Cantublake1748

Results also indicated that the decrease in students' participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students' age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students' gender nor for parents' education. This study provides an important contribution to the study of students' academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.The present study aimed to verify the quarantine's effects during a serious viral outbreak on the cardiovascular and performance associated with the Yo-Yo test in a sample of professional soccer players. 20 high-level soccer players (n = 20; age 26 ± 4 years-old; weight 76.85 ± 6.7 kg; height 179 ± 6 cm) participated in this study. The intermittent Yo-Yo test was performed pre- and post- COVID-19 quarantine in a random order. During each test, the soccer players' running performance outcomes were monitored using a portable 5-Hz GPS with a 100 Hz accelerometer and a paired t-test was conducted at a p-value of ≤ 0.05. JAK drugs The main results demonstrated significant differences between pre- versus post-COVID-19 quarantine in the following variables relative distance (161.7 ± 5.9 > 141.1 ± 33.8 m/min), maximal speed (18.7 ± 0.9 > 18.2 ± 0.6 km/h), acceleration (60 ± 20 frequency > 52 ± 16 frequency), deceleration (34 ± 13 frequency > 27 ± 6 frequency), sprints > 19 km/h [0.8 (0.2;3)% >0.5 (0;0.5)%], and in high intensity running distance [16.48 (2.68;41.64)m > 0.827 (0.164;3.0)m]. We concluded that COVID-19-related restrictions and quarantine COVID-19 demonstrated adverse effects on professional soccer players' Yo-Yo tests performance.This paper focuses on doctoral research which explored relationships and interpersonal learning through group dramatherapy and creative interviewing with adolescents in special education. A constructivist grounded theory study, positioning adolescents with intellectual/developmental disabilities as experts of their own relational experiences, revealed a tendency to "copy others." The final grounded theory presented "copying" as a tool which participants consciously employed "to play with," "learn from," and "join in with" others. Commonly experiencing social ostracism, participants reflected awareness of their tendency to "copy others" being underpinned by a need to belong. Belonging was therefore expressed as the ultimate therapeutic experience participants wished to have. Participant responses which link dramatic imitation to a self-identified tendency "to copy," are discussed with regard to how imitation provides an accessible point of dramatic entry from which adolescents in special education begin to explore new ways of being and inter-relating. Recommendations for how dramatherapists might centralize imitative aspects of the dramatic process to achieve therapeutic intent when working alongside adolescents in special education are discussed with specific focus on creating a space of belonging. Note on type Participant quotes extracted from the data are included throughout this article. In order to highlight participant's contributions quotes are italicized and presented within speech marks.Although entrepreneurial intention has been widely studied using cognitive models, we still lack entrepreneurial vocation and, therefore, lack disruptive innovations. Entrepreneurship scholars have some understanding of the reasons underlying this weakness, although there is much room for improvement in our learning concerning how to promote entrepreneurship among university students, especially in the transformed context of digital technologies. This paper focuses on the early stages of start-up, and in particular seeks to evaluate what role social and psychological factors play in the development of entrepreneurial intentions. Drawing on network theory, we consider the impact of social networks on entrepreneurial intention. Specifically, we analyze the influence of two types of social networks face-to-face and online social networks, with the latter proving especially important in digital transformations. In addition, based on affective congruency theory, we relate affect with entrepreneurial intention. Parwo different ways directly and indirectly through both face-to-face and online social networks. This study provides further insights and adds to the literature on affect, social networks, and entrepreneurial intention. From a broader perspective, we also contribute to the literature on disruptive innovations by explaining how the development of entrepreneurial intentions would have positive consequences for university students vis-à-vis achieving these disruptive innovations.When we reach to pick up an object, our actions are effortlessly informed by the object's spatial information, the position of our limbs, stored knowledge of the object's material properties, and what we want to do with the object. A substantial body of evidence suggests that grasps are under the control of "automatic, unconscious" sensorimotor modules housed in the "dorsal stream" of the posterior parietal cortex. Visual online feedback has a strong effect on the hand's in-flight grasp aperture. Previous work of ours exploited this effect to show that grasps are refractory to cued expectations for visual feedback. Nonetheless, when we reach out to pretend to grasp an object (pantomime grasp), our actions are performed with greater cognitive effort and they engage structures outside of the dorsal stream, including the ventral stream. Here we ask whether our previous finding would extend to cued expectations for haptic feedback. Our method involved a mirror apparatus that allowed participants to see a "virtualely preceding trial to the upcoming trial. These findings indicate that, unlike cues to the availability of visual feedback, participants take advantage of cues to the availability of haptic feedback, flexibly engaging pantomime, and natural modes of grasping to optimize the movement.The main purpose of this study was to analyze the presence and current situation of the game of skittles throughout the northern route of the Camino de Santiago. Thus, we considered its current practice, modalities, where it is played, and its different manifestations as an informal and formal game (sport), comparing it with other traditional games on this pilgrimage route. link2 To do this, a mixed qualitative-quantitative study was designed with 89 participants (municipal professionals, politicians, players, club managers, and teachers), constituting an informant for each municipality through which the Northern Way passes. An ad hoc questionnaire was used for the data collection, which was processed through content analysis by expert judges (qualitative section) and by using the IBM-SPSS statistical package (version 25). The results of the study show notable skittles activity on the Northern Camino (58.32% of the municipalities), reflected in the number of skittles alleys (n = 291), the number of clubs, associations, and peñas participating in federated leagues (n = 162), and the wide range of varieties of skittles currently active on the Camino (n = 20). The relationship between skittles and local culture, both symbols of identity in these northern Spanish regions, made it possible to preserve the traditional heritage in these places, keeping it alive today, despite the push toward new and more attractive leisure and sport trends.Advantages in diverse aspects of cognitive functioning have been reported in early bilinguals (Bialystok, 2011) as well as in children frequenting an early bilingual immersion school program (Nicolay and Poncelet, 2015). However, during the last decade, some studies failed to replicate these advantages. Currently, the presence of cognitive benefits in children frequenting an immersion program remains debated. The lack of consistency between the studies could come from the fact that time spent by children within the immersion program is variable from one study to the other and that studies used different tasks to assess the same cognitive function. The main aim of the present study was to determine how time spent in immersion affects the emergence of cognitive advantages along the primary schooling. We compared 196 immersed Dutch-speaking children since they were 5 years old and 195 non-immersed French-speaking children, from different grades of the primary schooling (i.e., at 6, 7, 8, and 12 years old) by usihe second language learned. The results are discussed in terms of linguistic characteristics and status of the languages at stake.Most children experience some form of grouping in the classroom every day. link3 Understanding how teachers make grouping decisions and their impacts on children's social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers' grouping strategies on changes in young children's social experiences with peers across an academic year. A total of 1,463 children (51% girls, Mage = 6.79, SDage = 1.22) and 79 teachers from kindergarten to third-grade classrooms participated in this study. Teachers rated children's behavioral problems as the most important consideration when creating seating charts or assigning children to small groups. Promoting existing or new friendships was rated as the least important consideration. Heterogeneous ability grouping, rated as somewhat important by the teachers, was associated with a decrease in children's friendships and yet also a decrease in girls' experience with peer conflicts. Our findings begin to fill in the gaps in the literature on the social impacts of ability grouping for young children.Although most studies investigated the impact of infertility and its treatment on the couple, a small body of evidence suggested that infertility care providers may experience different sources of stress related for instance to excessive workload, the complexity of the technique, and relational difficulties with patients. The current study aimed at providing further insight into the understanding of the subjective experience of infertility care providers by highlighting their feelings and emotions, personal meanings, challenges, and opportunities. Following the methodological guidelines of Interpretative Phenomenological Analysis, we conducted individual semi-structured interviews with 23 members of two different fertility units. Interviews were audiotaped and transcribed verbatim. Textual analysis was then conducted to identify emerging dominant themes and subthemes. Three main themes were extracted (i) dealing with infertile patients and their specificities, (ii) performing assisted reproductive technology in fertility units is essential to help providers improve the quality of doctor-patient communication and relieve the stress related to organizational issues and conflicts.