Hassankenny6065

The failures in coding and difficulties in debugging can be resources for learning. We recommend that researchers reconsider the role of errors in code and investigate whether and how failures and debugging contribute to the learning of programming.Objective This study aims to evaluate feasibility and effects of a newly developed mindfulness intervention tailored to specific needs of patients with Parkinson's disease (PD). Background The phenomenon of impaired self-awareness of motor symptoms (ISAm) in PD might be reduced by increasing patients' mindfulness. A PD-specific mindfulness intervention has been developed and evaluated as a potential treatment option IPSUM ("Insight into Parkinson's Disease Symptoms by using Mindfulness"). Methods IPSUM's effectiveness is evaluated by comparing an intervention with a waitlist-control group. Applying a pre-post design, patients were assessed before, directly after and 8weeks after treatment. The primary outcome was the change in a quantitative ISAm score from baseline to post-assessment. Secondary outcome measures were PD-related affective changes and neuropsychological test performance. Feasibility was evaluated via feedback forms. Results In total, 30 non-depressed and non-demented PD patients were included (intervention n=14, waitlist-control n=16). ISAm score did not change significantly, but the training group showed greater performance in sustained attention and language tasks over time. Additional changes included greater mindfulness as well as less sleeping problems and anxiety. Cognitive disturbances, apathy, and sleeping problems worsened only in the waitlist-control group. Patients' feedback regarding the training concept and material was excellent. Conclusion Insight into Parkinson's Disease Symptoms by using Mindfulness has not been capable of reducing ISAm in PD patients but appears to be a feasible and effective concept to, among others, support mental health in the mid-term. It has to be noted though that the study was stopped beforehand because of the SARS CoV-2 pandemic. The lack of findings might therefore be caused by a lack of statistical power. The need for further research to better understand the mechanisms of ISAm and its connection to mindfulness in PD is highlighted.While social interaction and play in a VR environment are becoming ever more popular, little is known about how social VR games affect users. The purpose of this study was to elucidate the role of several contingent factors in social VR games by modeling the relationships between involvement, well-being, depression, self-esteem, and social connectedness. A conditional process-moderated mediation model of the measured variables was analyzed with 220 pieces of collected data. The result showed that (1) the direct effect of involvement on well-being was significant, and (2) the index of moderated mediation involving depression, self-esteem, and social connectedness was significant. We conclude that high levels of involvement in social VR games by socially isolated users with low self-esteem can negatively affect their well-being. The findings of this study contribute in several ways to our understanding of the effect of social VR games upon users and provide important practical implications.The findings of existing studies of how role overload affects employees' performance in organizations have been mixed and controversial. We draw on the hindrance-challenge framework to suggest that role overload contains both hindrance and challenge stressor components. We integrate this theory with the behavioral inhibition and behavioral activation systems (BIS and BAS) perspective to develop hypotheses about the effects of role overload on employees' extra-role performance (voice). We suggest that although role overload is positively associated with withdrawal (a prototypical response of the BIS system) and ultimately negatively influences extra-role performance, it can also trigger job crafting (a prototypical response of the BAS system) and is, consequently, positively associated with extra-role performance. We further posit that the strength of these indirect effects is moderated by the quality of leader-member exchange (LMX). To support these hypotheses, we conducted a time-lagged study of 450 full-time pre-school teachers from various Chinese kindergartens. As hypothesized, we found that withdrawal and job crafting mediated the relationship between role overload and extra-role performance. Further, LMX strengthens the positive relationship between role overload and job crafting. Taken together, our results suggest that role overload can be a mixed stressor that activates both negative and positive behaviors, thus ultimately having an impact on extra-role performance.Background In pediatric cancer, the legal obligation to provide information is usually toward the parents who are the authorized signatories of the informed consent form. It is now known that aside from providing information to the parents, it is also very important to provide information to the children and adolescents themselves. The question is how the adolescents relate to this. What information do they already possess and what would they like to know? Would they wish to hear the truth in all situations and at what stage? What are their preferred sources of information? Method A qualitative study that included in-depth interviews with 19 adolescents with cancer, aged 8.5-18, who were receiving active treatments and had been diagnosed at least 1 month previously. The interviews were guided by 15 open-ended questions. Findings The analysis of the interviews indicated that adolescents know quite a lot about the course of their disease and the information they lack is mainly etiological. The participants reported a lack of knowledge concerning sexuality and a sense of discomfort talking about it, leaving them with open questions. They all claimed that it is important to tell the truth "Even if the truth is difficult, it is important to tell it." The participants reported that information can be scary, so it must be structured and adapted to the age and emotional readiness of the individual. Most of the participants prefer not to use the internet as an information resource due to the profusion of stressful and non-adapted information. Conclusion Adolescents with cancer need trustworthy information and prefer to receive it from a human source rather than from the internet. Not telling the truth can lead them to feel fear and loneliness. The medical staff must operate in sensitive and creative ways to provide adolescents with access to information on various subjects, including sexuality, which they are ashamed to talk about, leaving them with a sense of shame and a lack of knowledge in this area.In recent years, innovation and entrepreneurship education is one of the hot spots of higher education research and practice in China. Innovation and entrepreneurship education can be taken as a new direction. Despite the commonly held view that entrepreneurship education drive the promotion of entrepreneurial intention, little is known about the mechanism through which this intervention impacts on entrepreneurial intention. Based on the assimilation learning theory of cognitive structure and the planned behavior theory, the purpose of this work is to analyze the relationship between innovation and entrepreneurship education (IEE) and entrepreneurial intention from the perspective of educational psychology, to explore the influence mechanism of IEE on entrepreneurial intention, and to promote the success of college students in entrepreneurship. In this study, questionnaires were conducted among college students of different colleges, majors, and grades in Anhui province, with the aid of multiple linear regression analysis and mediating effect model analysis. The results show that IEE has positive effect on entrepreneurial intention. In addition, entrepreneurial knowledge plays a mediating role in the relationship between IEE and entrepreneurial intention. UBCS039 And the mediating effect of innovation behavior and entrepreneurial attitude is not obvious. These results are expected to provide evidence for understanding the relationship between IEE and entrepreneurial intention under the background of Chinese education, to enrich and expand the theoretical basis of IEE, and to possess theoretical, empirical, and practical significance for the design and implementation of innovation and entrepreneurship education for college students.Fluent reading is characterized by fast and effortless decoding of visual and phonological information. Here we used event-related potentials (ERPs) and neuropsychological testing to probe the neurocognitive basis of reading in a sample of children with a wide range of reading skills. We report data of 51 children who were measured at two time points, i.e., at the end of first grade (mean age 7.6 years) and at the end of fourth grade (mean age 10.5 years). The aim of this study was to clarify whether next to behavioral measures also basic unimodal and bimodal neural measures help explaining the variance in the later reading outcome. Specifically, we addressed the question of whether next to the so far investigated unimodal measures of N1 print tuning and mismatch negativity (MMN), a bimodal measure of audiovisual integration (AV) contributes and possibly enhances prediction of the later reading outcome. We found that the largest variance in reading was explained by the behavioral measures of rapid automatized naming (RAN), block design and vocabulary (46%). Furthermore, we demonstrated that both unimodal measures of N1 print tuning (16%) and filtered MMN (7%) predicted reading, suggesting that N1 print tuning at the early stage of reading acquisition is a particularly good predictor of the later reading outcome. Beyond the behavioral measures, the two unimodal neural measures explained 7.2% additional variance in reading, indicating that basic neural measures can improve prediction of the later reading outcome over behavioral measures alone. In this study, the AV congruency effect did not significantly predict reading. It is therefore possible that audiovisual congruency effects reflect higher levels of multisensory integration that may be less important for reading acquisition in the first year of learning to read, and that they may potentially gain on relevance later on.With the COVID-19 pandemic, children and adolescents confronted a completely new learning situation. Instead of learning in class, they had to cope with home learning to achieve academically. This mixed-method study examines how children and adolescents in Germany perceive their coping success with home learning during the COVID-19 pandemic and how personal, school, family, and peer context factors relate to this self-perceived coping success. Quantitative data from an online survey of n=141 children (mage =10,8y) and n=266 adolescents (mage =15,2y; study 1) were used to analyze the questions with multiple regression analysis. With the qualitative data from 10 interviews with parents and their children (study 2), we examined the process of how school, family, and peer groups interact with students' way of coping with home learning. Quantitative data show that most children and adolescents perceived their coping with home learning as successful and that school joy before COVID-19, parental support, and available equipment during home learning are still relevant for children, and family climate, calm place to learn, and equipment during home learning are important for adolescents learning at home.