To study whether Tai Chi practice can improve the brain connectivity of the prefrontal lobe of college students, the positive psychological capital questionnaires and resting EEG signals were acquired from 50 college students including 25 TC practitioners and 25 demographically matched TC healthy controls. The results showed that the score of the positive psychological capital questionnaire of the TC group was significantly higher than that of the control group, and the node degree of the frontal lobe (...) and temporal lobe of both groups was positively correlated with the score of the positive psychological capital questionnaire. In addition, the response time of the TC group under auditory stimulation was significantly shorter than that of the control group, and there was a significant positive correlation between response time and its characteristic path length, and a significant negative correlation with global efficiency. Meanwhile, during the selected range of sparsity, the difference in global network parameters between two groups is significant in the alpha band. Under all single sparsity, the clustering coefficient, global efficiency, and local efficiency of the TC group have a higher trend, while the characteristic path length tended to be shorter. In the analysis of the local characteristics of the resting brain functional network, it was found that the node degree of the frontal lobe and temporal lobe of the TC group was higher, and the difference was significant in some nodes. These results all point to the fact that TC practice has a certain impact on specific brain areas of the brain. (shrink)

Parents have an influence on the formation of their children’s mate preferences. This research conducted two studies to test the relationship between parents’ education level and the gender role characteristics of ideal mate for college students, and the moderating role of urban-rural residence on this relationship. In study 1, 1,033 participants reported their explicit attitude toward gender role characteristics for an ideal mate via the Chinese Sex Role Inventory-50. In study 2, we recruited 130 participants and used an (...) implicit association test to measure their implicit attitude. Regression-based analyses showed that the higher education level of parents was significantly associated with female students’ mate preferences with high-femininity but low-masculinity traits. For male students, the higher education level of parents was associated with their explicit preferences of mates with high-masculinity but low-femininity traits. The significant moderating effect of urban-rural residence was observed in explicit preference, with the different patterns in gender groups. In conclusion, parents with higher educational attainment might bring up children who are more likely to embrace a partner with non-traditional gender roles. (shrink)

This study investigated the neuropsychological profile of college students who engage in binge drinking using comprehensive neuropsychological tests evaluating verbal/non-verbal memory, executive functions, and attention. Groups were determined based on scores on the Korean version of the Alcohol Use Disorder Identification Test and Alcohol Use Questionnaire. There were 79 and 81 participants in the BD and non-BD groups, respectively. We administered the Korean version of the California Verbal Learning Test and Rey-Osterrieth Complex Figure Test to evaluate verbal and (...) non-verbal memory, respectively, and measured executive functions using the Wisconsin Card Sorting Test, Trail-Making Test, Controlled Oral Word Association Test and Stroop Color-Word Test. We administered the d2 test to evaluate attention. Neuropsychological performance was analyzed by multivariate analysis of variance. The BD group showed significantly poorer performance in the long-term free recall condition of the K-CVLT and delayed recall condition of the RCFT and completed significantly fewer categories on the WCST than the non-BD group. In addition, there were significant negative associations among the AUDIT-K total score, AUQ binge score, and long-term free recall score of the K-CVLT. There were significant negative associations between the total AUDIT-K score and delayed recall RCFT score, and between the total AUDIT-K total score and numbers of completed categories on the WCST. These results indicate that college students who participate in BD have difficulties with verbal/non-verbal memory and executive functions, and further suggest that excessive alcohol use could have detrimental effects on the hippocampal-prefrontal circuit even with a relatively short period of alcohol use. (shrink)

This study investigated the characteristics of neural oscillation and functional connectivity in college students engaging in binge drinking using resting-state electroencephalography. Also, the associations of visual memory, evaluated by the Rey-Osterrieth Complex Figure Test, and neural oscillation with FC during the resting state were investigated. The BD and non-BD groups were selected based on scores of the Korean version of the Alcohol use disorders Identification Test and the Alcohol Use Questionnaire. EEG was performed for 6 min while the (...) participants rested with eyes closed. The theta, lower-alpha, and upper alpha powers did not differ between the BD and non-BD groups. Concerning FC, the BD group exhibited stronger theta coherence than that of the non-BD group, and in the lower and upper alpha bands, the BD group showed stronger coherence in some areas but weaker coherence in others compared with the non-BD group. However, these significant results were not observed after Bonferroni correction. The BD group showed significantly lower delayed recall scores on the RCFT than did the non-BD group. A positive correlation between the left prefrontal-parietal-occipital midline connection and performance on the delayed recall of the RCFT was observed in the BD group. The present results could suggest that binge drinkers have alterations in brain FC, which may be related to their visual memory deficits. (shrink)

Primary progressive aphasia is a clinical syndrome in which patients progressively lose speech and language abilities. Three variants are recognized: logopenic, associated with phonology and/or short-term verbal memory deficits accompanied by left temporo-parietal atrophy; semantic, associated with semantic deficits and anterior temporal lobe atrophy; non-fluent associated with grammar and/or speech-motor deficits and inferior frontal gyrus atrophy. Here, we set out to investigate whether the three variants of PPA can be dissociated based on error patterns in a single language task. (...) We recruited 21 lvPPA, 28 svPPA, and 24 nfvPPA patients, together with 31 healthy controls, and analyzed their performance on an auditory noun-to-verb generation task, which requires auditory analysis of the input, access to and selection of relevant lexical and semantic knowledge, as well as preparation and execution of speech. Task accuracy differed across the three variants and controls, with lvPPA and nfvPPA having the lowest and highest accuracy, respectively. Critically, machine learning analysis of the different error types yielded above-chance classification of patients into their corresponding group. An analysis of the error types revealed clear variant-specific effects: lvPPA patients produced the highest percentage of “not-a-verb” responses and the highest number of semantically related nouns ; in contrast, svPPA patients produced the highest percentage of “unrelated verb” responses and the highest number of light verbs. Taken together, our findings indicate that error patterns in an auditory verb generation task are associated with the breakdown of different neurocognitive mechanisms across PPA variants. Specifically, they corroborate the link between temporo-parietal regions with lexical processing, as well as ATL with semantic processes. These findings illustrate how the analysis of pattern of responses can help PPA phenotyping and heighten diagnostic sensitivity, while providing insights on the neural correlates of different components of language. (shrink)

Two priming experiments demonstrated exogenous attentional persistence to the fundamental auditory dimensions of frequency (Experiment 1) and time (Experiment 2). In a divided-attention task, participants responded to an independent dimension, the identification of three-tone sequence patterns, for both prime and probe stimuli. The stimuli were specifically designed to parallel the local–global hierarchical letter stimuli of [Navon D. (1977). Forest before trees: The precedence of global features in visual perception. Cognitive Psychology, 9, 353–383] and the task was designed to parallel (...) subsequent work in visual attention using Navon stimuli [Robertson, L. C. (1996). Attentional persistence for features of hierarchical patterns. Journal of Experimental Psychology: General, 125, 227–249; Ward, L. M. (1982). Determinants of attention to local and global features of visual forms. Journal of Experimental Psychology: Human Perception and Performance, 8, 562–581]. The results are discussed in terms of previous work in auditory attention and previous approaches to auditory local–global processing. (shrink)

The present study examined whether a dissociation among formats for rational numbers can be obtained in tasks that require comparing a number to a non-symbolic quantity. In Experiment 1, college students saw a discrete or else continuous image followed by a rational number, and had to decide which was numerically larger. In Experiment 2, participants saw the same displays but had to make a judgment about the type of ratio represented by the number. The magnitude task was performed (...) more quickly using decimals, whereas the relation task was performed more accurately with fractions. The pattern observed for percentages was very similar to that for decimals. A dissociation between magnitude comparison and relational processing with rational numbers can be obtained when a symbolic number must be compared to a non-symbolic display. (shrink)

Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an alphabetic L1 literacy background, and Chinese (...) students with a nonalphabetic L1 literacy background. In a semantic category judgment task, Korean ESL learners made more false positive errors in judging stimuli that were homophones to category exemplars than they did in judging spelling controls. However, there were no significant differences in responses to stimuli in these two conditions for Chinese ESL learners. Chinese ESL learners, on the other hand, made more accurate responses to stimuli that were less similar in spelling to category exemplars than those that were more similar. Chinese ESL learners may rely less on phonological information and more on orthographic information in identifying English words than their Korean counterparts. Further evidence supporting this argument came from a phoneme deletion task in which Chinese subjects performed more poorly overall than their Korean counterparts and made more errors that were phonologically incorrect but orthographically acceptable. We suggest that cross-writing system differences in L1s and L1 reading skills transfer could be responsible for these ESL performance differences. (shrink)

Animal data suggest that jet fuels such as JP-8 are associated with hearing deficits when combined with noise and that the effect is more pronounced than with noise exposure alone. Some studies suggest peripheral dysfunction while others suggest central auditory dysfunction. Human data are limited in this regard. The aim of this study was to investigate the possible chronic adverse effects of JP-8 combined with noise exposure on the peripheral and central auditory systems in humans. Fifty-seven participants who (...) were current personnel from the Royal Australian Air Force were selected. Based on their levels of exposure to jet fuels, participants were divided into three exposure groups. Groups were also categorised based on their noise exposure levels. All participants were evaluated by tympanometry, pure-tone audiometry, distortion product otoacoustic emissions, auditory brainstem response, words-in-noise, compressed speech, dichotic digit test, pitch pattern sequence test, duration pattern sequence test and adaptive test of temporal resolution. All auditory tests were carried out after the participants were away from the Air Force base for a minimum of two weeks, thus two weeks without jet fuel and noise exposure. Jet fuel exposure was significantly associated with hearing thresholds at 4 and 8 kHz; average hearing thresholds across frequencies in the better ear; DPOAEs at 2.8, 4 and 6 kHz; ABR wave V latency in the right ear; compressed speech and words-in-noise. Further analyses revealed that participants with low exposure level to jet fuels showed significantly better results for the aforementioned procedures than participants with moderate and high exposure levels. All results were controlled for the covariates of age and noise exposure levels. The results suggest that jet fuel exposure, when combined with noise exposure, has an adverse effect on audibility in humans. Taking all the test results into consideration, jet fuel exposure combined with noise exposure specifically seems to affect the peripheral hearing system in humans. (shrink)

The COVID-19 pandemic has forced higher education institutions to shift their teaching activities from traditional face-to-face to online learning. This brings a great challenge to the creativity training of vocational college students, who not only learn theoretical knowledge but also cultivate technical skills. Therefore, it is very important to explore the influencing factors of online learning on students’ creativity during the epidemic. By relying on the related literature review, an extensive model is developed by integrating the expectation (...) confirmation model, technology task fit model, and the technology acceptance model to illustrate key factors that influence creativity. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 229 students from different vocational colleges in China. In addition, to extend the analysis results, this paper performs a comparative analysis based on gender. The findings demonstrate that perceived ease of use and perceived usefulness significantly influence knowledge sharing; knowledge sharing significantly affects creativity. However, there is no substantial relationship between perceived usefulness and attitude, and no relationship between attitude and knowledge sharing. Moreover, a multi-group comparison shows that there is a significant gender difference between perceived ease of use and attitude. Based on the findings, theoretical and practical implications are discussed. (shrink)

The purpose of this paper is to analyze the relationship between positive psychological quality and college students’ sense of responsibility for innovation and entrepreneurship from the perspective of positive psychology, explore the cultivation model that can effectively improve college students’ sense of responsibility for innovation and entrepreneurship, and promote their success in entrepreneurship. In this study, a total of 1,500 college students were selected for questionnaire survey. ANOVA was used to analyze the differences of (...) innovation and entrepreneurship responsibilities in demographic variables; factor analysis models were used to explore the factors that influence college students’ sense of responsibility for innovation and entrepreneurship; and Spearsman correlation and linear regression were used to analyze the relationship between college students’ positive quality and innovation and entrepreneurship. The results showed that the average scores of individual responsibility, team responsibility and social responsibility were 3.290, 3.624 and 3.720, respectively; individual responsibility differed significantly at the grade level; group responsibilities and social responsibilities were significantly different at the grade and gender levels; the linear fitting between benevolence, super-excellence, bravery, restraint, and wisdom with team responsibilities all reached significant levels, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with social responsibility reached a significant level, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with personal responsibility reached a significant level, among which the coefficient of excellence was the highest. This indicated that positive psychological qualities such as syngroup, excellence, modesty, benevolence, super-excellence, bravery, restraint, and wisdom were the influencing factors of college students’ sense of responsibility for innovation and entrepreneurship. Among them, the role of wisdom is the most noteworthy in predicting social and group responsibilities, and super-excellent is the most significant predictor for individual responsibility. (shrink)

Using fMRI, we investigated how right temporal lobe gliomas affecting the posterior superior temporal sulcus alter neural processing observed during speech perception and production tasks. Behavioural language testing showed that three pre-operative neurosurgical patients with grade 2, grade 3 or grade 4 tumours had the same pattern of mild language impairment in the domains of object naming and written word comprehension. When matching heard words for semantic relatedness (a speech perception task), these patients showed under-activation in the (...) tumour infiltrated right superior temporal lobe compared to 61 neurotypical participants and 16 patients with tumours that preserved the right postero-superior temporal lobe, with enhanced activation within the (tumour-free) contralateral left superior temporal lobe. In contrast, when correctly naming objects (a speech production task), the patients with right postero-superior temporal lobe tumours showed higher activation than both control groups in the same right postero-superior temporal lobe region that was under-activated during auditory semantic matching. The task dependent pattern of under-activation during the auditory speech task and over-activation during object naming was also observed in eight stroke patients with right hemisphere infarcts that affected the right postero-superior temporal lobe compared to eight stroke patients with right hemisphere infarcts that spared it. These task-specific and site-specific cross-pathology effects highlight the importance of the right temporal lobe for language processing and motivate further study of how right temporal lobe tumours affect language performance and neural reorganisation. These findings may have important implications for surgical management of these patients, as knowledge of the regions showing functional reorganisation may help to avoid their inadvertent damage during neurosurgery. (shrink)

The exceptional intellectual richness of seventeenth-century Safavid Iran is epitomised by the philosophical school of Isfahan, and in particular by its ostensible founder, Mir Damad (d. 1631), and his great student Mulla Sadra (aka Sadr al-Din Shirazi, d. 1636). Equally important to the school is the apophatic wisdom of Rajab 'Ali Tabrizi that followed later (d. 1669/70). However, despite these philosophers' renown, the identification of the 'philosophical school of Isfahan' was only proposed in 1956, by the celebrated French Iranologist Henry (...) Corbin, who noted the unifying Islamic Neoplatonist character of some 20 thinkers and spiritual figures; this grouping has subsequently remained unchallenged for some fifty years. In this highly original work, Janis Esots investigates the legitimacy of the term 'school', delving into the complex philosophies of these three major Shi'i figures and drawing comparisons between them. The author makes the case that Mulla Sadra's thought is independent and actually incompatible with the thoughts of Mir Damad and Rajab Ali Tabrizi. This not only presents a new way of thinking about how we understand the 'school of Isfahan', it also identifies Mir Damad and Rajab Ali Tabrizi as pioneers in their own right. (shrink)

Purpose: The purpose of this mixed-methods study was to determine whether Facebook use affects biological response to stress and to characterize participants’ use of Facebook during a stressful event. Methods: College students completed a modified Trier Social Stress Test including video recording. Participants were randomly assigned to the Facebook group or control group (no preparatory materials). Pulse and salivary cortisol were measured and compared using t tests. Trained coders assessed videos for 13 common Facebook actions and categorized them (...) as purposeful (tool based) or nonpurposeful (distraction); pulse was compared between groups using Fisher’s exact test. Results: Of 41 participants, 14 (36%) were male and 36 (88%) were Caucasian, mean age was 19.6 ± 1.4 years; 19 participants were randomized to the Facebook group. Comparing Time 1 and Time 3, there were no significant differences in cortisol or pulse change between the Facebook group and the control group. However, males in the control group had a mean pulse reduction of −3.5 ± 0.2 bpm between baseline and Time 3; males in the Facebook group had a mean pulse increase of 10 ± 8.6 bmp (p =.01). Overall, 58.8% of videos were categorized as primarily tool based. Participants who primarily demonstrated distracted use of Facebook had higher than average pulse rates at Time 3 (mean 85.1 vs. 73.6 bpm, p =.03). Discussion: Male Facebook users and participants who demonstrated distracted Facebook use showed increased biologic signs of stress during a stressful event. Some college students may find Facebook use detrimental to performance in stressful situations, but this may vary by gender and type of use. (shrink)

The demand for principled and transparent corporate moral judgement and ethical decision making in the workplace makes it necessary for business students as future managers to understand the expectations of ethical workplace conduct. Corporate scandals mean that there is enhanced interest in ensuring that ethical content is included in curricula in universities. In this study, we re‐visit the question of whether culture has an influence on ethical perceptions of workplace scenarios, using students enrolled in a College of (...) Business in a New Zealand (NZ) university as respondents. Consistent with current research, this study demonstrated mixed results. However, we also found evidence to suggest some identifiable patterns in the data across cultural groups. Overall, Chinese and Other respondents were more likely than NZ European to consider the scenarios as ethical. On the other hand, Chinese respondents were significantly less likely to report that their peers would carry out ethically questionable actions. (shrink)

Success in online and blended courses requires engaging in self-regulated learning, especially for challenging STEM disciplines, such as physics. This involves students planning how they will navigate course assignments and activities, setting goals for completion, monitoring their progress and content understanding, and reflecting on how they completed each assignment. Based on Winne & Hadwin’s COPES model, SRL is a series of events that temporally unfold during learning, impacted by changing internal and external factors, such as goal orientation and content (...) difficulty. Thus, as goal orientation and content difficulty change throughout a course, so might students’ use of SRL processes. This paper studies how students’ SRL behavior and achievement goal orientation change over time in a large college introductory level physics course taught online. Students’ achievement goal orientation was measured by repeated administration of the achievement goals questionnaire-revised. Students’ SRL behavior was measured by analyzing their clickstream event traces interacting with online learning modules via a combination of trace clustering and process mining. Event traces were first divided into groups similar in nature using agglomerative clustering, with similarity between traces determined based on a set of derived characteristics most reflective of students’ SRL processes. We then generated causal nets for each cluster of traces via process mining and interpreted the underlying behavior and strategy of each causal net according to the COPES SRL framework. We then measured the frequency at which students adopted each causal net and assessed whether the adoption of different causal nets was associated with responses to the AGQ-R. By repeating the analysis for three sets of online learning modules assigned at the beginning, middle, and end of the semester, we examined how the frequency of each causal net changed over time, and how the change correlated with changes to the AGQ-R responses. Results have implications for measuring the temporal nature of SRL during online learning, as well as the factors impacting the use of SRL processes in an online physics course. Results also provide guidance for developing online instructional materials that foster effective SRL for students with different motivational profiles. (shrink)

Difficulty in emotional regulation is significantly correlated with depression. Depression is a psychological disease that seriously affects the physical and mental health of college students. Therefore, it is of great importance to develop diversified preventive interventions such as group impromptu music therapy. The main purpose of this study was to evaluate the effect of GIMT on the improvement of emotional regulation ability and the reduction of depressive symptoms in college students. A 71 college students (...) were recruited to carry out randomized controlled trial was used. The experimental group was intervened by GIMT. After the 4th week of intervention, follow-up and scale measurement were carried out. In the experimental group, emotional regulation difficulty scales showed significant difference before and after GIMT, implying the improvement in the emotional regulation. But there was no significant improvement in the control group. In addition, the depressive symptoms of experimental group were relieved. All findings showed that GIMT can effectively improve college students’ emotional regulation and reduce depressive symptoms. (shrink)

Non-native listeners deal with adverse listening conditions in their daily life much harder than native listeners. However, previous work in our laboratories found that native Chinese listeners with native English exposure may improve the use of temporal fluctuations of noise for English vowel identification. The purpose of this study was to investigate whether Chinese listeners can generalize the use of temporal cues for the English sentence recognition in noise. Institute of Electrical and Electronics Engineers sentence recognition in quiet (...) condition, stationary noise, and temporally-modulated noise were measured for native American English listeners, native Chinese listeners in the United States, and native Chinese listeners in China. Results showed that in general, EN listeners outperformed the two groups of CN listeners in quiet and noise, while CNU listeners had better scores of sentence recognition than CNC listeners. Moreover, the native English exposure helped CNU listeners use high-level linguistic cues more effectively and take more advantage of temporal fluctuations of noise to process English sentence in severely degraded listening conditions [i.e., the signal-to-noise ratio of −12 dB] than CNC listeners. These results suggest a significant effect of language experience on the auditory processing of both speech and noise. (shrink)

ObjectiveSelf-esteem and self-acceptance are not only basic features but also influential factors of mental health. The present study aimed at assessing the effects of psychoeducational lecture and group intervention on self-esteem and self-acceptance in Chinese college students.MethodsA total of 149 Chinese college students who participated in a mental health course were randomly class-based assigned into the psychoeducational lecture group and the self-focused intervention group. The lecture group received 6-session psychoeducational lectures on overview of mental health, campus (...) adaptation, stress adjustment, self-understanding, emotion management, and interpersonal relationships. The self-focused intervention group was treated with self-related group activities involving aspects of self-knowledge, self-feeling, and self-regulation for six sessions. Pre- and post-intervention measurements were taken with Rosenberg Self-Esteem Scale and Self-Acceptance Questionnaire for both groups.ResultsSelf-esteem significantly increased in both groups after six sessions. However, the enhancement of self-acceptance was more robust for the self-focused intervention group than the psychoeducational lecture group.ConclusionThe psychoeducational lecture and self-focused intervention were effective approaches to improve self-esteem for Chinese college students. With respect to self-acceptance, self-focused group intervention might have a more prominent effect. (shrink)

This article seeks to analyze the conditions in which group-based pride is rationally appropriate. We first distinguish between the shape and size of an emotion. For the appropriate shape of group-based pride, we suggest two criteria: the distinction between group-based pride and group-based hubris, and between we-mode and I-mode sociality. While group-based hubris is inappropriate irrespective of its mode due to the arrogant, contemptuous, and other-derogating character of this emotion, group-based pride in the we-mode is appropriate in terms of shape (...) if it is felt over an achievement to which the group members collectively committed themselves. For the same reason, members of I-mode groups can feel appropriately proud of the achievement of their group if they have collectively contributed to it. Instead, group-based pride by mere private identification with a successful group can be rationally appropriate if it manifests the person’s reduced-agency ideal and is also part of a coherent pattern of rationally interconnected emotions focused on the same ideal. Moreover, we suggest that pride in the success of one’s family member or a close friend is typically felt over the rise of social status that one group member’s success grants to the group. However, social status cannot be valued for its own sake as this undermines the values upon which social status is founded. Instead, direct or indirect causal contribution to the success of one’s child, friend, or student can warrant group-based pride, which may be justified on the basis of shared values without causal contribution as well. Finally, regarding the size of group-based pride, members of we-mode groups are warranted to experience and express more intense pride than members of I-mode groups. Moreover, the proper intensity of this emotion depends on the particular other to whom the expression is directed. Finally, criteria of appropriate size don’t apply to shared group-based pride as sharing increases the intensity of emotion by default. (shrink)

Friendship establishment was analyzed using constructs from social cognitive theory and social network theory. In further studies, we investigated the effect of personality traits, interpersonal self-efficacy, and network structure on the establishment of friendships. In this study, we used social network analysis method and exponential random graph model. The following findings are reported. First, the friendship network of college students had small group characteristics, and the formation of this small group was more based on personality complementarity than similarity. (...) The homogeneity hypothesis of personality was not tenable. Secondly, individuals with dominance or influence personality traits and high interpersonal self-efficacy were more likely to be in the center of the friendship network. Furthermore, personality traits and interpersonal self-efficacy may have interactive effects on the formation of friendship networks. Popularity and activity effects existed in friendship networks, but the reciprocal relationship based on personality traits was not verified. The balance structure can easily explain the agglomeration of friendships in a small range, indicating that small groups of friendships prefer a two-way circular close relationship. Finally, the formation of a friendship network includes the comprehensive process of individual characteristics and endogenous tie formation, which helps us to understand the social population structure and its process over a wider range. (shrink)

Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students’ satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps’ functions affect course satisfaction from the perspective of Media Richness (...) theory and the Uses and Gratifications theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed. (shrink)

Anxiety is one of the most important affective factors affecting college students' foreign language learning. Especially in the Internet age, new teaching ideas and methods bring new load and anxiety to students' psychology. Taking students who attend a college English online course learning as the research object, this paper analyzes the general situation and professional skills of the students' psychological anxiety under the network environment by using the method of investigation and data analysis. It (...) conceives six methods to reduce the students' psychological anxiety according to the reason analysis and summarizes the more effective ways with data mining of another questionnaire. It points out that teachers can advocate the mode of group learning and peer cooperation, strengthen the timeliness and diversity of tests, increase the richness of extracurricular activities, and increase teachers' and students' quality of online teaching and learning to reduce the anxiety of students' foreign language learning in an online teaching environment. (shrink)

Group interaction is an essential way of social interaction and plays an important role in our social development. It has been found that when individuals participate in group interactions, the group identity of the interaction partner affects the mental processing and behavioral decision-making of subjects. However, little is known about how deaf college students, who are labeled distinctly different from normal hearing college students, will react when facing proposers from different groups in the ultimatum game and (...) its time course. In this study, we recruited 29 deaf college students who played the UG in which they received extremely unfair, moderately unfair, or fair offers from either outgroup members or ingroup members, while their brain potentials were recorded. The behavioral results showed that group membership did not impact the acceptance rate of deaf college students. But, event-related potential analysis demonstrated an enhanced feedback-related negativity elicited by ingroup members compared to outgroup members. Importantly, we found that under fairness conditions, deaf college students induced more positive P2 and P3 facing ingroup members compared to outgroup members. Our results demonstrated that group membership may modulate the performance of deaf college students in the UG and the existence of ingroup bias among deaf college students. This provides some evidence for the fairness characteristics of special populations, so that to improve the educational integration of colleges and universities. (shrink)

Background. Drawing on social identity theory and positive psychology, this study investigated women’s responses to the social environment of physics classrooms. It also investigated STEM identity and gender disparities on academic achievement and flourishing in an undergraduate introductory physics course for STEM majors. 160 undergraduate students enrolled in an introductory physics course were administered a baseline survey with self-report measures on course belonging, physics identification, flourishing, and demographics at the beginning of the course and a post-survey at the end (...) of the academic term. Students also completed force concept inventories and physics course grades were obtained from the registrar. Results. Women reported less course belonging and less physics identification than men. Physics identification and grades evidenced a longitudinal bidirectional relationship for all students (regardless of gender) such that when controlling for baseline physics knowledge: (a) students with higher physics identification were more likely to earn higher grades; and (b) students with higher grades evidenced more physics identification at the end of the term. Men scored higher on the force concept inventory than women, although no gender disparities emerged for course grades. For women, higher physics (versus lower) identification was associated with more positive changes in flourishing over the course of the term. High-identifying men showed the opposite pattern: negative change in flourishing was more strongly associated with high identifiers than low identifiers. Conclusions. Overall, this study underlines gender disparities in physics both in terms of belonging and physics knowledge. It suggests that strong STEM identity may be associated with academic performance and flourishing in undergraduate physics courses at the end of the term, particularly for women. A number of avenues for future research are discussed. (shrink)

Student-instructor relationships outside of the classroom have existed for hundreds of years and remain an important topic in the literature. Universities are increasingly concerned with legislating student-instructor relationships. Few empirical investigations of undergraduate student-instructor relationships are reported in the literature, and such relationships are often considered only in the context of sexual harassment or ethics policies. Most of the writings are opinion based or seated in anecdotal evidence, and seldom are students' opinions considered. In this study, 480 undergraduate (...) class='Hi'>students attending a medium-sized Western university were surveyed for their opinions about a variety student-instructor relationships. Factor analysis revealed 5 types of student-faculty relationships: sexual, group activities, doing favors, spending time alone with a faculty member, and business relationships. The students' opinions about these relationships varied, with sexual relationships considered inappropriate, whereas group activities were considered very appropriate. These data suggest that university officials who are building policy regarding faculty-student relationships need to consider different types of relationships along with students' developing autonomy. (shrink)

We have examined the attitude and moral perception of 228 college students towards artificial intelligence in an international university in Japan. The students were asked to select a single most significant ethical issue associated with AI in the future from a list of nine ethical issues suggested by the World Economic Forum, and to explain why they believed that their chosen issues were most important. The majority of students chose unemployment as the major ethical issue related (...) to AI. The second largest group of students were concerned with ethical issues related to emotional AI, including the impact of AI on human behavior and emotion. The paper discusses the results in detail and concludes that, while policymakers must consider how to ameliorate the impact of AI on employment, AI engineers need to consider the emotional aspects of AI in research and development, as well. (shrink)

An earlier version of this paper was presented at the 2011 IEEE International Symposium on Technology and Society at Saint Xavier University in Chicago, Illinois. This paper examines factors in college student confidence in using electronic books as learning tools between 2007 and 2009. The study was done in response to the growing concern over the cost of textbooks and the increase in the use of e-textbooks to counteract that cost. This study shows that despite a lack of a (...) gap between comfort of use of computers, students whose parents income is above the national median income are more confident in learning from electronic books than students whose parents income is not. Not only is this gap existent but it widened between 2007 and 2009 despite the growing confidence in the use of electronic books by both groups. The results of this study suggests that this gap, and its concomitant widening, could be associated with exposure to computer classes in high school and the choice of major. (shrink)

The demand for principled and transparent corporate moral judgement and ethical decision making in the workplace makes it necessary for business students as future managers to understand the expectations of ethical workplace conduct. Corporate scandals mean that there is enhanced interest in ensuring that ethical content is included in curricula in universities. In this study, we re-visit the question of whether culture has an influence on ethical perceptions of workplace scenarios, using students enrolled in a College of (...) Business in a New Zealand (NZ) university as respondents. Consistent with current research, this study demonstrated mixed results. However, we also found evidence to suggest some identifiable patterns in the data across cultural groups. Overall, Chinese and Other respondents were more likely than NZ European to consider the scenarios as ethical. On the other hand, Chinese respondents were significantly less likely to report that their peers would carry out ethically questionable actions. (shrink)

To evaluate the moral awareness of college students regarding artificial intelligence (AI) systems, we have examined 467 surveys collected from 152 Japanese and 315 non-Japanese students in an international university in Japan. The students were asked to choose a most significant moral problem of AI applications in the future from a list of ten ethical issues and to write an essay about it. The results show that most of the students (n = 269, 58%) considered (...) unemployment to be the major ethical issue related to AI. The second largest group of students (n = 54, 12%) was concerned with ethical issues related to emotional AI, including the impact of AI on human behavior and emotion and robots’ rights and emotions. A relatively small number of students referred to the risk of social control by AI (6%), AI discrimination (6%), increasing inequality (5%), loss of privacy (4%), AI mistakes (3%), malicious AI (3%), and AI security breaches (3%). Calculation of the z score for two population proportions shows that Japanese students were much less concerned about AI control of society (− 3.1276, p < 0.01) than non-Japanese students, but more concerned about discrimination (2.2757, p < 0.05). Female students were less concerned about unemployment (− 2.6108, p < 0.01) than males, but more concerned about discrimination (2.4333, p < 0.05). The study concludes that the moral awareness of college students regarding AI technologies is quite limited and recommends including the ethics of AI in the curriculum. (shrink)

In 2020, the COVID-19 pandemic forced many nations to shut-down schools and universities, catapulting teachers and students into a new, challenging situation of 100% distance learning. To explore how the shift to full distance learning represented a break with previous teaching, we asked Austrian students (n = 874, 65% female, 34% male) which digital media they used before and during the first Corona lockdown, as well as which tools they wanted to use in the future. Students additionally (...) reported on their attitudes and experiences with online learning. Results showed that students used certain tools, such as video, audio, e-assessments, and web conferencing systems, much more often during lockdown than they had before. Their use of classic digital media, such as e-mail, social communication tools, such as chat or online forums, and other interactive tools, such as wikis or educational games, hardly changed at all. Their attitudes toward multimedia learning were positively related to their media use. In their open responses (n = 137), students identified advantages of online learning (flexibility and self-directed learning), as well as disadvantages (limited social interaction) and challenges (motivation and self-discipline). As a group, they also expressed a clear preference for a balanced combination of online- and offline teaching in the future. However, individual students did prefer fully online or offline learning modes, depending on their personal circumstances and educational goals. We view this as a call to researchers and educators alike to explore ways in which the advantages of online and face-to-face learning can best be combined to meet the changed needs and expectations of organizations, students, and teachers in a future “after Corona.”. (shrink)

Moral thinking and communication are critical competencies for confronting social dilemmas in a challenging world. We examined these moral competencies in 70 college students and graduates from Taiwan, the United Kingdom, and the United States. Participants were assessed through semi-structured written interviews, Facebook group discussions, and a questionnaire. In this paper, we describe the similarities and differences across cultural groupings in (1) the social issues of greatest importance to the participants; (2) the factors influencing their approaches to thinking (...) about social issues and communicating with others; and (3) the characteristics of their moral functioning in terms of moral awareness, moral judgment, moral discourse, and moral decision-making. (shrink)

Individuals with high self-concept will likely have high life satisfaction, they easily get adjusted to life, and they communicate their feeling more appropriately. However, it was not certain whether self-concept would decline or improve as individuals age, or whether self-concept would vary between genders and ethnic groups. To prove, a study was carried out to compare the self-concept of college students in an Asian context. The inquiry utilized the cross-sectional design in finding out significant differences in the self-concept (...) of participants in terms of age, gender, and ethnicity. A 22-item questionnaire was adapted and administered to 222 Bachelor of Public Administration and Bachelor of Science in Business Administration students from the satellite campus of Bukidnon State University in the Philippines. Initially, a sample was randomly drawn from the population. During the actual data collection, the researchers had difficulty getting the responses from the randomly selected individuals due to internet connection and it was done amidst a pandemic. Instead, it took all responses from those who were available, have access to the internet, and could accomplish the google forms. The data were analyzed using Mean, Standard Deviation, T-test for independent sample, ANOVA and Post Hoc test. The results revealed that college students at the locale have a high level of self-concept in self-fulfilment, emotional adjustment, and honesty. Yet, they only had a moderate level of self-concept in autonomy. Further, there were significant differences in college students’ autonomy and honesty in terms of age and gender. Furthermore, there were significant differences in their emotional adjustment and self-fulfilment as to their ethnicity. The results have implications for instruction, administration, guidance services, and future research. (shrink)

The formation and research of Constructivism theory is another understanding in developing educational psychology. Many problems exist in English vocabulary teaching and learning, which are too common to be noticed, negatively and implicitly impacting Students’ English Vocabulary Memorization. In order to solve these problems, this work studies college Students’ EVM from the perspective of Constructivism. Firstly, the literature review and observation method understand the Students’ EVM performance and teaching behavior. Secondly, it analyzes the current situation, problems, (...) and reasons for Students’ poor EVM abilities. Finally, combined with relevant theories, a college Students’ EVM-oriented teaching model is proposed, whose effectiveness is verified by teaching experiments. The experiment recruits100 freshmen, including 60 boys and 40 girls, and lasts half a semester. The average score of the final exam in the experimental group is more than 90, which is better than that in the control group. Then, the SPSS21.0 is used in the independent-samples t-test, finding no significant difference. Thus, the experimental group’s comprehensive English Proficiency Level has not been negatively affected. The proposed teaching model can improve Students’ EVM efficiency and consolidate their memory. The proposal has important guiding significance for stimulating Students’ interest in English vocabulary learning and the quality of vocabulary teaching. (shrink)

As a form of experiential education, service learning shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that students' perceived knowledge transfer in SL did not follow a linear trajectory. Although (...) students' perceived knowledge transfer at the end of SL was significantly higher than those at the beginning, a slight drop was observed in the middle of SL; the developmental pattern of perceived knowledge transfer varied across students; and students' perceived knowledge transfer development during SL was associated with mastery goal orientation and perceptions of psychologically controlling behaviors from their SL supervisors. By providing evidence of the dynamic process and mechanisms of students' knowledge transfer development, the present study adds to our understanding of how, when, and why the benefits of SL are realized. (shrink)

Colleges and universities are in an important position to train builders and successors of the socialist cause whilst promoting quality education. Mental health education is an important foundation and condition for comprehensively improving students' overall quality. This research explores adjustment methods for college students' mental health based on virtual reality under the background of positive psychology. It discusses the importance of system requirements analysis in the software development process, analyzes the system's functional requirements, safety requirements, and software (...) and hardware requirements, and uses the Apriori algorithm to explore the influencing factors of college students' mental health. Based on the system engineering method and using the data mining clustering method undertake detailed analysis and research on the mental health of college students, it then designs an anomaly mining algorithm based on clustering to quickly find anomalous data health problems. The interface design of the system is concise and the operation is simple. Users can conveniently input, query, and count information according to the various controls on the interface, which fully embodies human-oriented characteristics. Exploration of the characteristics of students' frequent Internet access ensures the efficiency, accuracy, and comprehensiveness of the evaluation and consultation work, facilitating psychological counseling for teachers and students, and saving paper. By establishing a data mining model, mining the database, and learning about different student groups and their respective characteristics, we discuss our research on student psychology and summarize the mental health status and gender, adaptation and anxiety, introversion, emotionality, and calmness of college students. We also consider the relationship between sex, negative, and courage. Using positive psychology theory, we examine the positive experiences of students and interconnected qualities, to build a mental health practice system. In the experiment, the happiness index evaluation of the virtual reality treatment system group was significant, P = 0.002 < 0.05. Mental health education plays an important role in cultivating the healthy psychology of college students, developing their psychological potential, enhancing their adaptability, and improving their personality. This analysis based on actual data provides a reliable basis for psychological educators to improve the efficiency and effectiveness of school psychological counseling and to facilitate schools in establishing new methods of early prevention and intervention for psychological disorders, enabling institutions to create a healthy atmosphere for college students. (shrink)

In spring 2020, COVID-19 and the ensuing social distancing and stay-at-home orders instigated abrupt changes to employment and educational infrastructure, leading to uncertainty, concern, and stress among United States college students. The media consumption patterns of this and other social groups across the globe were affected, with early evidence suggesting viewers were seeking both pandemic-themed media and reassuring, familiar content. A general increase in media consumption, and increased consumption of specific types of content, may have been due to (...) media use for coping strategies. This paper examines the relationship between the stress and anxiety of university students and their strategic use of media for coping during initial social distancing periods in March-April 2020 using data from a cross-sectional survey. We examine links between specific types of media use with psychological well-being concepts, and examine the moderating roles of traits as buffers against negative relationships between stress and anxiety and psychological well-being. Our findings indicate that stress was linked to more hedonic and less eudaimonic media use, as well as more avoidant and escapist media-based coping. Anxiety, on the other hand, was linked to more media use in general, specifically more eudaimonic media use and a full range of media-based coping strategies. In turn, escapist media was linked to negative affect, while reframing media and eudaimonic media were linked to positive affect. Avoidant coping was tied to poorer mental health, and humor coping was tied to better mental health. Hedonic and need-satisfying media use were linked to more flourishing. Hope, optimism, and resilience were all predictive of media use, with the latter two traits moderating responses to stress and anxiety. The findings give a nuanced portrait of college students’ media use during a pandemic-induced shutdown, showing that media use is closely intertwined with well-being in both adaptive and maladaptive patterns. (shrink)

Background: SNOMED CT is a large terminology system designed to represent all aspects of healthcare. Its current form and content result from decades of bottom-up evolution. Due to SNOMED CT’s formal descriptions, it can be considered an ontology. The Basic Formal Ontology (BFO) is a foundational ontology that proposes a small set of disjoint, hierarchically ordered classes, supported by relations and axioms. In contrast, as a typical top-down endeavor, BFO was designed as a foundational framework for domain ontologies in the (...) natural sciences and related disciplines. Whereas it is mostly assumed that domain ontologies should be created as extensions of foundational ontologies, a post-hoc harmonization of consolidated domain ontologies in use, such as SNOMED CT, is known to be challenging. Methods: We explored the feasibility of harmonizing SNOMED CT with BFO, with a focus on the SNOMED CT Clinical Finding hierarchy. With more than 100,000 classes, it accounts for about one third of SNOMED CT’s content. In particular, we represented typical SNOMED CT finding/disorder concepts using description logics under BFO. Three representational patterns were created and the logical entailments analyzed. Results: Under a first scrutiny, the clinical intuition that diseases, disorders, signs and symptoms form a homogeneous ontological upper-level class appeared incompatible with BFO’s upper-level distinction into continuants and occurrents. The Clinical finding class seemed to be an umbrella for all kinds of entities of clinical interest, such as material entities, processes, states, dispositions, and qualities. This suggests the conclusion that Clinical finding would not be a suitable upper-level class from an BFO perspective. On closer inspection of the taxonomic links within this hierarchy and the implicit meaning derived thereof, it became clear that Clinical finding classes do not characterize the entity (e.g. a fracture, allergy, tumor, pain, hemorrhage, seizure, fever) in a literal sense but rather the condition of a patient having that fracture, allergy, pain etc. This gives sense to the current characteristic of the Clinical Finding hierarchy, in which complex classes are modeled as subclasses of their constituents. Most of these taxonomic links are inferred, as the consequence of the ‘role group’ design pattern, which is ubiquitous in SNOMED CT and has often been subject of controversy regarding its semantics. Conclusion: Our analyses resulted in the proposal of (i) equating SNOMED CT’s ‘role group’ property with the reflexive and transitive BFO relation ‘has occurrent part’; and (ii) reinterpreting Clinical Findings as Clinical Occurrents, i.e. temporally extended entities in an organism, having one or more occurrents as temporal parts that occur in continuants. This re-interpretation was corroborated by a manual analysis of classes under Clinical Finding, as well as the identification of similar modeling patterns in other ontologies. As a result, SNOMED CT does not require any content redesign to establish compatibility with BFO, apart from this re-interpretation, and a suggested re-labeling. Regarding the feasibility of harmonizing terminologies with principled foundational ontologies post-hoc, our results provide support to the assumption that this does not necessarily require major redesign efforts, but rather a careful analysis of the implicit assumptions of terminology curators and users. (shrink)

To help College Students improve their entrepreneurial psychology and enrich their innovative achievements, this paper investigates College Students’ entrepreneurial behavior based on the theory of positive psychology under the background of multiculturalism. Firstly, the background and development status of multiculturalism are expounded, and the main features of the multicultural era are pointed out; Secondly, the current situation is explained for College Students’ mental health and entrepreneurial behavior, and the specific connotation of College (...) class='Hi'>Students’ entrepreneurial psychology is summarized according to entrepreneurial behavior, including entrepreneurial consciousness, entrepreneurial will, entrepreneurial capability, and entrepreneurial personality; Thirdly, the positive effects of inspirational films and roles on the psychology of College Students are discussed. From the connotation of film and television culture, the main features of films are reviewed: intuitiveness, immediacy, universality, entertainment, and orientation. Finally, according to the psychological impact of inspirational films on College Students, a Questionnaire Survey is designed and distributed among the local College Students, and assumptions are put forward. The results show that the differences of College Students’ entrepreneurial level are mainly reflected in gender, urban, and rural household registration, only-child-or-no, and entrepreneurial experience, and the gender differences are mainly in entrepreneurial consciousness, will, and personality ; There are significant differences in consciousness, will, capability, and personality between urban and rural household registration and entrepreneurial experience ; The differences between the only-child and non-only-child are obvious in three aspects: will, capability, and personality. After the intervention of inspirational films, the average scores of all dimensions of the entrepreneurial level of students in the intervention group are 35.45, 36.41, 38.17, and 37.22, respectively, which have a certain improvement compared with the situation before the intervention. There are significant differences in the four dimensions, which is statistically significant, indicating that the intervention of inspirational films has a positive impact on students’ entrepreneurial level. (shrink)

This study analyses the influence and infection of traditional Chinese culture, starting from the cultural influence of ancient Chinese poetry and literature, and explores the impact and healing effect of traditional Chinese poetry and literature on college students’ psychological anxiety. Combining with traditional Chinese culture, it proposes intervention and treatment strategies for college students’ psychological anxiety. Through volunteer recruitment, 100 college students were recruited for comparative experiments, and the subjects were divided into an experimental (...) group and a control group. The experimental group participants regularly participate in Chinese ancient poetry and literature appreciation courses during the experimental period, and form an ancient poetry and literature learning group for discussion and learning. Research has found that psychological anxiety is a common psychological problem among contemporary college students, with most of them experiencing varying degrees of psychological anxiety. After the experiment, the number of patients with severe anxiety disorder decreased by 64.21%, while the number of patients with moderate anxiety disorder decreased by 57.36%. Under the artistic influence of traditional Chinese culture, the anxiety state of students with mental anxiety has been significantly improved, and the overall satisfaction score of students with treatment intervention plans is relatively high. Contribution: This study uses the profound historical heritage of Chinese ancient poetry and literature to help contemporary college students adjust their psychological state and reach the psychological adjustment under the infection of Chinese tradition culture. During the learning and appreciation of Chinese ancient poetry, literature and culture, students can comprehend the literature advancement in Chinese society, also influenced by the excellent traditional Chinese culture, for enhancing the humanistic quality and mental health level. The results of this study can be utilised by scholars in the field of the psychology of religion and public theology. (shrink)