Acta Psychologica最新文献_第9页

Is separation represented in terms of position? 是否用位置来表示分离？

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-17 DOI: 10.1016/j.actpsy.2025.104725

Stephen Dopkins

{"title":"Is separation represented in terms of position?","authors":"Stephen Dopkins","doi":"10.1016/j.actpsy.2025.104725","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.104725","url":null,"abstract":"How do humans make judgments of separation (distance in a frontal plane)? According to the additive account of separation assessment, the separation between two points is inferred from the number of instances of a unit distance lying between the points. According to the subtractive account, the separation between two points is inferred from the difference between their positions in a localization system. In response to recent findings that are consistent with the additive account and inconsistent with the subtractive account, the present study explicitly tested the subtractive account. The study tested whether separations are represented in memory in terms of positions, as would be expected under the subtractive account. In two experiments the study found no support for this possibility. Although participants showed a bias to mis-recall the members of a set of separations in the direction of the average separation in the set, participants did not show a parallel bias in recalling the positions that defined the separations. Although participants were influenced in recalling the members of a set of separations by the range of the scale that was used to specify the separations, participants were not similarly influenced in recalling the positions that defined the separations.","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"104725"},"PeriodicalIF":2.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142998408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring cultural intelligence and academic self-efficacy among teacher trainees in a context of intra-cultural diversity. 文化多样性背景下教师培训生的文化智力和学术自我效能感研究。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-17 DOI: 10.1016/j.actpsy.2025.104718

Wondimagegn Tesfaye, Wondifraw Dejene, Adamu Assefa

引用次数: 0

Influence of music educators on students' involvement in learning the theory of musical art. 音乐教育者对学生参与音乐艺术理论学习的影响。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-17 DOI: 10.1016/j.actpsy.2025.104722

Wanzi Jiang, Bing Han, Yantao Cui

{"title":"Influence of music educators on students' involvement in learning the theory of musical art.","authors":"Wanzi Jiang, Bing Han, Yantao Cui","doi":"10.1016/j.actpsy.2025.104722","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.104722","url":null,"abstract":"New models of music education place the student at the centre of the learning process, thereby ensuring effective integration, adaptation and involvement of students in teaching music and the theory of musical art. The research purpose is to evaluate the influence of music teachers on students' involvement in learning the theory of musical art, including elements such as planning, orientation, performance, control, and evaluation. The research sample consisted of 175 students from the music department of the [BLINDED] Conservatory. The study used a survey method to collect information on the effectiveness of the influence of music educators on the involvement of students in learning the theory of musical art. Moreover, the research used a grouping method, correlation, and regression analysis, and presented the results in tabular form. The scholars applied the GUFA (Goals, Uncertainties, Facts, and Actions) method to identify the key characteristics of teaching music and the involvement of students in learning the theory of musical art. They examined this at stages such as planning, orientation, implementation, control, and evaluation, and assessed their impact on the dynamics of the educational process to learn the methodological subject. The research concluded that planning was influenced by the fact that 12 (75.2 %) music educators were assessed using categories R and M. The indicator of the greatest complexity was received by 10 (62.6 %) teachers, performance was obtained by 13 (81.3 %) teachers, control, and evaluation were obtained by 10 (62.6 %) educators. The research results can be used to introduce new curricula, educational programmes, and methodological and practical manuals for music education using music teaching to involve students in learning the theory of musical art. Further research is needed to expand similar studies and involve students not only from China but also from other countries.","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"104722"},"PeriodicalIF":2.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142998403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who thrives in a public health crisis? 谁能在公共卫生危机中茁壮成长？

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-17 DOI: 10.1016/j.actpsy.2024.104636

Michelle Yik, Nicolson Yat-Fan Siu

引用次数: 0

Using epistemic network analysis to examine the cognitive engagement process in online collaborative learning. 运用认知网络分析研究在线协作学习中的认知参与过程。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-17 DOI: 10.1016/j.actpsy.2025.104737

Jin Zhou, Xuejing Han

引用次数: 0

Boosting trauma resilience: The power of electronic mental health support - a randomized trial. 增强创伤恢复力：电子心理健康支持的力量——一项随机试验。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-16 DOI: 10.1016/j.actpsy.2025.104698

Isabelle Vonèche-Cardia, Caroline Bendahan, Marina Fiori, Jean-Philippe Antonietti, Juan Carlos Farah, Denis Gillet, Delphine Preissmann

{"title":"Boosting trauma resilience: The power of electronic mental health support - a randomized trial.","authors":"Isabelle Vonèche-Cardia, Caroline Bendahan, Marina Fiori, Jean-Philippe Antonietti, Juan Carlos Farah, Denis Gillet, Delphine Preissmann","doi":"10.1016/j.actpsy.2025.104698","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.104698","url":null,"abstract":"Post-traumatic stress disorder (PTSD) is a psychiatric condition triggered by experiencing or witnessing traumatic events, such as death, serious injury, or threats to oneself or others. Affecting 5-10 % of the population, PTSD is often underreported due to the reluctance of individuals to disclose personal traumatic experiences. This study explore the effectiveness of a digital (electronic mental health and psychosocial support) and psychologist-led intervention in mitigating PTSD symptoms. A randomized control trial was conducted, comparing the effects of human and digital intervention (conditions 1 and 2), and no intervention (control group) on PTSD symptoms induced by a traumatic film excerpt. Participants were randomly assigned to one of the three conditions. Emotional responses were measured using various scales, and flashbacks were recorded over a week following the intervention. Results demonstrated that both human and digital interventions significantly reduced negative emotions and flashbacks compared to the control group. The psychologist-led intervention was the most effective, followed by the digital intervention. This study highlights the potential of digital intervention to provide accessible, anonymous, and effective support for trauma victims, suggesting a promising avenue for future mental health interventions.","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"104698"},"PeriodicalIF":2.1,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142998388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Demotivation in English learning of Chinese medical students: Insights from situated expectancy-value theory. 中国医学生英语学习的动机缺失：情境期望价值理论的启示。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-16 DOI: 10.1016/j.actpsy.2025.104716

Xiaoting Ji, April Jiawei Zhang

{"title":"Demotivation in English learning of Chinese medical students: Insights from situated expectancy-value theory.","authors":"Xiaoting Ji, April Jiawei Zhang","doi":"10.1016/j.actpsy.2025.104716","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.104716","url":null,"abstract":"Despite extensive research on motivation in English as a Foreign Language (EFL) settings, demotivation within medical education remains underexplored. This mixed-method study employs the Situated Expectancy-Value Theory (SEVT) to investigate the demotivation of English learning experienced by 426 Chinese medical students in their English language learning. Utilising data collected from the adapted English learning demotivation questionnaire, quantitative analysis was conducted through exploratory factor analysis, confirmatory factor analysis, and correlation analysis. Qualitative insights from open-ended responses revealed that the interplay of internal (e.g., lack of self-regulation) and external (e.g., heavy medical course load) factors plays an important role in medical students' demotivation in English. Significant demotivators identified included weak language foundation, heavy workload of medical courses, and lack of self-regulation. A moderate correlation was found between English proficiency and demotivation, emphasising the importance of considering a range of factors, rather than attributing demotivation solely to low English proficiency. The findings extend the understanding of demotivation and reconceptualise the concept through low expectancy of success, reduced value, and high perceived effort cost. Critical insights emphasise the importance of fostering motivating English learning environment in medical education by considering both individual and contextual factors. Implications for educational interventions are discussed.","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"104716"},"PeriodicalIF":2.1,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142998390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners. 运用主动学习方法促进学习动机、减少焦虑、形成积极态度：以英语学习者为例。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-16 DOI: 10.1016/j.actpsy.2025.104704

Afsheen Rezai, Reza Ahmadi, Parisa Ashkani, Gholam Hossein Hosseini

{"title":"Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners.","authors":"Afsheen Rezai, Reza Ahmadi, Parisa Ashkani, Gholam Hossein Hosseini","doi":"10.1016/j.actpsy.2025.104704","DOIUrl":"https://doi.org/10.1016/j.actpsy.2025.104704","url":null,"abstract":"Active Learning (AL) represents a transformative instructional approach that departs from traditional methods by immersing students in experiential learning activities such as problem-solving, discussions, role-plays, interactive engagement, and case studies. Despite its widely recognized potential, the effects of AL on psycho-affective constructs in English as a Foreign Language (EFL) contexts remain underexplored. Hence, this study explored the impact of AL on EFL learners' motivation, attitudes, and anxiety in Iran. A sample of 110 pre-intermediate EFL learners from the Iran Language Institute in Borujerd City was recruited through random sampling. Following participant homogenization via the Oxford Quick Placement Test and outlier exclusion, 51 learners were randomly assigned to an experimental group (EG, n = 26) receiving AL-based instruction, and a control group (CG, n = 25) exposed to traditional lecture-based instruction. Over 18 one-hour sessions, conducted twice weekly, the groups underwent distinct interventions. The outcomes of independent samples t-tests revealed that AL-based instruction significantly enhanced the EFL learners' motivation, fostered more positive attitudes toward English language learning, and effectively reduced anxiety in the EG compared to the CG. The study's findings approved the pedagogical value of AL, specifically its capacity to create an engaging and emotionally supportive classroom environment that promotes learner confidence, sustained motivation, and a positive disposition toward English learning. Different stakeholders in EFL education are encouraged to integrate AL strategies into EFL curricula to improve psycho-affective outcomes.","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":"253 ","pages":"104704"},"PeriodicalIF":2.1,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142998399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Questioning the 'subjective well-being' concept: Distinguishing wellbeing and happiness. 质疑“主观幸福感”的概念：区分幸福和快乐。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-16 DOI: 10.1016/j.actpsy.2025.104702

Elias L Khalil

引用次数: 0

Allowed response time and estimated average body size influence visual body size estimates. 允许的反应时间和估计的平均体型影响视觉上的体型估计。

IF 2.1 4区心理学

Acta Psychologica Pub Date : 2025-01-16 DOI: 10.1016/j.actpsy.2025.104730

Stephen Gadsby, Manja M Engel

引用次数: 0