Memory-Related Metacognition in Patients with Schizophrenia

Bacon, Élisabeth; Izaute, Marie

doi:10.1016/b978-0-12-405172-0.00005-3

Cited by 2 publications

(1 citation statement)

References 69 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This test ensured the homogeneity of both experimental groups which allowed us to assign the participants to each experimental group and reduce bias in the results due to the subjects' ability to recall words. (Bacon & Izaute, 2014). 3.…”

Section: Interventionmentioning

confidence: 99%

Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning

Rodríguez-Arce,

Vázquez-Cano,

Cobá Juárez-Pegueros

et al. 2023

Sage Open

View full text Add to dashboard Cite

Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students’ academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students’ learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students’ vocabulary acquisition.

show abstract

Section: Interventionmentioning

confidence: 99%

Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning

Rodríguez-Arce,

Vázquez-Cano,

Cobá Juárez-Pegueros

et al. 2023

Sage Open

View full text Add to dashboard Cite

show abstract

Zoom dysmorphia in medical students: the role of dysmorphic concern and self-efficacy in online environments amidst COVID-19 pandemic

Mosalanejad,

Karimian,

Ayaz

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Background Amid the COVID-19 pandemic, students increasingly used online platforms with webcams, leading to a phenomenon known as Zoom dysmorphia , where users felt discomfort regarding their appearance. This study aimed to explore how students’ self-efficacy and dysmorphic concern influence zoom dysmorphia. Methods This cross-sectional correlational study was conducted in 2021–2022 at Jahrom University of Medical Sciences, IRAN. The study employed three questionnaires: Zoom dysmorphia (31-items), Self-efficacy (17-items), and Dysmorphic Concern (7-items). Data collection was done using an online questionnaire, and the sample size was estimated at 250 based on Cochran’s formula. Questionnaires were sent through students’ emails and randomly stratified across different faculties. The data were analyzed using IBM SPSS Statistics (Version 24), utilizing one-sample t-tests, independent groups t-tests, ANOVA, Pearson’s correlation, and linear regression techniques. Results Out of the 250 online questionnaires distributed, 179 participants completed them fully. The overall mean score for Zoom Dysmorphia was 65.93 ± 24.82, indicating a moderate level. Students exhibited a moderate level of self-efficacy (57.70 ± 11.75), while the dysmorphic concern score had a mean of 6.26 ± 9.74, lower than the cut-off point. The strongest correlations with the total score of zoom dysmorphia and its subscales were found with metacognitive control strategies ( r = 0.95), Coalition of thought ( r = 0.91), positive and negative metacognitive beliefs ( r = 0.89), and Safety behaviors ( r = 0.77). Self-efficacy had a reducing effect as a predictor on zoom dysmorphia ( r = 0.26), while dysmorphic concern had a positive correlation and an increasing effect on zoom dysmorphia ( r = 0.74). Gender and field of study did not show a relationship with zoom dysmorphia ( p > 0.05). The moderating variable of self-efficacy had a diminishing effect on the impact of dysmorphic concern on zoom dysmorphia. Conclusion While it is important to improve technological proficiency and self-efficacy, addressing dysmorphic concern through cognitive interventions and psychological support is crucial in managing zoom dysmorphia.

show abstract

Memory-Related Metacognition in Patients with Schizophrenia

Cited by 2 publications

References 69 publications

Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning

Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning

Zoom dysmorphia in medical students: the role of dysmorphic concern and self-efficacy in online environments amidst COVID-19 pandemic

Contact Info

Product

Resources

About