Psychological flexibility is associated with psychological health and affected by various factors. The aim of the present study is to examine the role of coronavirus anxiety, humor and social media addiction on psychological flexibility during the COVID-19 pandemic in Turkey. Variables were measured with online self-report surveys and data were gathered from December 2020 to January 2021 in Turkey. The sample consisted of 376 people (295 female, M?=?29.88, SD?=?11.05). The relationships between the variables were tested with path analysis using structural equation modelling (SEM). According to results, the constructed model showed that COVID-19 anxiety significantly and directly increased social media addiction (β?=?.17, p?<?.01), decreased coping humor (β?=?-.11, p?<?.05) and decreased psychological flexibility indirectly through social media addictions (β?=?-.08, p?<?.01). Humor coping significantly and directly increased psychological flexibility (β?=?.25, p?<?.01), and social media addiction significantly and directly decreased psychological flexibility (β?=?-.31, p?<?.01). Findings indicated that psychological flexibility is influenced by coronavirus anxiety, social media addiction and humor coping. Supporting humor coping and reducing anxiety and problematic social media use would be helpful to enhance psychological flexibility of individuals during the pandemic.
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Güldal Şeyma Kılıçoğlu Nur Akbulut Kasapoğlu Figen 《International journal for the advancement of counseling》2022,44(2):220-242
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Nor Elleeiana Mohd Syah Nur Azah Hamzaid Belinda Pingguan Murphy Einly Lim 《Interactive Learning Environments》2016,24(7):1477-1496
This study describes the development of a basic computer-based play pedagogy intervention using a dyscalculia-remedy-oriented approach such as repetition and number orientation manipulation, and the investigation of its effect on children displaying dyscalculia characteristics. This computer play was evaluated in a group of 50 seven-year-old Malaysian children, who were low achievers in mathematics subject and were divided into control and intervention group. The intervention group engaged with the newly developed computer play for an hour per day for five consecutive days, while the control group attended normal classroom learning for the same time period. Overall post-test scores indicated that children from the intervention group performed significantly better than the control group after the five-day intervention period by 57.9%. Number disorientation and arithmetic operation confusion, which are common amongst the children displaying dyscalculia characteristics, were also significantly reduced after the intervention. This implies that the children benefitted from the computer play. 相似文献
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Gülsüm Baydar Nalbantoglu Nur Altinyildiz 《The International Journal of Art & Design Education》2002,21(2):146-153
To stimulate seeing, thinking and ‘speaking’ architecture in ways other than conventional practice dictates, we devised two projects for second year interior architecture students. We identified prior architectural constructs, a tower in one case and two parallel walls in the other, and questioned how they could be imagined differently. Alongside the objects, we assigned activities which did not lend themselves to be housed in given architectural types: clowning, unicycling, acrobacy, fortune‐telling. The challenge of establishing meaningful links between the objects and the designated activities initiated architectural reinterpretations at various levels. The two problems diverged at this point: the project entitled ‘Wall of Entertainment’ resulted in the transformation of the object whereas ‘Towers’ involved the mutation of the activity. Seemingly intact entities generated new forms, presumably ordinary functions yielded unusual narratives. In each case, ordinarily unheeded components of architectural constructs and programs were explored, producing unconventional designs. 相似文献
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Ramazan Kurul Muhammed Nur Ögün Ayşe Neriman Narin Şebnem Avci Beyza Yazgan 《Anatomical sciences education》2020,13(5):648-656
The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students. 相似文献
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Aydın Seda Musaoğlu Çakır Nur Akkuş 《Educational technology research and development : ETR & D》2022,70(5):1809-1841
Educational technology research and development - The rich multimedia-enhanced language content offered by modern commercial off-the-shelf games and students’ interest in playing such games... 相似文献
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