Department of Psychology
https://dspace.mic.ul.ie/handle/10395/42
2024-03-28T19:05:52ZAn introduction to local and global health behaviors using a Collaborative Online International Learning exchange
https://dspace.mic.ul.ie/handle/10395/3177
An introduction to local and global health behaviors using a Collaborative Online International Learning exchange
Collaborative Online International Learning (COIL) uses technology to facilitate the
engagement of students from different countries in collaborative coursework and
sharing of cultural perspectives. This practice paper describes an original COIL
exchange between students enrolled in health psychology modules at higher education
institutions in Ireland (n = 35), and the United States of America (n = 20). The exchange
consisted of a ten-week initiative, during which students engaged in synchronous and
asynchronous coursework. This paper provides course instructors with strategies for
designing and implementing a COIL virtual exchange as well as strategies for increasing
student engagement. We believe COIL is a valuable teaching approach that helps students
learn module specific material, understand multicultural viewpoints, and enhance their
professional skill set.
2023-11-01T00:00:00ZExploring the influence of early screen use in the home on psychological development from an ecological perspective
https://dspace.mic.ul.ie/handle/10395/3144
Exploring the influence of early screen use in the home on psychological development from an ecological perspective
The present research focuses on the influence that early screen use in the home has on young children’s psychological development. While a large body of research has been conducted on the influence that screens have on physical health factors, there is a paucity of literature focusing on early psychological development. Furthermore, the little research that has been conducted in this area has not considered early screen use from a fully ecological perspective. To explore this topic, the current research draws on Bronfenbrenner’s bioecological model while using a nationally representative birth cohort study, as well as primary data, to assess the unique contribution early screen use has on developmental outcomes.
The empirical studies in this thesis suggest that screen use had varying influences on children’s cognitive and socio-emotional development. However, the effect sizes were small in comparison to those seen for environmental factors, such as household income or parent-child relationships. Longitudinal analyses also indicated reverse-causal effects, which suggests screen time to not be the initial causing factor for the children’s later developmental outcomes. Further ecological factors, such as parental screen beliefs and engagement during screen time were also found to be associated with the prevalence and type of early screen use, highlighting the importance of controlling for such factors in the analyses.
These findings highlight the screen use factors, and the ecological factors related to this, that are important to measure in future research to provide a more nuanced understanding of screen time’s unique role in early development. The findings are discussed within the context of the bioecological model and provide evidence-based guidelines for caregivers, educators, practitioners, and policymakers, on best early screen use practices. The findings also add to the debate on what influence, if any, early screen use has on the young developing child – an area that has been under-researched to date.
2023-10-23T00:00:00ZSocial support, social participation, and cardiovascular reactivity to stress in the midlife in the United States (MIDUS) study (Pre-published)
https://dspace.mic.ul.ie/handle/10395/2965
Social support, social participation, and cardiovascular reactivity to stress in the midlife in the United States (MIDUS) study (Pre-published)
This study tested two hypotheses of associations between dimensions of social connectedness and cardiovascular reactivity to acute stress: (1) high social support predicts diminished cardiovascular responses to stress (i.e., the stress-buffering model of social support), and (2) diminished cardiovascular responses predict lower social participation, a form of motivated behaviour. Participants (N = 606) in the main Midlife in the United States study completed measures of social support and social participation and underwent psychophysiological stress testing. In unadjusted analyses, social support was positively, rather than inversely, associated with reactivity. Results withstood adjustment for several control variables, but not for depressive symptoms, which was associated with diminished reactivity. Further, diminished reactivity was associated with lower social participation, but not in fully adjusted models. No robust evidence was observed for either the stress-buffering model, or for an association between diminished reactivity and lower social participation. The implications for our understanding of links between social connectedness and cardiovascular reactivity are discussed.
2020-06-26T00:00:00ZT-REX- the teachers’ research exchange. Overcoming the research-practice gap in education (Pre-published)
https://dspace.mic.ul.ie/handle/10395/2960
T-REX- the teachers’ research exchange. Overcoming the research-practice gap in education (Pre-published)
This paper introduces the Teachers Research Exchange (T-REX), an online community of practice that is currently being deployed on a pilot basis nationwide in Ireland as a response to the research-practice gap . The system includes collaborative, educational, and technical components. The technical aspect is the social networking and sharing platform for educational research stakeholders of all kinds. Tools for collaboration and learning available on the platform are designed for a range of users from different professional backgrounds. Crucially, these resources are complemented by a programme of structured collaborative activities to foster a novel community of practice involving pre-service teachers, practising teachers, researchers in higher education, and other educational research stakeholders. Several examples of current use are outlined to illustrate the potential for this model to support collaboration between otherwise siloed professional groups.
2020-04-19T00:00:00Z