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A meta-analytic review of the relation between spatial anxiety and spatial skills
Get PDFSpatial skills are key predictors of achievement in science, technology, engineering, and mathematics disciplines, despite being acquired through everyday life and not formally taught in schools. Spatial skills include a diverse group of abilities broadly related to reasoning about properties of space such as distance and direction. Recently, more research has investigated the link between spatial skills and spatial anxiety, defined as a fear or apprehension felt when engaged in spatial thinking. There has yet to be a meta-analytic review summarizing these findings. Thus, the goal of this preregistered meta-analytic review is to provide an estimate of the size of the relation between spatial anxiety and spatial skills while considering several moderators (grade/age group, sex, spatial skills measure/subtype, spatial anxiety measure/subtype, geographical region of sample, publication type/year, and risk of bias). Analyzing 283 effect sizes accumulated from research conducted between 1994 and 2020, we found a small, negative, and statistically significant (r = −.14) correlation between spatial anxiety and spatial skills. Results showed that effect sizes including mental manipulation anxiety, scalar comparison anxiety, and navigation skill were often significantly stronger than effect sizes including measures of other subtypes. The magnitude of the relation was not significantly different in children and adults, though effect sizes tended to be weaker for younger samples (r = −.08). Our results are consistent with previous findings of a significant relation between spatial anxiety and skills, and this work bridges a gap in the existing research, lending support to future research efforts investigating spatial cognition
Integrating mental health into climate change education to inspire climate action while safeguarding mental health
No full textClimate change is the greatest threat humanity faces, and puts at risk the mental health and wellbeing of children and young people. Climate change education must equip children and young people with the knowledge, skills and resilience to live in an uncertain future, sustainably take relevant climate action and work in climate careers. As attention on climate change education grows, this is a critical moment for the mental health community to ensure mental health and wellbeing considerations are embedded. Critically, appropriate integration of mental health can enable these very necessary goals of equipping children and young people to live and work in a future where climate change looms large. This paper explores why promoting good mental health and wellbeing and building psychological resilience can help achieve climate change education outcomes, and why not doing so risks harming children and young people’s mental health. It also explores how integrating discussions about emotions, mental health, and coping strategies within climate change education can be a route into wider discussions about mental health, to support children and young people in the context of rising mental health needs. Learning from an existing approach to promoting good mental health and wellbeing in schools (the ‘whole school approach’) provides the opportunity to explore one avenue through which such an integrated approach could be implemented in practice. Identifying appropriate mechanisms to integrate mental health into climate change education will require co-design and research with educators and young people, and addressing systemic barriers facing the schools sector
‘Read 'The Trail' by Kafka for a good analogy’:UK teacher educator experiences of DfE Accreditation in England
No full textThe whole ITE sector in England has just been through a significant change, brought about by the Department for Education's ITT Market Review (DfE, 2022). We use the term ITE to reflect our thoughts on education versus training, the DfE use ITT (initial teacher training). Whilst the DfE DfE’s recruitment and retention strategy had promised streamlining of the ITT market, as it argued that doing so would make it easier to apply to teach, the review went further and recommended a whole sector accreditation process. Subsequently all providers were required to apply for reaccreditation in order to provide ITT from the 2024/25 academic year onwards, by way of a workload-intensive two stage process, where many providers lost accreditation in stage 1
Adolescents’ videogame play, need satisfaction, and self-esteem:a self-determination perspective
Get PDFInitial evidence suggests that need-supportive videogame play can have positive short-term effects on adolescents’ need satisfaction, and may therefore help to promote positive well-being. However, less is currently known about the long-term interrelations between need-supportive videogame play, global need satisfaction, and adolescent well-being. Thus, guided by self-determination theory and broaden-and-build theory, this study explored the longitudinal reciprocal relationship between adolescents’ need-supportive gameplay and self-esteem, via global need satisfaction. The moderating effect of gender was also examined. Three-wave panel data were collected from 405 Belgian adolescents between September 2021 and September 2022 (M age = 15.13, SD = 1.52; Female = 64.20%), and data were analyzed using random intercept cross-lagged panel models. The valence, strength, and consistency of within-person cross-lagged associations differed across the basic psychological needs, and gender had no moderating effect on the hypothesized models. Results therefore suggest that the uniform positive effects of need-supportive gameplay on adolescent well-being tend to be short-lived, and that over time, videogame play tends to satisfy some basic psychological needs more than others. Findings add to the emerging literature regarding videogame play and positive adolescent well-being, and results emphasize the importance of investigating the long-term implications of adolescent videogame play
Insta-identity:the longitudinal reciprocal relationship between authentic and positive self-presentation on Instagram and the sexual identity development of sexual minority youth
No full textSocial media such as Instagram have provided sexual minority youth with safer contexts to express their sexual identity authentically and positively. However, as much of the existing literature draws upon small-scale, cross-sectional, and/or qualitative designs, it is currently unclear how authentic and positive self-presentation on social media informs sexual identity development over time. This study therefore explored the longitudinal relationship between authentic and positive self-presentation on Instagram, and the sexual identity clarity and self-acceptance of sexual minority youth. The moderating effect of micro- (i.e., peer feedback on Instagram) and macro-level (i.e., cultural context) social factors was also examined. Two-wave survey data were collected from 729 sexual minority youth from the United States, the Czech Republic, and Poland (M age = 18.54, SD = 1.63, Female = 76.82%), and data were analyzed using a multi-group cross-lagged panel model. A positive reciprocal relationship was found between positive self-presentation on Instagram and self-acceptance, whilst the associations between sexual identity clarity and self-presentation were moderated by peer feedback on Instagram. Cultural context had no moderating effect on the hypothesized model. Results suggest that whilst a dynamic relationship exists between sexual identity development and self-presentation on Instagram, peer feedback on Instagram may inform the frequency and effects of potentially adaptive self-presentation. This study therefore sheds new light on the developmental and social factors that inform the social media use of sexual minority youth, and findings extend our understanding of how social media contributes to sexual identity formation
The emergence of leadership as social triage:understanding the impact of the long shadows of austerity and the Covid-19 pandemic in English schools
No full textIn this article, we consider the long-term impact of policies and events which have emerged since the 2010s, and which have had serious consequences on the responsibilities of some school leaders in England. We trace the current issues within the system back to Every Child Matters, which heralded the beginning of a process of service integration, centred on the child and family to create coherent support for young people. However, before this approach to service provision was given the opportunity to mature, the incoming UK coalition government began a process of austerity, which started after their election in 2010. Over the subsequent 10 years many of the services allied to schools which were to form this integrated approach were severely cut back, often leaving schools as the sole remaining provider of essential services. Here we chart the impacts of austerity and the cuts to services meant to support children and families, particularly in the more deprived areas of England. We then consider the experiences of head teachers during the Covid-19 pandemic and the continued and intensifying difficulties they have faced since the official ‘return to normal’ in February 2022. We identify that schools are now often the only public service offering regular face-to-face engagement with their communities. This leaves them fulfilling a form of social triage as part of their ever-widening role, absorbing many of the social issues and attempting to find additional help where they can, while continuing to demonstrate educational progress in their core responsibility
Towards a synergistic multi-stakeholder approach to CSR in Crisis:learning from large global firms’ responses to COVID-19
No full textFirms are increasingly expected to engage in corporate social responsibility (CSR) in reaction to external crises. Yet, we still know little about how they do it. This study discusses what we can learn from how large global firms responded to the COVID-19 pandemic. Employing a cluster analysis on Fortune Global 500 firms, our findings reveal that to meet both institutional and economic pressures posed by the crisis, global firms adopted what we call a synergistic multi-stakeholder approach by addressing the needs of multiple stakeholder groups simultaneously through transferable response strategies. These strategies varied by firm, ranging from donations and educational initiatives to collaboration and minimal support. We discuss the characteristics and potential drivers of each strategy. Our findings suggest that synergistic CSR strategies combine (social) value creation with operational efficiencies across stakeholder groups, with critical implications for how firms may respond to future disasters and crises.</p
Nanosecond pulse plasma activation of micron-sized mist droplets
Get PDFPlasma-activated mist (PAM) has seen increasingly widespread applications in areas such as surface disinfection and fog cultivation. The high-resolution time diagnostics of ns pulse plasma interacting with micron-sized droplets under high-humidity conditions is challenging to achieve with existing experimental methods. This paper employs a global model to study the interaction between plasma and droplets, offering a detailed analysis of the plasma's transition from the gas phase to the liquid phase. It was discovered that in high-humidity environments, hydrated ions become the predominant ion species. These acidic active substances in PAM droplets are the primary factors in the mist's ability to kill bacteria. The paper further examines how variations in droplet size and discharge voltage influence the PAM's activity
Confirmatory factor analysis and measurement invariance of the Depression, Anxiety, and Stress Scales (DASS-21) among Pakistani young adults
No full textMaking space for constructive co-creation
No full textCo-creation, we would argue, is best viewed as a journey, for it to be constructive there may not be a fixed route, and it may ultimately lead to unexpected destinations. It is clear that co-creation, at its deepest and most meaningful, is not a task set for students to complete. Rather, it is a shared endeavour that students can be involved in from the very outset. It should provide an opportunity for them, as well as staff, to set the agenda, or raise an idea for further investigation. Co-creation requires a reconceptualisation of classrooms as democratic spaces, where the work of teaching and learning is valued as a shared responsibility. If we view the learning journey through multiple lenses and provide spaces and structure for the plurality of voices, we then begin to create more equitable spaces and practices where the balance of power is redressed. Whilst it is difficult, or may not be necessary, to define co-creation practice, it is clear that co-creation is unquestionably relational. Importantly, the opportunity for growth in relational pedagogy means we value what our students bring to our organisations and how they make them a better place to be