Chapmanblair0574

Acknowledging that this time has been and continues to be distressing and filled with uncertainty, we propose some ways of making sense of current events by applying original thinking across domains. Further, we propose how engaging in creativity can serve to buffer against the negative effects of living through the pandemic.The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents' lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students' academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest-posttest design, 567 parents (n Italy = 173, n Portugal = 394) reported on their children's academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students' (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students' motivation both in Italy and in Portugal, although more pronounced in Italian students. 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. Elexacaftor 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. 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.