Creativity and Adaptive Learning's Ability to Predict Perceived Stress and Psychological Well-Being

Autor/in	Wilson, Jahi
Titel	Creativity and Adaptive Learning's Ability to Predict Perceived Stress and Psychological Well-Being
Quelle	(2023), (98 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Virginia State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6838-2
Schlagwörter	Hochschulschrift; Dissertation; Computer Simulation; Anxiety; Well Being; Prediction; High School Students; College Students; Creativity; Student Behavior; Metacognition; Stress Management; Technology Uses in Education; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computergrafik; Computersimulation; Angst; Well-being; Wellness; Wohlbefinden; Vorhersage; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Kreativität; Student behaviour; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Stressmanagement; Stressbewältigung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of the current study was to examine the effectiveness of virtual reality as a creative adaptive learning tool to help participants control their perceived stress and, in turn, their psychological well-being. The study leveraged humanistic learning theory to conceptualize findings. 353 participants were recruited from five high schools and one college in the southeastern region of the United States. The age range of the participants was from 14 to 23. In the first session, participants completed a pretest questionnaire containing the creative behavior inventory, patterns of adaptive learning scale, perceived stress scale, and Ryffs' scale of psychological well-being. They were then guided to an isolated area to meditate virtually for approximately ten minutes. Participants returned for session two within a week and participated in a ten-minute meditation and, after that, completed a questionnaire containing the perceived stress scale and Ryffs' scale of psychological well-being to assess the impact of the meditation sessions. Results indicate that creativity, adaptive learning, and maladaptive learning predict both increased perceived stress as well as increased psychological well-being. Lastly, it was found that though the mean perceived stress decreased and the mean psychological well-being increased during the intervention, the results were insignificant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01