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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Does Time Spent Using Social Media Impact Mental Health?: An Eight Year Longitudinal Study, Sarah M. Coyne, Adam A. Rogers, Jessica D. Zurcher, Laura Stockdale, Mccall Booth
Does Time Spent Using Social Media Impact Mental Health?: An Eight Year Longitudinal Study, Sarah M. Coyne, Adam A. Rogers, Jessica D. Zurcher, Laura Stockdale, Mccall Booth
Faculty Publications
Many studies have found a link between time spent using social media and mental health issues, such as depression and anxiety. However, the existing research is plagued by cross-sectional research and lacks analytic techniques examining individual change over time. The current research involves an 8-year longitudinal study examining the association between time spent using social media and depression and anxiety at the intra-individual level. Participants included 500 adolescents who completed once-yearly questionnaires between the ages of 13 and 20. Results revealed that increased time spent on social media was not associated with increased mental health issues across development when examined …
Designing And Developing An Online Self-Regulated Learning Course, Grant Eckstein, Mariah Krauel-Nix, Norman W. Evans, Benjamin L. Mcmurry
Designing And Developing An Online Self-Regulated Learning Course, Grant Eckstein, Mariah Krauel-Nix, Norman W. Evans, Benjamin L. Mcmurry
Faculty Publications
The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. In the field of TESOL, self-regulation has been categorized into dimensions and linked with possible application tools to help ESL/EFL students better apply and develop related skills (Andrade and Evans 2013, 2015). Although these applications have seen some success, the administration of one intensive English program felt that its center's self-regulated learning program was ineffective for teachers and students. Therefore, curriculum designers evaluated the center's program, compiled data, and formed design specifications for an improved program. Their specifications …
Increasing English Learners’ Positive Emotional Response To Learning Through Dance, Grant Eckstein, Elizabeth Hanks
Increasing English Learners’ Positive Emotional Response To Learning Through Dance, Grant Eckstein, Elizabeth Hanks
Faculty Publications
This study investigates dance as an English Second Language (ESL) curriculum enhancement. The curriculum utilizes kinesthetic learning, which is a method seldom incorporated in formal academic classrooms (Pourhosein Gilakjani, 2011) despite evidence suggesting that it benefits all students, including those without kinesthetic learning preferences (Schumann, 1997). Supporters believe that the benefits of incorporating movement in the classroom include increased student enjoyment, motivation, and confidence in learning. However, these beliefs are merely anecdotal at present. This study analyzes quantitative questionnaires and qualitative feedback from 26 students who participated in a 4-week long Dance ESL curriculum to determine whether dance-based learning can …