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How women experience pregnancy as uplifting or a hassle is related to their mental and physical health and birth outcomes. Pregnancy during a pandemic introduces new hassles, but may offer benefits that could affect how women perceive their pregnancy. Surveying 118 ethnically and racially diverse pregnant women, we explore (1) women’s traditional and pandemic-related pregnancy uplifts and hassles and (2) how these experiences of pregnancy relate to their feelings of loneliness, positivity, depression, and anxiety. Regressions show that women who experience more intense feelings of uplifts than hassles also feel more positive, less lonely, and have better mental health. Findings suggest that focusing on positive aspects of being pregnant, in general and during a pandemic, might be beneficial for pregnant women’s mental health.
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Abstract Guiding hints and challenge can help scaffold learners to progress beyond what they would achieve independently. The interactive and adaptive capabilities of mobile devices allow educational applications (apps) to support learning through scaffolding designs. However, little research has tested the effects of scaffolding features in apps on young children’s learning. Using a 3 × 2 between‐subjects design, this study experimentally tests how three types of app feedback (nonverbal sounds, verbal encouragement, or scaffolded verbal hints) and two types of leveling (gradual vs. random‐ordered challenge) influence 4–5‐year‐old children’s learning of novel words (
N = 240). Results showed that scaffolded feedback was especially useful when provided at the beginning of app play (p < .01), and scaffolded leveling through gradual increases in difficulty supported faster and more accurate responses than random order challenge (p < .001).Practitioner Notes What is already known about this topic
Researchers have worked to apply what we know about traditional in‐person teaching with young learners and how that might translate to digital platforms.
Parent and teacher scaffolding has been shown to successfully help young children learn. Guidance through increased difficulty and explanatory feedback can help learners gradually build their skills and reflect more deeply on the content they are learning.
What this paper adds
This study adds to the newly growing collection of experiments testing the design features of educational pre‐school apps.
Findings show that scaffolding through educational app feedback and leveling can support young children learning.
Results also show that the impact of scaffolding can depend on when the guidance is presented during app play – at the very beginning of play versus later on.
Implications for practice and/or policy
Findings can help educators and other consumers identify which types of apps are better for scaffolding young children’s learning.
Suggestions are provided to support educational app developers in designing products that are truly effective.
Findings suggest that combinations of app designs may differently impact young children’s learning, providing next step testing conditions for educational app designs.
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We explored adolescents’ (12‐ to 18‐year‐olds;
n = 51) awareness of their audience and subsequent self‐presentation practices on Facebook and Instagram through focus group discussions. Findings suggest that teens, who are developmentally able to perceive a situation from the third‐person perspective and who value peer approval, purposefully share content to appear interesting, well liked, and attractive. Some teens invested great effort into posting by these norms, even asking their friends to help; however, this was more common among girls. Older teens especially discussed taking the perspective of their audience when deciding what to post, which is consistent with the finding that perspective taking continues to develop throughout adolescence. These findings suggest that perspective taking skills and need for peer approval influence self‐presentation online.
