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The relationship between secondary school students’ situational interest and their collaborative learning interactions

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SN Social Sciences 2023年第8期3卷 1-22页

作者： Tatiana, Shubina Hanna, Järvenoja Kristiina, Mänty Faculty of Education and Psychology Learning and Educational Technology Research Unit (LET) University of Oulu PO. BOX 2000 Oulu Finland

Situational interest can be a prominent driver for learning, but little is known about how it is connected to the type of interactions students engage in during collaborative learning. To address this gap, we collected data from 94 secondary school students who worked on collaborative tasks during a five-session science course. Students reported their situational interest before and after every collaborative task. The collaborative sessions were videotaped. Based on the differences in situational interest variation, the students were assigned to three situational interest clusters. The differences in the level and trend of interactions were then statistically examined between the clusters. The results showed that the students whose situational interest increased had a higher level of cognitive interaction (U = 6704.5, p = 0.04) and more rapid growth in cognitive (t (196) = − 2.42 and − 3.62, p < 0.01) and socio-emotional (t (196) = − 1.81 and − 3.48, p < 0.05) interaction than other students. Instead, those students whose situational interest decreased showed more rapid growth in off-task interaction (t (196) = 2.59, p = 0.01). To maintain an optimal level of situational interest, the findings also suggest paying attention to off-task interactions during collaboration, in addition to cognitive interaction. © The Author(s) 2023.

关键词： Cognitive interaction Collaborative learning Interest in learning Situational interest Socio-emotional interaction

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Exploring the Determinants of Artificial Intelligence (Ai) Literacy: Digital Divide, Computational Thinking, Cognitive Absorption

SSRN

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SSRN 2022年

作者： Celik, Ismail Learning and Educational Technology Research Unit Faculty of Education University of Oulu OuluFI-90014 Finland

To effectively utilize artificial intelligence (AI)-based technologies and realize their novel ethical issues, individuals must have a variety of knowledge and skills about AI. Such knowledge and skills have led to the emergence of AI literacy. Despite the importance of AI literacy in everyday life, little is known about its determinants. To better understand the determinants of AI literacy, we attempted to build a research model relying on previous research and different theoretical frameworks. The model incorporated digital divide, cognitive absorption, and computational thinking. As a major finding from the current study, we found out individuals with physical access to information and communication technologies (ICTs) are more expected to use and recognize AI. Also, motivation and skills in using ICTs enable individuals to better evaluate the outcomes of AI-based technologies. The findings also showed that convenient access to ICTs contributes to a deep involvement with AI-based technologies in the use. Further, individuals with higher motivation and skills to use AI technologies are likely to have a pleasant experience after using these technologies. Moreover, computational thinking was found to be significant a determinant of AI literacy, which facilitate using, recognizing, and evaluating AI-based technologies. © 2022, The Authors. All rights reserved.

关键词： Artificial intelligence

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An overview of instruments for assessing and supporting elementary school students’ self-regulated learning

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learning: research and Practice 2021年第2期7卷 109-146页

作者： Koivuniemi, Marika Järvenoja, Hanna Järvelä, Sanna Thomas, Valérie Learning and Educational Technology Research Unit (LET) Department of Educational Sciences University of Oulu Oulu Finland Faculty of Psychology and Educational Sciences Department of Educational Sciences Vrije Universiteit Brussel Brussels Belgium

This study summarises existing instruments for measuring and supporting self-regulated learning (SRL) in schools using articles from the SCOPUS and Web of Science databases. We analyse how the instruments address cognition, motivation or emotions as a target for regulation and whether they acknowledge the phase of SRL (forethought, performance or reflection) that is used. The results show that the instruments accurately specified the SRL target/s, although the regulation phase was specified only 32.7% of the time. Moreover, the SRL assessment instruments measured students’ cognition and motivation, whereas support focused only on cognitive processes. If SRL instruments are intended for future pedagogical use, supports that explicitly target motivation and emotion and acknowledge the differences between SRL phases should be designed. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： assessment instruments self-regulated learning SRL supports

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Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

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Postdigital Science and Education 2022年第2期4卷 271-329页

作者： MacKenzie, Alison Bacalja, Alexander Annamali, Devisakti Panaretou, Argyro Girme, Prajakta Cutajar, Maria Abegglen, Sandra Evens, Marshall Neuhaus, Fabian Wilson, Kylie Psarikidou, Katerina Koole, Marguerite Hrastinski, Stefan Sturm, Sean Adachi, Chie Schnaider, Karoline Bozkurt, Aras Rapanta, Chrysi Themelis, Chryssa Thestrup, Klaus Gislev, Tom Örtegren, Alex Costello, Eamon Dishon, Gideon Hoechsmann, Michael Bucio, Jackeline Vadillo, Guadalupe Sánchez-Mendiola, Melchor Goetz, Greta Gusso, Helder Lima Arantes, Janine Aldous Kishore, Pallavi Lodahl, Mikkel Suoranta, Juha Markauskaite, Lina Mörtsell, Sara O’Reilly, Tanya Reed, Jack Bhatt, Ibrar Brown, Cheryl MacCallum, Kathryn Ackermann, Cecile Alexander, Carolyn Payne, Ameena Leah Bennett, Rebecca Stone, Cathy Collier, Amy Lohnes Watulak, Sarah Jandrić, Petar Peters, Michael Gourlay, Lesley School of Social Sciences Education and Social Work Queen’s University Belfast Belfast BT7 1HL United Kingdom Melbourne Graduate School of Education University of Melbourne Melbourne Australia Department of Accounting and Finance Lancaster University Lancaster United Kingdom National Higher Education Research Institute (IPPTN) Universiti Sains Malaysia Penang Malaysia Dublin City University Dublin Ireland Department of Arts Open Communities & Adult Education University of Malta Msida Malta Division of Digital Learning KTH Royal Institute of Technology Stockholm Sweden School of Architecture Planning and Landscape University of Calgary Calgary Canada Science Policy Research Unit University of Sussex Brighton United Kingdom Educational Technology & Design Department of Curriculum Studies University of Saskatchewan Saskatoon Canada Faculty of Education and Social Work University of Auckland Auckland New Zealand Digital Learning Deakin University Melbourne Australia Department of Education Umeå University Umeå Sweden Open Education Faculty Distance Education Department Anadolu University Eskişehir Turkey Faculty of Social Sciences and Humanities Universidade Nova de Lisboa Lisbon Portugal Department of Education and Lifelong Learning Norwegian University of Science and Technology Trondheim Norway Danish School of Education Aarhus University Aarhus Denmark Centre for Educational Development Aarhus University Aarhus Denmark Department of Applied Educational Science Umeå University Umeå Sweden Dept of Education Ben Gurion University Beersheba Israel Lakehead University Orillia Heritage Place 1 Colborne Street West Orillia Orillia L3V 7X5 ON Canada Online High School & MOOC Open University Educational Innovation and Distance Education Office Universidad Nacional Autónoma de México Mexico City Mexico Open University Educational Innovation and Distance Education Office Coordinator Universidad Nacional Autónoma de México Mexico City Mexico Engl

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching. © 2021, The Author(s).

关键词： Campus learning Collective response Covid-19 Digital learning Distant learning Manifesto for teaching online Postdigital

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Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

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Nordic Journal of Nursing research 2019年第4期39卷 191-200页

作者： Männistö, Merja Mikkonen, Kristina Vuopala, Essi Kuivila, Heli-Maria Virtanen, Mari Kyngäs, Helvi Kääriäinen, Maria Research Unit of Nursing Science and Health Management University of Oulu Finland Health Care and Nursing Oulu University of Applied Sciences Finland Research Unit for Learning and Educational Technology University of Oulu Finland Health Care Diagnostic Services and Service Management Helsinki Metropolia University of Applied Sciences Finland Medical Research Center Oulu Oulu University Hospital University of Oulu Finland The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group (n = 87) studied using a collaborative digital learning environment and the control group (n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education. © The Author(s) 2019.

关键词： collaborative learning digital learning environment intervention nursing education student

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Bridging in-class and real life vocabulary learning using a mobile learner-generated content tool:A case study

Bridging in-class and real life vocabulary learning using a ...

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第23屆全球华人计算机教育应用大会(GCCCE 2019)

作者： Yanjie Song Ka Man Lung Hiroaki Ogata Yin Yang Nehal Hasnine Kosuke Mouri Department of Mathematics and Information Technology The Education University of Hong KongHong Kong Man Kiu Association Primary School Hong Kong Learning and Educational Technologies Research Unit Kyoto UniversityJapan Tokyo University of Agriculture and Technology Japan

Despite efforts have been invested in using digital technologies to enhance learners' language learning,rarely explored are studies aiming at bridging in-class vocabulary learning with real-life learning experiences in primary school *** study aims at investigating what primary students learned by linking in-class and real life English vocabulary learning mediated by a mobile learner-generated content(m-LGC)tool;and what students' perception of the m-LGC use *** study approach was *** collection included student created learning logs and *** qualitative and quantitative methods were used to analyze *** results show that students not only were able to apply the newly learned vocabulary to real life,but also were able to learn from peers about the vocabulary,and related *** the meantime,issues were identified,and future work is explored.

关键词： vocabulary learning learner-generated tool real life settings student experiences

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European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment

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Evolution: Education and Outreach 2021年第1期14卷 1-22页

作者： Kuschmierz, Paul Beniermann, Anna Bergmann, Alexander Pinxten, Rianne Aivelo, Tuomas Berniak-Woźny, Justyna Bohlin, Gustav Bugallo-Rodriguez, Anxela Cardia, Pedro Cavadas, Bento Filipe Barreiras Pinto Cebesoy, Umran Betul Cvetković, Dragana D. Demarsy, Emilie Đorđević, Mirko S. Drobniak, Szymon M. Dubchak, Liudmyla Dvořáková, Radka M. Fančovičová, Jana Fortin, Corinne Futo, Momir Geamănă, Nicoleta Adriana Gericke, Niklas Grasso, Donato A. Lendvai, Ádám Z. Mavrikaki, Evangelia Meneganzin, Andra Mogias, Athanasios Möller, Andrea Mota, Paulo G. Naciri, Yamama Németh, Zoltán Ożańska-Ponikwia, Katarzyna Paolucci, Silvia Pap, Péter László Petersson, Maria Pietrzak, Barbara Pievani, Telmo Pobric, Alma Porozovs, Juris Realdon, Giulia Sá-Pinto, Xana Savković, Uroš B. Sicard, Mathieu Sofonea, Mircea T. Sorgo, Andrej Stermin, Alexandru N. Tăușan, Ioan Torkar, Gregor Türkmen, Lütfullah Tutnjević, Slavica Uitto, Anna E. Varga, Mirna Vazquez-Ben, Lucia Venetis, Constantinos Viguera, Enrique Virtbauer, Lisa Christine Vutsova, Albena Yruela, Inmaculada Zandveld, Jelle Graf, Dittmar Institute for Didactics of Biology Justus-Liebig-University Giessen Giessen Germany Institute for Biology Teaching and Learning Research in Biology Education Humboldt-Universität Zu Berlin Berlin Germany Faculty of Life Science Department of Biology University of Leipzig Leipzig Germany Didactica Research Unit Faculty of Social Sciences & Behavioural Ecology & Ecophysiology Group Department of Biology University of Antwerp Antwerp Belgium Organismal and Evolutionary Biology Research Program University of Helsinki Helsinki Finland University of Information Technology and Management in Rzeszów Rzeszów Poland Public & Science (VA) Stockholm Sweden Department of Pedagogy and Didactics University of A Coruña A Coruña Spain Escola Superior de Educação Politécnico do Porto Porto Portugal Department of Science and Mathematics Polytechnic Institute of Santarém/School of Education Santarém Portugal Faculty of Education/Department of Mathematics and Science Education Usak University Uşak Turkey Chair of Genetics and Evolution Faculty of Biology University of Belgrade Belgrade Serbia Department of Botany and Plant Biology University of Geneva Geneva Switzerland Department of Evolutionary Biology Institute for Biological Research “Siniša Stanković” - National Institute of Republic of Serbia University of Belgrade Belgrade Serbia Institute of Environmental Sciences Jagiellonian University Kraków Poland Department of Parliamentarism and Political Management National Academy for Public Administration Under the President of Ukraine Kyiv Ukraine Department of Teaching and Didactics of Biology Charles University Praha Czech Republic Department of Biology Faculty of Education Trnava University Trnava Slovakia Laboratory of Didactic André Revuz University of Paris Paris France Institut Ruđer Bošković/Division of Molecular Biology Zagreb Croatia Department/Research Center in Systems Ecology and Sustainability University of Bucharest Bucharest Romania Department of Envir

Background: Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results: We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions: Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricul

关键词： Acceptance Assessment Attitude Europe Evolution Higher education Knowledge Multilevel modeling Religious faith Socioscientific issues

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Eye tracking: empirical foundations for a minimal reporting guideline

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Behavior research methods 2023年第1期55卷 364-416页

作者： Kenneth Holmqvist Saga Lee Örbom Ignace T C Hooge Diederick C Niehorster Robert G Alexander Richard Andersson Jeroen S Benjamins Pieter Blignaut Anne-Marie Brouwer Lewis L Chuang Kirsten A Dalrymple Denis Drieghe Matt J Dunn Ulrich Ettinger Susann Fiedler Tom Foulsham Jos N van der Geest Dan Witzner Hansen Samuel B Hutton Enkelejda Kasneci Alan Kingstone Paul C Knox Ellen M Kok Helena Lee Joy Yeonjoo Lee Jukka M Leppänen Stephen Macknik Päivi Majaranta Susana Martinez-Conde Antje Nuthmann Marcus Nyström Jacob L Orquin Jorge Otero-Millan Soon Young Park Stanislav Popelka Frank Proudlock Frank Renkewitz Austin Roorda Michael Schulte-Mecklenbeck Bonita Sharif Frederick Shic Mark Shovman Mervyn G Thomas Ward Venrooij Raimondas Zemblys Roy S Hessels Department of Psychology Nicolaus Copernicus University Torun Poland. kenneth.holmqvist@ur.de. Department of Computer Science and Informatics University of the Free State Bloemfontein South Africa. kenneth.holmqvist@ur.de. Department of Psychology Regensburg University Regensburg Germany. kenneth.holmqvist@ur.de. Department of Psychology Regensburg University Regensburg Germany. Experimental Psychology Helmholtz Institute Utrecht University Utrecht The Netherlands. Lund University Humanities Lab and Department of Psychology Lund University Lund Sweden. Department of Ophthalmology SUNY Downstate Health Sciences University Brooklyn NY USA. Tobii Pro AB Danderyd Sweden. Social Health and Organizational Psychology Utrecht University Utrecht The Netherlands. Department of Computer Science and Informatics University of the Free State Bloemfontein South Africa. TNO Soesterberg The Netherlands. Department of Ergonomics Leibniz Institute for Working Environments and Human Factors Dortmund Germany. Institute of Informatics LMU Munich Munich Germany. Institute of Child Development University of Minnesota Minneapolis USA. School of Psychology University of Southampton Southampton UK. School of Optometry and Vision Sciences Cardiff University Cardiff UK. Department of Psychology University of Bonn Bonn Germany. Vienna University of Economics and Business Vienna Austria. Department of Psychology University of Essex Essex UK. Department of Neuroscience Erasmus MC Rotterdam The Netherlands. Machine Learning Group Department of Computer Science IT University of Copenhagen Copenhagen Denmark. SR Research Ltd Ottawa Canada. Human-Computer Interaction University of Tübingen Tübingen Germany. University of British Columbia Columbia Canada. Department of Eye and Vision Science Institute of Life Course and Medical Sciences University of Liverpool Liverpool UK. Department of Education and Pedagogy Division Education Faculty of Social and Behavioral Sciences Ut

In this paper, we present a review of how the various aspects of any study using an eye tracker (such as the instrument, methodology, environment, participant, etc.) affect the quality of the recorded eye-tracking data and the obtained eye-movement and gaze measures. We take this review to represent the empirical foundation for reporting guidelines of any study involving an eye tracker. We compare this empirical foundation to five existing reporting guidelines and to a database of 207 published eye-tracking studies. We find that reporting guidelines vary substantially and do not match with actual reporting practices. We end by deriving a minimal, flexible reporting guideline based on empirical research (Section "An empirically based minimal reporting guideline").

关键词： Data quality Eye movements Eye tracking Replicability Reporting guidelines Reporting practices Reporting standards Reproducibility

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Correction to: European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment

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Evolution: Education and Outreach 2022年第1期15卷 1-2页

作者： Paul Kuschmierz Dittmar Graf Anna Beniermann Alexander Bergmann Rianne Pinxten Tuomas Aivelo Justyna Berniak-Woźny Gustav Bohlin Anxela Bugallo-Rodriguez Lucia Vazquez-Ben Pedro Cardia Bento Filipe Barreiras Pinto Cavadas Umran Betul Cebesoy Lütfullah Türkmen Dragana D. Cvetković Emilie Demarsy Mirko S. Đorđević Uroš B. Savković Szymon M. Drobniak Liudmyla Dubchak Radka M. Dvořáková Jana Fančovičová Corinne Fortin Momir Futo Nicoleta Adriana Geamănă Niklas Gericke Donato A. Grasso Ádám Z. Lendvai Zoltán Németh Evangelia Mavrikaki Andra Meneganzin Telmo Pievani Athanasios Mogias Andrea Möller Paulo G. Mota Yamama Naciri Katarzyna Ożańska-Ponikwia Silvia Paolucci Péter László Pap Maria Petersson Barbara Pietrzak Alma Pobric Juris Porozovs Giulia Realdon Xana Sá-Pinto Mathieu Sicard Mircea T. Sofonea Andrej Sorgo Alexandru N. Stermin Ioan Tăușan Gregor Torkar Slavica Tutnjević Anna E. Uitto Máté Varga Mirna Varga Konstantinos Korfiatis Enrique Viguera Lisa Christine Virtbauer Albena Vutsova Inmaculada Yruela Jelle Zandveld Institute for Didactics of Biology Justus-Liebig-University Giessen Giessen Germany Institute for Biology Teaching and Learning Research in Biology Education Humboldt-Universität Zu Berlin Berlin Germany Faculty of Life Science Department of Biology University of Leipzig Leipzig Germany Didactica Research Unit Faculty of Social Sciences & Behavioural Ecology & Ecophysiology Group Department of Biology University of Antwerp Antwerp Belgium Organismal and Evolutionary Biology Research Program University of Helsinki Helsinki Finland University of Information Technology and Management in Rzeszów Rzeszów Poland Public & Science (VA) Stockholm Sweden Department of Pedagogy and Didactics University of A Coruña A Coruña Spain Escola Superior de Educação Politécnico Do Porto Porto Portugal Department of Science and Mathematics Polytechnic Institute of Santarém/School of Education Santarém Portugal Faculty of Education/Department of Mathematics and Science Education Usak University Uşak Turkey Chair of Genetics and Evolution Faculty of Biology University of Belgrade Belgrade Serbia Department of Botany and Plant Biology University of Geneva Geneva Switzerland Department of Evolutionary Biology Institute for Biological Research Siniša Stanković”—National Institute of Republic of Serbia University of Belgrade Belgrade Serbia Institute of Environmental Sciences Jagiellonian University Kraków Poland Department of Parliamentarism and Political Management National Academy for Public Administration Under the President of Ukraine Kiev Ukraine Department of Teaching and Didactics of Biology Charles University Prague Czech Republic Department of Biology Faculty of Education Trnava University Trnava Slovakia Laboratory of Didactic André Revuz University of Paris Paris France Institut Ruđer Bošković/Division of Molecular Biology Zagreb Croatia Department/Research Center in Systems Ecology and Sustainability University of Bucharest Bucharest Romania Department of Enviro

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A preliminary study on the role of personal history of infectious and parasitic diseases on self-reported health across countries

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Public Health 2025年 242卷 220-227页

作者： Pfuhl, Gerit Prazeres, Filipe Kowal, Marta Aavik, Toivo Abad-Villaverde, Beatriz Afhami, Reza Aguilar, Leonardo Akello, Grace Al-Shawaf, Laith Antfolk, Jan Atama, Chiemezie S. Duyar, Derya Atamturk Baiocco, Roberto Balım, Sercan Batres, Carlota Belkacem, Yakhlef Besson, Théo Bode, Adam Boğa, Merve Boudesseul, Jordane Boussena, Mahmoud Brahim, Hamdaoui Burduli, Nana Can, Ali R. Cetinkaya, Hakan Chirumbolo, Antonio Chubinidze, Dimitri Cornec, Clément Dinić, Bojana M. Dural, Seda Duyar, Izzet Ebimgbo, Samuel O. Etchezahar, Edgardo Fedor, Peter Frackowiak, Tomasz Frederick, David A. Galasinska, Katarzyna García, Felipe E. Yepes, Talia Gomez Grigoryev, Dmitry Guemaz, Farida Hromatko, Ivana Ikizer, Gözde Janssen, Steve M. J. Kamburidis, Julia A. Kavčič, Tina Kervyn, Nicolas Khan, Farah Kobylarek, Aleksander Koyuncu, Mehmet Kunisato, Yoshihiko Lacko, David Landa-Blanco, Miguel Lidborg, Linda H. Lins, Samuel Mandzyk, Tetyana Mari, Silvia Marot, Tiago A. Martinez-Banfi, Martha Mattiassi, Alan D. A. Mayorga-Lascano, Marlon Mebarak, Moises Meskó, Norbert Miccoli, Maria Rosa Mikuličiūtė, Vita Milfont, Taciona L. Mišetić, Katarina Morelli, Mara Natividade, Jean C. Ndukaihe, Izuchukwu L. G. Novaes, Felipe Omar, Salma S. Fauzee, Mohd Sofian Omar Otterbring, Tobias Özener, Barış Ozer, Simon Park, Ju Hee Banai, Irena Pavela Pazhoohi, Farid Perun, Mariia Pírko, Martin Pirtskhalava, Ekaterine Pisanski, Katarzyna Plohl, Nejc Ponnet, Koen Prokop, Pavol Ribeiro, Matheus F. F. Rosário, Frederico Şahin, Ayşegül Sahli, Fatima Zahra Šakan, Dušana Senyk, Oksana Siepelmeyer, Henrik Ribeiro da Silva, Diana Singh, Sangeeta Solak, Çağlar Söylemez, Sinem Studzinska, Anna Tan, Chee-Seng Topanova, Gulmira T. Bulut, Merve Topcu Toplu-Demirtaş, Ezgi Trémolière, Bastien Tulyakul, Singha Ungaretti, Joaquín Valentova, Jaroslava V. Varella, Marco A.C. Vintila, Mona Volkodav, Tatiana Wlodarczyk, Anna Yeh, Yao-Yuan Yoo, Gyesook Zerhouni, Oulmann Zumárraga-Espinosa, Marcos Zupančič, Maja Sorokowski, Piotr Department of Psychology NTNU Norway Faculty of Health Sciences University of Beira Interior Portugal Family Health Unit Beira Ria Portugal RISE-Health MEDCIDS Faculty of Medicine of the University of Porto Portugal IDN Being Human Lab Institute of Psychology University of Wrocław Poland Institute of Psychology University of Tartu Estonia Faculty of Education and Humanities Universidad Nacional Pedro Henríquez Ureña Dominican Republic Department of Art Studies Tarbiat Modares University Iran School of Psychology Central University of Venezuela Bolivia Faculty of Medicine Department of Mental Health Gulu University Uganda Department of Psychology University of Colorado United States Center for Cognitive Archeology University of Colorado United States Institute for Advanced Study in Toulouse France Faculty of Arts Psychology and Theology Åbo Akademi University Finland Department of Sociology & Anthropology University of Nigeria Nigeria Department of Anthropology İstanbul University Turkey Department of Developmental and Social Psychology Sapienza University of Rome Italy Department of Psychology Bursa Technical University Turkey Department of Psychology Franklin and Marshall College United States Ecole Normale Supérieure Assia DJEBBAR de Constantine Algérie Algeria Laboratoire de Psychologie Sociale Université Paris Cité France School of Archaeology and Anthropology ANU College of Arts and Social Sciences Australian National University Australia Department of Psychology Bursu Uludag University Turkey Laboratoire Parisien de Psychologie Sociale Psychologie Sociale des Comportements et des Cognitions Univ. Paris Nanterre France Instituto de Investigación Científica Universidad de Lima Peru Department of Psychology and Educational Sciences University of Mohamed Lamine Debaghine Setif2 Algeria Département of Sociologie Ibn Tofaïl University Morocco Department of Psychology University of Georgia Georgia Department of Anthropology Hatay Mustafa Kemal Universi

Objectives: Infectious diseases are often associated with decline in quality of life. The aim of this study is to analyze the relationship between personal history of communicable, i.e., infectious and parasitic diseases and self-rated health. Study design: Secondary analysis of a large dataset multi-country observational study. Methods: We used a four-pronged analysis approach to investigate whether personal history of infectious and parasitic diseases is related to self-reported health, measured with a single item. Results: Three of the four analyses found a small positive effect on self-reported health among those reporting a history of pathogen exposure. The meta-analysis found no support but large heterogeneity that was not reduced by two classifications of countries. Conclusion: Personal history of infectious and parasitic diseases does not reduce self-reported health across a global sample. © 2025 The Authors

关键词： Communicable diseases Global health Mental health Multiverse analysis

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