15:45-16:45 | Orion Hall (5F)
Friday Poster Session | ACP2023 Neuroscience
66441 | Stimulation of Laughter Involved Brain Networks for Alleviating Mood Disorders Shahaboddin Zarei, Excellence in Brain Science and Intelligence Technology (Institute of Neuroscience), CAS, Shanghai., China Seyedeh-Saeedeh Yahyavi, Shiraz University of Medical Sciences, Iran Iman Salehi, Iranian Neuroscience Society, Iran Milad Kazemiha, Shiraz University of Medical Sciences, Iran Ali-Mohammad Kamali, Shiraz University of Medical Sciences, Iran Mohammad Nami, Harvard Alumni for Mental Health, Middle-east Ambassador, United Arab Emirates The practicality of the idea of whether the laughter‐involved large‐scale brain networks can be stimulated to remediate affective symptoms, namely depression, has remained elusive. In this study, healthy individuals were tested through quantitative electroencephalography (qEEG) setup upon resting state and while submitted to standardized funny video clips. We evaluated the individuals’ facial expressions against the valence and intensity of each stimulus through the Nuldos face analysis software. The study also employed an eye‐tracking setup to examine fixations, gaze, and saccadic movements upon each task. In addition, changes in polygraphic parameters were monitored upon resting state and exposure to clips using the 4‐channel Nexus polygraphy setup. The happy facial expression analysis, as a function of rated funny clips, showed a significant difference against neutral videos. In terms of the polygraphic changes, heart rate variability and the trapezius muscle surface electromyography measures were significantly higher upon exposure to funny vs. neutral videos. The average pupil size and fixation drifts were significantly higher and lower, respectively, upon exposure to funny videos. The qEEG data revealed the highest current source density (CSD) for the alpha frequency band localized in the left frontotemporal network (FTN) upon exposure to funny clips. Additionally, left FTN acquired the highest value for theta coherence z‐score, while the beta CSD predominantly fell upon the salience network (SN). These preliminary data support the notion that left FTN may be targeted as a cortical hub for noninvasive neuromodulation as a single or adjunct therapy in remediating affective disorders in the clinical setting.
Psychology and Education
66059 | Impact of Project-based Learning on Students’ Learning Su-ching Lin, National Changhua University of Education, Taiwan Liang-Yu Lin, National Changhua University of Education, Taiwan This study investigates the impact of project-based learning (PjBL) on students’ capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs). This study adopted a two-group experimental design comprising an experimental group, which received PjBL pedagogy, and a control group, which received traditional pedagogy. Of the 113 tenth graders from an agricultural and industrial vocational high school in central Taiwan, 55 students were assigned to the experimental group, and 58 were assigned to the control group. The data were collected over onesemester using scales to measure critical thinking, communication, creativity, and collaboration. The data were then analyzed using descriptive statistics of distribution frequencies, percentages, mean values, standard deviations, and inferential statistics using ANCOVA. The results revealed that the experimental group acquired significantly higher scores on the 4C scales than the control group, indicating that PjBL pedagogy is more effective than traditional pedagogy at improving students’ 4C abilities. The experimental group students’ post-test scores of 4C capacities were significantly higher than their pre-test scores, showing a significant enhancement in the experimental group students’ 4C capacities after receiving PjBL pedagogy. The study confirmed that PjBL pedagogy had a highly positive effect on students’ 4C capacities. 67044 | A Study on Teachers’ Willingness to Intervene in Relational Bullying Liming Chen, National Sun Yat-Sen University, Taiwan Hsiu-I Hsueh, National Kaohsiung University of Science and Technology, Taiwan Studies have revealed that teachers have less willingness to intervene in relational bullying compared to physical or verbal types of bullying. To realize what factors contributed to teachers’ willingness to intervene in relational bullying can add new knowledge to this academic field. This study aimed to explore whether teachers’ normative beliefs, identification, perceived seriousness, victim-blaming tendency, and intervention efficacy of relational bullying among students can have impacts on their willingness to intervene in relational bullying. Five hundred and forty-one middle and elementary school teachers participated in this study. They were invited to endorse self-reported scales. Data were analyzed by using hierarchical multiple regression. Results showed that teachers’ identification scores on vignettes of relational bullying have no significant impact on their willingness to intervene. Higher scores on teachers’ perceived seriousness and intervention efficacy of relational bullying, and lower scores on teachers’ normative beliefs and the victim-blaming tendency of relational bullying, can predict higher scores on their willingness to intervene in relational bullying. In addition, teachers’ victim-blaming tendency of relational bullying can moderate the relationship between intervention efficacy and willingness to intervene in relational bullying. When teachers hold higher intervention efficacy, they are more willing to intervene in relational bullying regardless of their victim-blaming tendency. But, when teachers have a higher victim-blaming tendency, those with lower intervention efficacy have significantly lower willingness to intervene in relational bullying. Suggestions regarding bullying prevention and intervention were discussed at the end of this study. 69077 | Eudaimonic Well-Being in Thai Health Care Professionals: Its Contributing Factors Somboon Jarukasemthawee, Chulalongkorn University, Thailand Kullaya Pisitsungkagarn, Chulalongkorn University, Thailand Jireerat Sittiwong, Chulalongkorn University, Thailand Health care professionals were among those most severely impacted from COVID-19. The impacts were evident not only in their physical health but also their psychological one. Significant stresses and strains were reported. Studies were conducted to examine their psychological vulnerability. Limited were attempts to identify factors contributing to their eudaimonic well-being, which helps prevent their psychological distress and promote their happiness. With limited studies on this topic in Thailand, this research study was proposed to establish relationships that mindfulness, hope, and social connectedness had with eudaimonic well-being. Data were collected from 235 Thai health care professionals, aged 22-68 years (M = 38.12, SD = 10.74). Participants were mainly females (N = 196 or 83%). All voluntarily participated in this on-line study by responding to the measures of key study variables. Data obtained were analyzed using correlational analyses. Findings demonstrated that eudaimonic well-being was positively correlated with mindfulness (r = .62, p < .001), hope (r = .68, p < .001), and social connectedness (r = .40, p < .001). Multiple Regression Analysis was subsequently conducted, using an Enter method. The three variables studied signifiantly predicted eudaimonic well-being (F = 103.09, p < .001) and accounted for 75.70% of its variance (R² = .757, p < .001). Findings were discussed in terms of research and therapeutic implications in eudaimonic well-being enhancement.
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