Search

Purpose: While the expectancy–value theory recognizes the significance of cost as an essential component, it has garnered minimal attention in physical education. Utilizing two separate datasets, we explored the degree to which the inclusion of cost in an expectancy–value–cost model could augment its predictive capability. Method: Study 1 utilized a cross-sectional data set (N = 144) to investigate the predictive roles of expectancy belief, task value, and cost on behavioral and emotional engagement. Study 2 employed a longitudinal data set (N = 251) to assess how these variables influenced the hypothetical choice of attending physical education and cardiorespiratory fitness. Results: Cost played a significant role in explaining additional variance, surpassing what could be predicted through expectancy and value. Specifically, cost emerged as a crucial factor in predicting emotional engagement, hypothetical choice, and cardiorespiratory fitness. Conclusion: Incorporating cost as an independent construct can yield valuable supplementary insights into the determinants of students' learning. [ABSTRACT FROM AUTHOR]

Influencer marketing is a popular strategy to connect with consumers. However, influencers' use of overly high-arousal language in promoting products (e.g., "it's totally AMAZING!") has raised questions about their true motivations. This article investigates how high-arousal language in micro- versus macro-influencers' sponsored posts might shape engagement. A multimethod approach, combining automated text, image, video, and audio analyses of thousands of Instagram and TikTok posts with controlled experiments, demonstrates that high-arousal language increases engagement with micro-influencers, but it decreases engagement with macro-influencers, seemingly because it makes micro- (macro-) influencers appear more (less) trustworthy. Yet the negative effect of arousal for macro-influencers can be mitigated if their posts provide counterbalanced valence (both positive and negative assessments) or if they indicate an informative, rather than commercial, goal. These findings deepen understanding of how language arousal shapes consumer responses, reveal a psychological mechanism through which language arousal affects perceptions, and provide actionable insights for crafting more effective social media content. [ABSTRACT FROM AUTHOR]

While marketing on social media fan pages has received widespread research attention, few studies have investigated the impact of adding a showroom to a social media fan page. Showrooms on social media fan pages are unique in that they can amplify the conflicts between businesses' commercial purposes (selling) and customers' expectations (socializing) on social media, making it unclear how they might influence customer behavior. In this study, we open this black box by using data from a leading fashion retailer. We found that adding a showroom to a fan page has both positive implications, in that it leads to more user engagement and purchases, and negative implications, in that it leads users to "unfollow" the retailer's social media fan page. We further found that such impact is moderated by customer willingness to disclose private information. Specifically, the positive (negative) implication is significantly greater (smaller) for customers who are willing to disclose their private information to the retailer on social media. Mechanism-level analyses suggest that adding a showroom to a fan page can increase customer purchases both directly and indirectly by facilitating their engagement with the fan page and that customer willingness to disclose private information negatively moderates the mediation effect of user engagement on purchase behavior. In addition, results from an online experiment indicate that such showrooms can increase unfollowing by undermining users' social perception of the fan page and raising users' privacy concerns. Our findings suggest that even when firms see a significant increase in user purchase and activities after adding a showroom on their fan pages, they should carefully consider the potential risk of driving away customers and strategically target users who are less privacy sensitive. [ABSTRACT FROM AUTHOR]

Employers face many dilemmas in effectively implementing work–life flexibility to support employees' personal lives. A key issue is that some employees hold jobs with limited opportunities for work–life flexibility, making them susceptible to burnout; yet most employers believe they can do little to mitigate this dynamic. Furthermore, even when employees hold jobs with greater access to work–life flexibility, some do not take advantage of their flexibility to more fully engage in work and/or home roles. These issues are further exacerbated when supervisors are unsure of their role in supporting work–life flexibility. We identify work–life supportive context as a key factor that provides solutions to these dilemmas. Drawing on job demands resources theory, we posit that, when organizations provide work–life supportive training to supervisors, it promotes a work–life supportive context (i.e., signaling that the organization is supportive of employees' managing their work–life interface), which mitigates burnout for those with limited work–life flexibility and promotes engagement in work and home roles for those with greater work–life flexibility. Results from a year‐long randomized field experiment suggest that, in contexts with trained supervisors and lower employee control over work schedules and boundaries (i.e., lower work–life flexibility), emotional exhaustion is reduced. In contexts with trained supervisors and higher employee control over work boundaries (i.e., higher work–life flexibility), family engagement increases. Surprisingly, irrespective of job access to work‐life flexibility, supervisor participation in work–life support training did not enhance employee work engagement. Implications of our findings for fostering work–life supportive contexts are considered. [ABSTRACT FROM AUTHOR]

Influencer marketing has become big business. But while influencers have the potential to spread marketing messages and drive purchase, some posts get lots of engagement and boost sales, while others do not. What makes some posts more impactful? This work examines how sensory language (e.g. words like "crumble" and "juicy" that engage the senses) shapes consumer responses to influencer-sponsored content. A multimethod investigation, combining controlled experiments with automated text, image, and video analysis of thousands of sponsored social media posts, demonstrates that sensory language increases engagement and willingness to buy the sponsored product. Furthermore, the studies illustrate that these effects are driven by perceived authenticity. Sensory language leads consumers to infer that influencers actually use the product they are endorsing, which increases perceived authenticity, and thus engagement and purchase. These findings shed light on how language shapes responses to influencer-sponsored content, deepen understanding of the drivers of authenticity, and suggest how to develop more impactful social media campaigns. [ABSTRACT FROM AUTHOR]

The topics of social media and consumer behavior are inextricably linked. Since 2008, scholars in sport-studies fields such as sport communication and sport management have increasingly focused their research on social media use by sport entities and consumers. This commentary provides an overview of sport social media and consumer behavior scholarship to date, including prominent and growing topics such as consumers' uses of social media, social media engagement, user segmentation, and user-generated content. A scoping review was conducted to illustrate the current state of research on social media, sport, and consumer behavior. Future research priorities to advance this area of inquiry are also discussed, including more qualitative research resulting in rich and descriptive analyses, the need to better understand Gen Z as sport social media consumers, and the need to understand the connection between social media consumption and purchasing behavior. Finally, the commentary encourages scholars to expand their research focus in geographic contexts outside of North America, on underrepresented groups, such as women's sport and disability sport, and to adopt new theoretical frameworks for such research. [ABSTRACT FROM AUTHOR]

ObjectivesThis study investigates primary peer-referral engagement (PRE) strategies to assess which strategy results in engaging higher numbers of people with HIV (PWH) who are virally unsuppressed.DesignWe develop a modeling study that simulates an HIV epidemic (transmission, disease progression, and viral evolution) over 6 years using an agent-based model followed by simulating PRE strategies. We investigate two PRE strategies where referrals are based on social network strategies (SNS) or sexual partner contact tracing (SPCT).MethodsWe parameterize, calibrate, and validate our study using data from Chicago on Black sexual minority men to assess these strategies for a population with high incidence and prevalence of HIV. For each strategy, we calculate the number of PWH recruited who are undiagnosed or out-of-care (OoC) and the number of direct or indirect transmissions.ResultsSNS and SPCT identified 256.5 [95% confidence interval (CI) 234-279] and 15 (95% CI 7-27) PWH, respectively. Of these, SNS identified 159 (95% CI 142-177) PWH OoC and 32 (95% CI 21-43) PWH undiagnosed compared with 9 (95% CI 3-18) and 2 (95% CI 0-5) for SPCT. SNS identified 15.5 (95% CI 6-25) and 7.5 (95% CI 2-11) indirect and direct transmission pairs, whereas SPCT identified 6 (95% CI 0-8) and 5 (95% CI 0-8), respectively.ConclusionWith no testing constraints, SNS is the more effective strategy to identify undiagnosed and OoC PWH. Neither strategy is successful at identifying sufficient indirect or direct transmission pairs to investigate transmission networks.

There are unique challenges that arise from participating in remote clinical trials. Broadly, findings suggest that participants enrolled in digital intervention trials are more likely to disengage or prematurely dropout than participants in face-to-face trials. Thus, optimizing contact with participants via video-conferencing platforms to build rapport and encourage commitment to the study is critical. Still, challenges with video-conferencing visits can pose challenges. Some of these challenges include a lack of clarity about study requirements, difficulties demonstrating staff engagement and building rapport, and the technical challenges of using video-conferencing software. These challenges can affect participant retention, study validity, and the willingness of underserved groups to participate in research. In the context of a remote randomized clinical trial evaluating a digital intervention for prenatal insomnia, we discuss strategies used to counteract these challenges, including the use of virtual orientation sessions, and practical recommendations to improve staff engagement with participants. These findings are relevant to research teams conducting remote clinical trials, especially those seeking to recruit and retain participants from populations currently and historically underrepresented in research.

This reflective writing identified components that contribute to increased participation of international ESL in one online graduate course. All the factors identified in the analysis as conducive to greater engagement and elevated participation naturally fell into the three presences of Community of Inquiry (CoI). As such, a new theoretical framework titled CoIParticipation Model was created to reveal the underlying connection between CoI and participation. Findings drawn from the critical analysis indicate that online courses maintaining a good CoI can effectively promote ESL class participation, especially oral participation, by eliminating linguistic barriers, building a sense of group commitment, and creating a connected community of learners. Instructional implications and practical teaching tips for TESOL professionals incorporating the CoI-Participation Model in online teaching are discussed.

BackgroundSmartphone apps may provide an opportunity to deliver mental health resources and interventions in a scalable and cost-effective manner. However, young people from marginalized and underserved groups face numerous and unique challenges to accessing, engaging with, and benefiting from these apps.ObjectiveThis study aims to better understand the acceptability (ie, perceived usefulness and satisfaction with an app) and feasibility (ie, the extent to which an app was successfully used) of mental health apps for underserved young people. A secondary aim was to establish whether adaptations can be made to increase the accessibility and inclusivity of apps for these groups.MethodsWe conducted 2 sequential studies, consisting of a systematic literature review of mental health apps for underserved populations followed by a qualitative study with underserved young male participants (n=20; age: mean 19). Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, an electronic search of 5 databases was conducted in 2021. The search yielded 18,687 results, of which 14 articles met the eligibility criteria.ResultsThe included studies comprised a range of groups, including those affected by homelessness, having physical health conditions, living in low- and middle-income countries, and those with sexual and gender minority identities. Establishing and maintaining user engagement was a pervasive challenge across mental health apps and populations, and dropout was a reported problem among nearly all the included studies. Positive subjective reports of usability, satisfaction, and acceptability were insufficient to determine users' objective engagement.ConclusionsDespite the significant amount of funding directed to the development of mental health apps, juxtaposed with only limited empirical evidence to support their effectiveness, few apps have been deliberately developed or adapted to meet the heterogeneous needs of marginalized and underserved young people. Before mental health apps are scaled up, a greater understanding is needed of the types of services that more at-risk young people and those in limited-resource settings prefer (eg, standard vs digital) followed by more rigorous and consistent demonstrations of acceptability, effectiveness, and cost-effectiveness. Adopting an iterative participatory approach by involving young people in the development and evaluation process is an essential step in enhancing the adoption of any intervention, including apps, in "real-world" settings and will support future implementation and sustainability efforts to ensure that marginalized and underserved groups are reached.Trial registrationPROSPERO CRD42021254241; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=254241.

Climate communication scientists search for effective message strategies to engage the ambivalent public in support of climate advocacy. The personal experience of wildfire is expected to render climate change impacts more concretely, pointing to a potential message strategy to engage the public. This study examined Twitter discourse related to climate change during the onset of 20 wildfires in California between the years 2017 and 2021. In this mixed method study, we analyzed tweets geographically and temporally proximal to the occurrence of wildfires to discover framings and examined how frequencies in climate framings changed before and after fires. Results identified three predominant climate framings: linking wildfire to climate change, suggesting climate actions, and attributing climate change to adversities besides wildfires. Mean tweet frequencies linking wildfire to climate change and attributing adversities increased significantly after the onset of fire. While suggesting climate action tweets also increased, the increase was not statistically significant. Temporal analysis of tweet frequencies for the three themes of tweets showed that discussion increased after the onset of a fire but persisted typically no more than 2 weeks. For fires that burned for longer periods of more than a month, external events triggered climate discussions. Our findings contribute to identifying how the personal experience of wildfire shapes Twitter discussion related to climate change, and how these framings change over time during wildfire events, leading to insights into critical time points after wildfire for implementing message strategies to increase public engagement on climate change impacts and policy.

BackgroundHIV or sexually transmitted infections remain a significant public health concern in the United States, with adolescents affected disproportionately. Adolescents engage in HIV/STI risk behaviors, including drug use and condomless sex, which increase the risk for HIV/STIs. At-risk adolescents, many of whom are racial minorities, experience HIV/STI disparities. Although at-risk adolescents are disproportionately affected by HIV/STI risk behaviors and infections and although the Centers for Disease Control and Prevention recommends routine HIV/STI testing for adolescents, relatively few adolescents report having ever been tested for HIV/STI. With expected increases in health clinic visits as a result of the Affordable Care Act combined with technological advances, health clinics and mobile health (mHealth), including apps, provide innovative contexts and tools to engage at-risk adolescents in HIV/STI prevention programs. Yet, there is a dearth of efficacious mHealth interventions in health clinics to prevent and reduce both condomless sex and drug use and increase HIV/STI testing for at-risk adolescents.ObjectiveTo address this gap in knowledge, we developed a theory-driven, culturally congruent mHealth intervention (hereon referred to as S4E [Storytelling 4 Empowerment]) that has demonstrated feasibility and acceptability in a clinical setting. The next step is to examine the preliminary efficacy of S4E on adolescent HIV/STI testing and risk behaviors. This goal will be accomplished by 2 aims: the first aim is to develop a cross-platform and universal version of S4E. The cross-platform and universal version of S4E will be compatible with both iOS and Android operating systems and multiple mobile devices, aimed at providing adolescents with ongoing access to the intervention once they leave the clinic, and the second aim is to evaluate the preliminary efficacy of S4E, relative to usual care control condition, in preventing or reducing drug use and condomless sex and increasing HIV/STI testing in a clinical sample of at-risk adolescents aged 14-21 years living in Southeast Michigan.MethodsIn this study, 100 adolescents recruited from a youth-centered community health clinic will be randomized via blocked randomization with random sequences of block sizes to one of the 2 conditions: S4E mHealth intervention or usual care. Theory-driven and culturally congruent, S4E is an mHealth adaptation of face-to-face storytelling for empowerment, which is registered with the Substance Abuse and Mental Health Services Administration's National Registry of Evidence-Based Programs and Practices.ResultsThis paper describes the protocol of our study. The recruitment began on May 1, 2018. This study was registered on December 11, 2017, in ClinicalTrials.gov. All participants have been recruited. Data analysis will be complete by the end of March 2024, with study findings available by December 2024.ConclusionsThis study has the potential to improve public health by preventing HIV/STI and substance use disorders.Trial registrationClinicalTrials.gov NCT03368456; https://clinicaltrials.gov/study/NCT03368456.International registered report identifier (irrid)DERR1-10.2196/47216.

Study advisory committees (SACs) provide critical value to clinical trials by providing unique perspectives that pull from personal and professional experiences related to the trials healthcare topic. The Emergency Medicine Palliative Care Access (EMPallA) study had the privilege of convening a 16-person SAC from the projects inception to completion. The study team wanted to understand the impact this project had on the SAC members. In this narrative, we use reflective dialogue to share SAC members lived experiences and the impact the EMPallA study has had on members both personally and professionally. We detail the (1) benefits SAC members, specifically patients, and caregivers, have had through working on this project. (2) The importance of recruiting diverse SAC members with different lived experiences and leveraging their feedback in clinical research. (3) Value of community capacity building to ensure the common vision of the clinical trial is promoted.

IntroductionThis study aimed to understand whether older adults' longitudinal completion of assessments in an online Alzheimer's disease and related dementias (ADRD)-related registry is influenced by self-reported medical conditions.MethodsBrain Health Registry (BHR) is an online cognitive aging and ADRD-related research registry that includes longitudinal health and cognitive assessments. Using logistic regressions, we examined associations between longitudinal registry completion outcomes and self-reported (1) number of medical conditions and (2) eight defined medical condition groups (cardiovascular, metabolic, immune system, ADRD, current psychiatric, substance use/abuse, acquired, other specified conditions) in adults aged 55+ (N = 23,888). Longitudinal registry completion outcomes were assessed by the completion of the BHR initial questionnaire (first questionnaire participants see at each visit) at least twice and completion of a cognitive assessment (Cogstate Brief Battery) at least twice. Models included ethnocultural identity, education, age, and subjective memory concern as covariates.ResultsWe found that the likelihood of longitudinally completing the initial questionnaire was negatively associated with reporting a diagnosis of ADRD and current psychiatric conditions but was positively associated with reporting substance use/abuse and acquired medical conditions. The likelihood of longitudinally completing the cognitive assessment task was negatively associated with number of reported medical conditions, as well as with reporting cardiovascular conditions, ADRD, and current psychiatric conditions. Previously identified associations between ethnocultural identity and longitudinal assessment completion in BHR remained after accounting for the presence of medical conditions.DiscussionThis post hoc analysis provides novel, initial evidence that older adults' completion of longitudinal assessments in an online registry is associated with the number and types of participant-reported medical conditions. Our findings can inform future efforts to make online studies with longitudinal health and cognitive assessments more usable for older adults with medical conditions. The results need to be interpreted with caution due to selection biases, and the under-inclusion of minoritized communities.

ABSTRACT Aim(s) Design Methods Results Conclusion Implications for the Profession and/or Patient Care Impact Reporting Method Patient or Public Contribution To explore the day‐level interactions between challenge and hindrance job demands and their effects on work engagement and emotional exhaustion among healthcare professionals, focusing on the moderating role of resilience.A longitudinal, diary‐based design was employed.This study utilised a multilevel modelling approach to analyse 351 diary entries from 85 healthcare professionals, collected during the COVID‐19 pandemic (in March–April 2021). Participants recorded their daily experiences, including job demands, work engagement, emotional exhaustion and resilience.Challenge demands, such as increased workload, are associated with both higher work engagement and greater emotional exhaustion, highlighting a dual impact. Resilience moderated these effects, reducing the negative impacts of both challenge and hindrance demands on emotional exhaustion. Surprisingly, higher resilience also diminished the positive relationship between effort and engagement.The study highlights the critical role of resilience in moderating the effects of job demands on healthcare workers' well‐being, particularly under the stressful conditions of a global pandemic.Insights from this study can assist healthcare organisations in developing strategies to enhance employee resilience and effectively manage job demands. Improved management of these factors can lead to better employee well‐being and sustained engagement, ultimately benefiting patient care during high‐stress periods.The study addressed the impact of daily job demands on the well‐being and performance of healthcare workers during the COVID‐19 pandemic. The main findings highlighted the dual effects of challenge demands and the protective role of resilience in mitigating the adverse effects of job demands. This research will impact healthcare organisations and policymakers, informing strategies to bolster workforce resilience and well‐being, thereby potentially enhancing patient care during crises.We adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines.Neither patients nor the public were involved in the design, conduct, reporting or dissemination plans of our research. Healthcare professionals participated only as research subjects and did not engage in any aspect of the research process. [ABSTRACT FROM AUTHOR]

In this exploratory mixed‐methods study, we introduce and test our AI‐powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student‐generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre‐ and post‐tests, post‐surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom‐based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions. Practitioner notes What is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI. What is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI. [ABSTRACT FROM AUTHOR]

This research assessed the relationship between students' perception and engagement of the collaborative learning approach in relation to the academic performance in Mathematics of Grade 7 students in Aloguinsan National High School in the Division of Cebu Province for the school year 2023 - 2024. It also utilized a descriptive correlational method, and respondents were identified using simple random sampling in which a member of population had an equal chance of being selected. One hundred forty-six respondents were asked to answer the survey questionnaire in order to measure their level of perception and engagement in the collaborative learning approach. Their academic performance was assessed using their Grade Point Average (GPA) in Mathematics during the 1st quarter of the school year 2023-2024. The data gathered were statistically treated using frequency count, percentage, weighted mean, and Pearson's r. Results showed that most of the respondents were females, and their ages were 12 years old. Under the respondent's parent's highest educational attainment, most of them had completed high school and had a combined monthly family income of 10,000 pesos below. In addition, it revealed that there was a high level of student perception towards utilizing a collaborative learning approach in Mathematics. Also, there was a very high level of affective, behavioral, and cognitive engagement, while the level of respondents' academic performance belongs to the proficient group. Moreover, it was also found that there was no significant relationship between students' perception of cooperative learning and their academic performance in mathematics, but there was a significant relationship between the overall data on respondents' engagement and their academic performance in Mathematics. Furthermore, it was concluded that students with positive perceptions of collaborative learning in school might not be directly impact to their grades, but their attitudes of engagement were significantly relevant to their academic performance in mathematics. Hence, a math performance enhancement plan is highly recommended for adoption. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the level of technology utilization and its impact on learner engagement in the classrooms of Kinder-2nd Grade teachers for the school year 2023-2024. The study examined respondents' demographic profiles and the usage levels of various technologies in the classroom, including Educational Online Videos, Independent Online Programs, Gamified Online Programs, and Interactive Technology. Additionally, learner engagement was assessed in relation to these applied technologies. The study employed a descriptive-comparativedevelopmental design, integrating both quantitative and qualitative approaches. A purposive sampling method was used to select respondents, and data were collected through survey questionnaires and focus group discussions. Statistical analysis was conducted using frequency, percentage, mean, standard deviation, t-tests, and one-way Analysis of Variance, supported by PostHoc Analysis using Scheffe's method. Results revealed that educational online videos were the most frequently utilized technology, while interactive technology was the least utilized. Conversely, learners showed the highest engagement with interactive technology and the least engagement with independent online learning. The study found that age, sex, and years of teaching experience significantly impacted the level of technology utilization, whereas educational attainment did not. Additionally, the findings indicated that learners were more engaged when interactive technology was employed in the classroom, despite teachers' lower utilization levels of such technology. The study also highlighted challenges faced by teachers, including learners' proficiency in digital literacy and the need for an assessment tool to evaluate learner engagement. In conclusion, the study demonstrates that the level of technology utilization by teachers has a significant impact on learner engagement in the classroom. [ABSTRACT FROM AUTHOR]

The rapid change in information technology has made online or blended learning a new norm in higher education. However, the problem of low student engagement in online learning is becoming more prominent. This study explores how college students' proactive personality affects their online learning engagement through the mediating effects of positive emotions and learning motivation. A survey was conducted on college students (N = 1049), and the interrelationships among these variables were analyzed using structural equation modeling. The findings unveiled that: proactive personality positively predicts online learning engagement, positive emotions and learning motivation. Positive emotions and learning motivation significantly positively influence online learning engagement. Moreover, Positive emotions also exert a significant positive impact on learning motivation. In addition, the mediation of positive emotions and learning motivation further strengthened a significant positive correlation between proactive personality and online learning engagement. Implications for theory and practice, including the limitations, were discussed accordingly. [ABSTRACT FROM AUTHOR]

Purpose: To develop an in-depth understanding of spinal cord injury (SCI) researchers' barriers and facilitators to deciding to use 1) a partnered approach to research and, 2) systematically developed principles for guiding Integrated Knowledge Translation (IKT) in spinal cord injury research (IKT Guiding Principles). Methods: Qualitative interview study with North American SCI researchers who were interested in using a partnered research approach. The research was conducted using an IKT approach, and interview data were analyzed using reflexive thematic analysis. Results: Thirteen SCI researchers whose research focused on prevention, clinical, rehabilitation, and/or community SCI research were interviewed. Three themes were co-constructed with partners: 1) the principles are necessary but not sufficient for the implementation of a partnered approach to research; 2) relational capacity building is needed; and 3) institutional transformation is needed to value, resource, and support meaningful engagement. Conclusions: Supporting change that enables SCI researchers to adopt and implement the IKT Guiding Principles will require transformation at the individual (theme 1), relational (theme 2), and institutional levels (theme 3). Findings provide clear, practical, and tangible actions to promote change that can support meaningful engagement in the SCI Research System. IMPLICATIONS FOR REHABILITATION: Providing researchers with clear, procedural information and strategies to use each of the Integrated Knowledge Translation Guiding Principles in practice can support the implementation of the principles and partnered research in rehabilitation-based research. Fostering and evaluating resources and initiatives that help researchers network, build connections, and receive mentorship could help spinal cord injury researchers partner more effectively. Academic, research, and funding systems must ensure their practices, structures, culture, and processes enable, value, resource, support, and/or incentivize partnered research to ensure the research being conducted is relevant and useful in addressing the needs and priorities of research users. [ABSTRACT FROM AUTHOR]

ABSTRACT Drawing from rational emotive behavior therapy (REBT), this research explored the predictive power of critical thinking (CT) disposition on foreign language (FL) engagement. Additionally, it examined whether emotions mediate this relationship and how achievement levels moderate these mediation effects. The study involved 3238 Chinese secondary students, with data collected through self‐reported scales measuring CT disposition, enjoyment, anxiety, boredom, and engagement in FL learning, as well as FL achievement tests. Mediation analysis revealed that CT disposition was significantly and positively associated with FL engagement. Moreover, this relationship was mediated by FL enjoyment, anxiety, and boredom. Additionally, anxiety and boredom notably mediated the relationship between CT disposition and FL engagement, especially among high‐achieving students. However, moderated mediation analysis showed that the mediation effect of FL enjoyment did not significantly differ between high‐achieving and low‐achieving groups. This research holds theoretical, practical, and methodological implications for FL teaching and learning, providing insights into how emotional responses influenced by CT can affect student engagement across different achievement levels. [ABSTRACT FROM AUTHOR]

Students had to adjust their goals during the sudden shift to online teaching amidst the COVID-19 pandemic. This study with 613 university students identified four multidimensional profiles based on how they relied on goal disengagement, reengagement, and perseverative engagement (a new dimension of goal adjustment capacities). Students who disengaged from goals, reengaged in new ones, and were less likely to dwell on their former goals (goal reengagement profile) experienced less stress and burnout and more growth experiences. Students who reengaged less in goals (goal entrapment profile) and those who reengaged but dwelled on their former goals (action crisis profile) experienced worse psychological outcomes. Perfectionists were more likely than excellence strivers to be part of an action crisis goal adjustment profile. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study explores the impact of perceived co-creation experience in the co-created activities of online accommodation platforms. Customers' participation in value co-creation with tourism companies and peer-to-peer (P2P) accommodations can lead to well-being and satisfaction for those involved in the accommodation experience with brands. The study analyzes whether the user's participation in online co-creation proposals positively influences perceived experience, satisfaction, engagement, and electronic word-of-mouth (eWOM). Design/methodology/approach: The research introduces a conceptual model showing how user participation in online co-creation activities in the tourism sector potentially impacts the co-creator experience and several other facets of consumer involvement, such as engagement, satisfaction, eWOM, and participation with the brand. The research was carried out in Spain using a national survey focusing on gender and age. Findings: The study presents findings on the perceived disposition, intention, and participation of consumers during co-creation activities and the positive effects of these actions on the co-creation perceived by users; additional findings pertain to engagement and satisfaction with the brand, eWOM across interactive environments, and participation in new co-creation activities. Originality: The study identifies new strategies for innovation and participation that focus on better customer outcomes, particularly relationships involving the tourist customer experience, engagement, satisfaction, and the business management of tourism companies. The study's implications and future opportunities for research are discussed. [ABSTRACT FROM AUTHOR]

AbstractThis study examines seniors’ creative engagement in group activities using synchronous communication tools and explores automatic assessment methods through behavioral and psychophysiological measurements. Working with a small senior group on collaborative creative tasks, we implemented a comprehensive data collection approach using audio-visual and physiological measurements. Machine learning models were used to evaluate group creative engagement levels using various data subsets. Results show that engagement assessment can be effective with different feature combinations, allowing flexibility across contexts and constraints. The multimodal approach, combining facial, audio, and body analysis, achieved optimal performance and is recommended when conditions permit. Our research provides insights into seniors’ online creative participation and presents an automated system for detecting creative engagement in virtual teams, supporting active participation strategies. [ABSTRACT FROM AUTHOR]

Flipped learning model is currently implemented where conventional lectures take place before class hours, while in-class time is used for hands-on activities and problem-solving under the teacher’s guidance. However, students’ inability to fully engage and complete their learning activities before the class hours and the lack of clear instruction during in-class learning activities can greatly hinder the learning experience. Under this circumstance, a new flipped model, named guided flipped learning (GFL) model, was proposed by embedding study-summary-quiz and think-pair-share strategies into the conventional flipped learning process to overcome the current challenges. To investigate the effectiveness of the proposed GFL model, a quasi-experimental study was conducted. The results showed that GFL significantly enhanced students’ engagement (behavioural, agentic, and emotional) and learning achievement. The proposed GFL model strengthens the quality of the pre-class learning activities and provides clear instruction for in-class learning activities. The results provide educational policy makers the means to effectively revise the conventional flipped model with GFL for lifelong learning. [ABSTRACT FROM AUTHOR]

AbstractTheoretical understandings of micropolitics and ablism provided a framework to analyze power relations and their impacts in a participatory design process. Micropolitics allowed a focus on small scale interactions and relational processes that impact outcomes of participation, and revealed the importance of problem framing and coalition building. We also found resistance to ablism through micropolitical strategies including: the sharing of experiential narratives; the use of expressive communication styles; and the development of alliances. These helped challenge norms of ablism in the deliberative process. Suggested practices for planners and facilitators who want to intervene in status quo ablest practices are identified. [ABSTRACT FROM AUTHOR]

Background Methods Findings Conclusion This qualitative research explored family caregivers’ engagement and social support in a single online support group (OSG). It sought to answer two research questions: Q1: Was social support evident in the OSG? If so what types and how did these types relate to engagement? Q2: Were elements from the Context, Content and Delivery conceptual framework evident in the OSG? If so, what were the key elements of this group?Eighteen semi‐structured interviews were carried out with members of a family caregiver OSG in Ireland. Data were analysed using deductive qualitative analysis with a codebook created from one typology of social support and the Context, Content and Delivery conceptual framework for engagement in web‐based technologies.For Q1, all types of social support were generated in the OSG. All had a positive impact on engagement. Informational support (17/18 respondents) and emotional support (15/18 respondents) were the highest support experienced by the group. For Q2, we found evidence for 11 key elements of the conceptual framework. Myriad sub‐elements had positive, negative and mixed impacts on engagement. These elements generally related to positive developments of social support by the respondents.Drawing together the findings, we present a new framework, the Journey of Engagement and Support in Online Support Groups for Family Caregivers. This maps the stages for engagement and support in an OSG and can be used by practitioners for running OSG and researchers to generate testable hypotheses about the relationship between social support and engagement. [ABSTRACT FROM AUTHOR]

Background: Patients, their family members and caregivers have firsthand experiences of living with or supporting someone living with a disease or medical condition. This knowledge by experience cannot be replaced by the knowledge acquired by clinicians, researchers, or other professionals through study and/or work. The Therapies for Long COVID in non-hospitalised individuals (TLC) research project was funded in the UK by the National Institute for Health and Care Research (NIHR) and UK Research and Innovation to investigate the impact of long COVID on affected individuals. This article focuses on the implementation of PPIE for the TLC project. It provides details on the methodological approach that was adopted, the evaluation and reporting of the PPIE for the project and some previously unreported challenges we faced. Main body: A PPIE Lead was appointed to coordinate PPIE for the project and facilitate communication and relationship building with the patient partners. Our overarching approach was collaborative with patient partners actively involved in the various work packages of the project.. This was achieved by recruiting PPIE members from (1) direct contacts, (2) long COVID support groups (3) a local general practitioner (GP) surgery. Although we were unable to hold face-to-face meetings due to the social restrictions during the COVID-19 pandemic, we offered patients the choice of using virtual platforms like Zoom, telephone calls, and emails for communication. We adopted a 4-tiered model for the PPIE group with each tier providing different opportunities for contributing to the project. This model helped the PPIE Lead to effectively co-ordinate PPIE activities for the project as well as provide all patient partners the opportunity to contribute to the project whilst managing their condition. PPIE for the TLC project was co-evaluated with patient partners. Conclusions: Despite the challenges we encountered with the pandemic, the TLC project provided a valuable opportunity for patients to shape the design, conduct and dissemination of the research findings. The information provided in this article may be useful to other researchers and patients when planning PPIE for future health research. The implementation of PPIE in healthcare research could help ensure that the outcomes of research are those valued by and relevant to the needs of patients and other end users. Plain English summary: Patients, their family members and caregivers have firsthand experiences of living with or supporting someone living with a disease or medical condition. This knowledge by experience cannot be replaced by the knowledge clinicians, researchers, or other professionals acquire through study and/or work. The involvement of patients, their family members and caregivers in decisions about how health research is carried out can ensure that the results of research meet patients' needs and leads to tangible benefit for them. The 'Therapies for Long COVID' (TLC) research project was funded in the UK to investigate the impact of long COVID on affected individuals. People with long COVID, who we consider our patient partners, contributed substantially to the project. The results of some of the studies conducted as part of the project have been published elsewhere. In this article, we focus on how we organised and managed PPIE for the TLC project. Despite some challenges, we were able to involve several patient partners in the project. This was achieved by recruiting PPIE members from (1) direct contacts, (2) long COVID support groups (3) a local general practice (GP). Although we were unable to hold face-to-face meetings due to the social restrictions during the COVID-19 pandemic, we offered patients the choice of using virtual platforms like Zoom, telephone calls, and emails for communication. PPIE for the TLC project was co-evaluated with patient partners and all TLC publications have been co-authored with patient partners. We hope that the information provided in this article will be useful to other researchers and patients when planning PPIE for future health research. [ABSTRACT FROM AUTHOR]

Background: Early intervention services (EIS) for psychosis have proven highly effective in treating first episode psychosis. Yet, retention or "engagement" in EIS remains highly variable. Dis/engagement as a contested concept and fluid process involving relationships between service providers and service users remains poorly understood. This study aimed to critically evaluate and explain the dynamic interplay of service provider-user relationships in effecting dis/engagement from an early intervention program for psychosis. Methods: Forty study participants, 16 service providers and 24 service users (19 current and 5 disengaged) from a Canadian EIS program, were administered semi-structured interviews. Qualitative analysis was conducted using grounded theory methods, with findings captured and reconceptualized in a novel explanatory model. Findings: A model of engagement with eight major domains of engagement in EIS positioned along a control-autonomy spectrum was developed from the findings, with Clinical engagement (attendance) and Life engagement (life activities) at opposite ends of the spectrum, interspersed by six intermediate domains: Medication/treatment, Symptoms/illness, Mental health, Physical health/wellness, Communication, and Relationships, each domain bearing uniquely on engagement. Conclusions: An examination of service user and service provider perspectives on the various domains identified in the spectrum model, and their dynamic interplay, reveals the complexity of choices faced by service users in engaging and not engaging with services. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Leadership within medical academic institutions often adheres to hierarchical structures, relying on factors like seniority and context, with limited focus on leadership development. This study aims to develop a structured framework by examining the traits, aspirations, and pre-requisites of academic leaders within medical school faculties. METHODS: A cross-sectional study collected input from regular medical faculty and those in leadership roles through an online questionnaire, followed by quantitative and qualitative analyses. Data was curated, analyzed, and triangulated to establish subdomains, domains, and themes for the framework. RESULTS: Among 229 respondents, 121 held formal academic leadership roles, the remaining 108 were regular medical faculty. And 92% of regular faculty cited lack of experience and training as significant barriers to effective leadership. Both groups agreed on the need for intensive leadership training, as 85% of leaders and 66% of regular faculty lacked formal academic leadership training. The concept of affiliative leadership was favored by 45% of leaders. Qualitative analysis and subtheme triangulation led to the development of the 6 Es Framework for Leadership in Academic Medicine (FLAM). This framework encompasses: ethics (accountability and role modeling), education (structured curriculum and training), envision (clear path and talent identification), engagement (structural foundation and attainable goals), empowerment (fostering passion), and encouragement (financial incentives). CONCLUSION: This research reinforces the necessity of structured leadership development in academic medicine. The unique attributes of the 6Es FLAM have the potential to enhance leadership in this field. [ABSTRACT FROM AUTHOR]

ABSTRACT With the rise of positive psychology in the field of second/foreign (L2) language acquisition, an increasing number of studies have delved into the factors influencing L2 engagement. While the interplay between environmental and personal factors has been acknowledged, we know little about whether and how different sources of social support influence L2 engagement via personal sources. To fill the gap, the current study recruited 649 Chinese English as a foreign language undergraduates and measured their perceived social support, L2 resilience, control, and engagement. Correlation analyses found that the four variables were positively correlated. Structural equation modeling analysis revealed that out of the three sources of social support, only teacher support had a direct impact on L2 engagement. Additionally, L2 resilience and control co‐mediated the path between teacher support and L2 engagement. Further inspection found that L2 resilience mediated the path from teacher support to all four dimensions of L2 engagement. However, L2 control only mediated the path from teacher support to cognitive and emotional engagement. The findings echoed the importance of teacher support in motivating L2 learning behaviors. Theoretical and pedagogical implications are also discussed. [ABSTRACT FROM AUTHOR]

The emergence of artificial intelligence has necessitated a transformation in pedagogical methodologies. This study evaluated the integration of gamified project-based learning (GPBL) and artificial intelligence-generated content (AIGC) tools in enhancing information literacy education. The primary objectives were to explore the relationship among students’ learning experiences, information literacy, creativity, and engagement in an integrated learning environment. Using an explanatory sequential design with surveys and interviews, first-year university students (n = 36) from the School of Art and Design participated. Results indicated that students perceived moderately high levels of engagement(3.72) and creativity(4.11) during the GPBL activities, with positive emotions contributing significantly to motivation. Moreover, information literacy skills have substantially improved, such as in information retrieval, using AIGC tools, and understanding the ethical aspects of AI technology. A process model illustrated how positive emotions, motivation, creativity, engagement, and information literacy were linked in a GPBL-incorporating AI setting. [ABSTRACT FROM AUTHOR]

Background: Men's engagement in maternal and child health care in the preconception health forum is essential because it allows primary prevention of maternal and infant mortality and morbidity. This review aimed to identify strategies to engage men in preconception health. Materials and Methods: This scoping review was conducted from August to September 2022. The database searches included PubMed, EBSCO, and ProQuest from 2012 to 2022, related to men's involvement in reproductive health, preconception health, family planning, maternity, and infant care; articles written in English; national (Indonesia) and international articles; and appropriate thesis. The searched keywords were man/male role, premarital, preconception, reproductive health, and fertility. Results: The electronic searches turned to 1969 articles, 16 of which met the inclusion criteria and were selected for study analysis. This review identified three themes: identifying programs that are sensitive to the limitations of men; developing community outreach strategies; and engaging management principles, policy, and legislation. Conclusions: Efforts to engage men in preconception health can be complicated, but several strategic programs have demonstrated some success. Subsequent programs that require men's participation in preconception health services must be sensitive to the identified barriers. [ABSTRACT FROM AUTHOR]

The rise and development of new network technologies have shaped a new information revolution. At the same time, they have penetrated education, including football training. The study aimed to determine the impact of network technologies on players' ability to cooperate, be engaged, and be creative when teaching football tactics. ANCOVA (analysis of covariance) data have shown that network technologies can have small to moderate effects on boosting cooperation between players in teaching football tactics. Despite the greater number of points scored by the experimental group (74.71%) than that by the control (65.90%), both groups have an average level of cooperation. The present findings are helpful in the introduction of a set of activities that may optimize football players' learning in a way that is effective in developing their cooperation skills. The research results provide new knowledge about network technologies application in teaching football tactics. [ABSTRACT FROM AUTHOR]

Background: Low app engagement is a central barrier to digital mental health efficacy. With mindfulness-based mental health apps growing in popularity, there is a need for new understanding of factors influencing engagement. This study utilized digital phenotyping to understand real-time patterns of engagement around app-based mindfulness. Different engagement metrics are presented that measure both the total number of app-based activities participants completed each week, as well as the proportion of days that participants engaged with the app each week. Method: Data were derived from two iterations of a four-week study exploring app engagement in college students (n = 169). This secondary analysis investigated the relationships between general and mindfulness-based app engagement with passive data metrics (sleep duration, home time, and screen duration) at a weekly level, as well as the relationship between demographics and engagement. Additional clinically focused analysis was performed on three case studies of participants with high mindfulness activity completion. Results: Demographic variables such as gender, race/ethnicity, and age lacked a significant association with mindfulness app-based engagement. Passive data variables such as sleep and screen duration were significant predictors for different metrics of general and mindfulness-based app engagement at a weekly level. There was a significant interaction effect for screen duration between the number of mindfulness activities completed and whether or not the participant received a mindfulness notification. K-means clusters analyses using passive data features to predict mindfulness activity completion had low performance. Conclusions: While there are no simple solutions to predicting engagement with mindfulness apps, utilizing digital phenotyping approaches at a population and personal level offers new potential. The signal from digital phenotyping warrants more investigation; even small increases in engagement with mindfulness apps may have a tremendous impact given their already high prevalence of engagement, availability, and potential to engage patients across demographics. [ABSTRACT FROM AUTHOR]

This research seeks to understand parental support for online students. Using a survey, this study examined perceptions from 567 parents from eight online K-12 programs in a Midwestern state regarding their support for students' online affective, behavioral, and cognitive engagement. Guided by the Academic Communities of Engagement Framework, our analysis identified eight main challenges parents faced when supporting their online student: (a) focus; (b) keeping on pace; (c) lack of motivation; (d) lack of organization, learning materials, live sessions, and support from online schools; (e) lack of feedback, support, and communication from teachers; (f) parents in need of additional skills in supporting students' online engagement; (g) schedule issues at home and (h) parents' unawareness of students' online learning. Practical recommendations to help parents are shared at the end of the study. [ABSTRACT FROM AUTHOR]

This systematic review and meta‐analysis analyzed and summarized the growing literature on the effectiveness of chatbot‐delivered interventions in increasing uptake, intention, and attitudes related to any type of vaccination. We identified randomized controlled studies (RCTs), quasi‐experimental studies, and non‐experimental studies from the following platforms: PubMed, Web of Science, MEDLINE, Global Health, APA PsycInfo, and EMBASE databases. A total of 12 eligible studies published from 2019 to 2023 were analyzed and summarized. In particular, one RCT showed that a chatbot‐delivered tailored intervention was more effective than a chatbot‐delivered non‐tailored intervention in promoting seasonal influenza vaccine uptake among older adults (50.5% versus 35.3%, p = 0.002). Six RCTs were included in the meta‐analysis to evaluate the effectiveness of chatbot interventions to improve vaccination attitudes and intentions. The pooled standard mean difference (SMD) of overall attitude change was 0.34 (95% confidence intervals [CI]: 0.13, 0.55, p = 0.001). We found a non‐significant trivial effect of chatbot interventions on improving intentions of vaccination (SMD: 0.11, 95% CI: −0.13, 0.34, p = 0.38). However, further evidence is needed to draw a more precise conclusion. Additionally, study participants reported high satisfaction levels of using the chatbot and were likely to recommend it to others. The development of chatbots is still nascent and rooms for improvement exist. [ABSTRACT FROM AUTHOR]

This essay is part of a Thematic Collection of Science, Technology & Human Values on the work of Adele E. Clarke (1945–2024). [ABSTRACT FROM AUTHOR]