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Perfectionism in Relation to Stress and Cardiovascular Disease among Gifted Individuals and the Need for Affective Interventions
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Corson, Ansley T.; Loveless, James P.; Mochrie, Kirk D.; Whited, Matthew C. – Roeper Review, 2018
Maladaptive perfectionism has the potential to put gifted individuals at an increased risk for cardiac events via the reduced heart rate variability that results from chronic negative affect and physiological stress reactions. As a result, implementing affective interventions into gifted programs may play a critical role in teaching gifted…
Descriptors: Gifted, Affective Objectives, Stress Variables, Human Body
Student Learning with Permissive and Restrictive Cell Phone Policies: A Classroom Experiment
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Lancaster, Alexander L. – International Journal for the Scholarship of Teaching and Learning, 2018
Based on Finn and Ledbetter's (2013; 2014) work regarding classroom technology policies, this experimental study examined the implementation of a permissive and a restrictive cellular phone policy and the effect of these policies on students' cognitive and affective learning in two sections of a public speaking course. College students (N = 31)…
Descriptors: College Students, Handheld Devices, Telecommunications, Educational Policy
All PBL Starts Here: The Problem
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Hung, Woei – Interdisciplinary Journal of Problem-based Learning, 2016
One essential piece of implementing of PBL is the problem. There have been calls from practitioners in the PBL field for a systematic process for designing effective PBL problems. Yet, the research efforts to explore, develop, and test PBL problem design methods or processes are still sparse. From an instructional designer and researcher's…
Descriptors: Problem Based Learning, Program Design, Program Implementation, Instructional Design
Design and Implementation of Technology Enabled Affective Learning Using Fusion of Bio-Physical and Facial Expression
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Ray, Arindam; Chakrabarti, Amlan – Educational Technology & Society, 2016
Technology Enabled Learning is a cognitive, constructive, systematic, collaborative learning procedure, which transforms teaching-learning pedagogy where role of emotion is very often neglected. Emotion plays significant role in the cognitive process of human being, so the transformation is incomplete without capturing the learner's emotional…
Descriptors: Program Implementation, Technology Uses in Education, Affective Objectives, Affective Behavior
A Comprehensive Model for Promoting Resiliency and Preventing Violence in Schools
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Castro-Olivo, Sara Maria; Tran, Oanh Kim; Begum, Gazi Ferdousi; Arellano, Elizabeth Michelle; Garcia, Nicole Marie; Tung, Catherine Yang – Contemporary School Psychology, 2013
Implementing violence prevention programs has become a priority for schools; however, most programs used for this purpose are limited in the skills they teach. In this study, two different resiliency building/violence prevention models were evaluated to assess their effectiveness at preventing violent and maladaptive behaviors in youth. Data from…
Descriptors: Prevention, School Safety, Models, Resilience (Psychology)
Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes
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Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah – International Education Studies, 2008
The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…
Descriptors: Foreign Countries, Outcome Based Education, Academic Achievement, Program Implementation