Saturday Onsite Presentation Session 4

Psychology and Education

Session Chair: Sai Sun

15:35-16:00

68135

| School’s Policy of Community and Support With Parent Protect Students From Pandemic – Evidence Form RED

Lienchun Lin, National Chen Chi University, Taiwan

COVID-19 shuttered schools around the world, upending traditional approaches to educational attainment. Emergency remote teaching became a challenge for school managers. How to successfully get students back to school without falling behind and feeling anxious. This study focuses on school policy and intervention that will protect and help students from the pandemic's effects. This research analyzes data from the IEA survey REDS (Responses to Educational Disruption Survey), including 10,349 junior high school teachers who teach G8 students. Based on the REDS user manuscript and the R software used to run regression. Focusing on what kind of community and parent support is most likely to predict lower learning disruption. The result shows that the school’s information system, social media sites, postal service, Video calls predict lower learning postpone. School’s email system, social media sites, Video calls predict lower learning withdraw. Meanwhile, Nutrition, learning materials, Organization of school days, financial support predict lower learning postpone. Health, earning materials, Study skills predict lower learning withdraw. Based on the results: It is important for principles to use different channels to communicate with parents. Otherwise, schools can educate not only students but also parents’ knowledge about parenting during the pandemic.

16:00-16:25

69059 | A Bibliometric Review of Students’ Stress and Social Emotional Learning During the Pandemic

Tsan-Tong

Yu, National Chengchi University, Taiwan

To systematically review the research of student stress during the covid-19 learning with technology and explore the knowledge base of student’s social emotional learning, the study conducted a bibliometric review analyzing 635 journal papers in the Scopus database. The analysis strategies of descriptive statistics, citation analysis, co-citation analysis, and co-occurrence analysis were used to understand students’ emotion, stress, research topics, and the intellectual structure of social emotional learning during the covid-19 pandemic, and provide suggestions for future research in social emotional learning. Three important findings were concluded as follows. 1. Based on the quantity and developmental time of publication, students’ stress and social emotional learning research could be categorized into four phases, which included internet addition, academic performance, social media and interpersonal communication. The top three influential countries concerning publication quantity and citation rates were China, the UK, and United Stated. 2. The top three influential journals of student stress were Frontiers in Psychology, Sustainability Switzerland journal and Frontiers in Education, according to the order. 3. The topics of students’ stress and social emotional learning studies could be grouped into four clusters. The emerging themes were academic performance, anxiety, communicable disease control, and mental health. Based on the findings: In the post-pandemic era, it is increasingly important to cultivate students' social emotional intelligence through the exploration of curriculum, reading, reflection and experimentation.

16:25-16:50

67695 | Rewards System in Children With Autism Spectrum Disorder: A Narrative Review

Maryfe Roxas, Philippine Normal University, Philippines

Marilou Francisco, Polytechnic University of the Philippines, Philippines

Angelbert Hernandez, Trinity University of Asia, Philippines

Laarni Buenaventura, Philippine Normal University, Philippines Melchor Siena, Potrero National Highschool, Philippines Red Honeylee Valencia, Philippine Normal University, Philippines

This paper examined the existing literature on rewards systems in children with Autism Spectrum Disorder (ASD). Review of studies were derived from the period of 2010 to 2022 through the electronic databases such as ProQuest, EBSCO, and ScienceDirect. Search terms include children with ASD, autism, typically developing children, and social rewards. Data were thoroughly analyzed by means of a semi-systematic approach. The researches were clustered through methods, and findings. Based on the consolidated data, it revealed that ASD children respond less to social rewards as compared to typically developing children. Literature reviews provide consistent findings that children with ASD exhibit a need for heightened response than typically developing children. In order to address the gap in existing literature, it is important to address the various findings in theory. There are two ways in which these findings can be viewed: (1) the lack of sensitivity of the children with ASD to social rewards could indicate impairment in their social systems; or (2) based on the social motivation hypothesis, it could just be that they do not find responding to social stimuli rewarding. There seems to be enough evidence of the latter, thus providing a good take off point for the design of an experiment that looks into the reward systems of children with autism. Lastly, it also revealed the call for studies in a localized context for it is prominent that the studies reviewed were culled from Western countries and there were limited numbers in Asian countries like the Philippines. 16:50-17:15

68691 | State-Space Configuration of Intrinsic Motor and Cognitive Tempo

Sai Sun, Tohoku University, Japan

Chia-huei Tseng, Tohoku University, Japan

Kexin Xiong, Tohoku University, Japan

Yasuhiro Hatori, Tohoku University, Japan

Shinsuke Shimojo, California Institute of Technology, United States

Shioiri Satoshi, Tohoku Univesity, Japan

Tempo, pace, rhythm, or speed is a central characteristic of human activities widely expressed in daily walking, thinking, and communication. All human behaviors could hold rhythmic properties and carry intrinsic timing information from or to the brain, as represented by intrinsic brain rhythms and rhythmic synchronization across different brain frequencies, one of the leading timing mechanisms. However, it is still unclear whether such a timing mechanism can be generalized across motor and cognitive dimensions and consistent across states. Using a homebased longitudinal track of motor and cognitive behaviors, we strive to bridge a direct link between intrinsic motor and cognitive tempo using computational modeling and further explore the commonality of timing mechanisms across tasks and states, followed by latent factor analysis that may account for tempo and tempo variations. A self-paced spontaneous finger tapping task was performed using a smartphone to quantify the natural motor tempo together with a battery of webpage-based online experiments involving visual perception, learning, memory, and decision-making across four periods (1st day, 7th days, 30th days, and 60th days later). Overall, our results demonstrated strong stateinvariant motor and cognitive tempo representation, possibly supporting the existence of independent internal clocks for motor and cognitive timing, thus yielding mental stability across states. Moreover, such state-invariant tempo representation is not domain-general but task-specific, suggesting distinct timing mechanisms for automatic motor and cognitive tasks, thus yielding mental flexibility. Lastly, four dimensions primarily characterize natural motor tempo and tempo variations, including self-reported daily life tempo, emotional states, sleep, and social network.