When disruptive behavior meets outcome-based education

Szulevicz, Thomas; Eckerdal, Rebekka Mai; Marsico, Giuseppina; Valsiner, Jaan

doi:10.2298/psi1604447s

Cited by 19 publications

(15 citation statements)

References 24 publications

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“…Moreover, numerous studies have suggested that procrastination affects academic performance when students delay working on their assignments until the last minutes (Ferrari, 2001;Steel, 2007;Tice & Bratslavsky, 2000). It can be seen as a disruptive behaviour to education (Szulevicz, Mai, Marsico, & Vaalsiner, 2016), especially when pupils use social networking sites (SNS) to communicate in groups putting pressures on others and distracting them. Instead of studying, students might engage in different activities, such as watching TV and playing electronic games (Klassen & Kuzucu, 2009).…”

mentioning

confidence: 99%

Procrastination on social networks: Triggers and countermeasures

Alblwi¹,

McAlaney²,

Altuwairiqi³

et al. 2020

Psihologija

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Procrastination on social networking sites (SNS) can impact academic performance and user's well-being. SNSs embed features that encourage users to be always connected and updated, e.g., the notification features. Such persuasive features can exploit peer pressure as well and lead users to believe they are expected to interact immediately, especially for those who may have less impulse control and seek for relatedness and popularity. We argue that SNS can be built to host countermeasures for such behavior and help people regulate their usage and preoccupation about it better. In this paper, we presented a mixed-method study including a qualitative (i.e., focus groups, diary, interviews, and co-design) and a quantitative phase (i.e., a survey) with 334 participants. Through the qualitative phase, we identified: (1) features of an SNS seen by participants as facilitators for procrastination, e.g., notification, immersive design, and surveillance of presence, and (2) countermeasures, such as reminders, chat timer, and goal setting, can be facilitated via SNS design to combat procrastination, and (3) a pairing between the features and the countermeasures. We then (4) confirmed these results and the pairing through the survey phase. Our study showed that countermeasures could be implemented to be universal across all SNS on one or even more device.

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mentioning

confidence: 99%

Procrastination on social networks: Triggers and countermeasures

Alblwi¹,

McAlaney²,

Altuwairiqi³

et al. 2020

Psihologija

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show abstract

“…In other words, the activity of individualsunderstood in terms of actions, thoughts, beliefs, motivations, and reasoning-is influenced by the interweaving of explicit and implicit knowledge. They are the result of latent, informal learning that occurs through experience in everyday life contexts, within certain cultural frames (Perret-Clermont, 1979;Perret and Perret-Clermont, 2011) or socially and emotionally safe thinking spaces (Bachtin, 1981;Perret-Clermont, 2001Zittoun and Iannaccone, 2014;Coppola et al, 2015Coppola et al, , 2019Szulevicz et al, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reflective Activity as a Promoter of Awareness Processes in College Students: A Study

et al. 2022

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As the literature clearly shows, supporting the development of reflective awareness skills is undoubtedly an important element in learning processes. In psychology, multiple theoretical approaches and research work have delved into the study of what is termed implicit knowledge. In particular, the relationship between human activity (in terms of actions, thoughts, beliefs, motivation, and reasoning) and different levels of awareness is a relevant subject of analysis that we consider as the core of this paper. In order to deepen our understanding of the concepts of awareness and reflexive activity, we refer to Pierre Vermersch’s psycho-phenomenological approach and Piaget’s theory of cognitive awareness. In this paper, we aim to show the use of the reflective approach centered on the elicitation of specific lived experiences. The objective is to promote in students a process of awareness of their activity and their role within the university context. Two students case studies from the University of Salerno took part in the research. The method used was based on narrative interviews that makes use of some techniques and principles of elicitation interviews, a conversational approach that supports the participant in focusing and describing a specific experience. The interviewer guides subjects, without induction, through the transition from the implicit of lived experience (particularly action) to the explicit of reflected awareness of that action. The data collected show how reflective activity by means of guided evocations of lived experiences helped participants become aware of how some distortions and irrational thoughts (related to the self and context) negatively affected them during the activities. The reflective work fostered by the elicitation of experiences often allows for enhanced self-awareness; the subject takes ownership of the action, analyzes it, and understands the difficulties.

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“…It can barely provide the means to overcome a standardized and common sense modality of understanding reality. The tendency is rather to turn higher education into a military, religious or factory-like system educational setting, where the adherence to certain credo, standard or set of rules is more valued than any exploration of new possible worlds (Marsico, 2015;Szulevicz et al, 2016;Mbembe, 2016).…”

Section: Who Can Create New Knowledge?mentioning

confidence: 99%

University without Borders

Tateo

Marsico

et al. 2022

Integr. psych. behav.

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The paper discusses the problem of master theses’ production in psychology from a decolonial perspective. It presents a critique to the reproductive and monological model of knowledge currently promoted in higher education. Then, it proposes an alternative pedagogic model of research-tandem. The research-tandem is an example of an innovative way of understanding a university without borders, as developed within the international network of excellence “IBEF- Ideas for the Basic Education of the Future”. Higher education must be detached from national-based curricula, and become a nomadic and collaborative across-cultural knowledge building endeavor. Current higher education aims to be national in its curricula but global in its marketability. In cultural psychology’s perspective, higher education of the future shall be regarded as global in its vision yet local in its solutions. Future students must have the opportunity to build new knowledge by experiencing and sharing diversity rather than complying with standardized and monological trajectories.

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When disruptive behavior meets outcome-based education

Cited by 19 publications

References 24 publications

Procrastination on social networks: Triggers and countermeasures

Procrastination on social networks: Triggers and countermeasures

Reflective Activity as a Promoter of Awareness Processes in College Students: A Study

University without Borders

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