The main purpose of the current study is to investigate the perceptions of individuals' living in Turkey during the COVID-19 pandemic through metaphor analysis. The current study employed the descriptive phenomenological design, one of the qualitative research methods. A total of 210 individuals living in Turkey (114 females (68.6%) and 66 males (31.4%)) participated in the current study through an online questionnaire on a voluntary basis. As the data collection tool, the online questionnaire form developed by the researchers was used. The collected data were analyzed within the framework of five-stage metaphor analysis. As a result of the analysis, a total of seven metaphor categories called being restricted, restlessness, uncertainty/obscurity, deadly/dangerous, struggling, faith/destiny, and supernatural were obtained. These categories were subsumed under three themes called "anxiety/concern, risk, and faith".The current study investigated the effectiveness of a group on-line positive psychology intervention (OPPI) designed to mitigate the psychological impact of the COVID-19 pandemic and the subsequent measures to control it. Study participants (N = 82, M age  = 33.07, SD = 9.55) were all Greek adults divided into an intervention (n = 44) and a control group (n = 38). The intervention group attended a voluntary, online, two-week, six-session (each 50 min), group intervention. The intervention aimed at enhancing participants' personal strengths and resilience in order to cope more effectively with the psychological impact of social distancing (e.g., feelings of anxiety, sadness, fear, and/or loneliness). All participants completed an online questionnaire one week before the intervention's implementation, which included scales measuring their demographic characteristics, empathy, resilience, affectivity, feelings of loneliness, depression and anxiety levels, and feelings of fear regarding the outbreak. Participants in both the intervention and control group completed the same measures the week following the intervention's termination to examine its effects, and two weeks later to examine its long-term effectiveness. selleck chemical The intervention was found to be effective in alleviating the impact of the pandemic and in strengthening participants' resilience. More specifically, the results showed significant decreases for the intervention group in all measures of psychosocial distress (anxiety, depression, loneliness and fear) and significant increases in empathy, resilience, and experience of positive emotions. The study's implications for the development and implementation of online psychological interventions during a crisis are discussed.The present study aimed to test a model of relations to ascertain the determinants of distress caused by lockdown for COVID-19. It was hypothesized that the exposure to the COVID-19 increased distress directly and through the mediation of worry, health-related information seeking, and perception of the utility of the lockdown. It was also expected that higher levels of ambiguity intolerance corresponded to higher distress directly and through the mediation of worry, health information seeking behaviors, and perceived utility of the lockdown. Finally, it was expected that risk aversion positively influenced distress directly and through the increasing of worry, health-related information seeking behavior, and more positive perception of the utility of the lockdown The study was conducted in Italy during the mandatory lockdown for COVID-19 pandemic on 240 individuals (age range 18-76). Data recruitment was conducted via snowball sampling. COVID-19 exposure was positively associated with worry and health-related information seeking. Risk-aversion was positively associated with health-related information seeking and perceived utility of the lockdown to contain the spread of the virus. Worry and health-related information seeking were positively associated with distress, whereas the perceived utility of the lockdown was negatively associated with distress. Intolerance for the ambiguity was directly linked to distress with a positive sign. Findings suggest that risk aversion represents both a risk factor and a protective factor, based on what kind of variable mediates the relationship with distress, and that the intolerance to the ambiguity is a risk factor that busters distress.One of the main current challenges in Educational Data Mining and Learning Analytics is the portability or transferability of predictive models obtained for a particular course so that they can be applied to other different courses. To handle this challenge, one of the foremost problems is the models' excessive dependence on the low-level attributes used to train them, which reduces the models' portability. To solve this issue, the use of high-level attributes with more semantic meaning, such as ontologies, may be very useful. Along this line, we propose the utilization of an ontology that uses a taxonomy of actions that summarises students' interactions with the Moodle learning management system. We compare the results of this proposed approach against our previous results when we used low-level raw attributes obtained directly from Moodle logs. The results indicate that the use of the proposed ontology improves the portability of the models in terms of predictive accuracy. The main contribution of this paper is to show that the ontological models obtained in one source course can be applied to other different target courses with similar usage levels without losing prediction accuracy.Generative learning theory posits that learners engage more deeply and produce better learning outcomes when they engage in selecting, organizing, and integrating processes during learning. The present experiments examine whether the generative learning activity of generating explanations can be extended to online multimedia lessons and whether prompts to engage in this generative learning activity work better than more passive instruction. Across three experiments, college students learned about greenhouse gasses from a 4-part online lesson involving captioned animations and subsequently took a posttest. After each part, learners were asked to generate an explanation (write-an-explanation), write an explanation using provided terms (write-a-focused-explanation), rewrite a provided explanation (rewrite-an-explanation), read a provided explanation (read-an-explanation), or simply move on to the next part (no-activity). Overall, students in the write-an-explanation group (Experiments 2 and 3), write-a-focused-explanation group (Experiment 2), and rewrite-an-explanation group (Experiment 3) performed significantly better on a delayed posttest than the no-activity group, but the groups did not differ significantly on an immediate posttest (Experiment 1).