problem of wrong edges in structure learning. Finally, the maximum likelihood estimation method is used for parameter learning to complete the construction of the diagnostic network. The experimental results show that the running time of the Bayesian Network based on the Association Rules (AR-BN) model proposed in this paper is short and that the Hamming distance with the original structure is small, so this model can effectively reduce the search space and solve the problem of wrong edges, and it also has a good performance in fault diagnosis.
Evaluating the Construct Validity of Instructional Manipulation Checks as Measures of Careless Responding to Surveys
Authors: Ramsey Mark C. , Bowling Nathan A. , Menke Preston S.
Published: September 2024

Careless responding measures are important for several purposes, whether it’s screening for careless responding or for research centered on careless responding as a substantive variable. One such approach for assessing carelessness in surveys is the use of an instructional manipulation check. Despite its apparent popularity, little is known about the construct validity of instructional manipulation checks as measures of careless responding. Initial results are inconclusive, and no study has thoroughly evaluated the validity of the instructional manipulation check as a measure of careless responding. Across 2 samples ( N = 762), we evaluated the construct validity of the instructional manipulation check under a nomological network. We found that the instructional manipulation check converged poorly with other measures of careless responding, weakly predicted participant inability to recognize study content, and did not display incremental validity over existing measures of careless responding. Additional analyses revealed that instructional manipulation checks performed poorly compared to single scores of other alternative careless responding measures and that screening data with alternative measures of careless responding produced greater or similar gains in data quality to instructional manipulation checks. Based on the results of our studies, we do not recommend using instructional manipulation checks to assess or screen for careless responding to surveys.
Context matters: Norm salience toward aggression moderates the association between parental education and childhood aggressive behavior development
Authors: Horoz Nil , van Atteveldt Nienke , van Lier Pol A. C. , Houweling Tanja A. J. , Oude Groeniger Joost , van Lenthe Frank J. , Koot Hans M. , Buil J. Marieke
Published: September 2024

This longitudinal study investigated whether classroom norm salience toward aggression moderated the association between parental education and children’s overt aggressive behavior development from third to sixth grade of elementary school. Children ( N = 1,205, 51% girls) from 46 Dutch elementary schools were annually followed from third to sixth grade. Norm salience was operationalized by within-classroom correlations between individual children’s peer-nominated social preference and aggression scores. Results from multilevel latent growth models showed that norm salience development from third to sixth grade, but not norm salience in third grade, was a significant moderator. That is, results suggested that in third grade, children of lower-educated parents showed higher levels of overt aggressive behavior than children of higher-educated parents, irrespective of the norm. However, in classrooms where norm salience became more favorable toward aggression over time, children of lower-educated parents showed a slower growth rate of overt aggressive behavior than children of higher-educated parents from third to sixth grade. In classrooms where norm salience became less favorable toward aggression over time, the development of overt aggressive behavior was similar for all children. Findings suggest that classroom norm salience may become more important in the later elementary school years and that children of higher-educated parents may be more able to adapt their behavior toward the classroom norm.
Assessing the Teacher Emotions Scale in Chile: Does it relate to teachers’ well-being? / Evaluación de la Escala de Emociones Docentes en Chile: ¿Está relacionada con el bienestar docente?
Authors: Romo-Escudero Francisca , Guzmán Paulina , LoCasale-Crouch Jennifer , Wyman Ignacio , Varela Jorge , Koomen Helma
Published: September 2024

Teachers’ emotions connect significantly to well-being, classroom practices and student relationships, addressing a gap in research primarily focused on English-speaking contexts. This study aims to bridge this gap by validating a Spanish version of the Teacher Emotions Scale (TES) among Chilean educators and investigating its relationship with well-being. The study employed an online questionnaire encompassing demographic details, TES assessments and well-being evaluations. TES adopts a discrete emotion approach, distinguishing nuanced differences between Enjoyment, Anger and Anxiety. Well-being was gauged through both Psychological well-being and Burnout scales. Confirmatory Factor Analysis (CFA) involving 2,689 participants affirmed the internal validity of TES, favoring a three-factor model (Enjoyment, Anger, Anxiety). TES factors consistently exhibited statistical significance, with specific factors predicting distinct well-being aspects. This pioneering study introduces a robust quantitative measure for understanding teachers’ emotional experiences in Spanish-speaking educational contexts, contributing valuable insights into the interplay between emotions, well-being and effective teaching practices.
Lived Experiences of Primary Caregivers of Children with Dyslexia: A Phenomenological Study
Authors: Peries Nadhee , Indrarathne Bimali
Published: September 2024

Background:

Caregivers play an important role in children’s development. Therefore, they need to recognize the learning difficulties that their children face and support them to ensure learning gains and prevent secondary complications. Nevertheless, supporting a child with a learning disability can be challenging for caregivers in many ways. 1 This study investigated caregivers’ knowledge of dyslexia, their challenges when raising children with dyslexia, and the support they seek to raise such children.

Methods:

Ten individual in-depth interviews (IDIs) and four focus group discussions (FGDs) were conducted among 30 caregivers in Sri Lanka. Initial codes were generated using open coding from the transcripts, leading to sub-themes and themes.

Results:

Thematic analysis revealed a lack of knowledge of dyslexia-type difficulties among caregivers and in society, giving rise to misconceptions, leading to labeling and abuse of children. Caregivers feel emotionally pressured, helpless, stressed, and depressed in bringing up children with dyslexia, creating family disputes. Further, as a family, they have a sense of rejection and discrimination from school and society. Caregivers receive insufficient support from the education and health sectors due to multiple complexities such as myths, misbeliefs, inadequate knowledge and skills, unavailability of resources, and inaccessibility to services.

Conclusions:

Caregivers and families of children with learning disabilities demand more attention to improve their mental health and family harmony, which in turn improves children’s educational and health status. Sri Lankan health, educational, and social services should be optimized to reach the families of children with dyslexia-type difficulties.
Psychological Ownership and Organizational Commitment of Millennial Employees in the COVID-19 Pandemic: An Analysis of the Mediating Role of Job Satisfaction
Authors: Nguyen Duong Tuan , Vo An Hoang Kim , Chen Shyh-Jer
Published: September 2024

This study investigates the relationship between psychological ownership and organizational commitment of millennial employees working from home during the COVID-19 pandemic. The study also examines the mediating role of job satisfaction in the effect of psychological ownership on organizational commitment. Using a data set of 255 Vietnamese millennial employees, the partial least squares-structural equation model results indicated that millennial employees had a positive perception of psychological ownership and organizational commitment during this crisis. The impact of psychological ownership on organizational commitment through the mediating role of job satisfaction is demonstrated. This study serves as a scientific reference for operational and managerial decisions in organizations with millennial employees.
A new scoring method for item response theory analysis of C-Tests
Authors: Effatpanah Farshad , Baghaei Purya , Tabatabaee-Yazdi Mona , Babaii Esmat
Published: September 2024

This study aimed to propose a new method for scoring C-Tests as measures of general language proficiency. In this approach, the unit of analysis is sentences rather than gaps or passages. That is, the gaps correctly reformulated in each sentence were aggregated as sentence score, and then each sentence was entered into the analysis as a polytomous item. Rasch partial credit model was applied to analyze the test. To investigate the effectiveness of the new method, the results of this new strategy were compared with those derived from passage and gap levels as well as combining locally dependent items using the dichotomous Rasch model, the rating scale model, and the partial credit model. The obtained scores from the administration of a C-Test comprising four English passages, each containing 25 gaps, to 160 participants were subjected to dichotomous and polytomous Rasch model analyses. The models were compared regarding individual item fit, person/item separation and reliability, global fit (e.g., deviance), unidimensionality, local item dependence (LID), and person parameters. Results showed the effectiveness of the new scoring method. The suggested strategy increases the number of items compared to the super-item approach, provides information at the sentence level, and reduces the impact of LID.
A Phase 1 single ascending dose study of pure oral harmine in healthy volunteers
Authors: Ables Jessica L , Israel Leah , Wood Olivia , Govindarajulu Usha , Fremont Rachel T , Banerjee Ronjon , Liu Hongtao , Cohen Jeremy , Wang Peng , Kumar Kunal , Lu Geming , DeVita Robert J , Garcia-Ocaña Adolfo , Murrough James W , Stewart Andrew F
Published: September 2024

Background:

Harmine is a component of the hallucinogenic brew, Ayahuasca, which also contains the psychoactive compound, N, N-dimethyltryptamine. Whether pharmaceutical-grade harmine hydrochloride (HCl) has psychoactive effects, the doses at which these might occur, and the dose-response relationship to side effects and safety in humans are unknown.

Methods:

We conducted a Phase 1, open-label single ascending dose trial in healthy adults with normal body mass index and no prior psychiatric illness. The primary goal was to determine the maximum tolerated dose (MTD) of oral pharmaceutical-grade harmine HCl and to characterize safety and tolerability. A secondary goal was to ascertain whether any oral dose has psychoactive effects.

Results:

Thirty-four adult participants, aged 18–55 years, were screened for study eligibility. Twenty-five participants met eligibility criteria and were randomized to a single dose of 100, 200, 300, or 500 mg of harmine HCl, respectively, using a continuous reassessment method. The most common adverse events (AEs) observed were gastrointestinal and/or neurological, dose-related, and of mild to moderate severity. The MTD was determined to be between 100 and 200 mg and is weight-based, with 90% of those participants receiving >2.7 mg/kg experiencing a dose-limiting toxicity. No serious AEs of harmine HCl were identified.

Conclusions:

Harmine HCl can be orally administered to healthy participants in doses <2.7 mg/kg with minimal or no AEs. Doses >2.7 mg/kg are associated with vomiting, drowsiness, and limited psychoactivity. This study is the first to systematically characterize the psychoactive effects of pharmaceutical quality harmine in healthy participants.
Ketamine for refractory depression: Save the best for last?
Authors: Nigam Kabir , King Franklin , Espi Forcen Fernando
Published: September 2024

Ketamine has recently been shown to be non-inferior to electroconvulsive therapy (ECT), one of psychiatry’s most effective treatments for depression. Given the novelty of ketamine as well as its interventional nature, ketamine is currently viewed as an alternative to ECT and as such, considered a third-line agent for treatment-refractory depression. However, available data suggest that ketamine carries a low side-effect burden and is better tolerated than many second-line augmentation strategies for depression. With this combination of higher efficacy and lower side-effect burden in conjunction with what is known about treatment outcomes in relation to the duration of untreated illness, it is in the best interest of patients for the field of psychiatry to evaluate ketamine as a second-line augmentation strategy for refractory depression.
Art and Cooking Therapies on Mental Health and Well-Being: A Narrative Review
Authors: Hou Rangchun , Martinez Roa Claudia Victoria , Yang Peter Bohao , Zhang Jack Jiaqi , Lau Benson Wui-Man , Sánchez Vidaña Dalinda Isabel
Published: September 2024

Mental health is relevant to every individual. Poor mental health and well-being contribute significantly to personal suffering and a substantial burden on society. Art and cooking therapies in complementary and alternative medicine (CAM) are flexible approaches that emphasize engagement and growth to promote mental health and well-being, are easy to perform, accessible when needed, and can be self-administered. This review aims to explore art and cooking therapies focusing on intervention protocols, target populations, underlying mechanisms, limitations, and areas for future research. The literature search was conducted in PubMed, Google Scholar, and Semantic Scholar databases using predefined search terms. A total of 26 randomized controlled trials, 19 in art therapy, and seven in cooking therapy were included. Art and cooking therapies are promising interventions to improve mental health and well-being. They promote mindfulness and provide opportunities for self-expression and social support which can be explored in future studies and therapeutic settings.